Agenda Document Pack - Education, Children and Families Committee - 21/11/2023
North Lanarkshire Council · 21 November 2023
Back to Education, Children and Families Committee — 21 November 2023 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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10 November 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, 21 November 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, T Carragher, 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, K Stevenson, A Stubbs, J Toner, N Wilson. Page 1 of 522
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Agenda 1 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 Minutes 2 Minute of Meeting of the Education Employee Appeal Sub-Committee - 11 September 2023 Submit minute of the meeting of the Education Employee Appeals Sub-Committee held on 11 September 2023 for approval (copy herewith) 7 - 8 Operational 3 Health and Wellbeing Submit report by the Chief Officer (Education - North) providing an update on the initial findings of the Strengths and Difficulties Questionnaire survey and steps taken to build wellbeing in children and young people (copy herewith) 9 - 78 4 1140 ELC Expansion update 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) 79 - 90 5 Secondary School Library Review Submit report by the Chief Officer (Education - South) setting out the results of a consultation in relation to the future library provision within secondary schools and the operating model for each school under consideration (copy herewith) 91 - 104 6 Standards and Quality Report Session 2022-2023 Submit report by the Chief Officer (Education - South) setting out the Standards and Quality Report for the period August 2022 to August 2023 (copy herewith) 105 - 198 7 Scottish Attainment Challenge Report Session 2022-23 Submit report by the Chief Officer (Education - South) providing an update on progress of the Scottish Attainment Challenge programme within North Lanarkshire for session 2022/23 (copy herewith) 199 - 246 Page 3 of 522
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8 Response to Motion – Cost of School Meal Service Submit report by the Chief Officer (Assets and Procurement) providing an update on the review of the paid school meal service (copy herewith) 247 - 268 9 Transforming Places – Town and Community Hub Programme Six Monthly Update on Progress Submit report by the Chief Officer (Assets and Procurement) providing an update on the Town and Community Hub Delivery Programme (copy herewith) 269 - 294 10 Fostering and Kinship Allowances 2023-24 Submit report by the Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) providing an update on the introduction of a Scottish Recommended Allowance for foster and kinship carers and on arrangements for the implementation of the new allowances in North Lanarkshire (copy herewith) 295 - 306 11 Joint Inspection of Services for Children and Young People at Risk of Harm Submit report by the Chief Social Work Officer (Education, Families, Justice and Integrated Practice) providing an update on the scope and outcome of the recently concluded joint inspection undertaken during the period from 17 April to 13 September 2023, which focussed on services and supports for children and young people in North Lanarkshire (copy herewith) 307 - 346 12 North Lanarkshire Children’s Services Plan 2023-26 Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) setting out the North Lanarkshire Draft Children's Services Plan 2023/26 (copy herewith) 347 - 412 13 Annual Report of the Chief Social Work Officer 202223 Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Services providing an overview of The Chief Social Work Officer Annual Report for 2022/23 (copy herewith) 413 - 500 Performance Page 4 of 522
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14 Strategic Performance Framework - latest performance results for the Children’s Social Work and Protection Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) providing an update on the latest results for a suite of specific performance indicators for the Chief Social Work Officer, that can be compared nationally within the remit of the Committee (copy herewith) 501 - 510 Financial 15 Revenue Budget Monitoring Report Submit report by the Chief Officer (Education - North) providing a summary of the financial performance of the Education, Children and Families service for the period 1 April 2023 to 15 September 2023 (Period 6) and the projected outturn position as at 31 March 2024 (copy herewith) 511 - 522 Page 5 of 522
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EDUCATION EMPLOYEE APPEALS SUB - 11 SEPTEMBER 2023 1 11 September 2023 at 9.30 am. A Meeting of the EDUCATION EMPLOYEE APPEALS SUB-COMMITTEE PRESENT Councillor Campbell, Convener; Councillor McBride, Vice-Convener; Councillors Ballinger, Beveridge, Cairns, Costello, Currie and McManus. CHAIR Councillor Campbell (Convener) presided. IN ATTENDANCE The Chief Officer (Legal and Democratic) and Democratic Services Manager. APOLOGIES Councillors Brannan-McVey, Kelly, Stevenson and A. Stubbs DECLARATIONS OF INTEREST IN TERMS OF THE ETHICAL STANDARDS IN PUBLIC LIFE ETC. (SCOTLAND) ACT 2000 1. There were no declarations of interest. It was agreed in terms of Section 50A(4) of the Local Government (Scotland) Act 1973, that the public be excluded from the meeting for the following item on the grounds that the business involved the likely disclosure of exempt information as defined in paragraph 1 of Part 1 of Schedule 7A of the Act. EDUCATION, CHILDREN AND FAMILIES – APPEAL AGAINST DISMISSAL – 1/2023 2. There was submitted intimation of an appeal against dismissal by Appellant 1/2023, together with a report by the Chief Officer (Education – North) and representations and submissions from Appellant 1/2023. Thereafter, both parties withdrew from the meeting. Both parties were then re-admitted to the meeting. Decided: that the grounds of the appeal had not been substantiated and the appeal be not upheld. Item 2 Page 7 of 522
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North Lanarkshire Council Report Education Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref Date 21/11/23 Health and Wellbeing From Gerard McLaughlin Chief Officer (Education – North) E-mail Mclaughling@northlan.gov.uk Telephone Executive Summary In September 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. The report also provided some initial findings from the Strengths and Difficulties Questionnaire (SDQ) survey carried out with children across our schools between April and June 2023. 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 and use with secondary school pupils as part of the Reimagining Childrens Services initiative in 2017. This report builds on these initial findings, providing a fuller picture of the data and analysis of the findings. This report also shows the work being carried out with schools to respond to the results of the survey and target appropriate offers of support to children that the survey suggests need this. The survey results build a picture of children’s wellbeing in North Lanarkshire from 2017, through the experience of the COVID 19 pandemic and the initial stages of recovery up to this point. The findings initially presented shows more children showing increased health and wellbeing needs in 2021 by comparison with 2017 but that a similar picture has emerged between 2021 and 2023, despite significant social and economic pressures facing families at the present time. 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 the use of the GIRFEC framework and existing and strengthened services to target wellbeing of children and young people. Recommendations It is recommended that Committee: 1) Acknowledge progress with the SDQ survey set out below and the steps being taken to build wellbeing in our children and young people . The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Item 3 Page 9 of 522
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1. Background 1.1 Members will be aware of the ongoing work being carried out in the field of health and wellbeing in Education and Families. This is strongly linked with developments in the Getting it Right for Every Child (GIRFEC) approach and pathway and work being done within our empowering clusters model. This builds locally on the national GIRFEC policy, and other national policies such as the Promise with its focus on early intervention and family support. 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, 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 centres around the outputs an outcomes that the SDQ survey highlights, and the systems and processes that will be used to follow up targeting of intervention with those children and young people that the survey, and other data has highlighted as requiring an offer of additional support. 1.4 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 and can also be compared with data from the Realigning Childrens Services (RCS) initiative in 2017 where the SDQ was used to gather wellbeing data on children in secondary schools. Technical details on the SDQ and its administration can be found in appendix 1. The report to this committee in September 2023 on Getting it Right for Every Child presented initial messages from the SDQ survey. This paper provides a deeper analysis of the data and information on the planned follow up with schools. 2. Report Strengths and Difficulties Questionnaire 2.1 The SDQ is an internationally recognised measure of wellbeing in young people. 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 the following five subscales: 1. Emotion (items related to somatic complaints, worries, fears, happiness) 2. Conduct (items related to temper, obedience, fighting, lying, stealing) Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Resilient People Page 10 of 522
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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 2.2 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. 2.3 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. 2.4 The SDQ survey held between April and July 2023 surveyed the school population as regards their wellbeing. The survey is carried out through self-report by secondary pupils and teacher report by those at primary. The findings cannot be combined due to the different ways of collecting the information. In September 2023 initial findings were reported to this committee which included: • In primary schools the proportion of pupils scoring in the ‘close to average’ category in SDQ areas ranged from 78% to 87% • Male pupils show higher scores across all areas in comparison to female pupils in the primary group. • Average total difficulties scores were higher for children who have care experience in primary school compared to those who do not. However, all scores fall within the ‘close to average’ range. • Within the primary care experienced group, mean total difficulties scores for males are higher than females. • A greater percentage of care experienced primary aged pupils are in the close to average range than in 2021. • For children on the child protection register in the primary group, mean total difficulties scores were higher for males than females. • 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%. • Female pupils in secondary school scored higher across all SDQ subscales (except prosocial) compared to male pupils. • In the secondary group, average total difficulties scores were higher for young people who have care experience compared to those who do not. • For children in secondary schools on the child protection register, mean total difficulties scores were higher for females than males. • 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. 2.5 Further analysis has been necessary and ongoing, with a set of results that takes in 36,294 individual responders, representing 76% of children and young people in schools. This analysis is included in the attached Technical Report (appendix 1) but shows a complex picture, some key messages about our children’s health and wellbeing are summarised below. Results from the Survey – Primary 2.6 There was 24,311 teacher completed SDQs returned for primary aged pupils (94% response rate). 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 Page 11 of 522
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their teachers as being ‘close to average’ across the key SDQ scales. 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%). From 2021 to 2023, there has been a 3% decrease in those scoring in the ‘close to average’ range, and 1% increase in those scoring in each of the remaining total difficulties score categories. 2.7 Male pupils with additional support needs attending mainstream primary reported a higher total difficulties score than females with additional support needs attending mainstream primary. Although a slight difference is observed in these scores, they still fell within the ‘close to average’ range. 2.8 The average total difficulties scores are highest for SIMD1-2 and decrease when moving from most deprived to least deprived. However, there is not a large difference in scores, with all falling within the ‘close to average’ range. 79% of pupils in SIMD 1- 2 were in the close to average range for Total difficulties, compared to 91% of SIMD 9-10. This indicates that while deprivation is an issue most children living in areas of deprivation are within the close to average range. 2.9 Mean Total difficulties scores are relatively similar when comparing pupil scores across categories of care experience at home (11.8), away (11.5) or previously care experienced (10.7). However, all of the mean total difficulties scores fall within the ‘close to average’ range. Pupils who are looked after at home had a larger proportion scoring ‘very high’ for total difficulties (28%) than those looked after away from home (20%) or previously (18%). 2.10 Male pupils in the child protection population showed higher mean Total Difficulties scores (15.5, slightly raised range) compared to female pupils (9.2, close to average range). The majority of scores for the child protection population 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. 2.11 Scores for all SDQ subscales fall within the ‘close to average’ range for the whole pupil population entitled to clothing grants. When comparing gender, the impact and externalising scores for males entitled to clothing grants fall within the ‘slightly raised’ range (all other scores falling in ‘close to average range’). 2.12 Mean total difficulties scores are highest for the pupil group with lower than 50% attendance. Pupil groups with higher attendance report lower mean Total Difficulties scores. Showing a clear association between attendance and wellbeing. 2.13 For both Literacy and Numeracy attainment, the percentage of children who have achieved their expected levels is highest for those who are scoring in the ‘close to average’ range for total difficulties, and lowest for those scoring in the ‘very high’ range for total difficulties. In this area there is an association between attainment and wellbeing. Results from the Survey – Secondary 2.14 There was 11,611 pupil completed SDQs returned for secondary aged pupils (56% response rate). 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’ range. With respect to total difficulties for secondary school pupils, there is a greater proportion of male pupils rated in the ‘close Page 12 of 522
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to average’ score category (67%) compared to female pupils (51%). From 2021 to 2023, the percentage of pupils scoring in the ‘close to average’ and ‘slightly raised’ ranges for total difficulties remained the same. There was a 1% reduction in pupils scoring in the ‘high’ range and a 1% increase in pupils scoring in the ‘very high’ total difficulties categories. 2.15 Female pupils with additional support needs attending mainstream secondary reported a higher mean total difficulties score (scoring in the ‘slightly raised’ range) than males with additional support needs attending mainstream secondary (scoring in the ‘close to average’ range). 2.16 The average total difficulties scores are highest for SIMD1-2 and decrease when moving up the quintiles from most deprived to least deprived. However, there is not a large difference in scores, with average total difficulties scores falling within the ‘close to average’ range across all SIMD areas. 2.17 Mean Total Difficulties scores for Children cared for at home (16.3) and away from home (16.2) fall within the ‘slightly raised’ range. Children with previous care experience fall within the ‘close to average’ range or total difficulties (14.9). For Total difficulties, pupils who are looked after away from home had a larger proportion scoring in the ‘very high’ range (32.3%) than those previously looked after (25%) or looked after at home (20%). Higher scores would be expected to some extent for children in this high need group. 2.18 Female pupils in the child protection population showed higher mean Total Difficulties scores (16.4, slightly raised range) compared to male pupils (11.1, close to average range). 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). This indicates that wellbeing is hold up well for children in this group faced with risk of significant harm. 2.19 When examining the whole population of secondary pupils who are entitled to clothing grants, the female population are scoring higher than males (16.5), putting them in the ‘slightly raised’ total difficulties range with males scoring in the ‘close to average’ range (13.4) for total difficulties. 2.20 Mean total difficulties scores are highest for the pupil group with lower than 50% attendance. Pupil groups with higher attendance report lower mean Total Difficulties scores. As with primary school pupils the association between attendance and wellbeing is clear. 2.21 For both Literacy and Numeracy attainment, the percentage of children who have achieved their expected levels is highest for those who are scoring in the ‘close to average’ range for total difficulties (91% achieving literacy levels, 94% achieving numeracy levels), and lowest for those scoring in the ‘very high’ range for total difficulties (84% achieving both literacy and numeracy levels). The association between attainment and wellbeing seen in the primary group is also apparent here. Results from the Survey ASN Sector 2.22 When looking at the responses from the ASN school sector it must be remembered that both teacher and pupil report methodology had been used. This is based on the level of development for each young person decided upon by the schools. This makes Page 13 of 522
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the survey more individualised. In addition the numbers responding to the survey are very small in this sector making it difficult to see clear trends or patterns. 2.23 For teacher report SDQs in the ASN school sector, mean scores for SDQ subscales show greater variation. Total difficulties fall within the ‘slightly raised’ range, impact score falls withing the ‘high’ range, internalising difficulties and externalising difficulties both fall within the ‘slightly raised’ range, and prosocial scores fall within the ‘very low’ range. 2.24 For pupil report SDQs in the ASN school sector, mean scores for SDQ subscales range from ‘close to average’ to ‘slightly raised’. Means for total difficulties, externalising difficulties and prosocial scores all fall within the ‘close to average’ range, and impact score and internalising difficulties fall within the ‘slightly raised’ range. What SDQ tells us About Wellbeing 2.25 The most obvious message from this survey is that the vast majority of our children continue to do well in terms of wellbeing. This includes groups where we know that there is significant challenges to wellbeing, such as care experienced young people or children on the child protection register. 2.26 With RCS results added in it is possible to look longitudinally (2017-2023) at data for S1-S4 pupils. This highlights a downward trend of the proportion of pupils scoring in the ‘close to average’ category for total difficulties and an increase in the proportion scoring in the ‘very high’ range, particularly between 2017 and 2021. There is a slight shift in the total difficulty score trend between 2021 and 2023, however this is less clear when the whole data set is considered. In summary for S1-S4 pupils this shows a clear drop in wellbeing between 2017 and 2021during the COVID 19 changes, but a more similar picture between 2021 and 2023. This is despite the changes coming with a return to school, a return to exam stresses for the secondary school group and the impact of economic challenges on families which are evidenced by many council services. 2.27 Overall we have a picture that shows our children’s wellbeing is being supported despite significant challenges. This also shows that for specific groups ( S1-4 girls, children impacted on by poverty, care experienced, children on the child protection register and children with ASN in mainstream school ) there is a higher likely hood of increased difficulties. However even for children in these groups the majority are falling into the close to average range for Total Difficulties Score. Attendance and Wellbeing 2.28 Attendance is noted in the Roadmap to Recovery as the major indicator of health and wellbeing with a well-established association between these factors. The above data from SDQ indicates a clear association between attendance, attainment and wellbeing. As previously reported to this committee, 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. This has now levelled off for year 2022/23. The graphs below show the changing pattern over the last four complete school years and the picture so far for 2023/24. Page 14 of 522
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2.29 A monthly monitoring of attendance process is now in place bringing the attendance figures to Education and Families Senior Leadership Team. This is also circulated to schools to allow a focus at school level on improving attendance that is informed by up to date data across the authority. 2.30 Currently the position as regards attendance is encouraging with the attendance rates to date being significantly higher that the whole year figure for last year. However when this is viewed alongside the position at the same point last year, as shown below, the positions are remarkably similar. It will therefore be important to maintain the focus on attendance through the monthly monitoring process, intervention from schools and the use of family support. Family Engagement Approach 2.31 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 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 can improve engagement with families and help them identify any barriers that exist to their children achieving high levels of attendance. 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 Page 15 of 522
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to maximise school attendance. At the time of writing eleven staff are currently operational with an additional seven appointed and due to start once pre-employment checks are complete. 2.32 The report to this committee in September showed that the staff in post at that time had increased attendance with the majority of children that they had worked with. Since then the number has increased and further evaluation of the impact on attendance is planned to take place at the end of the calendar year with a greater number of staff in post. 2.33 The Family Engagement Support Assistants currently in post have completed training in the use of Outcomes Star. Members may recall that the use of Outcomes Star has been developing following a pilot of the use of the tool. Its use will be developed over the next year with the Family Engagements Support Assistants using the tool as a measure of improving wellbeing alongside attendance measures. Nurture, Resilience and Trauma Informed Practice 2.34 One area of work that has been undergoing ongoing development as part of the Roadmap to Recovery is the area of Nurture, Resilience and Trauma Informed Practice. All of these approaches are based on strong relationships between significant adults and children and are intended to be empowering for children. The Educational Psychology Service (EPS) has been delivering ongoing training and development in these areas and this will be a useful basis for schools to start from when responding to the needs of individual and groups of children highlighted through the SDQ process. 2.35 Over 1,000 staff from early years, primary and secondary and ASN schools attended a range of health and wellbeing staff development sessions delivered by the Educational Psychology Service. These included Nurturing Approaches, Resilience Planning Toolkit, Relationships and Brain Development, Wellbeing, stress and anxiety and sleep. 2.36 The Educational Psychology Service (EPS) continue to support self-evaluation of whole school nurture practice and coaching to embed whole school nurture approaches. The nurture self-evaluation framework is used by establishments to evaluate and improve their own approaches to nurture. EPS also provide training on specific principles of nurture for staff in schools. 2.37 EPS also continue to deliver training on the Resilience Planning Toolkit (RPT) to build practitioner’s capacity in analysis of GIRFEC assessment information and ultimately support in the planning for children. 2.38 To date, a total of 96 establishments have completed the Nurture Self-Evaluation framework with 20 having undertaken training in session 22/23. Evaluation of the training courses shows staff knowledge increasing through pre and post training questionnaires. The scoring of these questionnaires shows a 31% increase in staff knowledge from undertaking this training. This is shown below: Page 16 of 522
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2.39 A total of 89 establishments have also undertaken Resilience Planning Toolkit training. Of these 71 are primary, 8 are secondary, 6 are early years, 3 are ASN establishments, 1 is a SEBN establishment and in addition the Virtual School team have also undertaken this training. This represents over 500 staff trained in using the Resilience Planning Toolkit to support planning. 107 staff undertook training in 2022-23 and increased their knowledge by 51% as shown below: 2.40 A Nurture Sharing Practice Event was held in person in November 2022 that was attended by staff from 21 schools across the authority. Evaluations from 24 staff who rated the session at 92% for usefulness. Another Nurture Sharing Practice Event is due to take place in March 2024. These events involve establishments sharing practice to promote learning and development across. 2.41 In addition to the training offers from EPS, Education Scotland has been offering Keeping Trauma in Mind, a training course delivered through a number of twilight sessions to staff in schools across Noth Lanarkshire. Targeted Approaches 2.42 The work on Nurture, Resilience and Trauma, will have strengthened the universal offer across schools in North Lanarkshire. However in order to impact on children and young people with higher levels of need more targeted interventions at the additional and intensive levels of the GIRFEC pathway will also be needed. Many of these are in place, detailed in previous reports, including: • School Based Counselling • KOOTH • LIAM • Distress Brief Intervention • Family Learning Approaches • Youth Work approaches • Family Engagement Support Assistants 2.43 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 and the sharing of guidance around planning and interventions that can be followed where additional supports are require. This follows the GIRFEC pathway and the three levels of intervention within it: ▪ Universal – supports offered to all in the school, including the approaches on nurture mentioned above Page 17 of 522
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▪ Additional – more targeted supports sometimes involving joint planning between services ▪ Intensive – targeted supports with coordinated planning processes across services It is planned to use the cluster model to highlight the need to look at GIRFEC pathway interventions where the questionnaire shows a high level of difficulty being faced and staff who know the child and family see the need for greater interventions to address the identified difficulties. Development sessions are being set up with schools to support this process. 2.44 An addition to the supports available is the redeveloped School Nursing Service. This is being relaunched by NHS Lanarkshire following a redesign and the recruitment of additional school nurses. Briefings have been arranged with schools from NHS Lanarkshire to bring school staff up to date with the redeveloped service. This service will provide interventions following 10 pathways: Counselling in Schools 2.45 The Counselling in Schools service continues to be developed in North Lanarkshire as one of the targeted supports available to children and young people. Appendix 2 to this report shows the continuous services to date. This continues to develop and the developments from August 2023 to October show: • A total of 3,831 hours of counselling have been provided. • Gender breakdown shows 527 (62%) are female, 277 male (33%), 49 non- binary (5%) • 211 children completed counselling in the period. • 864 children and young people supported. 2.46 Overall the counselling service has provided the following to date: • A total of 15,603 hours of counselling provided. • Gender split shows 1631 female (61%), 952 male (35%), 100 non-binary (4%) • Total of 1266 children completed counselling. • Total of 2694 children and young people supported. Page 18 of 522
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Outcomes Star 2.47 Previous reports have shown the development of Outcomes Star as a measurement tool for health and wellbeing where targeted interventions are used. The development of the use of this tool is set out in Appendix 3. This shows that training took place in August 2023, involving one full day for secondary and ASN colleagues and 2 twilight sessions for primary colleagues. In all 64 staff members were trained. Further training is scheduled for November and again in January and April. There are now 282 members of staff trained in Outcomes Star within North Lanarkshire since the launch August 2022. Overall, 785 Stars have been completed in North Lanarkshire. 2.48 Initial Stars show the following areas of strength: • Feelings & behaviour • Friends • Confidence & self-esteem • Education & learning • Physical health • Relationships Stars also show the following as areas that require further support: • Where you live • Being safe 2.49 Repeated stars show that progress is being made in a significant number of cases with the following being seen: • 91% of people making progress in at least 1 outcome area • 81% of people making progress in at least 2 outcome areas • 58% of people making progress in at least 3 outcome areas 2.50 Overall Outcomes Star is showing positive results for work being carried out to improve wellbeing in targeted and intensive interventions. As part of the development of the use of SDQ data, schools will now look at their data and consider where more targeted intervention may be necessary. Next Steps 2.51 The above report shows that a great deal of work has done to out the SDQ Survey and provide the current analysis. This indicates that more work is needed to target specific groups using the GIRFEC process and plans are in place to take this forward, 2.52 The survey has confirmed the association between attendance, attainment and wellbeing. A continued focus of attendance will continue with monthly reporting leading to early identifications of potential difficulties and the use of interventions where appropriate. 2.53 Family support through the Family Engagement Support Assistants will increase as appointed staff are onboarded, and the rollout of the outcome star approach to this group of staff will assist evaluation of our interventions on an ongoing basis. Page 19 of 522
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3. Measures of success 3.1 The Roadmap to Recovery has built 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. The SDQ provides a backdrop to this showing that most of our children are doing well but that targeted intervention will be necessary for some. 3.3 Further SDQ questionnaire may be used in individual cases identified through schools and supported by the EPS to measure change. 4. Supporting documentation Appendix 1 – SDQ Technical Report Appendix 2 – Counselling in Schools Appendix 3 – Outcomes Star Gerard McLaughlin Chief Officer (Education – North) Page 20 of 522
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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 21 of 522
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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 ☐ 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). Page 22 of 522
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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 23 of 522
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Appendix 1 – SDQ Technical Report Appendix 1 North Lanarkshire Strengths & Difficulties Questionnaire: Technical Report Page 24 of 522
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Table of Contents Summary Findings and Key Messages ...................................................................................... 18 Primary Schools - Key findings ................................................................................................ 18 Secondary Schools - Key findings ........................................................................................... 20 Secondary School Data: Comparison with Realigning Children’s Services (RCS 2017) and North Lanarkshire’s 2021 & 2023 SDQ data (S1-S4 pupils) ................................................. 22 ASN Schools - Key findings ..................................................................................................... 22 Background & Context ................................................................................................................. 23 Comparison of SDQ scores for key subgroups and wider school population ......................... 23 Technical Summary of the SDQ and its Administration ............................................................. 23 The Strengths & Difficulties Questionnaire ............................................................................. 23 Administering the SDQ with North Lanarkshire’s School Population ................................... 25 North Lanarkshire - SDQ Response Rates, Key Demographics and Whole Primary and Secondary Summary .................................................................................................................... 26 Primary Establishment Data ........................................................................................................ 27 Primary Establishments: Exploration of SDQ Scores, Age and Gender .............................. 28 Primary Establishments: Total Difficulties and Gender .......................................................... 29 Primary Establishments: Mean SDQ Scores and ASN in Mainstream ................................ 30 Primary Establishments: Mean SDQ Scores and SIMD ........................................................ 32 Primary Establishments: Mean SDQ Scores and Care Experience ..................................... 34 Primary Establishments: Mean SDQ Scores and Child Protection Register ....................... 37 Primary Establishments: Mean SDQ Scores and Clothing Grants ....................................... 38 Primary Establishments: Mean SDQ Scores and Attendance Data ..................................... 39 Primary Establishments: Mean SDQ Scores and Attainment Data ...................................... 40 Literacy Data ......................................................................................................................... 40 Numeracy Data ..................................................................................................................... 41 Secondary Establishment Data ................................................................................................... 44 Secondary Establishments: Exploration of SDQ Scores, Age and Gender ......................... 45 Secondary Establishments: Total Difficulties and Gender ..................................................... 46 Secondary Establishments: Mean SDQ Scores and ASN in Mainstream ........................... 47 Secondary Establishments: Mean SDQ Scores and SIMD .................................................. 49 Secondary Establishments: Mean SDQ Scores and Care Experience................................ 51 Secondary Establishments: Mean SDQ Scores and Child Protection Register .................. 53 Secondary Establishments: Mean SDQ Scores and Clothing Grants ................................. 55 Secondary Establishments: Mean SDQ Scores and Attendance Data ................................ 56 Secondary Establishments: Mean SDQ Scores and Attainment Data ................................. 57 Literacy Data ......................................................................................................................... 57 Page 25 of 522
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Numeracy Data ..................................................................................................................... 58 Secondary School Data: Comparison with Realigning Children’s Services (RCS 2017) and North Lanarkshire’s 2021 & 2023 SDQ data .............................................................................. 60 SDQ trends over time ........................................................................................................... 60 Comparison of SIMD data ........................................................................................................ 62 Comparison of FSM data ......................................................................................................... 63 ASN Establishment Data.............................................................................................................. 64 ASN Establishments: Exploration of SDQ Scores, Age and Gender ................................... 64 ASN Teacher Completed SDQ Data ................................................................................... 64 ASN Self-Report Completed SDQ Data .............................................................................. 65 Page 26 of 522
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Summary Findings and Key Messages Primary Schools - Key findings • There were 24,311 teacher completed SDQs returned for primary aged pupils (94% response rate). • 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. • 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%). • From 2021 to 2023, there has been a 3% decrease in those scoring in the ‘close to average’ range, and 1% increase in those scoring in each of the remaining total difficulties score categories. Mainstream Pupils with ASN: • Male pupils with additional support needs attending mainstream primary reported a higher total difficulties score than females with additional support needs attending mainstream primary. Although a slight difference is observed in these scores, they still fell within the ‘close to average’ range. SIMD and Total Difficulties: • The mean total difficulties scores are highest for SIMD1-2 and decrease when moving from most deprived to least deprived. However, there is not a large difference in scores, with all falling within the ‘close to average’ range. • 79% of pupils in SIMD 1-2 were in the ‘close to average’ range for total difficulties, compared to 91% of SIMD 9-10. Care Experience and Total Difficulties: • Mean total difficulties scores are relatively similar when comparing pupil scores across categories of care experience at home (11.8), away (11.5) or previously care experienced (10.7). However, all of the mean total difficulties scores fall within the ‘close to average’ range. • Pupils who are looked after at home had a larger proportion scoring ‘very high’ for total difficulties (28%) than those looked after away from home (20%) or previously (18%). Child Protection Register and Total Difficulties: • Male pupils in the child protection population showed higher mean total difficulties scores (15.5, slightly raised range) compared to female pupils (9.2, close to average range). • The majority of scores for the child protection population 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. Clothing Grants and Total Difficulties: • Scores for all SDQ subscales fall within the ‘close to average’ range for the whole pupil population entitled to clothing grants. • When comparing gender, the impact score for males entitled to clothing grants fall within the ‘slightly raised’ range (all other scores falling in ‘close to average’ range). Attendance and Total Difficulties: Page 27 of 522
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• Mean total difficulties scores are highest for the pupil group with lower than 50% attendance. Pupil groups with higher attendance report lower mean total difficulties scores. Attainment and Total Difficulties: • For both literacy and numeracy attainment, the percentage of children who have achieved their expected levels is highest for those who are scoring in the ‘close to average’ range for total difficulties (81% achieving literacy levels, 86% achieving numeracy levels), and lowest for those scoring in the ‘very high’ range for total difficulties (40% achieving literacy levels, 54% achieving numeracy levels). Page 28 of 522
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Secondary Schools - Key findings • There were 11,611 pupil completed SDQs returned for secondary aged pupils (56% response rate). • 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’ range. • 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 (51%). • From 2021 to 2023, the percentage of pupils scoring in the ‘close to average’ and ‘slightly raised’ ranges for total difficulties remained the same. There was a 1% reduction in pupils scoring in the ‘high’ range and a 1% increase in pupils scoring in the ‘very high’ total difficulties categories. Mainstream Pupils with ASN: • Female pupils with additional support needs attending mainstream secondary reported a higher mean total difficulties score (scoring in the ‘slightly raised’ range) than males with additional support needs attending mainstream secondary (scoring in the ‘close to average’ range). SIMD and Total Difficulties: • The mean total difficulties scores are highest for SIMD1-2 and decrease when moving up the quintiles from most deprived to least deprived. However, there is not a large difference in scores, with mean total difficulties scores falling within the ‘close to average’ range across all SIMD areas. Care Experience and Total Difficulties: • Mean total difficulties scores for children cared for at home (16.3) and away from home (16.2) fall within the ‘slightly raised’ range. Children with previous care experience fall within the ‘close to average’ range or total difficulties (14.9). • For total difficulties, pupils who are looked after away from home had a larger proportion scoring in the ‘very high’ range (32.3%) than those previously looked after (25%) or looked after at home (20%). Child Protection Register and Total Difficulties: • Female pupils in the child protection population showed higher mean total difficulties scores (16.4, slightly raised range) compared to male pupils (11.1, close to average range). • 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). Clothing Grants and Total Difficulties: • When examining the whole population of secondary pupils who are entitled to clothing grants, the female population are scoring higher than males (16.5), putting them in the ‘slightly raised’ total difficulties range with males scoring in the ‘close to average’ range (13.4) for total difficulties. Page 29 of 522
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Attendance and Total Difficulties: • Mean total difficulties scores are highest for the pupil group with lower than 50% attendance. Pupil groups with higher attendance report lower mean total difficulties scores. Attainment and Total Difficulties: • For both literacy and numeracy attainment, the percentage of children who have achieved their expected levels is highest for those who are scoring in the ‘close to average’ range for total difficulties (91% achieving literacy levels, 94% achieving numeracy levels), and lowest for those scoring in the ‘very high’ range for total difficulties (84% achieving both literacy and numeracy levels). Page 30 of 522
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Secondary School Data: Comparison with Realigning Children’s Services (RCS 2017) and North Lanarkshire’s 2021 & 2023 SDQ data (S1-S4 pupils) • Across both 2021 and 2023, there is a trend of female S1-S4 pupils having raised scores for total difficulties in comparison to male pupils. • Longitudinal (2010-2023) data for S1-S4 pupils highlights a downward trend of the proportion of pupils scoring in the ‘close to average’ category for total difficulties and an increase in the proportion scoring in the ‘very high’ range. There is a slight shift in the data between 2021 and 2023, however the biggest difference in data is between the 2017 and 2021 time periods. This trend is also observed across all SIMD quintiles. • Across the 2017, 2021 and 2023 datasets, pupils who are entitled to free school meals show a lower proportion of pupils scoring in the ‘close to average’ range for total difficulties in comparison to those not entitled to free school meals. ASN Schools - Key findings Teacher Report SDQs: • Mean scores for SDQ subscales show greater variation. Total difficulties fall within the ‘slightly raised’ range, impact score falls withing the ‘high’ range, internalising difficulties and externalising difficulties both fall within the ‘slightly raised’ range, and prosocial scores fall within the ‘very low’ range. Pupil Report SDQs: • Mean scores for SDQ subscales range from ‘close to average’ to ‘slightly raised’. Means for total difficulties, externalising difficulties and prosocial scores all fall within the ‘close to average’ range, and impact score and internalising difficulties fall within the ‘slightly raised’ range. Page 31 of 522
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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. Comparison of SDQ scores for key subgroups and wider school population Within this report, there is a basic exploration of descriptive statistics for subgroups of the school population including for example pupils with care experience or those who have presently or previously been included on the child protection register. These groups are significantly smaller in size compared to the mainstream school population. Caution must be exercised when comparing mean SDQ scores for subgroups such as this with the larger school population. 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. Page 32 of 522
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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 Prosocia l 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 Externalising Conduct Hyperactivity Internalising Emotion Peer Prosocial Page 33 of 522
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SDQ Scores: Scale for Pupil/Self-Report SDQ Scale Total Diff. Impact Score Internal- ising External- ising Prosocia l 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 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 34 of 522
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North Lanarkshire - SDQ Response Rates, Key Demographics and Whole Primary and Secondary Summary 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% When looking at the percentage of pupils scoring in total difficulties score categories, the 2023 SDQ data shows a similar picture with the 2021 data. Table 4. Percentage of pupils scoring in total difficulties score categories for Primary and Secondary – 2021 & 2023 For the 2023 data, mean total difficulties scores are slightly higher, however they remain within similar score ranges to where they were in 2021. Total Difficulties - % of pupils in each score category Primary Pupil SDQs Secondary Pupil SDQs 2021 2023 2021 2023 Close to Average 85% 82% 59% 59% Slightly Raised 7% 8% 15% 15% High 3% 4% 9% 8% Very High 5% 6% 17% 18% Page 35 of 522
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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 5 and 12 years old. Table 5 illustrates that across all the key SDQ areas, the mean scores for primary schools are within the ‘close to average’ score category. Mean scores for both rounds of data collection are presented within the data sample sizes in order to show the difference in scores. Scores remain similar despite the change in sample sizes. Table 5. Mean primary scores for five key SDQ subscales from December 2021 & July 2023. Primary school / Teacher report -SDQ scores Dec 2021: Mean Score (n=23,238) July 2023: Mean Score (n=24,311) Total Difficulties 5.7 6.0 Impact Score 0.5 0.6 Internalising Difficulties Score (Emotion + Peer Score) 2.3 2.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 3.4 3.7 Prosocial Score 8.4 8.5 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) The figure 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. Figure 2. % of primary pupils scoring in each category across key SDQ areas Page 36 of 522
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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, Age and Gender 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. Primary school/ Teacher report - SDQ Score (n=24311) Female – Mean Score Male - Mean 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 KEY 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 37 of 522
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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 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. Table 7. Gender Number of Pupils Percentage of Cohort Male 12,733 52% Female 11,978 48% Figure 3 & Figure 4. Percentages of male and female pupils across score categories for Total Difficulties Page 38 of 522
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Primary Establishments: Mean SDQ Scores and ASN in Mainstream Table 8. Total number of children registered as Additional Support Needs in Mainstream Primary Schools (according to SEEMIS records from July 2023). Total number of pupils registered as ASN in Mainstream Primary ASN Status Total Female Male Yes 2,701 1,033 1,668 No 21,610 10,945 10,665 There is a total of 2701 completed SDQ assessments for children identified as having Additional Support Needs within mainstream primary according to SEEMIS records from July 2023. Table 9. Breakdown of primary SDQ scores & additional support needs in mainstream primary from July 2023 data. Primary school/ Teacher report -SDQ & ASN Scores Pupils registered with Additional Support Needs Overall Mean Scores (n=2,701) Female Mean Scores (n=1,033) Male Mean Scores (n=1,668) Total Difficulties 9.9 8.2 11.0 Impact Score 1.4 1.0 1.6 Internalising Difficulties Score (Emotion + Peer Score) 4.0 4.0 4.1 Externalising Difficulties Score (Hyperactivity + Conduct Score) 5.9 4.2 7.0 Prosocial Score 7.5 8.4 7.0 Page 39 of 522
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KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) There are 1033 female primary school pupils identified as having additional support needs, with a mean total difficulties score of 8.2. A total of 1668 male primary school pupils were identified as having additional support needs, scoring a mean total difficulties score of 11.0. Therefore, male pupils with additional support needs reported a higher total difficulties score than females. Although a slight difference is observed in these scores, they still fell within the ‘close to average’ range. Table 9 shows that internalising, externalising and prosocial scores all fall within the ‘close to average’ range for pupils with additional support needs within mainstream primary. Internalising scores are in the ‘close to average’ range across both males and females, scoring 4.0 for females, and 4.1 for males. The overall impact scores fall within the ‘slightly raised’ range for these pupils with a score of 1.4. Both males and females were identified as having a ‘slightly raised’ impact score of 1.6, and 1.0 respectively. Externalising scores are in the ‘close to average’ range for females, scoring 4.2, compared to males who fall in the ‘slightly raised’ range at 7.0. Page 40 of 522
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Primary Establishments: Mean SDQ Scores and SIMD Table 10. Total number of primary pupils in SIMD quintiles (according to SEEMIS records from July 2023). Total number of Primary pupils within each of the SIMD Quintiles SIMD Total Female Male 1-2 7944 3849 4095 3-4 6415 3254 3161 5-6 3083 1510 1573 7-8 4227 2044 2183 9-10 2262 1133 1129 Table 11. Breakdown of primary SDQ scores across SIMD quintiles from July 2023 data. Primary school/ Teacher report -SDQ & SIMD Scores SIMD Quintiles 1-2 3-4 5-6 7-8 9-10 Total Difficulties 7.2 6.3 5.5 4.6 4.3 Impact Score 0.7 0.6 0.5 0.4 0.3 Internalising Difficulties Score (Emotion + Peer Score) 2.8 2.5 2.1 1.8 1.7 Externalising Difficulties Score (Hyperactivity + Conduct Score) 4.4 3.8 3.4 2.9 2.6 Prosocial Score 8.2 8.4 8.6 8.8 8.8 KEY Page 41 of 522
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Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 11 shows mean scores across all SDQ categories fall within the ‘close to average’ range for all SIMD quintiles. However, it should be noted that sample sizes vary across SIMD quintiles, particularly between SIMD1-2 (n=7944) and SIMD9-10 (n=2262), so caution should be used when comparing scores. Table 12. Primary mean total difficulties scores by SIMD and gender from July 2023 data. SIMD Total difficulties Overall Mean Scores Female Mean Scores Male Mean Scores 1-2 7.2 5.7 8.6 3-4 6.3 5.0 7.6 5-6 5.5 4.3 6.6 7-8 4.6 3.6 5.6 9-10 4.3 3.1 5.4 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 12 above, the mean total difficulties scores are highest for SIMD1-2 and decrease when moving up the quintiles from most deprived to least deprived. However, there is not a large difference in scores, with all falling within the ‘close to average’ range. Mean total difficulties scores for males are also consistently higher than females across all SIMD areas, but still remain within the ‘close to average’ range. Figure 5. Percentage of primary pupils in each SDQ score range (for mean total difficulties) across SIMD quintiles from July 2023 data. Page 42 of 522
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The figure above shows that the percentage of pupils scoring ‘very high’ for total difficulties is highest in SIMD1-2, and the percentage of pupils scoring ‘close to average’ is highest in SIMD9-10. However, the majority of pupils (79%) in SIMD1-2 still fell within the ‘close to average’ range. Primary Establishments: Mean SDQ Scores and Care Experience Table 13. Total numbers of primary pupils with Care Experience split by gender (according to SEEMIS records from July 2023). Total number of Primary pupils with Care Experience – split by Home, Away and Previously Care Experience Total Female Male Home 83 37 46 Away 176 91 85 Previously 305 149 156 SDQ results were obtained for 564 primary aged pupils who were recorded as having care experience (as of July 2023 and according to SEEMIS records). Table 14. Breakdown of Primary SDQ Scores and Care Experience from July 2023 data Primary school/ Teacher report -SDQ & Care Experience Scores Care Experience Home (n=83) Away (n=176) Previously (n=305) 79% 83% 86% 88% 91% 9% 8% 6% 5% 4%4% 3% 3% 2% 2%8% 6% 5% 5% 3% 0 10 20 30 40 50 60 70 80 90 100 SIMD 1-2 SIMD 3-4 SIMD 5-6 SIMD 7-8 SIMD 9-10 % Primary Pupils in Each SDQ Score Range (for mean total difficulties) Across SIMD Quintiles Close to Average Slightly Raised High Very High Page 43 of 522
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Total Difficulties 11.8 11.5 10.7 Impact Score 1.7 1.4 1.4 Internalising Difficulties Score (Emotion + Peer Score) 4.4 4.3 4.2 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.7 7.2 6.5 Prosocial Score 6.9 7.6 7.5 Page 44 of 522
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As can be seen from Table 14 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. 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 6. Percentage primary pupils scoring in each SDQ category (for mean total difficulties) – across Care Experience categories from July 2023 data When comparing pupils who are looked after away from home or who had previous care experience, they 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%). Page 45 of 522
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Primary Establishments: Mean SDQ Scores and Child Protection Register Table 15. Total numbers of children within the Child Protection Register split by gender (according to SEEMIS records from July 2023). Total number of Primary pupils within the Child Protection Register Total Female Male 58 26 32 Table 16. Breakdown of Primary SDQ Scores & Child Protection Register scores by gender from July 2023 data Primary school/ Teacher report -SDQ & Child Protection Register Scores Pupils on Child Protection Register (n=58) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 12.7 9.2 15.5 Impact Score 1.9 0.9 2.7 Internalising Difficulties Score (Emotion + Peer Score) 5 3.8 5.9 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.7 5.4 9.6 Prosocial Score 7 8.3 5.9 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) SDQ results were obtained for 58 primary aged pupils who were on the child protection register (as of July 2023 and according to SEEMIS records). 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. Page 46 of 522
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Primary Establishments: Mean SDQ Scores and Clothing Grants Table 17. Total numbers of primary children entitled to clothing grants split by gender (according to SEEMIS records from July 2023). Total number of Primary pupils entitled to Clothing Grants Total Female Male 6120 3017 3103 Table 18. Mean primary SDQ & clothing grants scores by gender from July 2023 data. Primary school/ Teacher report -SDQ & Clothing Grants Scores Pupils entitled to Clothing Grants (n=6,120) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 8.2 6.7 9.7 Impact Score 0.9 0.6 1.1 Internalising Difficulties Score (Emotion + Peer Score) 3.2 3.1 3.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 5.0 3.6 6.4 Prosocial Score 8.0 8.7 7.3 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) There are a total of 6,120 children who are entitled to clothing grants within North Lanarkshire’s primary population. When examining the whole population of children who are entitled to clothing grants, the male population are scoring higher than females but are still within the ‘close to average’ range for total difficulties. Looking at the overall population of children entitled to clothing grants, scores for all SDQ subscales, all fall within the ‘close to average’ range. Only the impact score for males entitled to clothing grants falls within the ‘slightly raised’ range. Page 47 of 522
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Primary Establishments: Mean SDQ Scores and Attendance Data Primary aged pupils were grouped according to their attendance rates from SEEMIS data in July 2023. The attendance categories and numbers of pupils in each category are listed in the table below. Table 19. Total numbers of primary children in each attendance category (according to SEEMIS records from July 2023). Attendance Categories Total < 50% 50% – 80% 80% - 90% 90% 143 1662 4996 17489 Table 20. Mean primary SDQ & attendance data from July 2023 data. Primary school/ Teacher report -SDQ & Attendance data Attendance Category < 50% 50% – 80% 80% - 90% 90% Total Difficulties 14.2 9.6 7.1 5.3 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 20. above, those primary children who have lower attendance have a higher total difficulties score. The total difficulties score reduces as the attendance rates get closer to 90%. Although there is a difference in the mean total difficulties score across the categories of attendance, from 90% attendance total difficulties score of 5.3, and <50% attendance total difficulties scores of 14.2, caution must be exercised in interpreting the data due to the significant difference in sample sizes (90% attendance sample size of 17489, to <50% attendance sample size of 143, noted in Table 19. above). Page 48 of 522
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Primary Establishments: Mean SDQ Scores and Attainment Data The attainment data presented in this section is taken from the Achievement of Curriculum for Excellence Levels (ACEL) data. This data includes only pupils in P1, P4 and P7. The data captures whether children are achieving or not achieving their expected levels in literacy skills based on teacher judgement. Literacy Data Table 21. Total numbers of primary children who achieved and did not achieve expected literacy levels (according to SEEMIS records from July 2023). Literacy Attainment Achieved / Not Achieved Total Achieved Not Achieved 7886 2591 TD - Close to Average 7010 1603 TD - Slightly Raised 440 407 TD - High 180 205 TD - Very High 256 376 Table 22. Mean SDQ scores of primary children who achieved and did not achieve expected literacy levels, data from July 2023 data. Primary school/ Teacher report -SDQ Total Difficulties Categories and Scores & Literacy attainment data Literacy Achieved Yes No Total Difficulties – Close to Average 3.1 5.3 Total Difficulties – Slightly Raised 13.3 13.4 Total Difficulties – High 16.9 16.9 Total Difficulties – Very High 22.5 23 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Page 49 of 522
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Table 22, above, shows that total difficulties scores are slightly higher for those primary children who did not achieve literacy attainment. Figure 7. Percentage of total difficulties categories & literacy attainment for primary children from July 2023 data. The figure above shows the percentage of primary children who have achieved and not achieved expected literacy levels split by the total difficulties categories. The percentage of children who achieved their literacy attainment decreases as you move through the total difficulties categories. However, caution must be exercised in interpreting the data due to the significant difference in sample sizes (noted in the table above). Numeracy Data The attainment data presented in this section is taken from the Achievement of Curriculum for Excellence Levels (ACEL) data. This data includes only pupils in P1, P4 and P7. The data captures whether children are achieving or not achieving their expected levels in numeracy skills based on teacher judgement. Table 23. Total numbers of primary children who achieved and did not achieve expected numeracy levels (according to SEEMIS records from July 2023). Numeracy Attainment Achieved / Not Achieved Total Achieved Not Achieved 8512 1965 TD - Close to Average 7413 1200 TD - Slightly Raised 535 312 TD - High 221 164 81.4% 52.0% 46.8% 40.5% 18.6% 48.0% 53.2% 59.5% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% TD - Close to Average Achieved / Not Achieved TD - Slightly Raised Achieved / Not Achieved TD - High Achieved / Not Achieved TD - Very High Achieved / Not Achieved Primary - Total difficulties & literacy attainment Page 50 of 522
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TD - Very High 343 289 Table 24. Mean SDQ scores of primary children who achieved and did not achieve expected numeracy levels, data from July 2023 data. Primary school/ Teacher report -SDQ Total Difficulties Categories & Numeracy attainment data Numeracy Achieved Yes No TD – Close to Average 3.3 5.3 TD – Slightly Raised 13.3 13.4 TD – High 16.9 16.9 TD – Very High 22.6 23.1 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 24, above, shows that total difficulties scores are slightly higher for those primary children who did not achieve numeracy attainment. Although there is a difference in the means for the categories of total difficulties scores across those who achieved and did not achieve their numeracy attainment, Page 51 of 522
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Figure 8. Percentage of total difficulties categories & numeracy attainment for primary children from July 2023 data. The figure above shows the percentage of primary children who have achieved and not achieved numeracy attainment split by the total difficulties categories. The percentage of children who achieved their numeracy attainment decreases as you move through the total difficulties category. However, caution must be exercised in interpreting the data due to the significant difference in sample sizes (noted in Table 24 above). 86.1% 63.2% 57.4% 54.3% 13.9% 36.8% 42.6% 45.7% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% TD - Close to Average Achieved / Not Achieved TD - Slightly Raised Achieved / Not Achieved TD - High Achieved / Not Achieved TD - Very High Achieved / Not Achieved Primary - Total difficulties & numeracy attainment Page 52 of 522
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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 25 below displays the mean SDQ scores for secondary and is colour coded to indicate level of difficulty. Table 25. Mean secondary scores for five key SDQ subscales from July 2023 and July 2021 Secondary School / Self- Report SDQ Score July 2021: Mean Scores (July 2021, n=14599) July 2023: Mean Scores (July 2023, n=11611) Total Difficulties 13.1 13.4 Impact Score 0.9 1.1 Internalising Difficulties Score (Emotion + Peer Score) 6.4 6.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 6.8 7.1 Prosocial Score 7.1 7.2 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 25 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 which is ‘slightly raised’. Page 53 of 522
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The figure 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 9. Percentage of secondary pupils scoring in each category across key SDQ areas from July 2023 data. 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, Age and Gender Table 26 below provides a breakdown of secondary school responses by gender. Table 26. 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% Table 27. SDQ responses by age and gender from July 2023 data. Age Number of female SDQs Number of male SDQs Total number of SDQs completed 12 1016 1005 2021 13 1355 1314 2669 14 1225 1233 2458 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 54 of 522
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15 917 945 1862 16 664 567 1231 17 624 451 1075 18 140 154 294 19 0 1 1 The table above provides a breakdown of age for SDQ responses at secondary school. The table below provides the mean scores for the SDQ areas for secondary school pupils, split by gender. Table 28. Mean SDQ secondary scores split by gender for five key SDQ subscales from July 2023 data. Secondary school/ self-report -SDQ Score (n=11,611) Female Mean Score Male Mean 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 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 28 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 lowered’ 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 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. Figure 10 & Figure 11. Percentages of Male and Female pupils across score categories for Total Difficulties from July 2023 data Page 55 of 522
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Secondary Establishments: Mean SDQ Scores and ASN in Mainstream Table 29. Total number of pupils registered as Additional Supports Needs in Mainstream Secondary Schools (according to SEEMIS records from July 2023). Total number of Secondary pupils registered as ASN in Mainstream Primary ASN Status Total Female Male Yes 2,339 984 1,355 No 9,272 4,957 4,315 There is a total of 2,339 completed SDQ assessments for pupils identified as having additional support needs within mainstream secondary according to SEEMIS records from July 2023. Table 30. Breakdown of secondary SDQ scores and additional supports needs from July 2023 data. Secondary school/Self-report -SDQ & ASN Scores Pupils registered with an Additional Support Need (n=2,339) Overall Mean Scores Female Mean Scores Male Mean Scores Total Difficulties 14.3 15.7 13.3 Impact Score 1.4 2.0 1.0 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 56 of 522
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Internalising Difficulties Score (Emotion + Peer Score) 6.9 8.1 6.0 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.5 7.6 7.4 Prosocial Score 6.8 7.4 6.4 There are 984 female secondary school pupils identified as having additional support needs with a mean total difficulties score of 15.7. A total of 1,355 male secondary school pupils were identified as having additional support needs, scoring a mean total difficulties score of 13.3. Therefore, female pupils with additional support needs reported a higher total difficulties score than males. Females with additional support needs are scoring within the ‘slightly raised’ range for total difficulties, in comparison to males with additional support needs who are scoring in the ‘close to average’ range. Table 30 shows that impact and prosocial scores fall within the ‘slightly raised’ range for pupils with additional support needs in mainstream secondary. Impact scores for females fall within the ‘high’ range, with males falling within the ‘slightly raised’ range. Prosocial scores for females fell within the ‘close to average’ range at 7.4, in comparison to males falling within the ‘slightly lowered’ range at 6.4. Internalising and externalising scores fall within the ‘close to average’ range for pupils with additional support needs in mainstream secondary. Females were identified as reporting higher internalising difficulties scores with a mean score of 8.1, falling within the ‘slightly raised’ range, in comparison to males with a mean score of 6.0, falling within the ‘close to average’ range. Females are also identified as reporting higher externalising difficulties scores with a mean score of 7.6, in comparison to males with a mean score of 7.4, however both of these fall within the ‘close to average’ range. Caution must be taken when comparing scores as sample sizes within the subgroup ASN within mainstream secondary are small when compared to the full dataset. These figures are based on SEEMIS as of July 2023. Table 31. SDQ responses for mainstream secondary ASN sub-group by age and gender from July 2023 data. Age Number of Female SDQs Number of Male SDQs Total number of SDQs completed 12 170 255 425 13 199 313 512 14 232 300 532 15 159 251 410 16 112 130 242 17 89 75 164 18 23 30 53 19 0 1 1 Page 57 of 522
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The table above provides a breakdown of age and gender for mainstream secondary ASN SDQ responses. Secondary Establishments: Mean SDQ Scores and SIMD Table 32. Total no. of secondary pupils in SIMD quintiles (according to SEEMIS records from July 2023). Total number of Secondary pupils within each of the SIMD Quintiles SIMD Total Female Male 1-2 3244 1679 1565 3-4 2836 1428 1408 5-6 1636 834 802 7-8 2382 1239 1143 9-10 1368 691 677 Table 33. Breakdown of secondary SDQ scores across SIMD quintiles from July 2023 data. Secondary school/ Pupil report -SDQ & SIMD Scores SIMD Quintiles 1-2 3-4 5-6 7-8 9-10 Total Difficulties 14.5 13.6 13.1 12.6 11.8 Impact Score 1.3 1.2 1.0 1.0 0.9 Internalising Difficulties Score (Emotion + Peer Score) 6.8 6.4 6.2 5.9 5.5 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.7 7.2 7.0 6.7 6.3 Prosocial Score 7.0 7.1 7.2 7.3 7.3 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 33 shows mean scores across all SDQ categories fall within the ‘close to average’ range for all SIMD quintiles. However, it should be noted that sample sizes vary across SIMD Page 58 of 522
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quintiles, particularly between SIMD1-2 (n=3244) and SIMD9-10 (n=1368), so caution should be used when comparing scores. Total difficulties scores across all quintiles fall within the ‘close to average’ range. Impact scores for SIMD1-2, SIMD3-4, SIMD5-6, and SIMD7-8 all fall within the ‘slightly raised’ range, with SIMD9-10 falling within the ‘close to average’ range. Internalising and externalising difficulties scores across all quintiles fall within the ‘close to average’ ranges. Table 34. Mean total difficulties secondary scores by SIMD and gender from July 2023 data. SIMD Total difficulties Overall Mean Scores Female Mean Scores Male Mean Scores 1-2 14.5 15.9 13.0 3-4 13.6 15.0 12.2 5-6 13.1 14.6 11.6 7-8 12.6 13.6 11.5 9-10 11.8 12.9 10.7 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 34 above, the mean total difficulties scores are highest for SIMD1-2 and decrease when moving up the quintiles from most deprived to least deprived. However, there is not a large difference in scores, with mean total difficulties scores falling within the ‘close to average’ range across all SIMD areas. Consistent with our previous findings, there is a shift from primary to secondary, with females on average scoring higher than males at secondary, across all SIMD areas. Caution must be taken when comparing scores as sample sizes within the subgroup SIMD are small when compared to the full dataset. These figures are based on SEEMIS as of July 2023. Page 59 of 522
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Figure 12. Percentage of secondary pupils in each SDQ score category (for mean total difficulties) across SIMD quintiles from July 2023 data. The figure above shows that the percentage of pupils scoring ‘very high’ for total difficulties is highest in SIMD1-2 (24%) and decreases when moving from the most deprived to least deprived areas. The percentage of pupils scoring ‘close to average’ is highest in SIMD9-10 (68%) and decreases when moving from least to most deprived SIMD areas. However, more than half of pupils in SIMD1-2 (54%) still fell within the ‘close to average’ range. Secondary Establishments: Mean SDQ Scores and Care Experience Table 35. 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 51% 57% 60% 64% 68% 16% 15% 14% 14% 14%9% 8% 8% 7% 6%24% 20% 18% 15% 12% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% SIMD 1-2 SIMD 3-4 SIMD 5-6 SIMD 7-8 SIMD 9-10 % Secondary pupils in each SDQ score range (for mean total difficulties) across SIMD quintiles Close to Average Slightly Raised High Very High Page 60 of 522
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SDQ results were obtained for 256 secondary aged pupils who were recorded as having care experience (as of July 2023 and according to SEEMIS records). Table 36. Mean SDQ Secondary scores and Care Experience from July 2023 data. Secondary school/ Self-report -SDQ & Care Experience Scores Care Experience Home (n=15) Away (n=96) Previously (n=145) Total Difficulties 16.3 16.2 14.9 Impact Score 1.1 2.0 1.5 Internalising Difficulties Score (Emotion + Peer Score) 7.0 6.8 6.6 Externalising Difficulties Score (Hyperactivity + Conduct Score) 9.3 9.4 8.3 Prosocial Score 5.9 6.6 6.8 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 36 above, total difficulties scores for children cared for at home and away from home, fall within the ‘slightly raised’ range. Those with no 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 37. Mean total difficulties secondary scores by Care Experience and gender from 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 61 of 522
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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 13. Percentage secondary pupils scoring in each SDQ category (for mean total difficulties) – across Care Experience categories from July 2023 data. The figure above highlights that pupils who are looked after away from home had a larger proportion scoring in the ‘very high’ range (32.3%) compared to those previously looked after (25%) and looked after at home (20%). Secondary Establishments: Mean SDQ Scores and Child Protection Register SDQ results were obtained for 16 secondary aged pupils who were on the child protection register (as of July 2023 and according to SEEMIS records). Table 38. Total numbers of children within the Child Protection Register split by gender (according to SEEMIS records from July 2023). 33% 45% 44% 27% 13% 19% 20% 10% 12% 20% 32% 25% 0% 20% 40% 60% 80% 100% Home Away Previously 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 62 of 522
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Total number of Secondary pupils within the Child Protection Register Total Female Male 16 <10 <10 Table 39. Breakdown of secondary SDQ scores & Child Protection Register scores by gender from July 2023 data. Secondary school / Self-report -SDQ & Child Protection Register Scores Pupils on Child Protection Register (n=16) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 13.8 16.4 11.1 Impact Score 2.1 4.1 0.0 Internalising Difficulties Score (Emotion + Peer Score) 6.1 7.6 4.5 Externalising Difficulties Score (Hyperactivity + Conduct Score) 7.7 8.8 6.6 Prosocial Score 6.8 7.8 5.9 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) 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). Page 63 of 522
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Secondary Establishments: Mean SDQ Scores and Clothing Grants Table 40. Total no. of secondary pupils entitled to clothing grants split by gender (according to SEEMIS records from July 2023). Total number of Secondary pupils entitled to Clothing Grants Total Female Male 2011 1052 959 Table 41. Mean secondary SDQ & clothing grants scores by gender from July 2023 data. Secondary school/ Self-Report -SDQ & Clothing Grants Scores Pupils entitled to Clothing Grants (n=2,011) Overall Mean Score Female Mean Score Male Mean Score Total Difficulties 15.0 16.5 13.4 Impact Score 1.5 2.0 1.0 Internalising Difficulties Score (Emotion + Peer Score) 6.9 8.1 5.6 Externalising Difficulties Score (Hyperactivity + Conduct Score) 8.1 8.4 7.8 Prosocial Score 6.9 7.4 6.4 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) There are a total of 2,011 pupils who are entitled to clothing grants within North Lanarkshire’s secondary population. When examining the whole population of secondary pupils who are entitled to clothing grants, the female population are scoring higher than males, putting them in the ‘slightly raised’ total difficulties range with males scoring in the ‘close to average’ range. Looking at the population of secondary pupils entitled to clothing grants, females are scoring higher than the overall population and males on their impact score, falling within the ‘high’ range, compared to the ‘slightly raised’ range. Females are scoring higher than males on the internalising scores, with a mean score of 8.1, falling within the ‘slightly raised’ range, in comparison to 5.6 for males who fall within the ‘close to average’ range. Females are also Page 64 of 522
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scoring higher than males on their externalising difficulties scores however they are both still falling within the ‘close to average’ range. Females are scoring higher than males for prosocial scores, with males scoring in the ‘slightly lowered’ range and females scoring in the ‘close to average’ range. Caution must be taken when comparing scores as sample sizes within the subgroup clothing grants are small when compared to the full dataset. These figures are based on SEEMIS as of July 2023. Secondary Establishments: Mean SDQ Scores and Attendance Data Secondary aged pupils were grouped according to their attendance rates from SEEMIS data in July 2023. The attendance categories and numbers of pupils in each category are listed in the table below. Table 42. Total numbers of secondary pupils in each attendance category (according to SEEMIS records from July 2023). Attendance Categories Total < 50% 50% – 80% 80% - 90% 90% 68 831 2552 7669 Table 43. Mean secondary SDQ & attendance data from July 2023 data. Primary school/ Teacher report -SDQ & Attendance data Attendance Category < 50% 50% – 80% 80% - 90% 90% Total Difficulties 16.7 16.2 14.5 12.6 As can be seen from Table 43. above, those secondary pupils who have lower attendance rates have a higher total difficulties score. The total difficulties score reduces as the attendance rates get closer to 90%. Although there is a difference in the mean total difficulties score across the categories of attendance, from 90% attendance total difficulties score of 12.6, and <50% attendance total difficulties scores of 16.7, caution must be exercised in interpreting the data due to the significant difference in sample sizes (90% attendance sample size of 7669, to <50% attendance sample size of 68, noted in Table 42 above). Page 65 of 522
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Secondary Establishments: Mean SDQ Scores and Attainment Data Literacy Data The attainment data presented in this section is taken from the Achievement of Curriculum for Excellence Levels (ACEL) data. This data includes only S3 pupils. The data captures whether children are achieving or not achieving their expected levels in literacy skills based on teacher judgement. Table 44. Total numbers of secondary pupils who achieved and did not achieve expected literacy levels (according to SEEMIS records from July 2023). Literacy Attainment Achieved / Not Achieved Total Achieved Not Achieved 2120 267 TD - Close to Average 1255 130 TD - Slightly Raised 312 34 TD - High 174 32 TD - Very High 379 71 Table 45. Mean scores of secondary pupils who achieved and did not achieve expected literacy levels, data from July 2023 data. Secondary school/ Self-report -SDQ Total Difficulties Categories and Scores & Literacy attainment data Literacy Achieved Yes No Total Difficulties – Close to Average 8.7 9.2 Total Difficulties – Slightly Raised 15.9 15.9 Total Difficulties – High 18.5 18.5 Total Difficulties – Very High 23.1 23.8 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Page 66 of 522
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Table 45, above, shows that total difficulties scores are slightly higher for those secondary pupils in the ‘close to average’ and ‘very high’ ranges who did not achieve literacy attainment. Figure 14. Percentage of total difficulties categories & literacy attainment for secondary pupils from July 2023 data. The figure above shows the percentage of secondary pupils who have achieved and not achieved expected literacy levels split by the total difficulties categories. The percentage of pupils who achieved their literacy attainment decreases as you move through the total difficulties categories. However, caution must be exercised in interpreting the data due to the significant difference in sample sizes (noted in the table above). Numeracy Data The attainment data presented in this section is taken from the Achievement of Curriculum for Excellence Levels (ACEL) data. This data includes only S3 pupils. The data captures whether children are achieving or not achieving their expected levels in numeracy skills based on teacher judgement. Table 46. Total numbers of secondary pupils who achieved and did not achieve expected numeracy levels (according to SEEMIS records from July 2023). Numeracy Attainment Achieved / Not Achieved Total Achieved Not Achieved 2179 208 TD - Close to Average 1303 82 TD - Slightly Raised 313 33 90.6% 90.2% 84.5% 84.2% 9.4% 9.8% 15.5% 15.8% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% TD - Close to Average Achieved / Not Achieved TD - Slightly Raised Achieved / Not Achieved TD - High Achieved / Not Achieved TD - Very High Achieved / Not Achieved Secondary - Total difficulties & literacy attainment Page 67 of 522
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TD - High 185 21 TD - Very High 378 78 Table 47. Mean scores of secondary pupils who achieved and did not achieve expected numeracy levels, data from July 2023 data. Secondary school/ Self-report -SDQ Total Difficulties Categories & Numeracy attainment data Numeracy Achieved Yes No TD – Close to Average 8.7 9.7 TD – Slightly Raised 15.9 15.9 TD – High 18.5 18.6 TD – Very High 23.2 23.0 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 47, above, shows that total difficulties scores are slightly higher for those secondary pupils in the ‘close to average’, and ‘high’ ranges who did not achieve numeracy attainment. Figure 15. Percentage of total difficulties categories & numeracy attainment for secondary pupils from July 2023 data. 94.1% 90.5% 89.8% 84.0% 5.9% 9.5% 10.1% 16.0% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% TD - Close to Average Achieved / Not Achieved TD - Slightly Raised Achieved / Not Achieved TD - High Achieved / Not Achieved TD - Very High Achieved / Not Achieved Secondary - Total difficulties & numeracy attainment Page 68 of 522
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The figure above shows the percentage of pupils who have achieved and not achieved expected numeracy attainment split by the total difficulties categories. The percentage of pupils who achieved their numeracy attainment decreases as you move through the total difficulties categories. However, caution must be exercised in interpreting the data due to the significant difference in sample sizes (noted in table above). Secondary School Data: Comparison with Realigning Children’s Services (RCS 2017) and North Lanarkshire’s 2021 & 2023 SDQ data In the RCS 2017 survey, data was gathered from 11,577 secondary pupils (S1-S4). North Lanarkshire’s SDQ data from 2021 included 9,556 S1-S4 pupils (following previous data linkage process) and the most recent data sample includes 9,449 S1-S4 pupils. One of the areas previously highlighted from 2017 and 2021 was that female pupils were more likely than male pupils to have a raised score for total difficulties. This trend has continued in the 2023 data. Table 48. % of S1-S4 pupils who have different score categories for TD by gender, across 2021 and 2023 data Across both 2021 and 2023, there is a trend of female S1-S4 pupils having raised scores for total difficulties in comparison to male pupils. There is also a slight increase in the proportion of pupils scoring in the ‘very high’ range for total difficulties, for both male and female pupils from 2021 to 2023. SDQ trends over time The RCS data highlighted there was an emerging trend that the proportion of pupils with ‘very high’ scores in SDQ areas was increasing. A similar pattern is observed when including the 2021 and 2023 data and can be seen over a period of time from initial data collection from 2010 in North Lanarkshire. Total Difficulties - % of pupils in each score category 2021 Self-Report data (n=9556) 2023 Self-Report data (n=9449) Female (n=4835) Male (n=4721) Female (n=4729) Male (n=4720) Close to Average 51% (2444) 68% (3211) 49% (2305) 65% (3090) Slightly Raised 16% (777) 13% (615) 16% (751) 14% (657) High 10% (487) 7% (320) 10% (469) 7% (311) Very High 23% (1127) 12% (575) 25% (1204) 14% (662) Page 69 of 522
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Figure 16. Comparison of S2 and S4 Total Difficulties (original 3-band categorisation) in North Lanarkshire in 2010, 2013, 2017, 2021 and 2023. (Cited in North Lanarkshire RCS Overview Report, North Lanarkshire 2010 & 2013, RCS Secondary School Survey 2017.) To allow for comparison, 2021 and 2023 results have been converted into the previous 3-band categorisation system. As can be seen from the figure above, there is some variation with 2021 figures compared to the findings found in the 2010-2017 period. The figures from the 2021 data to 2023 are relatively similar, showing slight changes in proportions of pupils in the ‘normal’ and ‘abnormal’ score ranges. Figure 17. Total difficulties scores – S1-S4 pupils. % of pupils in each score category The figure above includes only the data from 2017 onwards, using the new 4 category scoring of the SDQ. Similar to above, there is a slight downward trend in the proportion of 76% 72% 72% 64% 62% 13% 16% 16% 18% 18% 11% 12% 12% 18% 20% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% North Lanarkshire 2010 North Lanarkshire 2013 North Lanarkshire 2017 North Lanarkshire 2021 (n= 4379) North Lanarkshire 2023 (n= 4217) SDQ Total Difficulties in North Lanarkshire Normal Borderline Abnormal 69% 59% 57% 13% 14% 15% 6% 8% 8% 12% 18% 20% 0% 20% 40% 60% 80% 100% NLC RCS 2017 (n = 10075) NLC SDQ 2021 (n = 9556) NLC SDQ 2023 (n = 9449) Total Difficulties - % of pupils in each score category Close to average Slightly raised High Very high Page 70 of 522
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S1-4 pupils scoring in the ‘close to average’ category for total difficulties and an increase in proportion of pupils scoring in the ‘very high’ range. There is a slight shift in the data between 2021 and 2023, however the biggest difference in data is between the 2017 and 2021 time periods. Comparison of SIMD data Table 49. SIMD sample sizes from RCS 2017, NL 2021 & NL 2023 Total numbers of S1-S4 pupils within the SIMD Quintiles with a Self- Reported SDQ SIMD RCS 2017 NL 2021 NL 2023 1-2 2968 3082 2699 3-4 2776 2892 2292 5-6 2068 1557 1338 7-8 1393 2189 1924 9-10 919 1345 1073 Figure 18. Self-Completed S1-S4 SDQ total difficulties scores across SIMD quintiles for 2016/17, 2020/21 & 2022/23 When comparing the current dataset to the previous dataset and the Realigning Children’s Services data from 2017, a similar trend can be seen in that the proportion of S1-4 pupils scoring within the ‘close to average’ range increases when moving from the most deprived areas (SIMD1-2) to the least deprived areas (SIMD9-10). There is a similar trend to that 62% 53% 50% 66% 58% 56% 72% 61% 58% 77% 63% 63% 77% 68% 66% 15% 16% 16% 13% 15% 14% 13% 14% 14% 10% 15% 15% 11% 11% 14% 8% 10% 9% 7% 8% 9% 6% 10% 9% 4% 6% 7% 5% 7% 7% 14% 21% 25% 14% 19% 21% 9% 15% 19% 9% 16% 15% 7% 14% 13% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% PERCENTAGES SIMD QUINTILES S1 - S4 SDQ Data Total Difficulties & SIMD Comparison - 2017, 2021 & 2023 Close to Average Slightly Raised High Very High Page 71 of 522
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observed in the previous section of a downward trend in the proportion of pupils scoring in the ‘close to average’ score range, particularly between 2017 and 2021. Comparison of FSM data Table 50. FSM sample sizes from RCS 2017, NL 2021 & NL 2023 Total numbers of S1-S4 pupils entitled to Free School Meals with a Self-Report Pupil Completed SDQ Entitlement RCS 2017 NL 2021 NL 2023 YES 1218 1930 248 NO 8939 9164 9201 Figure 19. Self-Completed S1-S4 SDQ total difficulties scores across free school meal entitlement for 2016/17, 2020/21 & 2022/23 Across this dataset and both the 2017 and 2021 datasets, there is a greater proportion of pupils scoring in the ‘close to average’ range for total difficulties scores within the general school population (not entitled to free school meals) when compared to pupils entitled to free school meals. It can also be seen from the figure above that the percentage of S1-S4 pupils scoring within the ‘close to average’ range reduces from 2017 to 2021 and 2023. This is the same for pupils who have free school meal entitlement and those who do not. 56% 49% 43% 70% 62% 58% 15% 17% 17% 13% 14% 15% 9% 9% 12% 6% 8% 7% 19% 25% 28% 11% 16% 20% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% YES 2017 YES 2021 YES 2023 NO 2017 NO 2021 NO 2023 percentages Free School meal entitlement S1 - S4 SDQ Data Total Difficulties & Free School Meal entitlement Comparison - 2017, 2021 & 2023 Close to Average Slightly Raised High Very High Page 72 of 522
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ASN Establishment Data This report presents the analysis for 12 of North Lanarkshire’s ASN specialist provisions. Goodman and Goodman (2011) note that children with neuro-developmental difficulties and/or learning difficulties achieve higher SDQ scores. It is not meaningful to compare the results of stand-alone specialist provisions with mainstream schools. Teachers who completed the questionnaires for those between the ages of 4-11, and for those who have a cognitive age of below 11. There were 299 questionnaires completed by teachers for children between the ages of 5 and 15. There were 73 questionnaires completed by pupils themselves between the ages of 12-17. With respect to the data in this report, although basic descriptions of data are included, little can be said about the self-report ASN population in general due to the limited sample size and due to the varying nature of the needs within this population. ASN Establishments: Exploration of SDQ Scores, Age and Gender Table 51 below has a breakdown of completed SDQs in ASN provisions, split by teacher report and self-report. Table 51. Overall completed SDQ’s for ASN split by teacher report and self-report from July 2023 data. Total No of completed SDQs No. of teacher completed SDQs No. of pupil completed SDQs ASN 372 299 73 ASN Teacher Completed SDQ Data Table 52 below shows a breakdown of teacher completed SDQs by gender, selection of gender grouped by SEEMIS categories. Table 52. Teacher completed SDQ responses by gender (SEEMIS categories) from July 2023 data. Gender No. of Pupils Percentage of Cohort Male 229 77% Female 70 23% Table 53. Breakdown by age and gender for teacher completed SDQs for ASN from July 2023 data. Age No. of female SDQs No. of male SDQs Total no. of SDQs completed 5 4 12 16 6 12 21 33 7 4 31 35 8 5 34 39 Page 73 of 522
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9 12 33 45 10 8 38 46 11 11 35 46 12 7 13 20 13 6 7 13 14 1 4 5 15 0 1 1 Table 54. Mean ASN teacher report SDQ scores for five key subscales from July 2023 data. SDQ Score Total no. of Pupils Mean Scores Total Difficulties 299 14.3 Impact Score 299 2.1 Internalising Difficulties Score (Emotion + Peer Score) 299 6.3 Externalising Difficulties Score (Hyperactivity + Conduct Score) 299 8.0 Prosocial Score 299 3.9 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 54, above, illustrates that across all of the key SDQ scores, the mean scores for ASN establishment teacher completed SDQs ranges from ‘slightly raised’ to ‘very low’. Total difficulties fall within the ‘slightly raised’ range, impact score falls within the ‘high’ range, internalising difficulties and externalising difficulties both fall within the ‘slightly raised’ range, and prosocial scores fall within the ‘very low’ range. ASN Self-Report Completed SDQ Data Table 55, below, shows a breakdown of self-report completed SDQs by gender, selection of gender grouped by SEEMIS categories. Table 55. Self-report completed SDQ responses by gender (SEEMIS categories) from July 2023 data. Gender No. of Pupils Percentage of Cohort Male 57 78% Female 16 12% The table below provides a breakdown of self-report completed SDQs for ASN provisions by age and gender. Page 74 of 522
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Table 56. Breakdown by age and gender for self-report completed SDQs for ASN from July 2023 data. Age No. of female SDQs No. of male SDQs Total no. of SDQs completed 12 4 7 11 13 2 9 11 14 3 15 18 15 2 15 17 16 5 6 11 17 0 5 5 Table 57. Mean ASN self-report SDQ scores for five key subscales from July 2023 data. SDQ Score Total no. of Pupils Mean Scores Total Difficulties 73 14.5 Impact Score 73 1.8 Internalising Difficulties Score (Emotion + Peer Score) 73 7.6 Externalising Difficulties Score (Hyperactivity + Conduct Score) 73 7.0 Prosocial Score 73 7.6 KEY Close to average Slightly raised (/Slightly lowered for prosocial) High (/Low for prosocial) Very high (/Very low for prosocial) Table 57, above, illustrates that across all the key SDQ scores, the mean scores for ASN establishment pupil completed SDQs range from ‘close to average’ to ‘slightly raised’. Total difficulties, externalising difficulties and prosocial score all fall within the ‘close to average’ range, and impact score and internalising difficulties fall within the ‘slightly raised’ range. Page 75 of 522
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Appendix 2 – Counselling in Schools Page 76 of 522
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Appendix 3 – Outcomes Star Page 77 of 522
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North Lanarkshire Council Report Education Children & Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref GML/JOH Date 21/11/23 1140 ELC Expansion update From Gerard McLaughlin, Chief Officer (Education – North) E-mail mclaughling@northlan,gov.uk Telephone 01236 812269 Executive Summary 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) Review the progress of the programme of minor adaptations and improvements across the ELC estate both indoors and outdoors. (2) Endorse the position regarding Heathery Park Family Learning Centre. (3) Review the progress and position in relation to the ELC workforce. (4) Endorse the progress across ELC in relation to the Breastfeeding Friendly Scotland Early Learning (BFS EL) Scheme 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 Programme of Work Statutory / corporate / service requirement Item 4 Page 79 of 522
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1. Background 1.1 North Lanarkshire Council (NLC) achieved full delivery of 1140 hours by 30 September 2020, prior to it being legislative from August 2021. 1.2 The ELC team continues to progress with plans to ensure children and families fully access the benefits of 1140 hours. 2. Report Infrastructure Projects: 2.1 Committee will be aware we currently have 23 Family Learning Centres and 79 nursery classes within the local authority, delivering high quality ELC provision for children and families. As part of the programme of works to deliver 1140, the service is delighted to share that improvements have been made across the entire estate. Please refer to the diagram below: 2.1.1 The minor adaptations across ELC have greatly enhanced the quality of spaces and places both indoor and outdoors. This investment includes the refurbishment of toilets and cloakroom areas, the replacement of floor coverings, furniture and resources to provide high quality provision for children and families. Please refer to Appendix 1. 2.1.2 As part of the programme of work to deliver 1140 hours to all eligible children Committee will recall we opened 6 additional ELC ASN units a further 2 nurture spaces for children with ASNs. These facilities are accommodated within Family Learning Centres, offering services to children and families within the context of their local community in line with the Councils closer to home agenda. Please refer to table 3 for an overview. Table 3 Family Learning Centre’s Jigsaw (North) ASN Unit Dunbeth (Central) ASN Unit Richard Stewart (Central) ASN Unit Devonview (Central) Nurture Space Petersburn (Central) Nurture Space Bellshill (Central) ASN Unit Craigneuk (South) ASN Unit Shotts (South) ASN Unit 8 FLC completed 7 Nursery Classes completed 2 New Build Hubs 85 ELC settings minor adaptations Page 80 of 522
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2.1.3 Work has been progressed to create state of the art sensory rooms within each of these settings. Appendix 1 also provides pictures of the first completed sensory room within Devonview FLC. It is estimated the remaining works will be complete by the end of March 2024. 2.1.4 Table 1 provides an update regarding the outstanding infrastructure project: Table 1 Site Start Date Completion Date Heathery Park FLC April 2022 TBC 2.1.5 Due to further delays and the lack of progress on the Heathery Park site a termination notice was delivered to the contractor at the end of August 2023 and NLC took possession of the site. Committee are asked to note the following actions have been progressed: • The site has been secured and is currently being monitored 24/7. • NLC organised for the site to be cleaned-up internally & externally. • The design team’s Health & Safety Advisor carried-out a Health & Safety audit to establish and record the condition of the site. • NLC design team quantity surveyor has carried out a site survey reviewing the work complete to date and materials on-site. • NLC met with the second placed contractor on-site to explain the history of the project and the current position. The contractor has expressed interest in taking the project to completion. • NLC to produce revised pricing and contract documents to allow the second placed contractor to provide a cost. 2.1.6 Committee will recall 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. 2.1.7 Included in the approved 2023/24 capital programme for Enterprise & Communities, is £0.954m to complete the outstanding works at Heathery Park. 2.1.8 Committee are asked to note further updates will be provided regarding the cost of the outstanding works at Heathery Park after the second placed contractor has provided costs. 2.1.9 Outdoor Registrations: Progress is continuing to support the following services to apply for outdoor registrations. Outdoor registration can provide an additional 20% of places. This will increase the number of places available by 78 FTE. Please refer to table 2. Page 81 of 522
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Table 2 Establishment FTE increase Stane Nursery Class 8 Glencairn Nursery Class 10 St Gerard’s Nursery Class 12 Balmalloch Nursery Class 9 Eastfield Nursery Class 9 Jigsaw Family Learning Centre (FLC) 12 Stepping Stones FLC 10 Cumbernauld Village FLC 8 Total 78 2.1.10 A Building warrant has been secured and drainage work has been progressed at Balmalloch NC. Minor works continue on all other sites in line with Care Inspectorate outdoor registration requirements. 2.1.11 Summerlee Heritage Park Satellite Outdoor Nursery Experience: Spending time outdoors and particularly in natural environments is good for all of us and especially for children. Simply being outside in fresh air is beneficial, but when children are helped to actively explore nature themselves the dividends for improving outcomes are exponential. Many children become more confident, co-operative, calm and content and for some children it can be transformative. 2.1.12 An area within the Summerlee Heritage Park has been identified as the perfect space to deliver an outdoor satellite nursery experience. The space is ideal to enable children to be creative, use their imagination and problem-solve. 2.1.13 The staff at Summerlee Heritage Park recognise the importance of early intervention and are keen to support Early Years in using the forest and the extended space within the park, to encourage links to the industrial and social history of Coatbridge. 2.1.14 Space has been identified for children to get ready for outdoors, store resources and have access to hand washing and a toilet. Summerlee will link with FSS to provide lunches. All settings in the central Coatbridge area keen to be involved. Eight establishments will be involved initially (including 2 partners) in the project with a view to offer to a wider catchment. 2.1.15 Further updates regarding all infrastructure projects will continue to be presented to future committees. Workforce 2.2.1 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 & Keyworkers) and since November 2022 a recruitment process has been progressed to secure permanency for these positions. 2.2.2 Committee are asked to note the last phase of this exercise has now been finalised and since November 2022 the service has secured permanency for 130 keyworkers, and 160 support workers. Page 82 of 522
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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 with representation from Trade Unions engaged in individual one-to-one meetings with all affected staff. This was to discuss the options available to individuals and to provide any further advice and support where required. 2.3.3 The service will continue to work with colleagues from HR through the project plan in line with the Workforce Change Policy and further updates will be provided to Committee. Breastfeeding Friendly Scotland Early Learning (BFS EL) Scheme 2.4 Committee will recall the ELC service continues to be committed to working across communities to change attitudes and create a positive culture around breastfeeding. 2.4.1 Links were established with NHS Lanarkshire and the Scottish Government to achieve the Breastfeeding Friendly Scotland Early Learning Gold Award. 2.4.2 In September 2023 95% of our ELC settings achieved the Gold Award status. This has now increased to 97% and support is in place from the ELC quality team and Health Improvement Team to work with the remaining setting to achieve the Gold Award Status. The ELC service is delighted with this achievement to date. 2.4.3 An engagement session took place at the end of the last academic session with partner provider nurseries to invite them to participate in this programme. Admissions 2023/2024 2.5 Committee are advised that the admissions process for academic session 2024/2025 will open on 3 December 2023. The service is currently working with the corporate communication team to update the ELC website and promote the campaign on all social media platforms. Communications 2.6 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. 2.6.1 The Corporate Communications team continue to support ELC with all communications to support the delivery of ELC services. Admissions Page 83 of 522
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3. Measures of success 3.1 Children have access to funded entitlement of 1140 hours of ELC. 4. Supporting documentation 4.1 Appendix 01: Minor Adaptations and Sensory Rooms Gerard McLaughlin Chief Officer (Education – North) Page 84 of 522
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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 strategy of the service, as approved by the Education Corporate Management Team (November 2017), is to positively target families who live in SIMD areas 1 – 4 to address disadvantage and barriers to success. Consideration has also been given to ensure that there is a mix of services within localities to support accessibility and parental demand. If Yes, has an assessment been carried out and published on the council’s website? https://www.northlanarkshire.gov.uk/your-community/equalities/equality- and-fairer-scotland-duty-impact-assessments Yes ☒ No ☐ 5.2 Financial impact Does the report contain any financial impacts? Yes ☒ No ☐ If Yes, have all relevant financial impacts been discussed and agreed with Finance? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? Included in the approved 2023/24 capital programme for Enterprise & Communities, is £0.954m to complete the outstanding works at Heatherypark. Committee are asked to note further updates will be provided regarding the cost of the outstanding works at Heatherpark after the second placed contractor has provided costs. 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? Support in place from HR to support with ongoing ELC workforce arrangements. 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 Page 85 of 522
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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? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The paper contains information regarding the realignment of the ELC staffing structures, which is impacting on the level of enquiries we receive. 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 Page 86 of 522
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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 87 of 522
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Appendix 1 Examples of Minor Works & Improvement across ELC Cloakroom Area Refurbished Toilets Replaced Floor Coverings Page 88 of 522
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Outdoor Spaces Devonview FLC Sensory Room Page 89 of 522
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North Lanarkshire Council Report Education, Children & Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref JO’N/HL Date 21/11/23 Secondary School Library Review From Janie O’Neill, Chief Officer (Education - South) E-mail liddleh@northlan.gov.uk Telephone 07973 726496 Executive Summary In the budget setting process of 2020, it was proposed to remove school librarians, with a view to undertaking a review of future library provision. In 2021/22 the school librarian role was deleted and a review has been conducted in relation to the future model. This model ensures that pupils are given access to high quality library stock, with arrangements made to oversee the provisions, supported by an expert team. The report outlines the key findings gathered by the integrated community library strategy implementation group via a secondary school library survey and outlines a new library operating model that centres around a dedicated library space that is available in all secondary schools, robust school library budgetary management and stock selection processes, a pupil volunteer policy and process, effective liaison and partnership arrangements, an online booking system for access to secondary school libraries, a library steering committee in each secondary school and pupil access to digital community library services. Recommendations It is recommended that the Committee: 1) Acknowledge the results of consultation with secondary schools and the operating model now under consideration/development in each school. 2) Otherwise, endorse the contents of the report. 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 Programme of Work Brighter Futures Item 5 Page 91 of 522
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1. Background 1.1 On 24th February 2020 financial savings proposals were presented to full Council as part of forward savings proposals for the three years 2020/21 to 2022/23 to allow for a more strategic approach to future budgets in line with the Revenue Resources Budget Strategy. This included a proposal from the Education and Families service to review the secondary school library operating model to secure alignment opportunities from the insourcing of CLNL. 1.2 The savings proposed of £657k was committed over a 2-year period (£419k in 21/22 and £238k in 22/23) through a projected headcount saving achieved by a reduction of school library resource centre managers. The full savings were deferred until 2022/23 in order to complete a review and develop a proposal for an integrated community library provision The full saving of £657k was realised during the 2022/23 financial period. 1.3 Libraries and their role in our communities relative to education and everyday lives is changing, and there is much learning to be gained from the pandemic as to how libraries, their space and associated provision was adapted for people in schools and across our communities to access much needed resources. This includes the maturing role of the digital school, and how our libraries and their spaces support learning, achievement, skills, creativity. 1.4 In line with other change management approaches across the Council, the review of secondary school library provision was delivered through an integrated community library strategy implementation group, bringing together key officers and input from stakeholders and partners who share a commitment to working together to develop proposals for a new model that will ensure that every child and young person in North Lanarkshire has equitable access to a library provision. 2. Report 2.1 The Plan for North Lanarkshire sets out our vision and plans to deliver fully integrated town and community hubs, with enhanced service delivery through integrated teams working together across communities and towns. The plan focuses on tackling poverty, reducing inequalities, and improving social economic, health and wellbeing outcomes. Enhancing our ability to provide accessible, flexible, friendly, welcoming, nurturing, and calming spaces within our operating model which offer a variety of uses (e.g., reading, study, creative and workspace, learning/outreach programmes and classes, support networks/groups, employability/skills/job seeker/career changer support) underpinned by integrated digital technology is illustrated in our town visions and hub delivery programme. All of which is underpinned by the digital transformation programme that aims to be responsive to the needs of communities and enhances opportunities for people in our communities to engage more effectively with our services. 2.2 The integrated community library strategy implementation group used The Plan for North Lanarkshire as the key reference point while conducting the review of provision and developing a new operating model. Group membership consisted of representatives from schools (head teachers and a school librarian), education representatives and two representatives from community libraries. 2.3 The broad goals of the working group were to develop a new operating model for secondary school libraries that: Page 92 of 522
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• Supports attainment and achievement through developing skills for learning, life, and work to enhance opportunities and choices • Engages pupils in order to enhance the learner journey and help all children and young people reach their full potential • Develops robust governance arrangements within the model to enable the school library to operate in more flexible ways • Recognise the role and contribution of the school library and library provision to the UNCRC around freedom of expression, access to information from the media, education, leisure play and culture (Articles 13, 17, 28 and 31) • Encourages health and wellbeing through a range of library activities e.g., social, cultural, creative and leisure • Maximises digital technologies and resources so that the provision in our school libraries is responsive to all people's needs • Identifies opportunities to leverage partnerships to develop a sustainable and more flexible provision and contribute towards delivery of activity across schools and in our community 2.4 A key element of the process was the distribution of an electronic survey to all schools, giving school colleagues the opportunity to provide feedback on how a new operating model may work. Survey Returns 2.5 A survey of provision was distributed to secondary schools in early 2023. 15 returns were received, and key findings are outlined below: • While the capacity in library resource centres varies from school to school, use was still centred around pupil access, book lending, studying, reading and the library being a learning space. • Head teachers mainly manage the library budget while stock selection was mainly led by colleagues in English departments. • Responsibility for booking class use of the library varied, with no clear trend on who managed that aspect of the library service. • Current impact on learner outcomes looks strong from the returns, particularly in the areas of health and wellbeing, and developing social and study skills. • Most respondents strongly agreed that the library provides a stimulating and inclusive learning environment. • There was a mixed response (some good and some poor), in relation to the library’s role in supporting independent learning, higher order skills development, raising achievement and attainment, celebrating success, and celebrating achievement. • Most respondents felt the library was poor in encouraging pupil leadership in volunteering, parental activities, overall learner involvement, partner agency involvement, partnership working and promoting citizenship. 2.6 In June 2023, meetings were held with all secondary school headteachers, with a view to talking through a proposed approach and giving them the opportunity for further feedback. Taking overall feedback into consideration, and in recognition of the significant variance in the need for flexibility in approach to suit the needs of each school, a new operating model has been introduced, based on the following principles: • A dedicated library space should be made available in all secondary schools that encourages independent learning, pupil centred learning, class activities, non-curricular activities, book lending, private study and partnership working. Page 93 of 522
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• Budget and stock selection should be managed by relevant school staff. The Head Teacher should ensure that the school library budget is made available for stock purchases, license renewals and any other relevant expenditure. Stock selection advice can be provided by community library staff where necessary. • Access arrangements for the LRC space should be centred around an online booking system, with a key member of secondary school staff identified as the lead officer. • Information skills activities should be led by colleagues from the English department. • Options for pupil volunteers, to manage day to day basic library operations and peer support activities, such as reader development, should be explored and developed in all secondary school library settings. Further details are provided in paragraph 2.7 below. • Improved engagement with pupils on stock and service development issues should be integral to the new operating model to ensure a strong pupil voice in service design and delivery. • A library steering committee, made up of pupils and school staff, should be set up in each secondary school to ensure robust oversight of school library provision. • Access to digital resources, such as digital community library services and online learning activities should be made available in all secondary school libraries and wider school settings. • The Community Library service should support a programme to encourage every secondary school pupil to be come a member of the public library. • Options for onsite partnership working between local partners such as CLD, VANL, Community Libraries etc should be explored as part of a basic operating model. 2.7 The overall model, attached at Appendix One, is based on ensuring each school has the flexibility to use the approach in a manner which suits the needs of the school and its pupils. As outlined above, it is proposed that a Library Steering Committee is established within each secondary school. The Steering Committee will be made up of teaching staff and pupil volunteers, with support from the Community Library Team. The Customer Service Librarian, with lead responsibility for young person’s literature, will act as a contact point, providing advice on stock selection, service development and general library management. More broadly, Community Librarians will link with local schools to support library visits, access to local activities, or author events. Such events may be held within the local library or dedicated school space, as appropriate. 2.8 A key theme throughout the review and recommendations is the potential for pupil volunteer development. Pupil volunteers will provide the opportunity to manage day to day library operations and peer support activities on-site in the dedicated library space within each secondary school. It is proposed that small groups of pupil volunteers undertake bespoke training programmes delivered within Community Libraries, perhaps using Future Friday sessions as the most appropriate vehicle. Led by the Community Library Team, volunteers will understand the key principles of day to day library operation and ensure pupil voice is heard in shaping school provision. The newly established Volunteer NL Hub, led by Active & Creative Communities, will provide opportunities for pupils to access additional training appropriate to their role. As an added incentive for pupil volunteers, all will be given the opportunity to join our casual register to undertake paid employment as Library Assistants – an opportunity which can be structured around the school day. Page 94 of 522
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3. Measures of success 3.1 All schools are able to offer an opportunity for our young people to enjoy the many benefits of reading for pleasure, delivered in a model that works to meet the needs of individual establishments. 4. Supporting documentation Appendix One – Secondary School Library Support and Assistance Model Appendix Two – Children’s Rights and Wellbeing Impact Assessment Janie O’Neill Chief Officer (Education - South) Page 95 of 522
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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 96 of 522
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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 97 of 522
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Appendix One - Secondary School Library Support and Assistance Model Input from School (as appropriate) Input from Community Libraries Team/Active & Creative Communities/Other Partners 1. A dedicated library space should be made available in all secondary schools that encourages independent learning, pupil centred learning, class activities, non- curricular activities, book lending, private study and partnership working. Clear commitment to protecting in-school space for learning. 2. Budget and stock selection should be managed by relevant school staff in line with existing guidance. The Head Teacher should ensure that the school library budget is made available for stock purchases, license renewals and any other relevant expenditure. Stock selection advice can be provided by community library staff where necessary. Stock selection (fiction) to be primarily led by English department – this should continue or, where necessary, be established. Non-fiction content will be led by subject matter teaching staff in conjunction with school lead. Key contact in each secondary school to share details of current curricular themes with Community Libraries team. Community Libraries team to issue written stock selection advice, tailored to age/stage, and reflecting current areas of interest. Curricular based choices will be included and reflected, where appropriate. CL team will share Stock Selection Policy which can be amended to suit needs of school. CL team will support the Reading School’s Initiative by supporting access to the wide range of reading materials held within the community library collection (both physical and online) and engaging with schools to develop events and activities, onsite in community libraries, which support the initiative 3. Access arrangements for the LRC space should be centred around an online booking system, with a key member of secondary school staff identified as the lead member of staff. Consider options for booking space/time. Longer term option may exist through development of corporate booking system. Short term solutions developed by school. Each school to identify a lead member of staff. 4. Information skills activities should be led by colleagues from the English department. Volunteer development (below) will support this for those involved. 5. Options for pupil volunteers, to manage day to day basic library operations and peer Work with young people to identify potential volunteers. Development of volunteer programme for pupils through Volunteer NL and supported by Page 98 of 522
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support activities, such as reader development, should be explored and developed in all secondary school library settings. Support volunteers with programme development (PT Future Fridays). Community Libraries team. Pupils will undertake short-term placement in local library before developing programme for school. Supported by school staff and CL staff teams. Option to deliver “training phase” on Future Fridays. Pupils engaging in programme will have the opportunity to join casual register for Library staff with option for paid employment opportunities. 6. Improved engagement with pupils on stock and service development issues should be integral to the new operating model to ensure a strong pupil voice in service design and delivery. Key theme of Library Steering Committee (see below) 7. A library steering committee, made up of pupils and school staff, should be set up in each secondary school to ensure robust oversight of school library provision. Establish Library Steering Committee to consider ongoing issues – access, usage, stock selection, options for development. Act as key point of advice around library development and provision. Community Librarians to link with local schools to support on- site activity and local library visits, as appropriate. 8. Access to digital resources, such as digital community library services and online learning activities should be made available in all secondary school libraries and wider school settings. The E-Services Librarian will be able to take a lead on arranging access to a range of online services, including online newspapers, magazines and fiction titles which can support curricular activities in schools. Access to reference sites such as Theory Test Pro can also be facilitated. 9. The Community Library service should support a programme to encourage every secondary school pupil to become a member of the public library. Community library service takes a lead on developing a programme to encourage all secondary school pupils to be members of the public library. 10. Options for onsite partnership working between local partners such as CLD, Community Libraries etc should be explored as part of a basic operating model. Lead members of staff to work with partners to facilitate a broader programme offering. Through existing partnerships, consider opportunities to deliver on-site options to support broader development. Examples could include author visits supported by Community Libraries, interest groups delivered on Future Friday slots, CLD support/training sessions – these could be opened up to other schools in the area. Page 99 of 522
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Children’s Rights and Wellbeing Impact Assessment, North Lanarkshire Council Name the Policy and its overall aims Secondary School Library Review – the review advises of arrangements following the decision to remove secondary school librarians taken in Feb 2020. 1. What aspects of the policy/measure will affect children and young people up to the age of 18? The Articles of the UNCRC and the child wellbeing indicators under the Children and Young People (Scotland) Act 2014 apply to all children and young people up to the age of 18, including noncitizen and undocumented children and young people. Articles 13, 17, 28 and 31 are supported by the overall model. 2. What likely impact – direct or indirect – will the policy/measure have on children and young people? ‘Direct’ impact refers to policies/measures where children and young people are directly affected by the proposed changes, e.g. in early years, education, child protection or relevant to care experienced children. ‘Indirect’ impact refers to policies/measures that are not directly aimed at children but will have an impact on them. Examples include: welfare reforms, parental leave, housing supply, or local transport schemes. 13 – Freedom of Expression – this approach supports development of children’s thoughts and opinions and gives access to information. 17 – Access to Information from the Media – the approach allows children to access a variety of hard copy and digital information. 28 – Right to Education – the approach underpins an overall provision of access to secondary education. 31 – Leisure, Play and Culture – the approach is centred around providing children with access to space to allow for reading for pleasure. 3. Which groups of children and young people will be affected? Under the UNCRC, ‘children’ can refer to: individual children, groups of children, or children in general. Some groups of children will relate to the groups with protected characteristics under the Equality Act 2010: disability, race, religion or belief, sex, sexual orientation. ‘Groups’ can also refer to children by age band or setting, or those who are eligible for special protection or assistance: e.g. preschool children, children in hospital, children in rural areas, looked after children, young people who offend, victims of abuse or exploitation, child migrants, or children living in poverty. All secondary school age children. 4. Will this require a CRWIA? Explain your reasons. CRWIA Declaration-Tick the relevant section and complete the form CRWIA required. YES- the plan will impact on children and young people in NL CRWIA not required. Janie O’Neill Chief Officer of Education (South) Date 12/09/2023 Person or group completing paperwork. Heather Liddle Active & Creative Communities Manager Page 100 of 522
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Children’s Rights and Wellbeing Impact Assessment, North Lanarkshire Council Appendix Two - Children’s Rights and Wellbeing Impact Assessment CRWIA Stage 2 The CRWIA - key questions 1. Which UNCRC Articles are relevant to the policy/measure? List all relevant Articles of the UNCRC - All UNCRC rights are underpinned by the four general principles: non-discrimination; the best interests of the child; the right to life, survival and development; and the child’s right to have their views given due weight. The articles can be viewed here: UNCRC_summary-1_1.pdf (unicef.org.uk) Article 13 – Freedom of Expression Article 17 – Access to Information from the Media Article 28 – Access to Education Article 31 – Leisure, Play and Culture 2. What impact will the policy/measure have on children’s rights? Positive 3. Will there be different impacts on different groups of children and young people? Which groups of children will be affected by the policy/measure? Are there competing interests between different groups of children and young people, or between children and young people and other groups? Different impacts are not anticipated although it is recognised that individual schools will vary the overall programme on offer to meet the needs of individual establishments. 4. If a negative impact is assessed for any area of rights or any group of children and young people, what options have you considered to modify the proposal, or mitigate the impact? If options to modify the policy/measure are included here, include associated resource implications where relevant. Not applicable 5. How will the policy/measure contribute to the wellbeing of children and young people in Scotland? Outline how the implementation of the policy/measure will support our duties to safeguard, support and promote the wellbeing of children in their area, with wellbeing defined by eight wellbeing indicators. The indicators are: Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, and Included. More information is available via the link below. SHANARRI+-+Wellbeing+wheel+-+full+text.pdf (www.gov.scot) The overall approach supports the importance of reading and supporting the development of children’s ability to access information. 6. How will the policy/measure give better or further effect to the implementation of the UNCRC in Scotland? This will inform the duty to report what has been done to further and better children’s rights under the Children and Young People (Scotland) Act 2014. In light of other decisions made around resources, this approach seeks to ensure that access to literature and information is preserved. Page 101 of 522
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Children’s Rights and Wellbeing Impact Assessment, North Lanarkshire Council 7. What evidence have you used to inform your assessment? What does it tell you? The evidence base may include demographic information, academic research, service monitoring/inspection reports, service evaluation reports, user surveys, etc. In particular, look at what existing evidence tells you about children and young people’s views and experiences of the relevant service(s); and/or what it tells you about children and young people’s views of the policy proposal. Identify any gaps in the evidence base and set out how you will address these. A survey was sent to all secondary schools, followed by meetings with headteachers from all schools affected. 8. Have you consulted with relevant stakeholders? This would include public or targeted consultations with children and young people, their parents/carers and the children’s workforce. Consultation with schools as outlined. 9. Have you involved children and young people in the development of the policy/measure? Is there enough information on the views of the children and young people who will be affected by the policy/measure that enables you to make an informed assessment of impact? At this stage, children have not been directly consulted. We anticipate this will evolve as the operating model is developed, particularly around arrangements for the Steering Committee, where pupil voice will be critical. Page 102 of 522
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Children’s Rights and Wellbeing Impact Assessment, North Lanarkshire Council CRWIA - Stage 3 Publication Template CRWIA title: Secondary School Library Review – Operating Model Publication date: 12/09/2023 Summary of policy aims and desired outcomes. Following a decision to remove all secondary school librarians, it was agreed that a new approach would be developed, using the support of Community Libraries, to offer options for literacy and information access to all schools. Executive summary. An operating model has been developed using feedback from all schools which seeks to provide opportunities for flexibility in approach and overall pupil involvement in development of future arrangements. Background. A survey was issued to all schools, followed by meetings with all headteachers. Scope of the CRWIA, identifying the children and young people affected by the policy, and summarising the evidence base. It is anticipated that all secondary school pupils will be affected by this new approach. Children and young people’s views and experiences. This model will develop and evolve. We anticipate that pupil voice will be particularly important around the development of the Steering Committee and in the Pupil Volunteer Programme. Key findings, including an assessment of the impact on children’s rights, and how the measure will contribute to children’s wellbeing. We will continue to monitor but anticipate that the following articles will be positively impacted: Article 13 – Freedom of Expression Article 17 – Access to Information from the Media Article 28 – Access to Education Article 31 – Leisure, Play and Culture Monitoring and review. We will continue to monitor. CRWIA Declaration Authorisation Lead Heather Liddle, Active & Creative Communities Manager Date 20/09/2023 Chief Officer Janie O’Neill, Chief Officer of Education (South) Date 20/09/2023 Page 103 of 522
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref JON/MCH/MOH Date 21/11/23 Standards and Quality Report Session 2022-2023 From Janie O’Neill, Chief Officer (Education - South) E-mail oneillja@northlan.gov.uk Telephone Executive Summary The Education and Families Standards and Quality Report covers the period from August 2022 to August 2023 and brings together, in one document, some of the key highlights in respect of improving life chances for the children, young people and communities of North Lanarkshire. The Service continued to focus on key drivers for improvement, ensuring all learners were supported to achieve their full potential, regardless of their socioeconomic background. There was a continued focus on strengthening the Empowering cluster model, reviewing core curriculum pathways and pedagogical practice for literacy, numeracy and digital learning, with emphasis on quality assuring processes, ensuring excellence and equity. The Standards and Quality Report 2022-2023 sets out some of our achievements in delivering that ambition within the context of a continued recovery from the pandemic, the cost of living crisis and budget reductions across all local authorities. As the report relates 2022-2023, it is linked to the Plan for North Lanarkshire and the five over-arching priorities that were set in the previous Programme of Work. Attainment information is provisional and subject to minor changes following Scottish Government data cleansing processes and SQA appeals decisions. Recommendations It is recommended that the Committee: 1) Endorse the contents of the (draft) Standards and Quality Report 2022-2023 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 Programme of Work All Programmes of Work Item 6 Page 105 of 522
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1. Background 1.1 The Education and Families service aims to provide the highest quality education services for our children and young people. The Standards and Quality Report 2022- 2023 outlines progress made towards achieving our improvement priorities, highlighting key successes, and identifying next steps. 1.2 Removing the barriers to achievement and ensuring excellence and equity for all is a key priority for North Lanarkshire Council. Through our work with young people and their families, and with our communities and partner organisations, we are committed to making North Lanarkshire a thriving community where everyone is able to live, learn, work, invest and visit. 1.3 This Education and Families Standards and Quality Report is designed to serve three purposes: (i) To provide all stakeholders and the people of North Lanarkshire with performance information across the 6 National Improvement Framework (NIF) drivers and against our improvement priorities to measure how well we are improving educational outcomes for children, young people and their families. (ii) In line with external grant funding, we are required to summarise the outcomes and performance of the Pupil Equity Fund Programme at authority level. The Scottish Government have acknowledged that in order to reduce bureaucracy and duplication, we can link this reporting requirement to the existing statutory requirement under the Standards in Schools etc. Act 2000 as amended by the Education (Scotland) Act 2016. This requires us to prepare an annual report describing local authority activity to: (a) reduce inequalities of educational outcome experienced by pupils as a result of socio-economic disadvantage and (b) achieve the strategic priorities of the National Improvement Framework (NIF). The Standards and Quality Report allows the local authority to meet those requirements. The Standards and Quality Report will be shared with all stakeholders and forwarded to Scottish Government. (iii) To provide the information required to contribute to the Scottish Government’s annual report on the 6 NIF drivers for improvement. 1.4 In December 2021, NIF priorities were updated to reflect legislative changes incorporating the United Nations Convention on the Rights of the Child (UNCRC) into law. The introduction of the new priority ensures that practitioners, at all levels, are aware of their responsibilities in relation to the UNCRC. The 6 drivers were also updated. Key changes included closer alignment of curriculum and assessment and integration of early years terminology throughout the drivers. This provided increased cohesion and reflected the progressive nature of the 3-18 Curriculum for Excellence. This report focuses on these drivers and priorities. 1.5 Attainment of the Broad General Education is collected at P1, 4, 7 and S3 through teacher professional judgement of Achievement for Excellence (ACEL) data. 1.6 Please note that in session 2021-2022, we returned to the formal exam system for the Senior Phase, with some changes to the way each course was assessed remaining in place because of the impact of Covid disruption to learning. In session 2022-2023 this format continued. 1.7 In session 2022-2023 the SQA’s chief examiner commented that the body had not returned to normal awarding procedures this year, instead taking a “sensitive” approach to grading in comparison with the previous years “generous” approach to grading. Page 106 of 522
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1.8 The significantly different circumstances in which exams have taken place from 2019- 2023 means that comparison of attainment between years and any conclusions drawn in changes in performance should be treated with significant caution. For this reason, in this report, the 2023 exams results data has been compared to the 2022 and 2019 exam results data, as this was the last year that the traditional exams system was applied prior to the pandemic. 2. Report 2.1 Education and Families has developed approaches to service delivery to successfully implement a range of national and local educational aims and priorities. The aim is to ensure that every child and young person is equipped with the skills they need to lead successful and fulfilled lives and to contribute positively to their local communities and to the local and national economies. 2.2 The Summary Standards and Quality Report 2022-2023 (Appendix 1) exemplifies the progress we have made in achieving our improvement priorities. The full Standards and Quality Report (Appendix 2) highlights some of the highly effective approaches which were implemented, across education establishments, and with families and local communities, to continue to support recovery processes and to combat the effects of poverty on children and their families. 2.3 Evidence of our progress and improvements in relation the 6 NIF drivers permeate the document: • Performance Information • School and Early Learning Centre (ELC) Improvement • Curriculum and Assessment • Parent/Carer Involvement and Engagement • Teacher and Practitioner Professionalism • School and ELC Leadership Next Steps 2.4 In addition to highlighting our strengths and successes we have also identified key areas for development and next steps, in order to deliver excellence and equity and to ensure better outcomes for children, young people, families and communities, throughout this report. A link is included to our Service Level Improvement Plan for session 2023-2024. This provides specific detail around our priorities and how we will measure progress. 2.5 The Strategic Equity Funding (SEF) is the part of the refreshed approach to the Scottish Attainment Challenge. Within this refreshed approach all 32 local authorities receive funding with some authorities including NLC, seeing a tapered reduction in funding over the 4 year period. 2.6 SEF continues to focus on improving outcomes for children and families impacted by poverty, with a focus on tackling the poverty related attainment gap. As part of this new approach, Local Authorities were asked to use local intelligence and data to identify stretch aims for various measures and submit these to the Scottish Government. These measures were categorised as core and core plus. Page 107 of 522
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2.7 The core elements are part of a requisite package of measures identified by the Scottish Government. Core Measures include ACEL for P1, P4 and P7 Literacy Combined, ACEL for Numeracy P1, P4 and P7 Combined, 1 or more at SCQF Level 5 and 1 or more at SCQF Level 6. The benchmark for the stretch aims set for 2022-2023 is baseline data from 2020-2021. 2.8 Local Authorities were able to identify their own Core plus stretch aims. North Lanarkshire Council’s Core Plus focused on improving attendance (primary and secondary) and included a participation measure focusing on work led by the Virtual School’s team to reduce exclusions for Care Experienced young people. 2.9 NLC’s core and core plus targets were included in the Service Improvement Plan for session 2022-2023. 2.10 North Lanarkshire Council’s governance is based upon the European Framework for Quality Management (EFQM) approach which describes the vision and values, key systems and processes, and the expected outcomes. The EQFM criteria are embedded within How Good is Our School 4? (HGIOS4?) so that each criterion is reflected in several quality indicators. Following a small-scale pilot, these processes were rolled out by all primary and secondary establishments in session 2022-2023. Early Learning and Childcare sector began a phased approach to this. These new processes further strengthened our approaches to self-evaluation for continuous improvement and inform data used within the Standards and Quality report for session 2022-2023. 2.11 The draft Education and Families Improvement Plan for session 2023-2024 outlines the key priorities across the Education workstreams and highlights key measures for the year ahead linking to the refreshed Programme of Work. (Appendix 3) 3. Measures of success 3.1 Continue to raise attainment and achievement for all young people and provide opportunities for them to develop skills for life and work. 3.2 Continue to work in partnership with parents and carers to provide meaningful opportunities for them to engage in service, and establishment level, self-evaluation processes that facilitate continuous improvement processes and enable all parents to have opportunities to support their children’s learning. 3.3 Continue to support headteachers to improve outcomes for children and families, through implementation of, and participation in, robust self-evaluation and quality assurance processes. 3.4 Continue to use a range of qualitative and quantitative data to track and measure progress and inform planning for improvement processes. 3.5 Attainment measured against core and core plus stretch aims. 4. Supporting documentation Appendix 1 – Draft Summary Standards and Quality Report 2022-2023 Appendix 2 – Draft Standards and Quality Report 2022-2023 Page 108 of 522
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Appendix 3 – Draft E&F Improvement Plan 2023-2024 Janie O’Neill Chief Officer (Education – South) Page 109 of 522
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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 110 of 522
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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? The Standards and Quality Report and Plan will be submitted to Scottish Government for publication. 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 report and plan outlines the work of Education and Families to continue to improve outcomes for children and young people. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☐ Page 111 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Music Service Recovery: To ensure all learners have equal access to North Lanarkshire's music tuition. •Conduct a further scoping exercise (staff and learners) to create a delivery model that supports excellence and equity of access and supports music tuition levels to return to pre pandemic levels. •Create tracking processes that enable us to ensure equity of access for pupils in Quintile 1. Data to evidence 25% increase in engagement (From 2100 to 2625 pupils). Creation of new delivery model. Evidence of strategies to ensure equity of access for all learners. Improvement in attainment, particularly in literacy and numeracy. Curriculum and Assessment Further exploration of delivery model was undertaken and measures were put in place to ensure that opportunities were available to all pupils regardless of socio- economic circumstances/ additional support needs, to allow a more equitable access to music instruction. Music instruction participation numbers in total from all sectors and across all aspects of music instruction provided by the service for 2022-23 is 6540, this includes Youth Music Initiatives and music service lessons. There is a recording mechanism in place for these pupils who are registered for individual music tuition and of those pupils 27.5% have registered addresses in Quintile 1. Further work on tracking equity of access will be undertaken in session 2023-24. The music provision will move to Active and Creative Communities to support links across the service and the wider Programme of Work. Page 113 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Gaelic Language Plan Refresh: To develop a strategic approach to ensure effective delivery of Gaelic Education within North Lanarkshire. •Promote and support the potential for Gaelic Medium Education (GME)across North Lanarkshire. •Work with relevant stakeholders to establish and maintain a Gaelic language plan implementation group with senior representation from all Council departments. •Introduction of GME as part of 1+2 language offer. •Develop a Promotion and Creation of a communication strategy to promote and raise awareness of Gaelic provision. •Increased access to Gaelic activities and culture through planned community events. Capacity data to evidence 3% increased GME provision uptake (long term aim 300 pupils?). Quantitative feedback evidencing increased levels of pupil confidence and awareness of Gaelic. Programme of planned community events evidencing increased opportunities for parental and community to learn Gaelic. Long term target, 25% of North Lanarkshire Primary Schools offer Gaelic as part of 1+2. 100% of BGE/Senior phase pupils' requests to take Gaelic as a Modern Language accommodated. All parents who wish to learn Gaelic are accommodated through existing resources such as CLD and the Gaelic Activities Lead. Improvement in attainment, particularly in literacy and numeracy Curriculum and Assessment In session 2022-2023, 249 children and young people engaged with Gaelic education. To enable us to continue to improve this service a participation survey was carried out. This identified a baseline of teaching Gaelic Learner Education (GLE) and this information will be used to measure the long term target of 25% increase. As part of the Gaelic Language Plan (GLP) a Gaelic improvement group has been established across the service areas of North Lanarkshire. North Lanarkshire’s website has been updated with a dedicated page on Gaelic learning and provision. 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. Reporting to Bord na Gaidhlig has been strengthened through cross service working and collaboration of events. During academic session 2022-23 a range of events were delivered to promote a positive image of Gaelic, Fèis Lannraig a’ Tuath which attracted more than 50 participants, a Gaelic Day, Àm airson na Gàidhlig in February 2023, which took place as part of World Gaelic Week/ Seachdain na Gaìdhlig, as well as a concert in the same week featuring renowned Gaelic singer Joy Dunlop. A further workshop was delivered with writer Maya MacGregor who writes through the medium of Gaelic. The workshop was delivered at Greenfaulds High School in the Gaelic Medium Unit, to pupils at varying levels of Gaelic learning and focused on writing skills and creative writing; this was delivered through the medium of Gaelic. Progression pathways will be developed and launched across all establishments. A conference is planned to promote Gaelic as an additional language and the benefits of bilingualism. Using information acquired from the staff audit, we will set up an L3 training programme. This will be monitored annually to ensure the target is achieved. Undertake an audit of all current services available to the community for Gaelic learning and deliver an annual improvement plan for provision. 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. Relaunch how children and families within North Lanarkshire access GME and further promote GLE through the Gaelic conference and progression pathways. Page 114 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Digital 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 learner’s experiences, as well as continuing to develop consistent experiences and access for learners across North Lanarkshire. Establishments supported to achieve equitable digital learning experiences and the start of connectivity capacity programme of work. Staff confidence continues to increase by more visible digital learning experiences across schools. Continued improvement in establishments attaining Digital School Award Scotland. Young people are supported in learning through digital devices which run on current programmes.Refresh Programmes in place managed by establishment leaders . Self-evaluation toolkit issued to all establishments. Improvement in skills and sustained, positive leaver destinations for all young people. School and ELC Improvement Acquisition of over 2800 devices to support equitable digital learning experiences. 365 additional stock devices have been issued out across all educational establishments via a series of phased releases. Phases 2A and 2B were completed, with over 1100 devices issued to all 119 primary schools. Quantitative and Qualitative data evidences positive impact of a range of CLPL on staff confidence in delivering digital learning experiences. This was further validated through service level VSE during session 2022-23. Digital Self-Evaluation was issued to all establishments through the Education and Families Bulletin. 40 establishments have achieved a Digital Schools Award by end of session 202-23. 136788 visits to the Virtual Classroom took place in session 2022-23, evidencing further digital learning experiences. Transformational Change - To complete expansion of Immersive experiences and planned device refresh for 2023-24. Building Capacity - Running a full 1 year programme for probationers within North Lanarkshire and develop to core programme learning. Launching a podcast to further enhance sustainable models of professional learning. Learners’ Experience - To install a further 17 digital classrooms that further enhance digital consortium and planned transition learning experiences. Phases 3 and 4 are ongoing into session 2023-24, with the conditions attached to these refresh stages allowing for the maximum total of aged devices removed from the schools’ network. It is expected that all devices will be in schools by December 2023 with an estimated 4000-4500 aged devices disposed of via the WEEE process. Page 115 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Yr. 2: Keeping the Promise (Delivery Plan for CEYP): To implement the delivery plan demonstrating our strategic approach to meeting the principles of the Promise and improves outcomes for CEYP. •Enhancement of health, mental health, and wellbeing supports for identified learners. •Strengthening integrated planning around educational and vocational pathways and the virtual school model. •Continuation of the Close to Home programme designed to improve capacity to support children and young people closer to their communities. •Ongoing reconfiguration of aftercare services. •Extend Pilot Contextual Safeguarding. •Continue implementation of 10- year programme of transformation in the delivery of care and family support in Scotland placing the voice of the child at the heart of planning. •Work with relevant stakeholders to review policies and procedures to embed legislation incorporating the United Nations Convention on the Rights of the Child into Scots Law. •Expansion of support to kinship families though the new kinship team. Evidence of positive impact of effective implementation of the Corporate Parenting Plan. Data evidencing increased access to bespoke HWB supports for learners (quantitative and qualitative data.) Improved attendance and positive destination data for CEYP. Data evidencing number of CEYP being supported 'Close to Home.' New aftercare operating model. Improved staff awareness and positive outcomes for learners involved in Contextual Safeguarding pilot. (Quantitative and Qualitative data.) Evidence of integration of UNCRC in to processes and procedures. Programme of support available for Kinship Carers. Placing the human rights and needs of every child and young person at the centre of education. Improvement in skills and sustained, positive leaver destinations for all young people. School and ELC Improvement In session 2022–23, a total of 80 National 3 and 4 level qualifications were achieved by 33 young people, improving their future career prospects. The number of children and young people (YP) accessing counselling has increased by 42% since June 2021. 4404 YP were supported with counselling, leading to a 58% reduction to onward referrals to more intensive supports. The implementation of the ‘Kooth’ App, provides information and signposting for children and young people in respect of mental health and wellbeing. A counsellor has been appointed as part of the social work intensive services, providing a responsive counselling service. The focus includes older young people receiving after care provision. We have continued to develop approaches to contextual safeguarding, including further development of the young people’s safeguarding panel and a review of policy and process relating to the approach. Our approach to contextual safeguarding has been independently evaluated by Innovate, through the lens of trauma informed practice and feedback will be used to further strength our model. The implementation of the refreshed national child protection guidance including a review of the NL multi-agency child protection procedures, further strengthens our contextual safeguarding approach to managing risk caused by Implementation of the Signs of Safety Model; this model will strengthen and ensure our continued approach to keeping children and families at the centre of all we do including safety planning when there is risk. The implementation of a ‘whole family support’ approach; keeping children safe and within their families by providing a range of supports and interventions which will improve whole family wellbeing. Recruitment of foster carers and supported carers to provide high quality care for children who cannot remain and be safe within their family network. Page 116 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps extra familial harm to children/young people. Further development of our management of missing children and young people approach by extending partnership working with our third sector colleagues in Barnardo’s, has strengthened our ‘return interviews’ with children who return after a missing episode. Pupil support in school have been critical to this development, working alongside Barnardo’s to achieve better planning and outcomes for CYP who have gone missing. An evaluation report was produced by Barnardo’s, highlighting improvements and next steps. To further enhance our work and improve the wellbeing of those families impacted by domestic abuse, implementation of the Up2U Family Practice Model, a behavioural change model which is aligned to our overarching Safe and Together Model to address domestic abuse. Page 117 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Curriculum Refresh Toolkit: Toolkit created to support establishments to evaluate and review their current curriculum rationale and content, with a view to developing an updated curriculum rationale. •Toolkit co-constructed. •CLPL sessions delivered to support implementation of the toolkit. •Celebrating success and sharing good practice event implemented. Qualitative and quantitative data to evidence the number of establishments engaging with the Curriculum Toolkit. The majority (50-74%) of establishments will engage with the toolkit in year 1.) Improvement in skills and sustained, positive leaver destinations for all young people. Placing the human rights and needs of every child and young person at the centre of education. Improved attainment. Curriculum and Assessment Almost all secondary leaders and management teams have attended a session to engage with the Curriculum Toolkit. The first year of training has been completed and delivered to secondary, primary and early years senior staff. A majority of establishments have taken part. For primary, average attendance over the three sessions was 50%, and for secondary, it was 72%. This session the training will be completed and delivered to SLT who did not attend last session and opened out to middle management. A second year of training is being developed and will be delivered this session. A pupil conference on curriculum to gather stakeholder views is planned for February 2024. The toolkit resources will be refreshed and developed over the course of this session. Page 118 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Senior Phase Review: Continue to improve attainment and achievement through refreshed curriculum pathways and pedagogical approaches. •Steering group to review the senior phase curriculum offering in light of OECD recommendations and changes to SQA qualification processes. •Create new curricular pathways. •Maximise links with West Partnership colleagues to support improvements. Improved attainment and achievement as a result of improved senior phase curriculum offering. Progressive pathways evidence a range of routes to qualifications. Evidence of increased opportunities to develop the 4 CfE capacities. Effective links with a range of partners to integrate DYW skills. Improved attainment measures at the senior phase. Improvement in attainment, particularly in literacy and numeracy Performance Information In February 2023, our 2021-22 school leaver destinations were published. 3901 North Lanarkshire young people left school and entered a positive post-school destination. Key successes were: • 42.9% of young people progressed on to Higher Education. This is higher than the national average of 41.2%. • The percentage entering Further Education rose from 20.9% to 23.2%. • Young people leaving school and entering employment rose from 24.4% to 25.3% - higher than the national average of 25.1%. • The establishment of a multi-agency and cross-council Developing the Young Workforce Taskforce with a focus on continuous improvement in this area of work. In total 141 young people enrolled on Pathways in academic year 2022-23. 16 successfully returned to school within the first six weeks of the programme. 96% (125 young people) of participants entered a positive post school destination. 23 Principal Teachers (PTs), one per secondary school have been appointed full time to coordinate establishment level offerings for Future Fridays. This is to ensure an equitable approach. Across the 23 secondary establishments, there have been 108 different offerings. The Curriculum Manager (Senior Phase) is working on a review of the senior phase curriculum and an audit of the use of the SCQF framework and supporting establishments in embedding this framework across establishments. A pilot is being developed to look at the implementation of a common S4-6 curriculum in the senior phase. Page 119 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Improving Cluster Support Systems: Empowering Our Clusters Model – Processes and Procedures Empowering Our Clusters Model launched outlining clear roles, responsibilities and accountably. Monitoring and tracking processes were implemented and used to evidence impact and inform future interventions. Attendance and launch and engagement with the resource: Most stakeholders attended the launch and were given access to the page tiger resource to develop their understanding and improve outcomes for children and families. Quantitative data re. engagement with the resource (Target 91-99% of establishments). Qualitative feedback from staff to evidence improved understanding of CIIL monitoring data provides a robust data base evidencing impact. Data re. number of children and families supported via the Empowering Cluster model. Increased authority level attendance figures. Reduction in exclusion figures. Reduction of learners who require intensive level planning. Quantitative and qualitative data evidencing strengthened integrated practice. Improvement in children and young people’s health and wellbeing. Placing the human rights and needs of every child and young person at the centre of education. School and ELC Improvement Since the launch of the page tiger (Integrative Practice Guidance) in the last academic session, the resource has had 3963 visits, with pages viewed 43,546 times. Cluster dashboard launched in session 2022-23 with improved usage figures from initial launch indicating baseline to being fully implemented across all clusters. Individual cluster data can now be extracted and used to support improvement discussions. Some high level messages include; 31834 additional support sessions offered across the year. There has been a reduction in exclusions across all sectors, 3577 to 1978 (all schools). Most significantly exclusions for care experienced young people have reduced by 88%. Although there has been a slight improvement noted in the primary sector for attendance (90.8%-91.1%), this remains an area of focus, locally and nationally. 89% overall reduction in exclusions of learners experiencing foster care. 92% overall reduction in exclusions of learners experiencing kinship care. 100% overall reduction in exclusions of learners experiencing residential care. 95% overall reduction in exclusions of learners Looked After at Home. 82% overall reduction in exclusions of learners Previously Looked After. 218 members of staff have been trained in Outcome Star since it was introduced Improving attendance for children and young people remains a focus both locally and nationally. Continuing to review and improve the Empowering Clusters Model based on feedback and data analysis. Page 120 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Outcome star data evidencing improved outcomes for children and families. Data evidencing impact of CATs, CRTs, CSTs. Improved service level attainment and attendance data. in August 2022. 600 star assessment tools have been completed, this is impacting positively and improving planning for CYP. Attainment data for the BGE is showing increased attainment across all organisers within the primary. In P1 writing has a 4% improvement, at P4 3.3% improvement was recorded in listening and talking and in P7 a 3.4% increase in writing. There is a marginal dip in S3 attainment. Page 121 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps ASN Change Programme: To continue to review processes, practice and infrastructure to ensure effective use of available resources to support and improve outcomes for learners. •Continue phased implementation of the 'We Aspire model' to support children and young people with intensive social and emotional needs to be educated in a range of bespoke learning environments designed to support the delivery of an alternative curriculum; increasing pupil motivation and engagement. •Continue phased implementation of the "We Aspire Model" to support children and young people with significant additional support needs (Physical/Medical/Developmental) to be educated in a bespoke learning environment that meets their needs. •Review of strategic workforce planning to develop new roles and allocation processes to support early identification and to empower local clusters to strategically distribute resources to meet the needs of their learning communities. •Monitor the impact of NBPR process. Increased integration and curriculum experiences for identified ASN learners (Number of pupils). New support staff allocation model agreed and implemented. Increased attainment and achievement data. Reduction in numbers of applications for specialist provision. Placing the human rights and needs of every child and young person at the centre of education. Improvement in skills and sustained, positive leaver destinations for all young people. Teacher and Practitioner Professionalism School and ELC Improvement Performance Information A review of significant/intensive pupil cases has been undertaken by the Inclusion Team, in collaboration with key stakeholders including Educational Psychologists, Social Work, Health and a range of linked educationalists. The purpose of this database (currently containing circa 50 pupils) is to highlight those children with the highest level of needs, and to review each case on a fortnightly basis. This review includes support currently provided and future options, potential bespoke packages, Support Around the Child meeting, GIRFME reviews and professionals sharing experience and opinions. There was an increase in applications for specialist provision through the Needs Based Pathway Review. Establishments have highlighted that Covid recovery is impacting on children and young people. This, considered alongside delays accessing supports outwith education, is likely to be contributing. There has been an increase in ASN capacity across stand alone establishments and centres. 4 ASN establishments participated in inspection activity with Education Scotland. NLC and Education Scotland continue to work together to monitor progress. An improvement was noted in the % of Visually Impaired learners gaining national qualifications level 3 or above in Maths and English, rising from 89.5% in 2021 to 93.3% in 2022, (based on leavers’ data). We have introduced a new procedure to allow us to analyse data for pupils within LCSC centres linked to mainstream schools. Previously this was incorporated into mainstream data. Phased implementation of cluster based staffing formula to support Empowering Cluster Model continues. Continued implementation of the We Aspire Model and new support staff allocation model. Continue to monitor specialist applications and review supports, impact and links with the We Aspire Model. Page 122 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Strategy Equity Fund (SEF) and PEF Plan: To refresh and review planned approaches to build staff capacity, strengthen integrated practice and support excellence and equity Develop synergies between various funding streams while retaining a focus on supporting vulnerable children and families. Further develop the empowering our cluster model in order that collaboration between services can be accelerated and linked to a common purpose of closing the poverty related attainment gap. SAC leads will continue to drive forward improvements in key areas; leadership, pedagogy and HWB. Provision of CLPL to support establishments to develop targeted approaches and interventions. Improved attainment in focus schools (ACEL and Intervention data). Increased leadership opportunities available: middle leadership, DHT, HT and Early Years. (quantitative and qualitative data). Increased evidence of integrative practice - supported by SAC colleagues. Evidence of uptake and impact of CLPL to improve pedagogical practice and outcomes for learners. Closing the attainment gap between the most and least disadvantaged children and young people. Improvement in children and young people’s health and wellbeing School and ELC Leadership Performance Information There is an improvement in ACEL data in P1, P4 and P7 across all organisers. There is a marginal dip in attainment at S3 across most organisers. 55% of ELC settings have accessed leadership training, with numbers for the PT, DHT and HT leadership sessions remaining high. 1930 staff from Primary, Secondary, ASN and ELC engaged in CLPL for Literacy and Numeracy. 1090 staff engaged in STEM CLPL. 800 teachers participated in LTA CLPL. Re-configure SEF core model to facilitate longer term planning and sustainable approaches to improving attainment and closing the poverty related attainment gap. Page 123 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Refreshed Quality Assurance Framework: To improve outcomes for learners through consistent implementation of North Lanarkshire's Quality Improvement Framework. •Implementation of refreshed quality improvement framework and bespoke training for senior leaders (Central Team and School Leaders) to ensure continued focus on support and challenge to improve outcomes for learners. •Increased leadership and empowerment - through North Lanarkshire’s Leadership programme, NIF& West Partnership workstreams and practitioner networks to drive forward identified improvement areas. •Continued use of data to inform improvement agenda – with a specific focus on Overall improvement data and Q1 vs Q5 data. • Implementation of new Validated Self Evaluation (VSE) model. •Support package created to support consistency of standards across all establishments. • Introduction of Improvement visits. • Analysis of external scrutiny results to identify trends, share good practice across the system and inform future improvement planning. New policy document(s) created. Training calendar created. Analysis of attendance and feedback to inform further training needs. Improved VSE and Inspection outcomes. Improved quality of evaluative statements and judgements. Evidence of improved use of data to support improvement agenda. Increased accuracy of Teacher professional Judgements (TPJ). Evidence of positive impact of development work led by National Improvement (NIF) workstreams and practitioner networks e.g., creation of progressive pathways, new VSE models and materials. Analysis of HMIe inspections results and subsequent action plans. Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and least disadvantaged children and young people. School and ELC Leadership Performance Information A new suite of materials and models for improvement planning, reporting, VSE and supporting schools to prepare for HMIe has been developed to ensure consistency. A training calendar has been created and annual calendar shared with establishments. 12 establishments were inspected during 2022-23. 100% received a positive report with gradings of satisfactory or above. 83% good+ gradings were awarded. School, local authority and national averages data is shared with EFMs and establishment heads to support improved use and understanding of data. Family Groups have been refreshed following changing contexts and demographic information, resulting in improved comparison of data with schools in similar contexts. Continue to improve consistency of TPJ. Page 124 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Introduction of Core Stretch Aims Effective analysis of data to identify the poverty related attainment gap and to track progress made to reduce this gap. Agreed criteria used to deploy additional empowering our cluster staff to support the equity and excellence agenda. Align resources to work towards achieving North Lanarkshire core and core plus stretch aims. ACEL Literacy P1, P4 and P7 Combined: Overall - 74.00%, Q1 - 67.87%, Q5 - 83.70%. ACEL Numeracy P1, P4 and P7 Combined: Overall -82.38%, Q1 - 75.09%, Q5 - 90.26%. 1 or more at SCQF Level 5: Overall - 88.50%, Q1 - 81.50%, Q5 - 97.20%. 1 or more at SCQF Level 6, Overall - 66.0%, Q1- 52.6%, 83.10% Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and least disadvantaged children and young people. School and ELC improvement Performance Information The gap between the least deprived (Quintile 5) versus the most deprived (Quintile 1) has not achieved the targets set last session, however the gap has reduced in both literacy and numeracy for P1, P4 and P7 combined when comparing session 2022 and session 2023. Notably, targets for Q1 learners were met however, Q5 learners superseded targets set, therefore, impacting on gap data. Furthermore, analysis of Q1 performance shows improving performance of Q1 learners in literacy and numeracy, over time. Progress towards achieving this Senior Phase stretch aims measure will be reported when the Summary Statistics for Attainment and initial leaver destinations 2023 are published in February 2024. New stretch aims sets following analysis of 2023 data and submitted to the Scottish Government as part Strategic Equity Fund plan. Introduction of Core Plus Stretch Aims •Effective analysis of data to identify the poverty related attainment gap and to track progress made to reduce this gap. •Align resources to work towards achieving North Lanarkshire core and core plus stretch aims. Participation Measure: Overall 93.60%, Q1- 89.0%, Q5- 96.80%. HWB Measure: Primary Attendance: Overall 94.60%, Q1 92.20%, Q5- 96.80%. HWB Measure Secondary attendance: Overall 88.90%, Q1- 85.10%, Q5 - 92.10%. Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and least disadvantaged children and young people. School and ELC improvement Performance Information There was a slight improvement in primary attendance last session from 90.8% increasing to 91.1%. Secondary attendance has dipped slightly by 0.7%. New stretch aims set following analysis of 2023 data and submitted to the Scottish Government as part Strategic Equity Fund plan. Attendance will continue to be a focus area. Page 125 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Review North Lanarkshire's Parental Engagement Strategy Create a strategy that focusses on parental involvement, parental engagement, family learning and learning at home. Identify and implement effective mechanisms to ensure a variety of stakeholders including parents/carers are able to contribute and shape this strategy. Launch the Strategy in August 23. Qualitative and quantitative data evidencing stakeholder involvement in all stages of the process. Draft Strategy produced. Placing the human rights and needs of every child and young person at the centre of education. School and ELC Improvement The working group met 8 times during last session. This group was made up of mostly parents from across all sectors. A draft version has been created and developed into a booklet by Graphics. Appropriate consultation has taken place - parents, school staff, central officers, third sector and partners. A recent Parental Engagement questionnaire/review sent to all schools will help identify current good practice and help shape the action plan that will sit alongside the strategy paper. This data is currently being analysed. Final stages of draft process and aim to launch the strategy this session. Yr 2: Early Years Improvements: Improve outcomes for children and families through effective delivery of the 1140 hours plan. •Implementation of revised staffing exercise to ensure appropriate staffing structures are in place in all establishments to support effective delivery of 1140 hours. •CLPL and Quality Officers remits designed to support improved pedagogical practice, improved quality of learning environments and improved learning experiences. •Targeted use of SAC funding and early years staffs’ expertise to increase opportunities for family engagement. •Increased involvement in empowering clusters model to support early identification and support for children and families. •Plan created to prepare for the All establishments will be graded good or above (Meeting the Standard: Care Inspectorate). Evidence of improved implementation of North Lanarkshire planning and reporting processes to support consistency and improvement. Evidence of CLPL impacting positively on staff skills and knowledge and engagement with pupils (qualitative and quantitative data.) Self- evaluation results evidence improvements in quality of learning Improvement in attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and least disadvantaged children and young people. School and ELC Improvement Nursery classes received 75 gradings of good and above from Care Inspectorate, and 22 grading were received for Family Learning Centres over the three year cycle of Care Inspectorate visits. Each inspection varies, either covering two or four care standards. Positive feedback received from Heads of Establishments (HOE) in Family Learning Centres and nursery classes on the reporting and planning processes. Lead officers linked to clusters and ELC sector continue to monitor plans and reports for consistency and improvement. This is supported by two visits by EFM/ELC Quality Officers with HOE. Self- evaluation results are submitted annually, and these form part of the improvement visits support and challenge discussion. Focus on ELC practitioner CLPL due to increased new staff numbers. Continue to identify risks to service re quality and improvement based on re-aligning ELC posts to staffing models. Modify training in light of this. Page 126 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps expansion of deferred entry programme. •Continued capital investment to improve learning environments. environment and learning provision HGIOELCC 2.3 and 3.2. SAC monitoring data. Evidence of use of capacity information and deferred entry intelligence in deferred entry implementation plan. Evidence of continuing investment in EY provision and infrastructure. Evidence that strategic improvement remits are aligned to the Early Years' Programme of Work. ELC training calendar for Session 2022-23 was developed in response the Quality Team gap analysis collated during quality visits and from evaluations of the previous training calendar. The calendar consisted of 35 different courses and the overall feedback was positive, indicating improvements in staff knowledge and skills. SAC funding in its original form changed to SEF. This re-aligned changed the use of funding and this did not continue for ELC in session 2022-23. 332 deferred entries last session. This has increased with a change of government policy and is continually monitored for forward planning. Ear-marked reserve (2022-2025) for ELC sector is utilised for minor adaptations and improvements, in response to feedback from support visits or Care Inspectorate feedback. This further supports the ongoing implementation of 1140. Central team have aligned strategic remits to maximise improvements and key delivery. Page 127 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Pathways Pilot (Upper Primary). Primary Pathways programme piloted with identified pupils in upper primary school with the aim of providing them with a vocational offer that will enhance their experience of school and re- engage them in the curriculum. Scoping exercise to quantify the number of learners to be involved in the pilot programme. (60 young people). Increased attainment and attendance levels for almost all (91-99%) identified learners. Positive qualitative feedback from staff, young people and parents. Improvement in attainment, particularly in literacy and numeracy. Improvement in children and young people’s health and wellbeing. School and ELC improvement Performance Information The programme supported 45 targeted P5-7 children across six clusters identified by Cluster Integration and improvement leads and Head Teachers as being disengaged or at risk of disengaging from school and learning. They participated in a vocational learning programme focusing on career pathways and with an emphasis on construction and STEM. Feedback from staff, Head teachers, children and families has been positive. Feedback has suggested the programme has been successful in increasing the attendance and engagement levels of many of those who participated. This project has also supported the development of metaskills such as focusing, initiative, communication, collaboration and creativity. The work has been extended until March 2024. All schools stated they would like the programme to continue to support identified pupils. For this to be sustainable, schools will be offered training in Primary Engineering, and Fundamental Outdoor Skills. Establishing influencing employer partnerships will be built into the work to enable vocational learning to continue to be a core element of the work. Pathways Development Post-16 Programme Expansion •Identify learners to be involved in the programme. •Identify possible routes to qualifications. •Work with learners to create bespoke programmes. •Monitor and track progress. Data re. school leaver destinations and numbers of young people in the senior phase (pathways programme) will increase. Data (qualitative and quantitative) re. levels of engagement with DYW Delivery Plan/programmes. Number of secondary pupils engaging in the Future Fridays Improvement in skills and sustained, positive leaver destinations for all young people. Improvement in attainment, particularly in literacy and numeracy. Performance information Curriculum and Assessment In February 2023, our 2021-22 school leaver destinations were published. 3901 North Lanarkshire young people left school and entered a positive post-school destination. Key successes were: 42.9% of young people progressed on to Higher Education. This is higher than the national average of 41.2%. The percentage entering Further Education rose from 20.9% to 23.2%. Young people leaving school and entering employment rose from 24.4% to 25.3% - higher than the national average of 25.1%. Continue to work towards targets set out in DYW Delivery Plan. Page 128 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps programme will continue to increase. In total 141 young people enrolled on Pathways in academic year 2022-23 with 16 returning to school within the first six weeks of the programme. Of the 125 young people who sustained engagement in the programme 96% entered a positive post school destination. Attendance rates for Future Fridays have risen since August 2021 with around 23% (approx. 4850 young people) of young people engaged each week in opportunities available. 18 of 23 secondary schools have currently surpassed the 2023 DYW Delivery Plan target of 20%. Work Related Learning (Pathways, Packages and Partnerships): Develop an effective approach to careers education through effective partnership working ensuring that opportunities reflect current and future employment opportunities therefore improving outcomes for learners. •Scope existing partnerships. •Engage with a range of stakeholders to identify new/potential partnerships. •Map potential links with relevant curriculum advice and guidance. •Create a menu of options for school leaders. •Develop and deliver CLPL, as appropriate. Quantitative data re. increased engagement with partners. Increased quantity and diversity of qualification pathways for learners. Data re. engagement with college providers and 3rd sector. Procurement framework and financial records. Improvement in skills and sustained, positive leaver destinations for all young people. Improvement in attainment, particularly in literacy and numeracy. Performance information Curriculum and Assessment Driven by the DYW Taskforce and following the DYW Conference which was held in October 2022 and was attended by over 100 employers and over 300 delegated including school leaders, employer engagement in schools has increased. A range of CLPL opportunities have been offered to school staff at all levels. School leaders have attended sessions focusing on 16+ leavers and continuous improvement. Continue to deliver the entitlements set out in DYW Delivery Plan. Continue to undertake tasks identified as part of the Brighter Futures Programme of Work Curricular Pathways workstream. Increased focus on enterprise with NLC Enterprise Week introduced, a new NLC Enterprise Award to be launched and a North Lanarkshire Enterprise Pathway (3-18 years) established. Page 129 of 522
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Plans 2022- 2023 Summary of Key Actions How will we measure our success? NIF Priority/ Priorities Main NIF Driver(s) Update Next Steps Literacy and Numeracy (Building Back Better, BGE). To improve attainment in literacy and numeracy through the delivery of refreshed curriculum pathways and high quality learning experiences - BGE S1-S3. •Progressive frameworks created for literacy and numeracy S1-S3, detailing key learning at all stages and supporting progression, within and across CfE Levels. •Continued implementation of Assessment and Moderation CLPL to support increased accuracy in teachers’ professional judgements. Assessment and Moderation processes re-launched. Qualitative and quantitative data evidencing impact on building teachers’ capacity and confidence. S1- S3 pathway created and piloted to measure impact. ACEL and NSA evidence increased attainment levels. Improvement in attainment, particularly in literacy and numeracy. Curriculum and Assessment Progressive Frameworks were launched May 2023, and a series of engagement sessions with establishment heads supported the rollout. Frameworks will be implemented in session 2023-24 and continual feedback will be sought. 525 practitioners participated in moderation training. 9 schools attended a West Partnership Moderation Event with 87% achieving positive outcomes following moderation of planning and a range of evidence. A new secondary Learning, Teaching and Assessment training pilot was created and launched. Review Implementation of Progressive Frameworks. Re-fresh of Moderation and Self- Evaluation Materials. Support increased cluster moderation. Support departmental and secondary understanding of moderation. Support ASN moderation network building. Leadership Model for Town and Community Hubs: Learners will benefit from high quality learning environments designed for 21st Century curriculum delivery. •Continued implementation of schools and Centres modernisation programme. •Leadership review to identify a Town and Community Hub Leadership model. Community Town Hub implementation plan. Regular progress update(s) - infrastructure and finance. Consultation evidence. Leadership Model - proposals. Final model. Placing the human rights and needs of every child and young person at the centre of education. School and ELC improvement The Town and Community Hub delivery plan is being implemented. This is a long term plan, with phase 1 from 2021-2025. Regular progress updates are reported. The Newmains/St Brigid’s School/Community Hub was an early adopter hub with further shared hub workspaces available across the authority. Through ongoing data analysis and feedback, operating models are reviewed. Continued implementation of Town and Community Hub plan. Page 130 of 522
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Foreword from Education, Children and Families Convener I am pleased to introduce this Standards and Quality Report for 2022 – 2023. In this report we show the progress made across the education service. I am delighted to say there is strong evidence of sustained improvement, which is a testament to the excellent work that goes on in our schools, centres, and other establishments. The report also highlights where we intend to focus our efforts next. Emerging from the pandemic, our schools and centres have re-doubled their efforts to realise the ambitions of North Lanarkshire to ensure that all young people have the best start in life and achieve their full potential. I am pleased to commend this report to all stakeholders. In my role of Convener of Education, Children and Families, I am enjoying the challenge of getting to know our staff across our services and meeting them and our young people in their work settings and at conferences. There is a lot of excellent work going on, which everyone should be proud of. In times where there are challenges faced by families due to the wider economic context, educational success has never been more important as a route to a successful future for families. Councillor Angela Campbell Convener (Education and Families) Message from Depute Chief Executive I am delighted in my role as Depute Chief Executive to commend the ongoing work of the Education and Families service. There are many highlights contained within the annual Standards and Quality Report for session 2022-2023 which illustrate the considerable successes that are contributing to improving outcomes for our children, young people and families. Encouragingly, there is a positive upward trend from last year’s ACEL’s data at P1, P4 and P7 for literacy and numeracy. This is a positive sign and reflects the impact of a number of improvement interventions including implementation of the refreshed Quality Improvement (QI) framework and strategic deployment of additional staffing to provide targeted support to identified learners. We continue to provide high quality training through our curricular offerings and GTCS recognised approaches with other successful interventions including pedagogy team input, leadership opportunities, virtual school, curriculum development work and the empowering cluster model. All of these allow for a more bespoke package of support for individual schools and pupils, based on analysis of need. Children and families who require more additional and intensive services are being supported through a range of ongoing work in Inclusion and our Developing the Young Workforce plan continues to evolve. The ongoing effects of the pandemic can be felt across the country and that is why we have continued to ensure improving attendance remains a focus for us moving forward. This is a full report, which highlights key aspects of the multi-faceted areas that we continue to drive forward to ensure continued improvement for our children and families. Andrew McPherson Depute Chief Executive Page 132 of 522
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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, Airdrie and Coatbridge, and Motherwell and Wishaw. The council area at the 2022 Census had a population of 341,000, which is a 1% increase since the 2011 Census. It is less than the surrounding local authorities and is Scotland’s fourth largest local authority. The population density is 725.5 per sq.km, making it the 5th highest in Scotland after Glasgow, Dundee, Edinburgh and Aberdeen. 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’. Our Local Area There are 9 community areas: • Airdrie • Bellshill • Coatbridge • Cumbernauld • Kilsyth • Motherwell • Northern Corridor • Shotts • Wishaw Educational Estate • 118 primary schools, 10 of which have attached support centres. • 79 primary schools offer Early Years provision. (58 Term Time and 21 Full Time) with 3 ASN linked nursery classes. • 23 secondary schools, 4 of which have an attached support centre. • 23 council managed Family Learning Centres, 6 with ASN Provision. • 13 additional support needs establishments. • 16 North Lanarkshire schools are recognised as Rural Schools. Our Children and Young People • North Lanarkshire has circa 6,000 children in early years placements and 48,000 children in primary and secondary education. • 32% of our young people living in SIMD groups 1-2 and circa 11,000 have clothing grants. • 20.05% of our children are registered for Free School Meals. • 22.77% of our children are entitled to a clothing and footwear grant. • 9,436 children are registered with an additional support need. • 2,442 children are registered as having English as an additional language. • 1,311 children are care experienced (either currently or previously). Page 133 of 522
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Contents Page Section 1 Our Context Section 2 Our Plans and Priorities National Improvement Framework Plan for North Lanarkshire Strategic Equity Fund Improvement Planning Process Section 3 Leadership of Change Building Leadership Capacity Inclusion Transformational Change Empowering Cluster Model Section 4 Ensuring Wellbeing, Equality and Inclusion Educational Psychology Service Health and Wellbeing Community Learning and Development Club 365 Pupil Equity Fund Keeping The Promise Section 5 Learning, Teaching and Assessment Re-designing The Curriculum Further Developing Our Music Service Curriculum, Learning, Teaching and Assessment Developing the Young Workforce Pathways Future Fridays Vocational Education HNC Gaelic Active Schools Digital Transformational Change Section 6 Raising Attainment and Achievement Attainment in BGE Attainment in Senior Phase 1140 hours Expansion Programme HMIe and Education Scotland Validated Self-Evaluation Visits North Lanarkshire Statistics Section 7 Next Steps Planning for the Future Page 134 of 522
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Our Plans and Priorities National Improvement Framework Education, Children and Families are committed to promoting excellence; in terms of ensuring children and young people acquire a broad range of skills and capacities at the highest levels, and equity; removing barriers and implementing strategies to ensure every child and young person has the best opportunities to succeed and thrive, regardless of their social circumstances or additional needs. We have a particular focus on closing the poverty-related attainment gap. Our key improvement priorities are underpinned by the National Improvement Framework (NIF) Priorities. In December 2021 the NIF priorities were updated to reflect legislative changes incorporating the United Nations Convention on the Rights of the Child (UNCRC) into law. The introduction of this new priority ensures that practitioners at all levels are aware of their responsibilities in relation to the United Nations Convention on the Rights of the Child (UNCRC): • Placing the human rights and needs of every child and young person at the centre of education. • Improvement in attainment, particularly in literacy and numeracy. • Closing the attainment gap between the most and least disadvantaged children and young people. • Improvement in children and young people’s health and wellbeing. • Improvement in skills and sustained, positive school leaver destinations for all young people. The 6 drivers were also updated. Key changes include closer alignment of curriculum and assessment and integration of early years terminology throughout the drivers. This provides increased cohesion and reflects the progressive nature of the 3-18 Curriculum for Excellence. Plan for North Lanarkshire The Plan for North Lanarkshire [929kb] sets the direction for the council and partners. Its purpose is to communicate the shared priorities and provide a focus for activities and resources. This high-level strategic document outlines a long-term vision for North Lanarkshire - a vision where North Lanarkshire is the place to Live, Learn, Work, Invest, and Visit. Priorities of the Plan The Plan outlined five complementary priorities: • 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. • Improve North Lanarkshire's resource base. Page 135 of 522
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In addition to the recovery of all aspects of the Education and Families’ service since the pandemic, the service remains committed to supporting the council by addressing the priorities above. A continued focus on reducing childhood inequalities, remained a key priority for both the council and its partners. Strategic Equity Fund The Strategic Equity Fund provides funding for all 32 local authorities to invest in approaches to achieving the refreshed mission of the Scottish Attainment Challenge, “to use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty related attainment gap.” Local Authorities provided an overview of their approach, including stretch aims for various measures which were informed by school plans for progress. The ambitious stretch aims set specific local authority targets for improving outcomes and articulate with the ambitions for progress for all pupils in narrowing the poverty- related attainment gap in 2022-2023. Our work has centred around accelerated, targeted improvement activity in literacy, numeracy and health and wellbeing. The stretch aims broadly fall in to two categories: Core and Core Plus. The Core elements are part of a requisite package of measures identified by Scottish Government and which all local authorities complete and report on. The benchmark for all stretch aims is data from 2020-2021. The Core Plus aims reflected the outstanding work of the Virtual School team in ensuring Care Experienced Children and Young People are engaged and supported in education and their work in reducing exclusions. Page 136 of 522
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An Overview of Our Improvement Planning Process Local Authority Improvement Planning Processes Local Authorities have a duty to improve standards in education, challenging and supporting educational establishments to ensure continuous improvement. North Lanarkshire’s quality improvement framework is based upon the European Framework for Quality Management (EFQM) approach. It empowers school leaders to secure continuous improvement while providing assurance to stakeholders on the quality of education provided for learners. Establishment Annual Planning and Improvement All establishments produce Annual Improvement Plans (AIPs) which outline their key priorities for progress as part of the Annual Improvement Calendar. Last session an updated improvement planning and reporting process was implemented, ensuring clearer alignment to reporting and self-evaluation cycles. A central improvement calendar provides a clear improvement planning timeline, so all Heads of Establishments and central officers understand their roles and responsibilities in supporting continuous improvement. Integrated into improvement planning processes is SAC/PEF planning, which enables establishments to strategically target key priorities and to use robust, evidenced-based approaches to secure improved outcomes for learners and close the poverty related attainment gap. Annual Improvement Reports (AIRs) summarise establishments’ progress against identified improvement plan priorities and include key data (attendance, exclusion, attainment and wider achievement). They include progress made to close the attainment gap between the most and least deprived children. Evaluative statements included within AIRs are based on rigorous, collaborative self-evaluation. Establishments grade their performance against the four identified Quality Indicators, linked to the National Improvement Framework (NIF), using the six-point scale from How Good Is Our School? 4 (HGIOS?4) and How Good Is Our Early Learning and Childcare? (HGIOELC?). To complete the improvement cycle, establishments identify next steps and new priorities to be included in the following session’s AIP. Priorities are then broken down into specific, measurable, achievable, realistic and time-bound (SMART) targets outlining outcomes/expected impact, measures of success, tasks, roles and responsibilities. AIPs and AIRs are submitted for scrutiny, with checkpoint AIR submissions planned across the year. Reviewing Attainment and Improvement Chief Officers for Education, Education and Families Managers (EFM) and Quality Officers for Early Learning and Childcare play a key role in supporting authority wide improvement. They line manage Head Teachers and Heads of Centres and monitor the implementation of North Lanarkshire’s quality improvement calendar and processes, as outlined above. They provide essential support and challenge, in all aspects of the improvement cycle, to ensure improved outcomes for learners. They lead and coordinate internal and external scrutiny activities including attainment reviews, Validated Self Evaluation (VSE) visits and His Majesty’s Inspectors for Education (HMIe) Inspections. They contribute to authority wide self-evaluation and reporting processes including Standards and Quality reporting. Page 137 of 522
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Family Group Activity North Lanarkshire has a well-established Family Group system. This system enables Head Teachers to collaborate with other school leaders working in establishments with similar demographics to review practice, analyse attainment data and plan improvements based on similar priorities. It provides establishments with increased opportunities to engage with external partners to improve their practice for example through engagement in cross authority partnership work with South Lanarkshire Council or participation in collaborative action research (CAR), supported by the Robert Owen Centre. Conducting secondary attainment reviews within Family Group forums supports effective moderation discussions, building a shared understanding of best practice. Cluster Improvement Plans Cluster Improvement Plans are the responsibility of all Head Teachers and are coordinated by Cluster Chairs. Cluster Improvement and Integration Leads (CIILs) also contribute by working with Cluster Chairs to analyse data from across the cluster, identifying priorities to create a Cluster Improvement Plan (CIP). The CIP provides a focus for planned interventions and facilitates effective collaboration and sharing of expertise and resources across the cluster. Validated Self Evaluation Processes Validated Self Evaluation visits (VSE) are an integral part of our improvement process. They provide an additional layer of support and challenge to facilitate continuous improvement. Education and Families Managers (EFMs) are responsible for ensuring that all establishments are included in a cyclical process for VSE. The frequency and format of the VSE visit reflects context, the purpose of the visit, and the level of support required by the establishment to secure sustainable improvements. At the universal level, a VSE can be used thematically to highlight and share good practice. At the intensive level it can be used to provide immediate intervention and support to facilitate improvement. All VSEs are planned and implemented in line with our agreed VSE protocol. Engagement with Education Scotland Education Scotland colleagues are engaged in supporting our improvement journey in a number of ways. Examples include: provision of continuous lifelong professional learning (CLPL) opportunities, leading inspection and review activity and advising on curriculum development and innovation work through Regional Improvement Collaboratives (RICs). Our allocated Attainment Advisor (AA) has a key role in building the capacity of leaders and practitioners by supporting effective self-evaluation processes. How are we doing? How do we know? What are we going to do now? Page 138 of 522
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Leadership of Change Effective leadership has been, and will continue to be, fundamental to improvement. We have well established leadership programmes at every level that empowers leaders, builds individual and collective capacity which, in turn, improves outcomes for learners. NLC Programme of Work All service improvement activity at a strategic level is incorporated within the Plan for North Lanarkshire, Programme of Work. This programme commits all officers and staff from across Education and Families to a radical programme of change, involving the delivery of national and local priorities as determined by Scottish Government and North Lanarkshire. Leadership of Change • How well do we use our vision, aims and values when making decisions about future improvement priorities? • How effective are our approaches to planning for continuous improvement? • How do we ensure a continued focus on improvements in outcomes for learners? “As a Quality Team, we aspire to support, challenge and build capacity of North Lanarkshire providers to deliver high quality care and learning to improve outcomes for children and families.” Page 139 of 522
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Building Leadership Capacity Early Learning and Childcare Leadership The aim of the Early Learning and Childcare (ELC) Leadership programme was to increase knowledge, skills and abilities in relation to their role as leaders through a self-evaluation rating scale. Evaluations show that all participants report an increase in their knowledge, skills and ability as a result of attending the Leadership Programme. Overall, the engagement was high, with two managers from 17 settings, and seven settings with three managers completing the programme. Over the past two years, a total of 55% of all settings have accessed at least one cohort of the programme. Leadership Programmes Course Number registered % of total HOC in local authority % of total managers in partner settings HOC/Managers 17 35% 65% DHOC/PL/Depute Managers 12 100% 0% Lead Practitioners 18 89% 11% Participants reported that the content of their respective programmes were highly relevant to support their leadership role with 94% of participants rating between 8-10. This is a slight increase from last year’s evaluation of 93%. An audit of the 3 programmes demonstrated that 100% of participants noted an increase in their knowledge, skills and abilities as a result of engaging in the programme. “I feel this has had a real valuable impact on my experience as a leader. It has supported me in gaining new skills and confidence to support me in leading others, especially during these changing times in early years.” Q11 - knowledge increase, as a result of attending the Leadership Programme Q12 - skills & abilities increase, as a result of attending the Leadership Programme Page 140 of 522
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Principal Teacher, Depute Head Teacher and Head Teacher Leadership A suite of leadership programmes has been developed within North Lanarkshire, and six of these programmes are fully endorsed by Education Scotland. Participation and interest in the programmes remain high with 64 Principal Teachers, 41 Depute Head Teachers and 17 Head Teachers registered this session. From the Head Teacher and Depute Head Teacher cohorts, eight of the participants are from Local Authorities out with North Lanarkshire. Last session we adapted the programme for the sessions based on an analysis of need and have now incorporated bespoke sessions, delivered by our Scottish Government Attainment Advisor, focusing on measures and outcomes, evaluative writing and equity and tackling poverty. This builds capacity of aspiring leaders to lead change and improvement. and measure impact. We are committed to collaboration within and across the West Partnership and have used various platforms including the biennial, cross-sector SAC conference to facilitate showcasing best practice. Furthermore, North Lanarkshire has presented seminars at the recent SAC Leads national event and SAC national conference on our empowering clusters approach, evidencing the good practice within North Lanarkshire. Innovation and Improvement Hub The Innovation and Improvement Hub continues to be a central focal point for a variety of users across Education and Families, providing a bespoke platform for staff to access high quality professional learning experiences. The table above illustrates current levels of staff engagement per month across the period of August 2022-June 2023. Page 141 of 522
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Inclusion Transformational Change Increasing Additional Support Needs (ASN) Capacity Significant work has been undertaken around the capital works within the ASN estate which include: • Clydeview school has opened on the site of Firpark Primary school. • Fallside school are transitioning to new facilities in the Coltness High school campus as building works permit. • Pentland School have moved to Townhead Community Centre. • Mavisbank Primary children have transitioned to Drumpark school and the adaptations at Drumpark (the Hive) have concluded. • The 3D plans for the Edward Lawson Centre have been shared and work is progressing. • The Skills Academy officially “closed” in its current status at the end of term December 2022. All winter leaver pupils have moved to a positive destination. • Significant small-scale adaptions have been undertaken across several Language and Communication Support Centre (LCSC) provisions, in order to support increases in roll, demand or need. A range of headship models have been introduced as part of the transformational change to ASN. This includes: • Firpark and Clydeview Multi-Establishment Headship. • We Aspire College Multi-Establishment Headship. • Redburn and Mavisbank Multi-Establishment Headship. This supports the overall management of our ASN schools by aligning management structures. We Aspire College We Aspire College, part of the ASN Re-configuration of Intensive Services, brings transformational change to the educational experiences of vulnerable young people who are most at risk of becoming disengaged from their learning and of being excluded from their own communities. The incorporation of our We Aspire social, emotional and behaviour needs (SEBN) provisions into new purpose-built facilities within our mainstream campuses provides opportunities for inclusion and shared resource. In addition, Glenburn College was created for senior ASN pupils from Glencryan and Redburn schools. Working with both Head Teachers of Glencryan and Redburn schools, the Inclusion Team secured a permanent base for Glenburn College to provide a bespoke learning and teaching area, initially to support the senior phase pupils. This satellite provision enables pupils to access new facilities and experiences whilst maintaining links with their existing base school. Plans are continuing to progress with full use of the premises expected in 2023-2024 session. Page 142 of 522
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Empowering Staff – ASN Training and Development Since the school-based self-evaluation programme was conducted in 2020, significant work has been undertaken to upskill staff and to ensure that there is more effective planning and delivery in schools and establishments to improve practice. To support identified ASN training needs for all staff in schools, a bespoke package of training is provided to address key requirements. The package offered, aims to work at surface (universal), engagement (additional) and embedding (intensive) levels of intensity. It focuses on the development of building an inclusive mindset and attitude in schools, while developing staff skills. Given the large cohort of staff involved (circa 7,000 plus staff), delivery at scale and at pace includes online modules, supplemented by further face to face engagement at a local level. It has been identified that staff engage best with training when they have a hybrid option of delivery and the chance to discuss with peers. Inclusion Conference In April 2023, inaugural North Lanarkshire Council Inclusion Conference was held at the Motherwell Concert Hall and Theatre. The conference theme was to “Build a Culture of Inclusion” within North Lanarkshire, using the day as a chance to strengthen our partnerships by empowering schools to support our children and young people in all settings. Approximately 350 delegates attended this event. There was a wide group of delegates from many sectors represented including: school staff, heads of establishment, Education and Families officers/staff, Social Work, Educational Psychology, CIILs, Early Years, Family Engagement and Support Workers, Police Scotland, NHS, Parent Council Chairs from LCSC and ASN schools, Third Sector Organisations, and other partners. Headline data: • 83% of delegates stated they would change their practice after attending the Conference and workshops. • ‘Keeping Children and Young People Safe from Harm’ session: 89% were more confident in their knowledge in this area. • ‘Keeping Children and Young People Safe from Harm’ session: 56% identified areas to improve their practice following this session. • The Conference received an average star rating of 4.29 out of 5. Introduction to the Autism Spectrum Emotional and Social Development in Early Childhood Fight or Flight Response Theories of Behaviour Management Introduction to ADD/ADHD Relationships, Communication and De-escalation CIRCLE Framework for Inclusion Using the Wellbeing App to support GIRFEC MA Induction: Inclusion and Child Protection MA Refresher: Reflecting on Inclusive practice Developing Inclusive Practice CALMS/TCI/PPB Working Group Training fact finding De-escalation Training Re-accreditation for Physical Intervention (participants and trainers) Moving and Handling Train the Trainer and associated updates Moving and Handling Refresher for Schools Moving and Handling New Staff training (including MAs) Child Protection for Coordinators Child Protection for wider groups (Childminders/Third Sector/Active Schools) NBPR protocols and procedures Page 143 of 522
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Empowering Cluster Model The Empowering Clusters Model is recognised as a key function in ensuring integrated partnership working that is centred around the wellbeing of children and young people within their local communities. Key Developments include: • Developed and introduced an online guide for consistency with policies, procedures, and guidance. The Integrative Practice Guide also includes Visions and Values for every cluster and a searchable directory. • Since its launch in the last academic session, the resource has had 3963 visits, with pages viewed 43,546 times. The significant impact of cluster level interventions has been tracked through the use of a reporting mechanism, designed to increase data informed planning and delivery with a specific focus on ‘Supporting all children and young people to reach their potential’ by improving practice, empowering staff and managing resource. • 56% of the pupils supported live in SIMD 1 – 3, 18% of the pupils supported have English as an Additional Language (EAL), 15% of the pupils supported were care experienced. • 1085 planning for children’s wellbeing meetings at additional/intensive level tracked by a CIIL between Jan 23 – June 23. • Exclusions significantly down across all sectors: 3577 in 2021 vs 1978 in 2022. Care experienced exclusions lower in all sectors. • 2732 children and young people supported by a Cluster Attainment Teacher (CAT) to raise attainment between August – March 2023, 1988 of these live in SIMD 1 -3. • 4289 children and young people supported by a CAT, Cluster Support Teacher (CST), or Cluster Resource Teacher (CRT) between Aug – Mar 2023, 3098 of these live in SIMD 1 -3. Page 144 of 522
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• Ongoing work with integration of SEEMIS and SWIS for effective integrated working. • Alignment to Children’s Services Partnership Plan and field visit was well received and in line with The Promise. • 8 Stage quality assurance framework introduced, with looking inwards, outward and forwards. • Learning Week introduced with direct observation, stake holder surveys and the quantitative data providing a triangulation for decision making processes. • Tracking and monitoring well established at cluster level. Additional Staffing to Support Improvement Committee approved an additional funding for teachers (circa 45FTE) as a resource to support the Empowering Cluster Model. The Cluster provision was enhanced in session 20222-2023 with Cluster Resource Teachers (CRTs) to accelerate attainment recovery following the effects of the pandemic. Following an intensive Induction Programme of core professional learning and interventions in literacy and numeracy, CRTs were allocated to clusters across North Lanarkshire with a key aim to further enhance educational recovery and raise attainment following the impact of the pandemic on our children and young people. Further information is available within the Raising Attainment and Achievement section. Page 145 of 522
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Vision, Values and Rationale from Health and Wellbeing Roadmap to Recovery “Our rationale is to improve the wellbeing of all children and young people, ensuring they are loved, nurtured and empowered to thrive in all aspects of their lives. We will work collaboratively with children, their families and our partners to ensure our children have the best start in life and are supported to fulfil their potential. We will do this by making sure we have the right supports available, at the right time and delivered in the right places to ensure equity for all.” Ensuring Wellbeing, Equality, and Inclusion • How well do all staff understand their role and responsibility in supporting learners’ health and wellbeing? • How well do we know the steps we have taken have improved outcomes for children? • To what extent do our schools celebrate diversity? • How well do we use SAC/PEF to close the poverty related attainment gap? Page 146 of 522
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Educational Psychology Service North Lanarkshire Council Educational Psychology Service (NLCEPS) fulfilled its statutory duties and delivered on National and Local priorities in 2022-2023 through the implementation of a range of psychological offers. In session 2022-2023 NLCEPS: • provided a link Psychologist and a regular visiting pattern to NLC establishments; • delivered training, conducted research, undertook casework and provided consultation and advice at all levels of the system; • Provided key functions at authority level e.g., Fostering and Adoption, Birth-to-Three Panel, out of authority casework. There were 1700 cases and 824 of these were new cases opened by the EPS in 2022-2023. The most common reasons for Request for Assistance to Educational Psychology included assessment, support for social and emotional needs, and support with a child or young person’s learning. This follows the same trend as the previous academic session. Approximately 35% were in Quintile 1 (SIMD 1 & 2) and 26% were in Quintile 2 (SIMD 3 & 4). Data from Annual Planning Reviews reveal that EPs conducted work at a universal, additional and intensive level within establishments. Intensive level work was the most prevalent. Some key highlights for 2022-2023 include: • Suites of training resources on Solution Oriented Approaches and Restorative Approaches were developed by the Educational Psychology Service. These were developed as part of Relationship Based Approaches in the Health and Wellbeing Roadmap to Recovery. The resources include areas such as restorative conversations, solution-oriented Team Around the Child Meetings and solution-oriented classroom-based approaches. • 39 practitioners attended Seasons for Growth Children and Young People Companion Training sessions, providing them with the skills, knowledge, and confidence to begin facilitating groups to support children and young people experiencing significant change and loss. A new Parent Programme Companion Training session took place, and a further 22 trained practitioners attended reconnector sessions to share practice and reinforce their knowledge surrounding Seasons for Growth. Impact data indicated positive outcomes have been noted by parents, pupils and school staff in terms of building positive relationships, managing emotions and improving confidence. • NLCEPS have been piloting The Social Communication and Emotional Regulation SCERTS Framework within the authority. The SCERTS framework consists of assessment and planning for the Social Communication and Emotional Regulation needs of children and young people and the identification of Transactional Supports. The initial training included 39 staff from a Family Learning Centre and an ASN school. The initial training successfully increased both confidence and awareness of the SCERTS Framework. Page 147 of 522
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• • • The service offered training and coaching sessions to approximately 50 practitioners in Early Years (EY) and primary settings across the three Airdrie area clusters combined Assessing Children’s Development (using Teaching Talking resource). Practitioners from a range of EY and primary establishments attended a number of training and workshop sessions aimed at supporting them in developing their assessment practice. Staff confidence in assessing children’s development prior to training was 3.9 (out of 10), rising to 8.4 after the sessions. 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). There was a total response rate of 94% for primary aged pupils (24,311 completed SDQs) and 56% for secondary school aged pupils (11,611 completed SDQs). For primary schools, 82% of pupils scored within the ‘close to average’ range for Total Difficulties. For secondary schools, 59% of the pupils who responded scored within the ‘close to average’ range for Total Difficulties. • Over 500 training evaluations were returned across 50 bespoke training sessions. Overall rating for quality of training delivered was 9/10. Topics included ‘Sleep Awareness’, ‘Wellbeing: Stress & Anxiety’, ‘Play Pedagogy’, ‘Staff Wellbeing & Self-care’ and ‘Parents Introduction to Nurture’. See NLCEPS Standards and Quality Report for full details of the work conducted by Educational Psychologists and the associated impact data. Nurturing Approaches 702 staff undertook staff development 96 schools completed Self- Evaluation Framework 19 new schools started in 2022-2023 20 schools took part in Nurture Principle Training Resilience Planning Toolkit 107 staff too part in staff development Practitioners’ indicated that their knowledge and confidence in the use of the Toolkit increased by 51%. Relationships and Brain Development Over 100 ELC staff took part in staff development Evaluations showed increases in knowledge and confidence after training. Critical Incidents and Lifelines Lanarkshire 75 staff from Education and Families attended Overall confidence ratings showed a 32% increase for staff in responding to children and young people at risk of suicide and self- harm “All sessions have been very beneficial to my own practice. Learning about the assessment process and how to carry this onto a GIRFME plan demonstrates the golden thread for planning and observations in order for children to progress with their own development and learning.” Over 1000 staff from across all sectors attended a range of development sessions. NLCEPS worked jointly with a cluster support teacher to facilitate ‘Pedagogy of Play’ (POP) Action Enquiry Project’ with a new cohort of practitioners. 29 practitioners representing 12 schools from Motherwell, Wishaw and ASN establishments attended the initial workshop and 16 practitioners from 6 mainstream schools engaged in all sessions offered. Page 148 of 522
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Health and Wellbeing Family Engagement Support Assistants Family Engagement Support Assistants (FESA) were introduced last session to address attendance issues through targeted family support approaches. During session 2022-2023, FESAs engaged with 116 pupils, and improved the attendance of 55% of young people. Breastfeeding Initiative North Lanarkshire is on track to be the first local authority in Scotland to achieve the Breastfeeding Friendly Scotland gold accreditation, with 100% of our educational facilities working towards the Breastfeeding Friendly Scotland award. 130 Breastfeeding champions have been established and over 96% of early years establishments have achieved their award. SDQ A Wellbeing survey carried out using SDQ showed: ➢ In primary the proportion of pupils in the ‘close to average’ 78% to 87% ➢ Male pupils show higher scores in the primary group. ➢ Average total difficulties scores were higher for children who have care experience but fall within the ‘close to average’ range. ➢ A greater percentage of care experienced primary aged pupils are in the close to average range than in 2021. ➢ In secondary the proportion of pupils scoring ‘close to average’ ranged from 56% to 66%. ➢ Female pupils in secondary school scored higher. ➢ For secondary children on the child protection register, total difficulties scores were higher for females than males. ➢ Overall the data shows a great deal of similarity with the survey from 2021. Active Schools The active Schools Team provided a range of sessions to secondary school girls and ASN pupils, funded through SEF. Page 149 of 522
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Community Learning and Development (CLD) - Family Learning Participation and Engagement The figures below show a comparison of the last two financial years to highlight attendance figures where parents and children have attended CLD Family Learning and Parental Engagement projects. We have seen an increase in the number of distinct clients who are participating in projects and that around 50% of the participants attending live within SIMD 1-2 Data zones. Welfare Supports The team have developed a range of partnerships with organisations to support families from April- June 2023. There were 13 distinct clients who received supports, with 14 referrals overall. Referrals for welfare supports vary throughout the year. A general decrease is noted during March to June, with a particular spike from November to January. Analysis of the data may indicate that seasonal demands are a contributing factor in the spike of number of referrals. This may be due to several common issues: - Increased energy costs: Energy costs are typically higher in the winter, as families use more heating to stay warm. This can put a strain on household budgets, especially for low-income families. - In addition to these factors, the winter holidays can also be a difficult time for families who are living in poverty. The pressure to buy gifts and food for family and friends can put a financial strain on household budgets. It is important to note that the increase in referrals for welfare support during the winter months does not mean that poverty is a seasonal problem. Poverty is a year-round problem, but the challenges that people living in poverty face can be exacerbated during the winter months. Referral Pathway Our Referral pathway is built around the GIRFEC staged intervention process and offers schools an equitable offer to access CLD Family Learning and Parental Engagement supports. The data below outlines the distinct number of Referrals CLD have received. CLD Intervention No of distinct clients attending from April 2022 – March 2023 % of Clients living with SIMD data zone 1-2. No of distinct clients attending from April 2023 – June 2023 % of Clients living with SIMD data zone 1-2. Family Learning projects 2103 50% 555 50% Parental Engagement projects 582 50% 159 50% NL Tackling Poverty Team Scottish Welfare Fund Airdrie Action Partnership Society of Saint Vincent De Paul NL Housing Team Active NL Citizens Advice Bureau North Lanarkshire Disability Forum Salvation Army Motherwell Football Club Page 150 of 522
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Type of referral Distinct number of referrals Other Council Service 60 External Agency 17 Self-Referral 25 Total no of referrals 102 Club 365 Club 365 was offered again last session and over 19,000 attendances were recorded, with families of approximately 10,000 children and young people receiving £150 over the course of the year as part of the Universal Free School Meal Voucher programme. There has been a significant increase in the uptake of Club 365 for pupils with additional support needs, rising from 72 in spring 2022 to 401 in Spring 2023. ASN Venue Spring Break 2023 Summer 2023 Drumpark School 97 231 Firpark Primary School 163 553 Redburn School 141 364 Total 401 1148 “CLD has not just helped me but also my family. Its help us connect more and bond more. I can't thank CLD enough for their help. It has had such a good impact on me and my family”. This is a quote from a parent who was referred through the Empowering Cluster Model and has received a range of supports. Page 151 of 522
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Pupil Equity Fund In session 2022-2023, Pupil Equity Funds of £9,682,080 were distributed to all primary, secondary and ASN schools across North Lanarkshire. The majority of funding was spent on additional staffing resources to deliver appropriate activities and interventions. The funding was used to directly support young people and their families affected by poverty. Pupil Equity Fund (PEF) Highlights for NL Schools The majority of spends in the primary and secondary sectors were on additional staffing, and the majority of ASN spends were used to engage partner agencies. Overall, PEF spends across all sectors were as follows: • - 60.8% of schools appointed additional staff to deliver appropriate activities and interventions with a focus on literacy, numeracy and health and wellbeing. - 9.6% created promoted posts to support equity and excellence. - 3.9% of schools continued to invest in digital devices. - 10.3% of schools invested in additional resources including literacy, numeracy and wellbeing, to support interventions. - 2.3% of schools appointed additional support needs assistants. - 5.2% of schools engaged with other agencies to support learning and wellbeing. Page 152 of 522
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Keeping the Promise Our Virtual School has a focus on inclusion, providing support to care experienced children. The Virtual School works in collaboration with relevant partners and children and families to co-create individual or group supports to improve wellbeing, educational outcomes, and work towards positive leaver destinations. All bespoke packages are based on a child’s needs, strengths, interests, and future career aspirations. Working in partnership with schools and other colleagues, the Virtual School has been pivotal in reducing exclusions by 89% since it was established in 2019-2020. Session Care Experienced Exclusions Days Lost Young People 2019-20 158 339.5 92 2020-21 105 233 72 2021-22 82 138.5 56 2022-23 (to 16th June) 19 40 15 In session 2022-2023, 93.3% of young people experiencing care at home achieved SQA passes; Nat 3 and Nat 4. This is the highest level recorded since 2016. 75% also achieved Highers in session 2022. Attainment data for care experienced learners at S4 and S5 has risen across almost all indicators, as shown in the table. We will continue to build upon this progress in supporting care experienced young people to gain further qualifications in S6. Page 153 of 522
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In collaboration with Today Not Tomorrow (TNT) and the Promise Development Team, the council and its partners organised a Promise Conference: Building a Promise Community, which took place in March 2023. The conference was co-chaired by one of our Care Experienced Development workers and attended by over 400 professionals from across the partnership. It focused on taking a trauma-informed practice to support care experienced children and their families and successfully engaged our communities and partners beyond children’s services in future actions to support delivery of improvements. Establishment of the Keeping the Promise Team has enabled us to develop a shared language and understanding across Education and Families, and to advance our aim to ensure children and families remain central to all decision-making processes. The Virtual School in collaboration with partners, including young people, have developed a Promise Award to promote the awareness and understanding of the Promise across our school community. Local young people participation groups created a language leaflet outlining the impact language used has on our care experienced young people (CEYP) and offering alternatives. The Trauma Informed Practice (TIP) in Education working group was established in January 2023 with representation from all sectors of the service. Using the NES framework, the group have looked at the levels to which staff should be trained. For example, all teachers should be Trauma Skilled with some requiring further training to be Trauma Enhanced. The working group has identified professional learning opportunities within Education that should incorporate our vision for TIP. In Session 2023-2024 there will be an input added to our Principal Teacher, Depute Head Teacher and Head Teacher Leadership courses. This will potentially be expanded to training for ASN staff. Page 154 of 522
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Virtual School SQA Planning in partnership with schools, families and young people, Care Experienced Support Teachers work with young people to achieve a range of qualifications. For young people who are at significant risk of leaving school without formal qualifications individual teaching input is provided. In session 2022-2023 a total of 80 National 3 and 4 level qualifications were achieved by 33 young people, improving their future career prospects. Over the past four sessions, 240 awards have been achieved by 101 young people. Therapeutic Forest School In session 2022-2023 Virtual School newly trained Forest School Leaders have been able to deliver therapeutic forest learning sessions in partnership with colleagues from the Education and Families service. Making use of facilities at Palacerigg Country Park, twice weekly sessions are provided for a group of primary-aged children who struggle to manage their full school curriculum. Learning activities are child-led and often include den building, forest art, building campfires and forest rambles. Staff provide opportunities for learners to develop social and emotional wellbeing through games, team or partner working and problem-solving activities. Learners are encouraged to explore their local environment and learn about the positive impact being outdoors has on mental health and emotional regulation. All young people achieved both the Hi5 and the Wild Passport awards. We also hosted our first “Learn in the Forest” event where families and school staff were invited to spend the morning in the forest. Our learners led them in fun activities, sharing their skills and knowledge with the adults and demonstrating what they have learned over the session. This was followed by a short celebration when learners were awarded their award certificates and some outdoors catering was enjoyed around the campfire. A fun time was had by all involved. Forest Learning – Staff Training Our Virtual School Forest School leaders have worked hard to develop an “Introduction to Forest Skills Training” course. The aim of the course is to help staff develop an understanding of how learning outdoors in the forest environment can support young people who have experienced trauma. This two-day course is designed to support staff to develop some practical skills and improve confidence for leading learning outdoors. Areas covered include undertaking and creating risk assessments, using tools safely, creating and using safe campfires and setting up equipment such as swings and hammocks. A selection of practical activities offer staff some experience of being outdoor learners for the day and provide some insight into the skills young people will develop. Staff participating are provided with a range of forest tools and equipment and a selection of learning activities to help kickstart their own outdoor learning groups. Follow-up links with Virtual School staff through site visits is also provided. 30 staff members have so far been trained. “I can't thank you guys enough for all the help love and support you have given to R over the last year, you all do such an amazing job with these kids” – feedback from parent. Page 155 of 522
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Future Me Groups Virtual School adopted a cluster approach to the delivery of the Future Me group. This six- week course provides transition support for groups of Primary 7 pupils whilst exploring future career aspirations. The group undertake activities to develop their knowledge and understanding of the local labour market and explore the wide range of employment opportunities available. Site visits this session have included companies in the following areas: retail, engineering, healthcare, construction, transport, hospitality and sports and leisure. Young people meet staff working in various roles, talk to them about their work and have the opportunity to try some aspects of the role. Good use has also been made of our immersive classroom. The young people work towards achieving a Hi5 award through their learning. A celebration event at the end of each course highlighted their learning and the new skills they have developed to their families and staff from their primary and future secondary schools. Letterbox Club - First Minister’s Reading Challenge - Winner of Community Reading Culture Award! Well done to the children from the Airdrie Academy cluster who took part in Virtual School’s Letterbox Club and who were awarded winners of the First Minister’s Reading Challenge - Community Culture Award. Over six months the children received monthly packs containing books, maths games, stationery and other high-quality materials. The aim of the club was to engage reluctant readers and to improve confidence in reading ability. Time in sessions was spent exploring the packs, reading and discussing the books and playing the games before the children took them home to enjoy with their family. After taking part in the Letterbox Club all children reported feeling more confident in their reading. In developing a positive culture around reading, both in school and at home, the children were encouraged to read more and now view reading as an enjoyable activity. Displaced Families The Inclusion Team supported a number of displaced Ukranian children and families across North Lanarkshire last session. These families are now moving to the newly refurbished Birkshaw tower. This is the first of two ‘tower’ refurbishments that will help to house several families and individuals. Support will continue for them through ongoing work of different services. The Inclusion Team supported a positive ministerial visit to Birkshaw on 24th October 2022. Page 156 of 522
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Learning, Teaching and Assessment • How well do we motivate and engage learners? • How well do we deploy a wide variety of innovative and creative resources and teaching approaches? Curriculum • To what extent do we take account of all the factors that make NLC unique? • How effective is the leadership of curriculum development at all levels? The need for a National Discussion to establish a compelling and consensual renewed vision for the future of Scottish education was recommended by the Muir Review. This was a generational opportunity for children, young people, and those who support them to have their voices heard. The guiding question was, "What kind of education will be needed by children and young people in Scotland in the future and how do we make that a reality?" Page 157 of 522
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Re-designing the Curriculum The ‘Curriculum Content Creation’ (CCC) Toolkit was launched during session 2022-2023 and was supported at authority level through CLPL delivered by central officers. This was an important part of the curriculum re-design action plan and critical to its success and ability to leverage change and improvement. In this first cycle an initial set of four training sessions was delivered, each containing a ‘spotlight on success’ and an opportunity to discuss and share thought and practice. The themes for each session were designed to link with our overarching North Lanarkshire curriculum rationale. The essential element for the activities was to “connect peers with purpose” (Fullan, 2008 pg.43) and to cultivate a ‘social glue’ (Fullan, 2011) across establishments. The central team had an opportunity to facilitate strong cross-establishment and cross- sector relationships to drive improvement and change through “purposeful peer interaction between head teachers” (Fullan, 2008 Pg.44). Feedback on these sessions was very positive and has led to the development of a five-year action plan for curriculum re-design. Curriculum Rationale & ‘Curriculum Content Creation’ Toolkit Examples of the suite of resources available to all staff to support curriculum refresh and re-design. Page 158 of 522
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Further Developing our Music Service Education and Families Instrumental Music Service has a long-established presence within school establishments and across the council. Strategic use was made of funding from the Scottish Government and Creative Scotland to ensure high quality Service delivery. The Instrumental Music Service delivered lessons across education establishments, engaging with over 1575 young people during session 2022- 2023. Our young people have had increased access to a range of music tuition including brass, woodwind, percussion, guitar, strings, keyboard, bagpipes and pipe drumming. Scottish Government funding for free music tuition should see a further rise in engagement in session 2023-2024. An additional 4,965 primary and ASN pupils were engaged in the YMI initiatives, allowing larger groups of pupils to be introduced to music. The reviewed programme of North Lanarkshire Music Groups is in the process of being relaunched and participation is high. We are committed to ensuring appropriate supports are in place to ensure equity of access for our learners from most deprived areas (SIMD Data). 27.5% of pupils registered for individual music tuition live in Quintile 1. Further exploration of the total group of pupils engaging in the wider projects from the Instrumental Music Service will be undertaken to assist with tracking of equity across the service. Further plans are in place to track access to, and participation in, music tuition next session. We continue to provide targeted support as necessary, to remove barriers and support continued engagement with musical tuition. The North Lanarkshire Schools Pipe Band (NLSPB) continued its success during the 2023 season with the band being promoted to the Novice A Grade placing with results at the following competitions: • 6th European Championships (Aberdeen) • 4th British Championship (Dumbarton) with the NLSPB Drum Corp crowned British Drum Corp Champions. • 6th World Pipe Band Championship in Glasgow. In addition to this, the band supported smaller Highland Games, placing 5th in the Dollar Academy Highland Games and 2nd in the Bridge of Allan Highland Games. 2023 saw the Debut of the 2nd Junior Band at the World Championship; this was the first time two bands were on the field since the 2019 Covid lockdown. The NLSPB continues to grow, with over 70 pupils from across the authority attending the North Lanarkshire Pipe Band at Coatbridge High School on Wednesday evenings. An S3 pupil from Greenfaulds High School successfully auditioned to the National Youth Pipe Band of Scotland, continuing the long list of North Lanarkshire members who have represented this World class ensemble over the years. 10 pupils attended the South West Scotland Piping and Drumming Academy Summer School 2023 and many pupils sat SCQF exams in piping and drumming, putting them on course for National Progression Awards. Piping and Drumming continues to be a popular pathway for our young people at National Qualifications with candidates being presented at Nat 5, Higher and Advanced Higher. NLSPB is thriving with over 200 pupils in our primary and secondary schools engaging in Piping and Drummer lessons. Page 159 of 522
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Curriculum, Learning, Teaching and Assessment Learning Hub The Learning Hub continues to implement its GTC award winning coaching model. Literacy and Numeracy coaches attend regular coaching sessions and meetings to discuss current best practice and develop professional knowledge and understanding. During session 2022-2023, progression pathways in literacy, numeracy and digital learning were developed from Early to Third level. The pathways were designed to support progression within and across Curriculum for Excellence levels, ensuring learners benefit from cohesive and progressive learning pathways that support knowledge and skills development, improving outcomes. A full literature review of the Active Literacy Programme is currently being carried out by the Robert Owen Centre, and findings of this will inform future revisions of the programme. STEM Science, Technologies, Engineering and Maths (STEM) Since exiting the RAiSE Programme in 2022, STEM support has continued to be provided for schools across North Lanarkshire. Three secondary schools and 23 primary schools participated in the Scottish Schools Educational Research Centre (SSERC) Primary Cluster Programme with a SSERC Mentor nominated for each school. The STEM Leaders Programme has been developed to support teachers coordinating STEM within their setting. The Young STEM Leader Award has been piloted for the Future Fridays Leadership Academy and will continue during 2023-2024. Closer partnership working with the Literacy, Numeracy and Learning, Teaching and Assessment (LTA) Education Support Officers (ESOs) has taken place to ensure that STEM support and training consistently reflects key messages about highly effective practice in literacy and numeracy across the curriculum. Page 160 of 522
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Learning, Teaching and Assessment A comprehensive programme of professional learning is offered to all establishments for learning, teaching and assessment, including moderation. This enables us to support schools to strengthen their assessment and moderation processes, which in turn, improves the accuracy of teacher professional judgements. Local Moderation Events were launched last session, for colleagues to engage in planning and moderation across the authority. AiFL workshops were launched in Secondary Schools last session, and engagement in this has shaped Learning and Teaching groups for session 2023- 2024, based on self-evaluation and moderation of highly effective practice. North Lanarkshire were the most successful authority at the West Partnership Moderation Event; 90% of colleagues involved achieved successful outcomes. The Leadership of Highly Effective Learning, Teaching and Assessment programme was launched during session 2022-2023. This programme is aimed at teachers who want to uplevel their practice from good to great, and to drive forward improvement areas in schools with a focus on Q1 2.3. Education Scotland endorsement will be sought for this programme during session 2023- 2024. Improving Our Classrooms (IOC) North Lanarkshire participated in West Partnership’s Improving Our Classrooms programme for the first time last session. Seven participants from Primary and Secondary schools were part of the year-long Masters accredited programme. The most successful participants will take on the role of an IOC mentor for session 2023-2024. Due to the success of this, North Lanarkshire will also participate in Improving our Departments during 2023-2024, with the focus again on robust self- evaluation using data to improve practice and raise attainment. Page 161 of 522
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Pedagogy Team The Pedagogy Team was re-established during session 2022-2023 to model high quality learning, teaching and assessment approaches in literacy and numeracy. Last session they worked with a total of 37 classes, supporting 41 practitioners and 907 pupils. Practitioners who engaged with the pedagogy team completed pre and post questionnaires relating to their confidence levels in the modelled curricular areas, and the results of these can be viewed in the tables below. Children and Young People Sustainability Conference Following the success of COP26 online conference in session 2021-2022, Education, Children and Families hosted an in-person Sustainability Conference on 7th February 2023 for pupils across all sectors. Over 400 young children and young people attended with 15 partners and 15 establishments showcasing their work on sustainability. The conference was an opportunity for pupils to share practice and learn more about sustainable development goals and STEM opportunities. Feedback was overwhelmingly positive, and the conference saw the launch of the North Lanarkshire Earth Hour 2023 Competition. Page 162 of 522
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Developing the Young Workforce 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 the universal entitlements and additional and intensive supports available to North Lanarkshire children and young people in this area of work. Ambitious improvement targets were identified in areas including school leaver destinations, Pathways Programme for winter and summer leaving young people, Future Fridays and Vocational Education. School Leaver Destinations In February 2023, our 2021-22 school leaver destinations were published. 3901 North Lanarkshire young people left school and entered a positive post-school destination. Key successes were: • 42.9% of young people progressed on to Higher Education. This is higher than the national average of 41.2%. • The percentage entering Further Education rose from 20.9% to 23.2%. • Young people leaving school and entering employment rose from 24.4% to 25.3%, higher than the national average of 25.1%. • The establishment of a multi-agency and cross-council Developing the Young Workforce Taskforce with a focus on continuous improvement in this area of work. Pathways Pathways Outcomes 2022-2023 In 2022-2023 the Pathways programme continued to evolve to support young people at risk of disengaging from education, entering a negative post school destination and at risk of long-term unemployment and the many associated challenges. In total, 141 young people enrolled on Pathways during 2022-2023 with 16 returning to school within the first 6 weeks of the programme. Of the 125 young people who sustained engagement in the programme, 96% entered a positive post school destination. A breakdown of initial destinations is provided in the tables opposite. 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. 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. Page 163 of 522
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Pathways Cohort 2 Summer Leaver Blended Model The Pathways team implemented a blended delivery model delivered between January and June 2023 for S4 pupils. These pupils were identified as being unable to sustain school on a full-time basis, not attending school at all, or identified as being most likely to leave school with no or few national qualifications and move into a negative post school destination. Working closely with our secondary schools allowed young people to work towards national qualifications while also participating in personal development, employability activity and work-based learning opportunities. Feedback and self-evaluation indicated that this model has been of benefit and has been incorporated into the Pathways evolved delivery model for 2023-2024. Future Fridays In August 2021, North Lanarkshire Council began a programme with the goal of providing additional opportunities for Secondary School young people out with the classroom setting on a Friday afternoon. The ‘Future Friday’ enrichment afternoon programme aims to provide opportunities for all pupils within school communities to improve health and wellbeing; build relationships; develop leadership capacity; and gain employment and enterprise experiences whilst developing crucial life skills. Through these programmes, young people will gain additional accreditation, enhance their CVs/personal portfolios through bespoke learning opportunities. The programme provides scope for schools to further close the equity gap. The programme is divided into 3 main offers: Further information re: the programme can be found through the following links: 23 Principal Teachers (PTs), one per secondary school have been appointed full time to coordinate establishment level offerings. The programme offers links to College, University and the world of work to help all young people gain advice and knowledge re all potential pathways for leaving school. PTs have engaged in career long professional learning sessions led by the Curriculum Manager. These have included inputs from colleagues from SQA and SCQF to consider how sessions being offered can be accredited. These sessions have helped to grow accreditation opportunities. Empowering young people and leadership development is at the heart of Future Fridays, helping to improve confidence and communication skills. •A range of offers are available to all young people across our 23 secondary school establishments. By offering a wide range of experiences we aim to encourage all young people to participate before they leave school. Coodinated sessions provide opportunities for learners to develop a range of skills and knowledge which will support them in their post school destinations. Universal •Every school community is different. Therefore, individual schools create bespoke sessions for young people based on their interests/needs and post-school pathways. These offers are tailored to individual establishment contexts and can vary greatly. Opportunities exist for young people to build on skills and work towards gaining further accreditation, employment, and / or University / College entry. Additional •A major focus for Scottish education and North Lanarkshire is 'closing the gap' to ensure more equity for all learners. Friday afternoon sessions provide an opportunity for schools to plan creatively to provide intensive supports to assist and develop identified learners' skills through smaller and more focused sessions. Over time, this support will impact positively on their classroom learning and attainment. Intensive Page 164 of 522
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Future Fridays (vimeo.com) Future Fridays | North Lanarkshire Council https://blogs.glowscotland.org.uk/nl/futurefridays/ Evaluation data Extensive evaluation of the programme took place with all stakeholders during May and June 2023. The launch this session of a Leadership Academy has seen over 100 young people work with Primary Schools leading sessions in dance, STEM, sports, arts and digital. Next session, on completion, young people will gain an SQA leadership award at level 5 or 6. The following areas for improvement were identified: • More links with local community in schools. • Wider options for senior pupils linked to labour market opportunities. • More promotion of Future Fridays is required amongst all stakeholders. • Further develop and explore more accreditation opportunities for all engaged. Attendance rates have risen since August 2021 with around 23 percent (approx. 4850) of young people engaged each week in opportunities available. 18 of 23 secondary schools have currently surpassed the 2023 DYW Delivery Plan target of 20%. The target attendance rate for session 2023-2024 is 30% and session 2024-2025 target is 40%. Current data indicates that over 60% of young people have attended at least one session. 34% of attendees are from SIMD 1-3 and 12% of attendees have additional support needs. Data also highlights an average of 18.5% of care experienced young people engaged each week. Page 165 of 522
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Vocational Education Vocational learning programmes are offered to young people in all 23 secondary schools and 9 Additional Support Needs schools. Foundation Apprenticeships Level 4/5 and 6: The Foundation Apprenticeship (FA) programmes aim to link and identify pathways from school-based education in the senior phase, through work-based learning, into potential employment. In 2022-2023, the Vocational Education Team developed a range of partnerships with local and national employers, securing work placements for pupils currently undertaking their studies. This developed clear articulation pathways with employers providing a quality work experience that will further develop their learning and interest in the industry. Level 4/5 and 6 FA programmes provide articulation pathways that will enable North Lanarkshire students to become the talent pool for a range of employers who may wish to develop these individuals within their companies as their workforce for the future within North Lanarkshire. In 2022-2023 118 Level 4/5 learners and 80 Level 6 learners completed their Foundation Apprenticeship Programme. The Health and Social Care Programme for the first-time, introduced opportunities to attend a work placement within the NHS. 7 young people with an interest in working within the NHS were selected to attend these placements. All pupils who attended these placements stated they have gained valuable skills and knowledge that they hope to transfer into their post-school careers. The Vocational Education Team developed relationships with a number of external employers to create employer engagement sessions with the Level 5 Construction and Level 6 Civil Engineering cohorts. 30 sessions were held across 10 schools throughout the year, this included activity challenge sessions, mock interviews, and Graduate Apprenticeship application process sessions. All feedback received from young people has been positive. One young person successfully progressed from a Foundation Apprenticeship into the Graduate Apprenticeship Programme with Morgan Sindall. The team look to increase this number and implement it across all frameworks in the coming years. Page 166 of 522
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HNC In partnership with New College Lanarkshire and the University of the West of Scotland (UWS), session 2022-2023 saw the second year of the programme, whereby young people embarked on year 1 of the course during S6. This HNC leads to year 2 of the HND with New College Lanarkshire and then on to year 3 of a Degree course within UWS, effectively allowing young people to achieve a degree one year earlier. The frameworks offered are cyber security, computer assisted design and construction management. The initial success of this programme in North Lanarkshire can be attributed to the equity model, strong inter-school relationships and locality arrangements which enable a broad and diverse offer of opportunities for young people in the S6 senior phase of learning. Delivery of the 1st year HNC programme, utilises a blended learning approach of digital and classroom learning. Virtual learning is delivered directly within an identified local High School with pupils attending New College Lanarkshire campus on Fridays for a full day. There are plans to extend this offer to include an HNC in Healthcare and Social Services, linking to the Brighter Futures Programme of Work. The pilot was successfully rolled out to Coatbridge Academy, St. Andrew’s Academy and St. Ambrose High School in Coatbridge. A total of 40 S6 pupils signed up for the HNC in the programme area of their choice and started the programme in August 2021. Thirty-two of these pupils are still participating in the programme and look set to move on to New College Lanarkshire to begin their HND programme in August 2022. Gaelic 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 High School, Condorrat Primary and Nursery and Tollbrae Nursery Class. In session 2022-2023, 249 children and young people engaged with Gaelic education. 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). In academic session 2022-2023 a language participation survey was issued to all establishments. This identified a baseline of teaching Gaelic Learner Education (GLE). From this, progression pathways will be developed and launched across all establishments within North Lanarkshire. Education has planned a conference to promote Gaelic as an additional language and the benefits of bilingualism. Whilst planning began in session 2022-2023, this event will be delivered in February 2024. As part of the Gaelic Language Plan (GLP) a Gaelic improvement group has been established across the service areas of North Lanarkshire. North Lanarkshire’s website has been updated with a dedicated page on Gaelic learning and provision across Page 167 of 522
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the authority. The webpage shares information on the benefits of bilingualism for children and signposts further research. Schools that offer Gaelic Medium Education and Community Learning and Development regularly post content in Gaelic. Reporting to Bord na Gaidhlig has been strengthened through cross service working and collaboration of events. During academic session 2022-2023 a range of events were delivered to promote a positive image of gaelic Fèis Lannraig a’ Tuath which attracted more than 50 participants; a Gaelic Day, Àm airson na Gàidhlig in February 2023, which took place as part of World Gaelic Week/ Seachdain na Gaìdhlig, as well as a concert in the same week featuring renowned Gaelic singer Joy Dunlop. A further workshop was delivered with writer Maya MacGregor who writes through the medium of Gaelic. The workshop was delivered in Gaelic at Greenfaulds High School in the Gaelic Medium Unit, to pupils at varying levels of Gaelic learning and focused on writing skills and creative writing. Active Schools During session 2022-2023, the Active Schools Programme’s priority was to return to the core aims of providing more high-quality opportunities for young people to take part in sport and physical activity, before school, during lunchtime and after school. A further priority was to develop effective pathways between schools and sports clubs in the local community. To help achieve this, the events and Continuous Professional Development programmes both resumed in full, and schools were very much engaged. Key achievements throughout the period include: • Inactive Girls Programmes delivered in 23 high schools. • 11,470 attendances were recorded. • 313,044 attendances at the extra-curricular programme. • Leadership Programmes delivered in 23 high schools, plus 5 Future Friday Leadership Academies created. • Student Placement partnerships in place with 2 colleges. The continued support of schools throughout this period has laid a solid foundation on which the programme will build on in the 2023-2024 academic year. Strathclyde Park: Outdoor Education Building on the strengths from session 2021-2022, the Strathclyde Park Outdoor Education Programme continued during session 2022-2023. All Primary Schools and ASN Schools were invited to the park with a 95% uptake. The improved infrastructure, additional activities and additional trained staff, made it possible to provide a programme that pupils and schools both enjoyed. Additional funding from Cycling Scotland, allowed more pupils to engage in the Bikeability programme within the school environment. Throughout holiday periods, the programme supported pupils from the ASN sector as part of the ASN Hub programme. Within the secondary sector, opportunities have been sought to accommodate young people for work placements, providing opportunities for them to develop their skills and experience, thus enhancing their future job prospects. This work supports the Service’s wider Developing the Young Workforce strategy. Young people such as Pathways pupils, university students and high school pupils have also been supported. Page 168 of 522
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Digital Transformational Change Immersive Classroom This session, The North Lanarkshire 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 context/theme for teaching and learning). There were seven different intervention blocks planned for this year with a focus on Writing and Health and Wellbeing and 35 different experience days planned. 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 accessed the immersive classroom this year. The total number of children who have access the room since the pilot began in 2021 is 1,793. Device Refresh Investment from both Business and Digital and Education and Families saw the acquisition of over 2800 devices. These, alongside 365 additional stock devices, have been issued out across all educational establishments via a series of phased releases. Phases 2A and 2B were completed, with over 1100 devices issued to all 119 primary schools. Phases 3 and 4 are ongoing into session 2023-2024. It is expected that all devices will be in schools by December 2023, with an estimated 4000-4500 aged devices disposed of via the WEEE process. Building Digital Capacity CLPL The Digital Team delivered support in a number of areas last session, including parent drop-in sessions/clubs, team teaching in Computing Science and Digital Literacy, staff twilights, self-evaluation toolkit guidance, ‘Digi Dip’ days, Future Fridays sessions and Digital Schools Award Scotland (DSAS) support. The CLPL input last session was more bespoke in nature, and popular webinars were recorded so that staff could access these, ensuring a more sustainable approach to digital teaching and learning. Digital School Awards Scotland (DSAS) The North Lanarkshire Digital School team has tracked all establishments in which schools have already successfully been validated for DSAS Accreditation as well as schools that are working towards this award this session. At close of session 2022-2023, 40 establishments had achieved Digital Schools Award status. North Lanarkshire currently has the 2nd highest number of schools with DSAS accreditation out of all 32 local authorities. Page 169 of 522
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Learner Experience Digital Pedagogy Practitioner projects The Virtual Classroom continued to build on the success of its launch in January 2021. There were 136,788 visits across the 2022-2023 academic year with 15,659 unique users to the site. The North Lanarkshire Virtual Classroom SharePoint site had new additions in 2022-2023, including Tech Tuesdays which support the use of the exemplified learning materials, and Three Reads, a digital resource to support our Early Years establishments. A relaunch and rebrand of the Virtual Classroom took place in session 2022-2023 and will launch Session 2023-24. Digital Classrooms 2022-2023 saw the installation of an additional six digital classrooms across the estate, bringing the total across North Lanarkshire up to 10. The four original sites are in Noble Primary (Learning Hub), Airdrie Academy, Bellshill Academy Wellbeing Base and Greenfaulds High School. The six new solutions, based on the existing Microsoft Teams pilot, are in Our Lady’s High School Motherwell, St Margaret's High School, Caldervale High School, St Maurice's High School, Coltness High School and Chryston High School. The installation of these has allowed the Advanced Higher Digital Consortium offer to expand, creating a more user-friendly experience for learners accessing the remote offer. 2022-2023 saw 77 remote learners access 14 different Advanced Higher subjects from 13 schools across the five columns. Planning for 2023-2024 has shown that this number has increased to 93 remote learners with 14 Advanced Highers again on offer. The Digital Classrooms have also been used to support transition projects as well as the delivery of modern languages to the primary sector. There are plans to expand this in 2023-2024 with the inclusion of a Gaelic offer. An additional 17 classrooms will be installed across the secondary estate in 2023-2024, bringing the total in North Lanarkshire to 27. It is expected that this increase in high quality digital technologies will continue to enhance the senior phase learner experience and expand the collaboration opportunities for all users. Page 170 of 522
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Our Achievements in 2022 – 2023 Across the Service, staff collaborated and adopted creative ways of engaging with children and families to raise attainment and recognise wider achievements. Learners were supported to develop their skills, attributes and capabilities to achieve and attain across the 4 Curriculum for Excellence (CfE) contexts for learning. Raising Attainment and Achievement • How well do we recognise and value the personal achievements of all learners? • How well does our work with partners and businesses ensure positive outcomes for our young people? • How well is our focus on literacy and numeracy leading to raising attainment across the curriculum? Page 171 of 522
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Attainment in 2022 – 2023 (Broad General Education) Overall Attainment Level Trends This section reports on teacher professional judgement of pupil Achievement of Curriculum for Excellence Levels (ACEL), against expected levels of national progress. This data is collected at P1, P4, P7 and S3 stages. Overall combined P1, P4 and P7 attainment levels in literacy and numeracy for 2022-2023 exceeded previous attainment levels. Numeracy attainment levels continue to exceed literacy attainment levels. Encouragingly, this year’s ACEL data within primary continues to indicate a positive upward trend from last year’s data. It also indicates that we have improved attainment at these key stages in comparison to 2018 data. Achievement of a Curriculum for Excellence Level Data (ACEL) North Lanarkshire’s data for session 2022-2023 shows that attainment has increased at P1, P4 and P7, across all organisers. ACEL attainment at the S3 stage has decreased across all organisers when compared with 2022 data. • There is an improvement in P1, P4 and P7 attainment across all organisers. • The largest improvement in P1 is in writing, with a 4% increase from 2022. • The largest improvement in P4 is in listening and talking, with a 3.3% increase from 2022. • The largest improvement in P7 is in writing, with a 3.4% increase from 2022, with a 3.3% increase in numeracy. • There is a marginal dip in attainment at S3 across most organisers, with a slight improvement of 0.5% in S3 writing. Although writing continues to be the lowest attaining organiser in primary, there are notable improvements at P1, P7 and S3. Numeracy is the lowest attaining organiser in secondary. Looking at ACEL data through both short (2022-2023 comparison) and long-term lenses (2018-2023 trends) gives two different perspectives. Attainment is also analysed against the local authority average and latterly national average, when this data is available. 2018 2019 2021 2022 2023 Numeracy 75.8% 78.7% 76.1% 79.4% 81.3% Literacy 69.0% 71.1% 68.6% 72.2% 75.5% 60.0% 70.0% 80.0% 90.0% Primary Overall Combined Attainment 2018-2023 Numeracy Literacy Page 172 of 522
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Closing the Poverty Related Attainment Gap – Trends Over Time In North Lanarkshire a significant number of children and families live in areas of high deprivation with over 25% living in Quintile 1, equating to approximately 15,500 pupils in our primary and secondary schools. Data is analysed and compared for learners living in the most deprived and least deprived areas (Q1 and Q5). Across most organisers and stages the gap decreased during 2022-2023. • The greatest gaps in 2022-2023 P7 attainment between the most and least deprived is in writing (19.6%) and numeracy (18.2%). • The attainment gap between the most and least deprived at the P4 stage for writing is 18.1%. The gap in this area has remained relatively consistent for the last 3 years and therefore will be a focus area moving forward. • The gap at S3 is significantly lower than last session across each literacy organiser. • The gap at S3 is lower in numeracy in comparison 2021-22. As part of the Empowering Our Clusters model, establishments had access to additional teaching support staff last session to support increased attainment and close the attainment gap. Cluster Attainment Teachers SEF Funding continued to fund Cluster Attainment Teachers during session 2022- 2023. This has enabled the service to provide targeted support to learners living in Quintile 1, with gaps in their learning. It is likely that this, combined with other strategic efforts, has impacted significantly on our ACEL results and improved performance. 66.1% of all pupils supported by CATs last session lived in SIMD 1 and 2, with 84.2% of pupils from SIMD 1-3. Page 173 of 522
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Attainment in 2022 – 2023 (Senior Phase) For the second year running, there has been a return to formal external assessment (exams and most coursework) for National Qualifications at National 5, Higher and Advanced Higher since their cancellation in 2019. This came after the COVID-19 pandemic disruption, which required the adoption of certification models based on alternative approaches to assessment in 2020 and 2021. In recognition of the impact that Covid-19 arrangements had made and continued to make on learning and teaching, the Scottish Qualifications Authority (SQA) maintained the alternative certification model modifications for most assessments for this exam diet. The SQA’s chief examiner commented that the body had not returned to normal awarding procedures this year, instead taking a ‘sensitive approach’ to grading, in comparison with the previous year’s ‘generous approach’ to grading. The significantly different circumstances in which exams have taken place from 2019 to 2023 means that comparison of attainment between years, and any conclusions drawn on changes in performance, should be treated with significant caution. For this reason, the 2023 exam results data has been compared with the 2022 and 2019 exam results data, as this was the last year that the traditional exam system was applied prior to the pandemic. The following information is based on SQA Results issued to candidates in August 2023, where 1% in any year is roughly equivalent to 32 pupils. Therefore, a 3% improvement in any indicator equates to approximately 100 pupils achieving improved results. The percentages are based on the S4 roll at the start of the Senior Phase for each year group. These results may change following the results of the SQA appeals process. S4 Exam Results Summary The table above shows improvement in the numbers of young people in S4 achieving 5 National 3 (2%) and National 4 (2%) qualifications enabling over 150 more of our young people to be more employable on leaving school than in 2022. The table also shows a small drop in the numbers of young people in S4 achieving 5 National 5 qualifications (-0.8%), however, this figure has still risen against pre- covid levels enabling around 100 more of our young people to have access to Higher level learning programmes in school and further education than in 2019. S5 and S6 Exam Results Summary The table shows improvement against pre-covid levels in the numbers of young people in S5 achieving 3 Highers (0.5%) enabling more of our young people to have access to a wider range of higher and further education programmes in colleges and universities, and greater credentials for the job market than in 2019. However, this figure has dropped against 2022 (-4.2%). The table also shows improvement against pre-covid levels in the numbers of young people in S5 achieving 5 Highers (2.5%), similarly enabling more of our young people to have access to a wider range of higher and further education programmes in colleges and universities, and greater credentials for the job market than in 2019. However, this figure has dropped against 2022 (-1.4%). In addition, the table shows improvements in the numbers of young people in S6 achieving an Advanced Higher from 2022 (0.8%). There is an increase of 1.1% in this measure since 2019. Page 174 of 522
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S6 Advanced Highers S6 Advanced Higher presentations have increased since the alternative certification model years and are now at their highest for the last six years, at 434. Pass Rates The percentage of pupils passing at A-C for Advanced Highers was 73.3% compared with 76% in 2019. The percentage of pupils passing at A-C for S6 Highers was 67.4% across all subjects, compared with 66.9% in 2019. The graph indicates that the figures for 2023 are comparable with pre- pandemic levels. Establishment Performance against 2019 The table above shows the % of schools who are in line with or above 2019 figures. Many establishments have maintained or improved on performance from 2019 and many of those with a negative % were still very close to 2019 figures. Pass Rates (A-C Pass Rates) The percentage pass rate for S5 Highers in 2023 is consistent with the pre- pandemic level. The A-C pass rate for S4 National 5 has dropped slightly against the pre-pandemic figure, at 81.3% compared with 82.3% in 2019. It is noteworthy that the 2023 exam results data in the graphs above is based on data available at the time of writing and is subject to change at the end of October 2023, at the completion of the 2023 SQA appeals process. All other data used in the charts for previous years is post appeal. Attainment vs deprivation North Lanarkshire’s average complementary tariff score is in line with, or above, the National average in most SIMD cohorts across S4, S5 and S6. Gap Analysis • There are increasing numbers of Q1 learners being presented at N3 from 2019. Page 175 of 522
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• This year has the highest number of N4 Q1 presentations and awards, with Q1 outperforming Q5. • There are relatively high N5 presentation numbers but a slight reduction in passes when comparing with 2022 data. However, this measure exceeds 2019 performance in number of pupils passing. • There is the highest number of Q5 Nat 5 presentations in 2023, with no change in the gap from 2022- 2023. • There are relatively high presentation numbers for Highers for Q1 learners and attainment figures circa 2019 attainment rates. The 2023 presentation numbers remain relatively high with performance roughly back to 2019 levels. • This session sees the highest number of Q1 presentations and awards for Advanced Highers. There is an increase in Advanced Higher presentations and performance in Q5 is steady. Notably, there is a reduction in the attainment gap for Advanced Highers. 1140 Hours Expansion Programme Quality: External Scrutiny- Care Inspectorate Between September 2022 to September 2023, the Care Inspectorate carried out unannounced inspections in 23 local authority early learning and childcare settings. Commendably, the inspectors noted that 87% of Early Learning and Childcare (ELC) Family Learning Centres and Nursery Classes that were inspected were graded good or above. This positively reflects on the quality of provision within the settings. The high quality of the new ELC builds was reflected in 80% being graded as very good, with 75 % settings offering good or above play and learning for children. Setting No. Adequate 3 Good 4 Very Good 5 Excellent 6 Local Authority FLC 2 0 2 0 0 Local Authority Class 21 3 14 4 0 Total 23 3 16 4 0 Page 176 of 522
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Head of Centre Induction Programme 2023 Effective leadership plays an important role in planned future operation models. This academic session, circa 42% of Heads in Family Learning Centres in North Lanarkshire were new or brand new to post (brand new to post or within six months of employment.) On 11 January 2023, 80% of Heads of Centre attended a Development Day facilitated by the Operations Manager for Early Years and Inclusion to launch the newly devised induction programme. 83% of evaluations recorded that they found the day very helpful in their role, with 50% indicating that they would like a full day session annually. The induction programme from January 2023 – March 2023, consisted of seven sessions facilitated by colleagues within Education and Families. Themes covered within the sessions included HR Processes, Nams Admissions Processes, Discipline and Grievance, Supporting Attendance, Communication and Complaints, Political Awareness, Child Protection, Health and Wellbeing, Safety and Wellbeing, Learn NL and MA Placements. Attendance at each session was overall positive with almost all rating the information received as very good or above. Early Years Training Calendar The ELC training calendar for Session 2022-2023 was developed in response the Quality Team gap analysis collated during quality visits and from evaluations of the previous training calendar. The calendar consisted of 35 different courses, covering a selection of ELC related subjects. 103 training days were provided by a range of facilitators from North Lanarkshire Education and Families in addition to colleagues from Education Scotland. A total of 307 evaluations were submitted however this does not represent the total number of staff who attended the training. The graph outlines the different roles of the participants who attended. Participants who attended the training were asked to rate their knowledge and understanding both before and after attending the session. Data collated shows that there is a positive shift in participants knowledge and understanding after attending the training session. The ELC training calendar for 2021- 2022 included themes around health and wellbeing, leadership, self- evaluation for improvement and curricular approaches. A range of partners co-facilitated the training. Facilitators included Education Scotland, Psychological Services, Speech and Language Therapy, North Lanarkshire Performing Arts, the Pedagogy Team and education colleagues. A total of 1,324 ELC practitioners attended at least one of the 28 courses/sessions included in the 2021-2022 Training calendar. 729 evaluations were returned and almost all highlighted how participation would improve their practice. Page 177 of 522
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HMIE and Education Scotland North Lanarkshire Council’s governance is based upon the European Framework for Quality Management (EFQM) approach which describes the Vision and Values, Key Systems and Processes; and the Outcomes and Outputs that are desired from our activities. The EFQM criteria have been embedded within How Good is Our School 4? (HGIOS?4) so that each criterion is reflected in a number of quality indicators. To support continuous improvement, we regularly engage Education Scotland and HMIe for improvement work and for external scrutiny. The report below summarises our performance in inspections and validated self-evaluation visits, during session 2022-2023. Inspections In session 2022-2023, HMIe resumed their routine programme of inspections, providing a more representative sample. A total of fourteen establishments were inspected during academic session 2022-23. Of the fourteen 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. Our 5 year improvement cycle shows the following high-level profile and conveys the initial impact of recent improvement activity against statutory measures: • Pre-covid: 61% good+ inspection gradings (106 grades awarded) • 2022 – 2023: 82% good+ inspection gradings (60 grades awarded) • 100% of school establishments and nursery classes, inspected under the new model, received a ‘good’ or ‘very good’ for Quality Indicator 3.1. Four establishments were awaiting further engagement (partial or full) with HMIe, following inspection, during session 2022-23. Three of the four establishments have now been fully signed off and verified progress reports have now been published. Only one establishment remains requiring further engagement from HMIE inspectors. 2 primary schools were graded as ‘Very Good’ for 3 out of the 4 Quality Indicators graded during their inspections. Page 178 of 522
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North Lanarkshire’s Validated Self Evaluation Visits (VSE) During session 2022-2023, officers planned to complete 21 VSEs. 19 were carried out; 3 in secondary establishments and 16 in primary establishments. (2 were postponed due to staffing issues). Findings were analysed and the following strengths and areas for development identified: Main Strengths • Happy, motivated children. • Effective partnerships that improve outcomes for learners. • Shared values that inform and shape the work of the school. Challenges • Consistency of practice (Teaching and Learning). • Effective assessment that supports and empowers learners. • Confidence in analysing and using data to track and monitor progress. Service Level VSE As part of our quality improvement framework, we also piloted a service level VSE last session. We worked with colleagues from Education Scotland, the West Partnership and local business partners, to review and validate the impact of the Digital team on improving outcomes for learners. Results were positive and validated the positive impact of the digital team in building staff capacity and improving children’s digital literacy skills. NB: The larger the word the more times it featured in the feedback report. Page 179 of 522
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North Lanarkshire Statistics Attendance rates continue to be impacted by repercussions of the pandemic on many fronts. Robust systems are in place across all clusters to support at both establishment and individual level. The service has implemented a range of strategies to minimise impact on learners and to build resilience in the system. Due to the pandemic, and related societal shifts, our attendance profile remains a priority. Pupil Attendance During session 2022-2023, improvements in this measure were noted in the primary sector. However, improving attendance rates across all sectors remains a priority for us and has been included as a ‘Core Plus’ measure in our Local Authority Stretch aims. A strategic plan is in place to maximise the use of our Empowering Clusters Model to increase the pace of improvements. This will include a Monthly Attendance Performance (MAP) Report to be shared with key personnel. Exclusions In recent times we have seen a notable reduction in our exclusion rates across all sectors. Recent structural reorganisation that created an Education and Families Service, and the realignment of our intensive ASN services, has facilitated improved partnership working with all children’s services now being managed under the one directorate. This has enhanced our approaches to Inclusion. Maintaining this improved profile remains a priority. Local Government Benchmarking Framework Local Government Benchmarking Framework data show North Lanarkshire figures against a Scotland and family group average. The Improvement Service have created a new set of online dashboards that are more visually pleasing and more easily accessible. The Improvement Service collate these for all 32 councils from already published national sources. The data is published in March each year, therefore the 2022-2023 data isn’t available until March 2024. Data for session 2022- 2023 will be available using the following link: https://www.improvementservice.org.uk/benchmarking/explore-the-data Page 180 of 522
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Next Steps: Planning for the Future Key Strategic Developments for NLC within Session 2023/24 The new Programme of Work was approved in March 2023 and establishes the priorities for delivery in support of the Plan for North Lanarkshire. The five-year Programme of Work to 2028 comprises of seven priorities for delivery: • Transforming Places - To better plan and co- ordinate public and private sector investment to deliver transformational change across town centres and local communities at pace. • Invest in North Lanarkshire - Accelerated outcome delivery and investment via a more streamlined advisory service and aligned operating model and infrastructure plan. • Sustainable Futures - Focus commitments to Net Zero Carbon and climate resilience and the associated energy solutions and investments required to make it a reality. • Resilient People - Deliver whole family support locally, when families need it, in a way that addresses the impacts of poverty and reduces inequality. • Brighter Futures - Support and improve educational attainment, employment opportunities, entrepreneurship, and volunteering. • Digital North Lanarkshire - Develop a skilled digital workforce, promote an innovative, sustainable culture and be the Digital Leader for a transformed North Lanarkshire. • One Service - Ensure services are delivered, regardless of owner, in a streamlined, efficient, and supportive model, with the overall vision of inclusive growth and prosperity for all. The Education and Families Improvement Plan for session 2023-2024 outlines key priorities across the Education workstreams and highlights key measures for the year ahead linking to the refreshed Programme of Work. The priorities identified within the Service Improvement Plan align with two main strategic workstreams below: Promoting wellbeing and ensuring children thrive • Improving health and wellbeing with a specific focus on improving mental health. • Reducing the impact of trauma. • Improving the impact of GIRFEC processes. • Improving attendance. • Reducing exclusion. • Ensuring children and families are at the heart of planning processes. Improving Standards across our schools • Raising attainment and closing the gap. • Improving outcomes from inspection. • Improving learning and teaching. • Improving curricular progression. • Improving routes to achievement and employability. Page 181 of 522
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Planning Context Priorities identified within the Service Improvement Plan are linked to the following drivers. Page 183 of 522
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The priorities identified with the Service Improvement Plan align with the two main strategic workstreams below: Promoting wellbeing and ensuring children thrive Improving Standards across our schools • Improving health and wellbeing with a specific focus on improving mental health • Reducing the impact of trauma • Improving the impact of GIRFEC processes • Improving attendance • Reducing exclusion • Ensuring children and families are at the heart of planning processes. • Raising attainment and closing the gap • Improving outcomes from inspection • Improving learning and teaching • Improving curricular progression • Improving routes to achievement and employability As part of our local and national reporting processes, the Service reports on several key performance measures. Appendix 1 highlights main measures and provides baseline data, where applicable. EDUCATION AND FAMILIES’ IMPROVEMENT PLAN: 2023-24 Strategic Aim: Raise Attainment and close the poverty related attainment gap. Link to Education and Families’ Priority: Attainment and Achievement, Equity – Closing the attainment Gap, Developing the Young Workforce. Link to The Plan for North Lanarkshire: Resilient People and Brighter Futures. NIF Priority Improvement in Attainment, particularly in literacy and numeracy. Closing the attainment gap between the most and least disadvantaged children and young people. Improvement in skills and sustained, positive school leaver destinations for all young people. NIF Driver Assessment of Children’s Progress. Teacher professionalism. School Improvement. Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? Improving outcomes by building staff capacity and leadership skills. Effective analysis and use of data to support excellence and equity at local authority and establishment level (tracking and monitoring). • Review Seemis Tracking and Monitoring. Procedures to ensure a consistent approach across all establishments. • Refresh current educational dashboard, linking with West Partnership. • Analysis of HMIE grades for QI 1.3 Leadership of Change • % of Positive HMIE results • % of parents that agree/strongly agree that overall they are satisfied with the school. (HMIE questionnaires.) Page 184 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? Continued implementation of the Service’s Quality Improvement Framework to provide assurance and support continuous improvement across the Service. Provision of high-quality professional learning opportunities to build staff capacity, at all levels. Parental Engagement Strategy. Integration of United Nations Convention on the Rights of the Child (UNCRC). Implementation of Equalities outcome statements. • Pilot new secondary attainment review processes to increase impact. • Organisation of Faculty Head Twilight sessions with a specific focus on raising attainment. • Bespoke CLPL sessions delivered by Education Scotland Attainment Advisor focusing on outcomes, measures, evaluative writing, and robust self-evaluation (SECI). • Launch the parental engagement strategy and monitor impact. • Continue to support schools to incorporate UNCRC through initiative such as Rights Respecting Schools (RRS), curriculum rationale work etc. • Implementation of equalities leadership sessions. • Analysis of Pupil and parental HMIe questionnaires, as reported as part of North Lanarkshire’s Strategic Performance Framework. • Quantitative and qualitative feedback from Validated Self Evaluation Visits, Support and Challenge discussions etc. • Innovation and Improvement usage data. • Engagement statistics re. NL’s Leadership programme. • Qualitative and Quantitative data re. CLPL opportunities. (attendance/opportunities) • Feedback on parental engagement strategy. • Data re number of schools with Rights Respecting Schools status. • Children’s rights assessments on SLT/Committee papers. • Qualitative and quantitative data re. equalities activity as outlined in the equalities action plan. Improving outcomes through provision of a curriculum that reflects the design principles of CfE and meets Strategic review of curriculum and learning pathways, reflecting on recent findings from OCED, Hayward review etc. Improvement in attainment and achievement through refreshed curriculum pathways at the senior • Continued implementation of North Lanarkshire’s Curriculum Toolkit to support establishments to evaluate and review their current curriculum rationale and content. Establishment of support pathways for Year 1 and Year 2 adopters. • CLPL sessions delivered to support implementation of the toolkit. • Qualitative and quantitative data to evidence the number of establishments engaging with the Curriculum Toolkit. • BGE models created and submitted for evaluation. Page 185 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? all learners’ needs. phase, enhancing opportunities for completion of a range of award bearing courses. Improvement in attainment in literacy and numeracy through the delivery of refreshed curriculum progression pathways - BGE S1-S3. (yr2) Further development of progressive learning pathways to support consistency and quality across the service. • Pupil Conference – February 2024. • Celebrating success and sharing good practice event implemented. • Links with West Partnership to share good practice to improve outcomes. • Steering group established to develop creative BGE timetabling models for evaluation. • Monitor the impact of literacy and numeracy progression pathways to progression, within and across CfE Levels. • Creation of further progression pathways to support consistency across North Lanarkshire. • Presentation data evidencing increased number and range of SQA options available for learners. SEF Stretch aims: • Increased number of young people achieving- • 1+ SCQF Level 5; • 1+ SCQF Level 6; • ACEL (literacy combined and numeracy combined). Education and Families Contribution to Brighter Futures Programme of work. Implementation and advancement of North Lanarkshire’s Pathways programme and success in supporting our young people to achieve sustained positive destinations. Success of our Developing the Young Workforce (Pathways, Packages and Partnerships) approach in improving outcomes for learners. • Implementation of progressive pathway (3-18). • Embedding skills framework across early years, primary, secondary and ASN schools in line with Career Education Standard. • Broaden Foundation Apprenticeship (FAs) Frameworks in line with local drivers. • Increase the number of HNC programmes delivered in schools. • Increase uptake of Foundation Apprenticeships. • Increase overall participation in Future Friday programme. • Increase engagement of most vulnerable young people in Future Friday activity. • Continue to develop partnership work with the supported employment team to support senior phase pupils with ASN. • Qualitative and quantitative data re. FAs, HNCs, etc. • Future Friday quantitative data – overall and Q1. • Data evidences increased partnership programmes. • School Initial Leaver Destination Data. • SEF Stretch Aim: -Annual Participation Measure; -Improvement in Initial Leaver destinations. Page 186 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? Universal provision of a progressive pathway that supports all children and young people to develop an understanding of enterprise, entrepreneurship, and self- employment as a career opportunity. Enhanced levels of employer engagement through formalised partnerships. Impact of the Future Friday programme on improving opportunities and experiences for learners. • Core primary engineering and fundamental outdoor skills will be offered across the primary estate. • Further develop employer partnerships to support vocational learning. • Continue to work towards targets set in DYW delivery plan. Developing effective pedagogical approaches across North Lanarkshire Development of a North Lanarkshire Play Strategy to support staff and maximise opportunities for learners to learn through high quality play- based learning experiences. • Audit existing approaches to play based learning. • Collaborate with relevant partners to create an authority wide Play strategy. • Complete a test of change pilot - Year 1. • Deploy play practitioners strategically to support pilot programme. • Qualitative and quantitative data showing the impact of new approaches on children’s engagement, learning and motivation (Pilot). • Analysis of stakeholder feedback re. Play Strategy. Our strategic approach to ensuring effective delivery of Gaelic Education within North Lanarkshire. Strategic development work, aligned to key actions outlined within the GLP: increasing the use of Gaelic • Increasing the learning of Gaelic • • Parents’ Consultation Group will meet termly with key officers to consult and report on the plan. • Continue to work with Comann nan Pàrant, to increase Gaelic opportunities for children, young people and their families. • Increase opportunities for children and families to engage with Gaelic music and culture through a range of activities. • Increase the number of primary schools in North Lanarkshire that deliver Gaelic as an L3 • Increased uptake of Gaelic education • Increase in the number of schools delivering Gaelic as an L3 Page 187 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? Promoting the positive image of the language. Approaches taken to ensure that Gaelic continues to be a vibrant modern language which enables our young people to develop wider routes to learning life and work. Statutory consultation results. • Work with colleagues in EY to promote GME as an option to parents. • Develop progressive pathways. • Continue to link with colleagues in Community Learning and &Development to strengthen opportunities for children and families. Capacity to improve the quality of children and young people’s learning experiences through authority led Learning, Teaching and Assessment (Moderation) improvement activity. • Re-launch Learning, Teaching and Assessment (Assessment and Moderation) to strengthen rigour and consistency across NLC. • Implement processes to increase moderation across clusters, secondary departments and ASN networks. • Creation of North Lanarkshire – LTA (Moderation) policy. • Work with West Partnership to lead Improving Our Classrooms (IOC) and Improving our Departments (IOD). • Organise a robust programme of training for LTA leaders, QAMSO and HTs etc. to disseminate key messages across all establishments and improve understanding of the learning, teaching and assessment cycle. • Qualitative and Quantitative data re. CLPL opportunities. (attendance/opportunities) • Stakeholder feedback re new LTA policy. • Almost all establishments will have an identified LTA coordinator who attends training. • Parent Satisfaction - % of parents that agree that they receive helpful, regular feedback about how their child is learning and developing. • Improvement in accuracy of teacher professional judgement (TPJ) and attainment as evidenced in Core and Core plus stretch aims. Impact of Learning Hub operating model on building staff capacity and • Develop and implement a robust referral system for the deployment of additional resources to • Improvement in attainment as evidenced in Core and Core plus stretch aims. Page 188 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? improving attainment in literacy, numeracy, STEM and LTA. Strategic deployment of Pedagogy Practitioners to build capacity and improve outcomes for learners. support excellence and equity, maximising outcomes for learners. • Develop a robust system for tracking, monitoring, and reporting impact. • Dyscalculia – Work with educational psychologist to launch new Dyscalculia guidance. • Work with partners (TPAG) to develop a financial education programme that supports young people to develop financial awareness. • Work with colleagues from the Robert Owen Centre and Psychological Services to develop a test of change initiative re. strategies that can be used to support young children to develop their Expressive Language skills. (Early Identification and Intervention.) • Qualitative and quantitative data re. impact of pedagogy team. • Increased use of new referral process to provide targeted support. • Qualitative and Quantitative data re. CLPL opportunities (attendance/opportunities). • Data and findings of Expressive Language Test of Change. Transformation of the digital infrastructure and connectivity across the school estate including project management of devices and immersive classrooms. Strategic approach to developing a high-quality, aspirational digital learning environment across all establishments and sectors. (Transformational change) Approaches to building staff capacity through a provision of a comprehensive suite of professional • Continue to use procurement framework to manage device deployment and refresh programme. • Strategic Deployment of Pedagogy Practitioners to build capacity and improve outcomes for learners. • Comprehensive programme of CLPL to empower and upskill staff and ensure sustainability of digital developments. • Continued promotion of Digital Schools Award Scotland and Microsoft Educator. • Monitor the impact of digital progression pathways to progression, within and across CfE Levels. • Qualitative and Quantitative data re. CLPL opportunities (attendance/opportunities). • Increased Digital Schools Award Scotland (DSAS) awards. • Digital device inventory. • CLPL data (qualitative and quantitative). • SCQF levels 3-7 Digital Award data. • Increased uptake of Digital consortium data. • Monitoring of Virtual Classroom data. Page 189 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? learning opportunities that empower staff and ensures a sustainable approach to digital improvement. (Building Capacity) Learning Experience: Development of programmes and processes that maximise the effective use of devices and technologies to ensure equity and excellence and improve outcomes for children and young people. (Learning Experience) • Mapping exercise completed for Digital literacy and computing science qualifications across the SQA subjects. • Tracking system developed for attainment and attrition within the digital consortium. • Establish an approved catalogue of software applications which can be used to enhance core digital learning. • Expansion of immersive experiences. • Further installation of digital classrooms. Improve outcomes for learners through the provision of high-quality early years educational provision Impact of implementation of the Early Year Service’s Quality Improvement Framework to provide assurance and support continuous improvement across the Service. Provision of high-quality professional learning opportunities that builds staff capacity, at all levels. Deployment of EY workforce. Impact of 1140 hours on improving outcomes for children and families. • Continued implementation ELC training calendar to empower and build staff capacity. • Expansion of Early Year Leadership Framework. • Strategic deployment of staff to build capacity and to support excellence and equity. • Continued implementation of Early Years Learning, Teaching and Assessment based moderation cycle training. • Development of an EY training tool. • Introduction of EY HoC Mentor Model. • Launch Family Engagement Service to provide further support for children and families. • Continue to offer Solihull Programme to improve consistency across the Service. • Qualitative and Quantitative data re. CLPL opportunities (attendance/opportunities). • By June 2024 all primary schools will have the opportunity to participate in CLPL to enhance the knowledge and skills of staff to provide high quality child centred play pedagogical approaches for children in primary one. • Data re. Impact of Family Engagement services (uptake and impact). • Solihull – attendance data. Page 190 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? • Engage in the Scottish Study of ELC with Scottish Government - Phase 4 - (October 2023) to monitor the impact of 1140 hours. Tackle Poverty and Closing the poverty related Attainment Gap Impact of refreshed Strategic Equity Fund Plan on closing the poverty related attainment gap and improving outcomes for learners. Development of partnerships and synergies between various funding streams to enhance support for vulnerable children and families and close the poverty related attainment gap. Processes and procedures to support establishments to maximise use of PEF to improve outcomes for identified learners and close the poverty related attainment gap. Strategic deployment of targeted support and interventions to support equity in education. • Relaunch SAC/PEF framework following midterm review. • Establish clear procedures for identifying, monitoring, and reporting on Local Authority core and core plus stretch aims. • Deploy CATs across the cluster to provide support for identified individuals. • Deploy Curriculum Managers to strengthen improvement work with a specific focus on learners from the lowest deciles (Q1). • Collaborate and work with colleagues across Services to implement North Lanarkshire’s Tackling Poverty Strategy. • Development of an Arts Strategy for North Lanarkshire Council that integrates our arts offer across targeted council services to engage and work with communities to tackle inequality. • Review current Club 365 operating model to ensure sustainability and inclusivity. • Stakeholder feedback re. SAC/PEF Framework. • Progress towards core and core plus stretch aims. • Club 365 Attendance and participation data and feedback. • Participation Statistics- School and Community Music Programmes. • Cluster data evidencing impact of CATs. • Progress updates TPAG. Link to Education and Families Priority: Improvement in children and young people’s health and wellbeing, Vulnerable Groups- improved outcomes for vulnerable groups Link to the Plan for North Lanarkshire: Brighter Futures and Resilient People NIF Priority Improvement in Children and Young People’s health and wellbeing; Placing human rights and needs of every child at the centre of education, Closing the attainment gap between the most and least disadvantaged children and young people. Page 191 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? NIF Driver Parent/carer Involvement and engagement, Performance information, School and ELC improvement. Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? To improve outcomes for learners through robust GIRFEC planning processes, collaboration and partnership working. Impact of Empowering Our Cluster Model. Approaches to promoting wellbeing and ensuring children thrive, particularly those impacted upon by poverty. Deployment of cluster-based resources to improve outcomes for children and young people. Impact of cluster quality improvement framework in ensuring consistency and quality across the clusters. Processes and procedures to improve attendance. • Continue to link with establishments and the inclusion team to support North Lanarkshire’s approach to GIRFEC. • Ensure children and families remain at the heart of planning processes and deployment of cluster- based staff (CSTs and CATS) to support children and families. • Enhancement of health, mental health, and wellbeing supports for identified learners. • Deploy Family Engagement Support Assistants (FESAs) strategically to improve attendance for identified learners. • Continue to build effective partnerships to improve locality supports for children and outcomes. • Update Page Tiger resource to ensure all practitioners have access to the most up to date guidance and supports. • Monitor the impact of school-based counselling fund to provide support for learners. • Phased implementation of cluster-based staffing formula. • Continued implementation of the We Aspire model. • Cluster dashboard data re. allocation of supports and impact. • GIRFEC CLPL attendance figures. • HMIe Inspection results for QI 3.1. • Quality Improvement feedback/evidence. • Page Tiger data. • School based Counselling data. • Attendance and exclusion figures. • Attendance stretch aims data. • Data re. impact of FESA. Page 192 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? To improve outcomes for our most vulnerable children and families, including those at risk of harm. Processes to strengthen Integrated Practice to Improve Outcomes for learners, particularly those at risk of harm. Approaches to ensuring children and young people’s voices are at the heart of planning processes. Use of self-evaluation evidence, including data, to support continuous improvement and inform future planning. Deployment of local and cluster- based resources to improve outcomes for children and families. • Continue implementation of the strategic programme for Trauma Informed Practice Training to develop shared language and approaches. • Implementation of the Signs of Safety Model to strengthen and ensure children and families are at the centre of planning processes, including safety planning when there is risk. (Linked to the Promise) • Continued implementation of contextual safeguarding, safe and together and Up2U. • Implementation of a ‘whole family support’ approach, keeping children safe and within their families by providing a range of supports including approaches to tackling poverty. • Recruitment of foster carers and supported carers to provide high quality care for children who cannot remain and be safe within their family network. • Ongoing reconfiguration of aftercare services. • Continue implementation of 10-year programme of transformation in the delivery of care and family support in Scotland placing the voice of the child at the heart of planning. • Work with relevant stakeholders to review policies and procedures to embed legislation incorporating the United Nations Convention on the Rights of the Child into Scots Law. • Work with colleagues from across the partnership to create a plan to address action points from Joint Inspection of Children’s Services. • Trauma Informed Practice – CLPL data. • Evidence of positive impact of effective implementation of the Corporate Parenting Plan. Improved attendance and positive destination data for CEYP. • Data evidencing number of CEYP being supported ‘Closer to Home’. • Evidence of integration of UNCRC in to processes and procedures. • Data re. whole family supports provided. • Data re. number of fosters carers. • Joint Inspection of Children’s Services – progress through the Action Plan. Page 193 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? To continue to review processes, practice and infrastructure to ensure effective use of available resources to support and improve outcomes for learners. Continue to develop Quality Improvement processes within ASN sector, with a specific focus on effective use of data to support continuous improvements. Develop an efficient cluster-based resource allocation process which maximises use of local knowledge to deploy resources effectively to meet learners needs. Continue to reconfigure Intensive ASN service to maximise resource and better meet the needs of children and families. Review policies, processes amd guidance to ensure compliance with legislative changes and to ensure best practice. • Continue to review strategic workforce planning to develop new roles and allocation processes to support early identification and to empower local clusters to strategically distribute resources to meet the needs of their learning communities. • Monitor the impact of NBPR process. • Update North Lanarkshire’s Child Protection and Safeguarding Policy and Practice. • Pilot North Lanarkshire’s Transition Policy. • Engage in a collaborative improvement process (CIR) with ADES to validate self-evaluation and support identification of next steps. • Data evidencing increased access to bespoke HWB supports for learners (quantitative and qualitative data.) • Inclusion Dashboard data to evidence impact of support. • NBPR data evidencing application and placement data. • Stakeholder feedback re. policy updates. • Feedback for CIR. Link to Education and Families Priority: Improvement in children and young people’s health and wellbeing, Vulnerable Groups- improved outcomes for vulnerable groups Link to the Plan for North Lanarkshire: Transforming Places NIF Priority Improvement in Children and Young People’s health and wellbeing; Placing human rights and needs of every child at the centre of education, Closing the attainment gap between the most and least disadvantaged children and young people. NIF Driver Parent/carer Involvement and engagement, Performance information, School and ELC improvement. Aim Expected Outcomes Summary of Key Actions Session 2023-24 How will we measure our success? Page 194 of 522
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Aim Expected Outcomes (What we will measure and report on) Summary of Key Actions Session 2023-24 How will we measure our success? (What we will measure and report on) Leadership Model for Town and Community Hubs: Learners will benefit from high quality learning environments designed for 21st Century curriculum delivery. Continued implementation of schools and Centres modernisation programme. (TBC) • Continued implementation of town and community hub delivery plan. • Continue to monitor the impact of Hub Delivery Model. • Continue to work with relevant partnerships through robust and well managed consultation and delivery processes. • Community Town Hub implementation plan updates. • Regular progress update(s) - infrastructure and finance. Consultation evidence. • Leadership Model established and feedback from stakeholders. Active Travel Strategy: To improve learners health and wellbeing and reduce our carbon footprint through increased opportunities for active travel. Reduce our carbon footprint through increased opportunities for active travel. Outcome of the transport review - Reduction in Carbon Footprint (TBC). • Continue to implement transport review. • Continue to audit and identify safe walking routes. • Support schools to revise travel plans. • Develop a communication strategy to promote active travel. • Highlight links with sustainability and North Lanarkshire's commitment to reducing its carbon footprint. • Outcome of transport review. • Increased numbers of pupils walking to school. Increased number of pupils cycling to school. Increased engagement in Bikeability training. Monitoring of travel plans. Stakeholder feedback. Page 195 of 522
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Appendix 1: NL Key Performance Measures (Including core and core plus stretch aims and KMS identified in performance management framework) Please note: Attainment data is provisional and may be subject to slight changes following Scottish Government cleansing exercise and confirmation of SQA appeals results. Key Performance Measure Baseline % June 2024 RAG Status % of pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 75.5 % of Q1 pupils (P1, P4 and P7 combined) achieving expected levels or better in literacy 67.8 % of primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 81.3 % of Q1 primary pupils (P1, P4 and P7 combined) achieving expected levels or better in numeracy 75.0 % of S3 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 84.3 % of S3 Q1 pupils achieving third level or better in literacy (based on reading, writing and talking and listening (Core Plus) 79.5 % of S3 pupils achieving third level or better in numeracy (Core Plus) 85.1 % of S3 Q1 pupils achieving third level or better in numeracy (Core Plus) 78.1 % of leavers achieving 1 or more awards at SCQF Level 5 or better 86.0 % of Q1 leavers achieving 1 or more awards at SCQF Level 6 or better 76.4 % of leavers achieving 1 or more awards at SCQF Level 6 or better 61.1 % of Q1 leavers achieving 1 or more awards at SCQF Level 6 or better 45.3 Core Plus Stretch aims % Attendance Primary 91.1 % attendance Q1 Primary 88.6 % Attendance Secondary 85.4 % Attendance Q1 Secondary 81.6 % of leavers achieving S5 1+ Higher 52.9 % of Q1 leavers achieving S5 1+ Higher 37.4 % of P4 learners achieving expected level for writing 73.5 Page 196 of 522
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Key Performance Measure Baseline % June 2024 RAG Status % of Q1 P4 learners achieving expected level for writing 66.0 NLC Performance Management Target Parent satisfaction - % parents agree or strongly agree that the school is well led and managed 88.8 Parent Satisfaction - % of parents that agree that they receive helpful, regular feedback about how their child is learning and developing. 85.8 Parent Satisfaction – Overall % of parents that agree/strongly agree that overall they are satisfied with the school. 91.0 HMIe Inspection Results, early years- % positive reports (Using new measure – good or above) 67.0 HMIe Inspection Results, schools - % positive reports (Using new measure – good or above) 71.0 *Final SCQF for 2023 leavers will be reported when the Summary Statistics for Attainment and Initial Leaver Destinations 2023 data is published in February 2024. Page 197 of 522
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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/MO’H Date 21/11/23 Scottish Attainment Challenge Report Session 2022-23 From Janie O’Neill, Chief Officer (Education - South) E-mail oneillja@northlan.gov.uk Telephone 01698 302534 Executive Summary In November 2021, the Cabinet Secretary for Education and Skills announced plans for the continuation of the Scottish Attainment Challenge (SAC) from 2022-23 to 2025-26. Notably, this plan outlined a reconfigured model through which all Local Authorities would benefit through a new funding model, now referred to as Strategic Equity Fund (SEF). North Lanarkshire’s SEF funding for session 2022-23 was £6,454,948, however, as part of this refresh, funding will reduce by circa £3,000,000 over the next three years. This report provides Education, Children and Families Committee with an update on progress of the SAC programme within North Lanarkshire for session 2022-23 and outlines how the tapered funding will be managed to build stronger linkages between services to support children and young people, to raise attainment and help close the poverty related attainment gap. The new SEF approach also introduced the requirement for Local Authorities to identify stretch aims (targets) and submit these to the Scottish Government. These aims are categorised as ‘core’ and ‘core plus’. Core aims are set by the Scottish Government, and core plus aims are set by the Local Authority. This report specifically updates members on 5 key areas: • The reconfigured SEF Core model in North Lanarkshire • A summary of progress made, during session 2022-23, against targets identified within North Lanarkshire’s SEF Plan (Key Deliverables). • Evaluated stretch aims for session 2022-23 • Identified stretch aims for session 2023-2024 • Information outlining how Pupil Equity Fund (PEF) was used last academic session. Recommendations It is recommended that the Education, Children and Families Committee: 1) endorse the contents of this report and the accompanying appendices, 2) approve the identified Stretch Aims for sessions 2023-2026. Item 7 Page 199 of 522
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1. Background 1.1 The Scottish Attainment Challenge (SAC) is a major Scottish Government initiative designed to achieve equity in educational outcomes by closing the poverty related attainment gap for children and young people. This model has evolved since it is inception, and the diagram below summarises the main changes. 1.2 As highlighted in the diagram above, the previous phase of the Scottish attainment challenge finished at the end of session 2021-22 with a reconfigured model Strategic equity fund (SEF) being introduced from 2022-26. Within the new SEF model, all 32 Local Authorities now receive funding. This subsequently impacts on the amount of funding provided to individual Local Authorities with some Local Authorities, including North Lanarkshire, noting a reduction in their funding. 1.3 The new SEF approach also introduced the requirement for Local Authorities to use local intelligence and data to identify stretch aims (targets) for various measures and to submit these to the Scottish Government. These measures are categorised as ‘core’ and ‘core plus’. The core elements are part of a requisite package of measures identified by Scottish Government and core plus enables Local Authorities to identify further aims, measurable by either local or national data. Core plus aims should be measurable (qualitative or quantitative) and underpinned by locally identified indicators of progress. 1.4 Initially the 2022-23 stretch aims were set over a one-year period however, from session 2023-24 stretch aims guidance changed and Local Authorities were advised to set these aims over a three-year period. Progress towards 2022-23 stretch aims is provided in Appendix 1. 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 Programme of Work Resilient People Page 200 of 522
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1.5 Within North Lanarkshire, SEF is used to support and complement the broader range of improvement activity across the Service to ensure that all children and young people reach their full potential, with a specific focus on raising attainment and closing the poverty related attainment gap. Our work has centred around accelerated, targeted improvement activity in literacy, numeracy and health and wellbeing. 1.6 Education and Families officers created North Lanarkshire’s ‘Key Deliverables’, essentially our SEF plan, for session 2022-23 and submitted this to the Education and Families Committee in November 2022 and subsequently the Scottish Government. This plan outlined our approach to closing the poverty related attainment gap through focused improvement activity across several complementary workstreams. These workstreams are across 3 distinct areas: Curriculum, Learning and Teaching, Learner Journeys and Pathways and Health and Wellbeing/Empowering our Clusters. It had clear links to National Improvement Framework (NIF) drivers and the previously approved North Lanarkshire Programme of Work. 1.7 Throughout session 2022-23, North Lanarkshire provided regular progress updates to Scottish Government, as part of agreed reporting procedures. As part of this reporting process, local authorities include progress against identified attainment targets, including performance gathered from the recently uplifted Achievement of a Level (ACEL) data. 1.8 ACEL data is a national measure used by the Scottish Government to measure pupil achievement of a level within literacy and numeracy, based on teacher professional judgement, at four key stages within the Broad General Education (BGE). The measurable stages are P1, P4, P7 and S3. 1.9 Pupil Equity Funding (PEF) refers to additional funding allocated directly to schools. This funding should be used to provide targeted support to identified learners to close the poverty related attainment gap. The Scottish Government has committed to this funding as part of the new phase of the Scottish Attainment Challenge (SAC) programme from 2022-26. 1.10 While the PEF forms part of the overall £1 billion Scottish Government funding, the governance arrangements are significantly different, with funding delegated to the individual educational establishments, with Head Teachers responsible for controlling and monitoring PEF spend in accordance with the Scottish Government guidance. Head Teachers provide detail of their rationale and approaches through the improvement planning process and the Education and Families service provide detail to the Scottish Government through the Standards and Quality Report and overall SAC reporting requirements. 1.11 Although PEF funding is devolved directly to Head Teachers, Local authorities should ‘provide guidance on how approaches to the use of Pupil Equity Funding at school level can contribute to local aims. School plans should inform the local authority stretch aims and local authority aims should be reflected in school plans as part of a two-way collaborative process.’ (PEF National Operational Guidance, 2023) 1.12 Enhanced governance arrangements were put in place to monitor framework and non- framework spends of PEF during session 2022-23 to enable officers to identify trends and provide additional support and challenge as required. Page 201 of 522
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2.1 Report Scottish Attainment Challenge Summary of Progress 2022-23 2.1.1 In November 2022, North Lanarkshire submitted a plan to Scottish Government outlining their approach to closing the poverty related attainment gap through focused improvement activity across several complementary workstreams, as illustrated in the diagram below. 2.1.2 This plan highlighted our commitment to building strong linkages between services to support children and young people. It sought to strengthen and enhance our empowering cluster work and to support locality-based integration and improvement activity. 2.1.3 The plan strengthened a number of existing interventions enhancing our strategic approach to improvement. Notably, some of these approaches are partially or wholly funded through SAC, therefore work is ongoing to evaluate future sustainability. 2.1.4 These approaches include: • The Statutory Leavers’ Pathways Programme • The Virtual School for Care experienced Young People • The Digital School • The Cluster Based Improvement and Innovation Leads • The Pedagogy Team • The Literacy and Numeracy Hubs • Curriculum Development work including Learning, Teaching and Assessment (Moderation) 2.1.5 Appendix 2 provides a full copy of the report submitted by North Lanarkshire Council to Scottish Government in June 2023, summarising progress during session 2022-23. The submission gives detail and evidence of the success of the various interventions and programmes of work, contained within the Key Deliverables plan and highlights areas for improvement. Page 202 of 522
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2.1.6 The Scottish Government requires Local Authorities to provide submissions around the following key themes: • Learning and Teaching • Assessment • Partnerships • Professional Learning 2.1.7 As part of our submissions around the first two themes, a range of data, including attainment data, Curriculum for Excellence (CfE) and SQA senior phase data is analysed to identify trends, track improvements, and inform future planning. 2.1.8 ACEL data is used to measure progress towards the stretch aims in the Broad General Education (BGE) and SQA is used for Senior Phase. The ACEL data reflects significant improvements in Primary 1, 4 and 7. However, further areas for improvement have been identified at the S3 stage and will be addressed in the SEF plan, moving forward. 2.1.9 The table below outlines overall ACEL performance in literacy, as of June 2023, and indicates an overall increase in attainment at P1, P4 and P7 against session 2021-22. 2.1.10 Encouragingly, this year’s data not only indicates a positive upward trend from last year’s data at P1, P4 and P4 in literacy, but is also our best performance to date, at the primary stages. This is a positive sign and reflects the impact of a number of improvement interventions including the refreshed Quality Improvement (QI) framework. These interventions include pedagogy team input, leadership opportunities and the empowering cluster model all of which allow for a more bespoke package of support for individual schools and pupils, based on analysis of need. 2.1.11 The table below outlines a similar trajectory in overall attainment in numeracy. It should be noted that NLC numeracy attainment figures at primary are higher than literacy attainment figures. This differs from the national trend wherein literacy attainment is higher than numeracy attainment level. This should be noted when comparing rates of progress between literacy and numeracy. 2.1.12 There was a marginal dip across most organisers in S3. Numeracy 2018 2019 2021 2022 2023 P1 83.38% 84.98% 82.23% 84.11% 86.62% P4 73.18% 75.67% 72.21% 76.82% 77.33% P7 71.37% 75.75% 73.96% 77.12% 80.24% P1,4,7 75.87% 78.74% 76.13% 79.42% 81.32% S3 90.08% 85.02% 85.34% 85.09% Page 203 of 522
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2.1.13 Most importantly, analysis of performance of trends over time shows steady improvement in outcomes for learners in Quintile 1 (most deprived). 2.1.14 As no data was collected during session 2019-20 due to the pandemic, it is not possible to compare cohort comparisons for this academic session but will be referenced again in next year’s report. 2.1.15 As illustrated in the tables below, the gap between the least deprived (Quintile 5) versus the most deprived (Quintile 1) has reduced in both literacy and numeracy for P1, P4 and P7 pupils. Combined Gap for all schools comparing Q1 versus Q5 Literacy 2018 2019 2021 2022 2023 P1,4,7 SIMD Q1 59.80% 63.00% 59.90% 63.90% 67.70% P1,4,7 SIMD Q5 83.10% 81.70% 82.30% 83.00% 86.10% Gap 23.30% 18.70% 22.40% 19.00% 18.40% Numeracy 2018 2019 2021 2022 2023 P1,4,7 SIMD Q1 68.30% 72.20% 67.60% 72.60% 75.00% P1,4,7 SIMD Q5 87.80% 87.20% 88.30% 89.20% 90.80% Gap 19.40% 15.00% 20.70% 16.60% 15.90% 2.1.16 It is worth noting that additional staffing has been deployed at the primary stages during session 2022-23, funded through SEF to support educational recovery and to raise attainment. As part of this additional staffing, Cluster Attainment Teachers (CATs) provided targeted support to learners from Q1 to support improved attainment, as evidenced below. Overall, 2832 supports were delivered by CATs last session, with 84.2% of pupils living in SIMD 1-3. Page 204 of 522
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2.1.17 This additionality, combined with other strategic improvement efforts, has impacted significantly on our ACEL results and improved performance. The challenge of maintaining this improvement trajectory moving forward is understood in the context of a reduced funding model. Evidence also suggests that post pandemic some children and young people are presenting with more complex needs/barriers requiring extensive support with health and wellbeing, literacy and numeracy. This may impact on the pace of improvement. Nonetheless despite these challenges, the service remain entirely committed to the improvement agenda. 2.1.18 Based on the measurable success of our approaches to date, we will continue to fund circa 23 FTE cluster attainment teachers (CAT) through SEF funding for session 2023- 24 to enable us to provide targeted support to learners. Senior Phase 2.2.1 North Lanarkshire’s average complementary tariff scores are in line with, or above, the National average in most SIMD cohorts across S4, S5 & S6. 2.2.2 The table below shows improvement in the numbers of young people in S4 achieving 5 National 3 (2%) and National 4 (2%) qualifications enabling over 150 more of our young people to be more employable on leaving school than in 2022. 2.2.3 The table also shows a small drop in the numbers of young people in S4 achieving 5 National 5 qualifications (-0.8%), however this figure has still risen against pre-covid levels enabling around 100 more of our young people to have access to Higher level learning programmes in school and further education than in 2019. S5 and S6 Exam Results summary 2.2.4 The table below shows improvement against pre-covid levels in the numbers of young people in S5 achieving 3 Highers (0.5%) enabling more of our young people to have Page 205 of 522
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access to a wider range of higher and further education programmes in colleges and universities, and greater credentials for the job market than in 2019. However, this figure has dropped against 2022 (-4.2%) 2.2.5 The table also shows improvement against pre-covid levels in the numbers of young people in S5 achieving 5 Highers (2.5%), similarly enabling more of our young people to have access to a wider range of higher and further education programmes in colleges and universities, and greater credentials for the job market than in 2019. However, this figure has dropped against 2022 (-1.4%) 2.2.6 In addition, the table shows improvements in the numbers of young people in S6 achieving an Advanced Higher from 2022 (0.8%). There is an increase of 1.1% in this measure since 2019. Q1-Q5 Attainment Gap 2.2.7 As noted in the table below, more learners from Q1 achieved Nat. 3 and Nat. 4 awards than in 2022, returning to pre-pandemic levels (2019). 2.2.7 The table below displays the attainment gap data between Quintile 1 and Quintile 5 for 2019, 2022 and 2023. This allows comparison from last session and also against pre- pandemic levels. Page 206 of 522
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2.2.8 There are increasing numbers of Q1 learners being presented at N3 from 2019. 2.2.9 This year has the highest number of N4 Q1 presentations and awards, with Q1 outperforming Q5. 2.2.10 There are relatively high N5 presentation numbers but a slight reduction in passes when comparing with 2022 data. However, this measure exceeds 2019 performance in number of pupils passing. 2.2.11 There is the highest number of Q5 Nat 5 presentations in 2023, with no change in the gap from 2022- 2023. 2.2.12 There are relatively high presentation numbers for Highers for Q1 learners and attainment figures circa 2019 attainment rates. The 2023 presentation numbers remain relatively high with performance roughly back to 2019 levels. 2.2.13 This session sees the highest no. of Q1 presentations & award for Advanced Highers. There is an increase in Advanced Higher presentations and performance in Q5 is steady. Notably, there is a reduction in attainment gap for Advanced Highers. 2.2.14 Notably, when comparing attainment trends over time in the Senior Phase data should be reviewed cautiously due to changing exam arrangements. SAC Scottish Government Report - Progress Highlights Learning and Teaching 2.3.1 During session 2022-23, progression pathways in literacy, numeracy and digital learning were developed from Early to Third level. The pathways were designed to support progression within and across Curriculum for Excellence levels, ensuring learners benefit from cohesive and progressive learning pathways that support knowledge and skills development, improving outcomes. These have been well received by establishments, and work is now underway to develop further curricular pathways. Page 207 of 522
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2.3.2 Learning Hub Education Support Officers (ESOs) provide regular, high-quality professional learning on learning, teaching and assessment, and effective pedagogical practice and interventions in literacy and numeracy. This is an example of an intervention where we can measure impact. Last session, they delivered high-quality continuous lifelong professional learning (CLPL) to 1,930 staff from Primary, Secondary, ASN and Early Years establishments. 2.3.3 ESOs have continued to work with North Lanarkshire’s Psychological Service and the Robert Owen Centre to ensure that the pedagogical approaches recommended are underpinned by the most up to date evidence-based research. A full literature review of our active literacy approach is currently being carried out by the Robert Owen Centre, and findings of this will inform future revisions of the programme and high-level messages will be reported upon as appropriate. 2.3.4 Income generated from continuous lifelong professional learning opportunities provided by the SAC team (Learning Hub) during session 2022-23 totalled £28,800, and we have an ambitious income generation plan in place for the current session. 2.3.5 Last session we continued to use SEF to support and enhance the work of the Digital School increasing our focus on developing a sustainable approach to digital developments. Learning Hub ESOs worked in partnership with the Digital team to create and quality assure learning experiences provided through the Virtual Classroom. This joined up approach enhanced moderation processes and improved the quality of learning experiences for learners. 2.3.6 Since August 2022 there have been 136,788 visits to the Virtual classroom and the learning experience for children and young people has been expanded to include core learning for literacy, numeracy, health and wellbeing and other core areas including Developing the Young Workforce. This exemplified learning supports and enhances progression planners and thematic learning rooms. 2.3.7 During 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 the well-publicised Tech Tuesdays, which gives a focus on a range of computing science and digital literacy skills, which staff can use in class to improve outcomes. The image below shows the progress to date of Tech Tuesdays as an example of the progression in the Virtual Classroom. Page 208 of 522
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2.3.8 Next session, we will explore additional tracking approaches that can be used to track the impact of digital support and learning opportunities and the impact on improving outcomes for identified learners. SAC Scottish Government Report – Progress Highlights Assessment 2.4.1 Analysis of published inspection results for session 2022-23, indicates that we are performing well within Quality Indicators (QIs) 1.3, Leadership of Change and 3.1, Ensuring Wellbeing, Equality and Inclusion. However, analysis results indicate that the Service should continue to focus on QIs 2.3, Learning, Teaching and Assessment and 3.2. Raising Attainment and Achievement. 2.4.2 Therefore, a comprehensive programme of professional learning is offered annually to all establishments for learning, teaching and assessment, including moderation. This enables us to support schools to strengthen their assessment and moderation processes which in turn will improve the accuracy of teacher professional judgements, impacting on quality indicator 3.2. 2.4.3 During session 2022-23, there was increased interest and demand for input from the ESO for Learning, Teaching and Assessment (LTA), as evidenced in the table below. Acknowledging the positive impact of the LTA ESO within the Primary sector, a number of our Secondary establishments are working with the LTA ESO and the Pedagogy Team to share good practice across the sectors, strengthening the BGE overall. Page 209 of 522
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2.4.4 Moderation events take place bi-annually, organised by the West Partnership Regional Improvement Collaborative. North Lanarkshire had the highest participation rate of any West Local Authority, with almost all establishments involved achieving successful outcomes. 2.4.5 Data is also currently collected for national standardised assessments and is incorporated in Local Authority data dashboards, to be used by Education and Families Managers during support and challenge improvement visits. 2.4.6 While our self-evaluation evidence indicates Head Teachers are becoming more confident in analysing a range of data to support planning for continuous improvement, we will continue to focus on this area to promote consistency of standards and validity of assessments, across North Lanarkshire. 2.4.7 We will also monitor HMIE results and feedback from Validated Self-Evaluation Visits to track progress and evidence impact. SAC Scottish Government Report – Progress Highlights - Partnerships 2.5.1 The Education Psychology Service continue to provide a number of supports around the GIRFEC staged intervention model. These include nurturing approaches and self- evaluation, with 89 schools having now completed the nurture self-evaluation framework. 2.5.2 Family Engagement Support Assistants (FESAs) were introduced last session to provide additional targeted support for children and families whose attendance was cause for concern. We currently have 11 in post and plan to extend this to 18. In session 2023-24. In total, during session 2022-23, FESAs engaged with 116 pupils, and improved the attendance of 55% of young people, as evidenced below: Page 210 of 522
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2.5.3 As part of our Health and Wellbeing workstream, we are collaborating and working with colleagues in Health to drive forward wider community-based health priorities. As a result of this effective partnership working, North Lanarkshire are on track to become the first Local Authority in Scotland to achieve the Breastfeeding Friendly Scotland gold accreditation. 100% of our establishments are working towards the award, with 96% of our early years’ settings having already achieved it. 2.5.4 Last session, our SEF fund was also used to support NLC’s Active Schools service to allow them to provide enhanced programmes for secondary school aged girls and Additional Support Needs (ASN) pupils to improve their physical health and wellbeing. The ASN programme continues to support establishments to develop a range of sustainable sport and physical activity programmes for pupils in ASN schools across the Authority, with the primary aim of improving health and wellbeing of the pupils involved. Funding has also been utilised to provide a range of supports from specialist local providers, for example through the provision of staff training and purchasing bespoke resources to support programme delivery. 2.5.5 SEF fund was also devolved to the Community Learning and Development (CLD) team, who engaged with parents and families through a number of health and wellbeing projects. Last session they worked with 538 parents via the parental engagement support programme. The graphics below indicate the range of work they carried out and the outcomes achieved. Page 211 of 522
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2.5.6 As reported previously, changes in our operational approach and the move to the cluster model within a more interconnected Education and Families structure have allowed us to develop a more consistent and holistic approach in supporting children and young people. The Cluster Improvement and Integration Lead (CIIL) continue to support clusters around closing the poverty related attainment gap and to support clusters and individual establishments with interventions and resources. 2.5.7 CIILS play a key role in developing a strategic approach to cluster improvement by coordinating effective and strategic planning to develop and embed improvement capacity within the system. The CIIL Team (15 officers) work towards raising attainment and tackling the poverty related attainment gap across the 23 clusters. They work closely with Cluster Chairs (Head Teachers) to identify priorities and are involved in workstreams that directly or indirectly support cluster needs. 2.5.8 SEF Funding continues to support North Lanarkshire’s Pathways Programme, targeted at young people most at risk of entering a negative destination post-school. 2.5.9 During session 2022-23, 141 young people enrolled on the programme. 16 young people returned to school within the first 6 weeks of the programme and of the other 125 young people, 96% entered a positive post school destination. A breakdown of initial destinations is provided in the tables below. Page 212 of 522
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2.5.10 SEF Funding continues to support North Lanarkshire’s Future Friday programme. Data from session 2022-2023 indicates that: o over 60% of young people have attended at least one session. o 34% of attendees are from SIMD 1-3. o 12% of attendees have additional support needs. o an average of 18.5% of care experienced young people engaged in activities each week. 2.5.11 Analysis of qualitative and quantitative data shows increasing attendance and engagement from young people with this programme. For session 2023-24, we will further strengthen our ability to report on the impact of this programme but refining our ability to report on the progress of specific groups of learners, including learners from Q1. We will also continue to seek opportunities to enhance the options available for learners. 2.5.12 An improvement group has now been established, with a specific focus on looking at increasing engagement of target groups. This should provide more consistency across all schools and support the identification of improvement priorities moving forward. Police Partnership 2.5.13 In 22/23 the distribution of police officers in schools was restructured. This was based on a process considering SIMD levels, clothing grant entitlement and free school meal entitlement. We currently have 8 officers across 12 of our 23 secondary schools. 4 schools have full time officers with another 8 schools having a half time officer each. Partnership with Fire Service (SFRS) 2.5.14 This partnership with the SFRS has resulted in a weeklong universal provision of a course being offered to all secondary schools. This session, additional courses were offered to ASN schools and the Virtual School. Feedback from children, staff and partnership about the impact of this programme is very positive. Virtual School 2.5.15 In utilising the CECYP funding, North Lanarkshire Council made the decision to establish a Virtual School for Care Experienced Young People. The Virtual School is a Page 213 of 522
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not a physical school. It is a relationship-based service operating within the legislative principles of Getting It Right for Every Child (GIRFEC), United Nations Convention on the Rights of the Child (UNCRC) and The Promise. Underpinned by these policy directives, Virtual School provides an effective platform to facilitate discussions which challenge and support schools to fulfil their responsibilities and achieve NLC’s aspirational targets in relation to improving positive outcomes for care experienced learners. 2.5.16 Currently 1,401 young people of school age fall within the remit of Virtual School in North Lanarkshire (including 260 learners from neighbouring councils) with a further additional 96 being educated out with North Lanarkshire due to the location of their care placement and/or educational provision. Support is also provided to a small number of early years children for transition to school and post 16 young adults who are at significant risk of not achieving a positive school leaver destination. The Virtual School adopts a strengths-based approach and ensures the young person’s holistic needs, individual interests and voice is central in planning support. Significant time is invested in developing positive, trusting relationships with young people and their families to secure positive outcomes. Currently, Virtual School is directly supporting 190 young people, 31 primary and 159 secondary or post 16. In session 2022 – 23 a total of 80 National 3 and 4 level qualifications were achieved by 33 young people – improving their future career prospects. Over the past four sessions 240 awards have been achieved by 101 young people. SAC Scottish Government Report – Progress Highlights Professional Learning 2.6.1 A suite of leadership programmes has been developed within North Lanarkshire. The graphic below gives an outline of the courses currently on offer, delivered by North Lanarkshire staff. It is worth noting that North Lanarkshire now have six programmes that are fully endorsed by Education Scotland, following rigorous application and panel processes. 2.6.2 Participation and interest in the programmes remain high with 64 Principal Teachers, 41 Depute Head Teachers and 17 Head Teachers registered this session. From the Head Teacher and Depute Head Teacher cohorts, 8 of the participants are from Local Authorities out with North Lanarkshire Council. 2.6.3 Last session we adapted the programme for the sessions based on an analysis of need and have now incorporated bespoke sessions, delivered by our Scottish Government Attainment Advisor, focusing on measures and outcomes, evaluative writing and equity and tackling poverty. This builds capacity of aspiring leaders to lead change and improvement and measure impact. Page 214 of 522
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2.6.4 We are committed to collaboration within and across the West Partnership and have used various platforms including the biennial, cross-sector SAC conference to facilitate showcasing best practice. Furthermore, North Lanarkshire has presented seminars at the recent SAC Leads national event and SAC national conference on our empowering clusters approach, evidencing the good practice within NLC. 2.6.5 The SAC programme will continue to support the Innovation and Improvement Hub (the Hub) which was launched in September 2020 as part of the wider North Lanarkshire Learning Management System. The Hub is multi-functional. Firstly, it hosts a ‘repository’, where practitioners and leaders across the service can engage and/or contribute evidence informed practice. Secondly, it is as an e-learning platform, with a performance driven focus in line with organisational objectives. Finally, it aligns Education and Families by having a ‘one stop shop’ platform for all users, with bespoke staff learner journeys within it. 2.6.6 The Innovation and Improvement Hub continues to be a central focal point for a variety of users across Education and Families. The table below illustrates current levels of staff engagement per month across the period of August 2022-June 2023. Page 215 of 522
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2.7 Next Steps: Reconfigured NL SEF Plan 2.7.1 Updated SEF planning guidance states that Local Authorities should consider the totality of Scottish Government Funding, including Strategic Equity Funding (SEF), Pupil Equity Funding (PEF) and Care Experienced Children and Young People (CECYP) Funding, working collaboratively with Head Teachers, senior leaders and other partners to identify how the funding is best utilised to enhance local plans to tackle the poverty-related attainment gap and contribute to the mission of the Scottish Attainment Challenge. It emphasises that Strategic Equity Funding must be used to deliver targeted activities, approaches or resources which are clearly additional to universal local improvement plans. 2.7.2 In response to this guidance and local self-evaluation data, NL produced a reconfigured SAC plan, approved by SLT in February 2023, identifying a core programme of activity that can be achieved over three years, to ensure that there is minimum disruption and maximum benefits to learners, under the tapered funding, as noted in the table below. Strategic Equity Funding Local Authority 2022/2023 2023/2024 2024/2025 2025/2026 North Lanarkshire £6,454,948 £5,431,037 £4,407,126 £3,383,214 2.7.3 The reconfigured core plan is designed to strengthen core activity and provide meaningful actions to address the poverty related attainment gap. Associated costing equates to circa £3 million to allow for longer term planning of improvement activity under SEF. 2.7.4 Out with the circa £3 million core model, an additional £2.4 million is available to further improve the model in session 2023-24. The SAC board will continue to provide oversight and governance of planned use of the remaining balance to ensure decisions are based on self-evaluation evidence and best value decisions. 2.7.5 As part of this refresh, we have adapted the role and function of a number of supporting staffing structures within, and contributing to/adjacent to the wider SAC Team, in particular in relation to teams deployed to empower and build staff capacity and improve outcomes for learners. This will enable us to continue to build upon existing good practice and provide support directly to individual establishments and clusters. 2.7.6 Notably, we have introduced 4 Curriculum Manager posts. 3 out of 4 of these posts have now been filled and we are in the process of interviewing for the remaining post. The revised team will have a specific focus on developing the curriculum and strengthening current approaches to improving pedagogical practice within North Lanarkshire, to ultimately improve outcomes for learners. The diagram below illustrates the previously approved core model. Page 216 of 522
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2.7.7 We are continuing to work with colleagues in Human Resources to manage the restructure process and a further update will be provided at the next SAC board meeting. 2.8 Stretch Aims 2.8.1 The new approach to SEF requires Local Authorities to use local intelligence and data to identify stretch aims (targets) for various measures and to submit these to the Scottish Government. These measures are categorised as ‘core’ and ‘core plus’. The core elements are part of a requisite package of measures identified by Scottish Government. Core plus targets are targets identified by local authorities based on their own data and intelligence. 2.8.2 At a minimum, core stretch aims should include targets for both overall progress and for reducing the poverty-related gaps (Q1 vs Q5) in the following areas. 2.8.3 It is worth noting that the introduction of all Scottish Credit and Qualification Framework (SCQF) 5 and 6 measures, as opposed to SQA A-C awards, was intended to capture a wider portfolio and range of attainment data and changes to curriculum rationale, design, and pathways. Within the North Lanarkshire context this Page 217 of 522
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allows us to incorporate some of the wider opportunities available through programmes such as Future Fridays etc. 2.8.4 The “core plus” element enables Local Authorities to identify further aims, measurable by either local or national data. Core plus aims should be measurable (qualitative or quantitative) and underpinned by locally identified indicators of progress. Local Authorities are required to demonstrate the progress and impact of supports and interventions. There should be clear narrative on how Scottish Government Funding (PEF, SEF and CECYP funding) contributed to local approaches to meeting locally identified stretch aims. 2.8.5 Progress towards our previously approved core and core plus aims for session 2022- 23 is outlined in Appendix 1 and the associated commentary highlights a number of successes and next steps. Notably, we set aspirational core plus aims for reducing exclusion for care experienced children and young people and made remarkable progress in this area, reducing exclusions by 88%. 2.9 Proposed stretch aims for 2023-2026. 2.9.1 To facilitate longer term planning, the Scottish Government has advised from session 2023-24, Local Authorities should now set stretch aims over a three-year period. 2.9.2 To ensure our processes for identifying our 3-year stretch aims was robust we analysed a substantial amount of additional research and data, including analysing local and national comparator figures, trends over time and averages. We created various modelling scenarios to determine what percentages would be both aspirational, as well as realistic, and what effect this will have on narrowing the gap between the least and most disadvantaged. Provisional/proxy 2022-23 data was used as a baseline for SCQF measures; however, officers are asked to note that attainment data may change, post- appeal and upon the finalisation of leavers’ data in February 2024. For some indicators the 2022-23 data was out with the normal trajectory and so this has impacted on the baseline and subsequently some of the targets set. 2.9.3 Although the stretch aims were identified over a three-year period, LAs were asked to identify annual trajectory targets within this. It is however accepted that there will be a level of tolerance applied to mid-term trajectory targets. 2.9.4 In setting our targets we reflected on the potential tension between setting more cautious targets that are potentially easier to achieve or setting aspirational targets that will challenge us to strive for greater improvements. Based on last year’s performance, and research evidencing that setting more challenging targets leads to better outcomes, we have set ambitious targets. 2.9.5 Based on our self-evaluation evidence and wider service level improvement work, we identified 4 core plus stretch aims: • P4 writing (CfE first level) • BGE S3 CFE 3rd level Literacy combined • BGE S3 CFE 3rd level Numeracy combined • S5 1+ Highers (all candidates based on S4 roll) Page 218 of 522
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2.9.6 Areas were selected to reflect trends in data and ongoing service improvement work around the curriculum rationale and development of pathways for learners. Core Stretch Aims have been set for sessions 2023-26 and can be viewed at Appendix 3. 2.10 Pupil Equity Funding 2022-2023 2.10 The following section gives some detail around the use, guidance and reporting for the Pupil Equity Fund for financial year 2022-23. The narrative will also form part of the Standards and Quality Report for 2022-23. 2.10.1 North Lanarkshire continue to use a robust financial framework for Pupil Equity Funding, which separates all Pupil Equity Fund awards/expenditure from core school budgets. Historically a separate cost centre had been created for every school receiving Pupil Equity Funding and this practice continues and ensures that relevant expenditure at a school level is not subsumed within the wider school budgets and can be easily tracked and monitored. 2.10.2 An administration recharge is applied to all schools PEF grants. This is a sliding scale of 4% to 6% dependent on the value of the PEF grant. This recharge has been applied to cover central overhead costs in relation to payroll, procurement, legal, finance, Human Resources, but also included a ‘paid up front’ access to the Pedagogy Team training element. This constitutes some of our universal offers e.g., CLPL for literacy coaches, additional support at the additional or intensive end of the evaluation status. We propose that this will continue until the end of the SAC programme. 2.10.3 National guidance is issued to help schools plan how they will most effectively invest their Pupil Equity Funding (PEF) allocation to improve the educational outcomes of children affected by poverty. All guidance is now located in the Improvement and Innovation Hub and is accessible by all staff. 2.10.4 We continue to use the SAC and PEF Procurement Framework which was developed in 2018. The Framework supports Head Teachers in ensuring best value, gives direction in terms of possible areas of focus, whilst also providing a mechanism to support their decisions in terms of financial accountability. A revised Framework for 2023-27, with annual entry points, has been developed and approved at committee. It was distributed to schools in October 2023. 2.10.5 There are specific procedures in place to support Head Teachers in engaging with both Framework and non-Framework suppliers and the Finance and SAC Team continue to work together to monitor the amount of spend and support schools in further documentation. 2.10.6 Head Teachers submit their plans for PEF as part of their annual improvement planning and reporting processes. The SAC and PEF Team have been involved in discussions with schools to ensure there is a focussed and individual approach for each establishment and, in conjunction with Education and Families Managers, further discussions take place as part of the continued quality assurance process to ensure progression. 2.10.7 Officers analyse PEF plans to identify trends and patterns across the service and to provided targeted additional support where required. 2.10.8 During 2022-2023 Pupil Equity Funds of £9,682,080 were distributed to primary, secondary and ASN schools across North Lanarkshire. In accordance with previous Page 219 of 522
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practice all funds were downloaded directly to establishments. In accordance with PEF grant conditions establishments were also able to utilise unspent resources from the previous financial year. 2.10.9 A large percentage of schools have again used their PEF money in 2022-23 to appoint additionality within their staffing complement in order to focus and take forward various measures and interventions. Nurture continues to be a major focus along with literacy and numeracy. 2.10.10 The table below shows the range of staffing and resources that all North Lanarkshire schools utilised PEF spends for, during session 2022-23. It evidences that: • 60.8% of schools appointed additional staff to deliver appropriate activities and interventions with a focus on literacy, numeracy and health and wellbeing. • 9.6% created promoted posts to support equity and excellence. • 3.9% of schools continued to invest in digital devices. • 10.3% of schools invested in additional resources including literacy, numeracy and wellbeing, to support interventions. • 2.3% of schools appointed additional support needs assistants. • 5.2% of schools engaged with other agencies to support learning and wellbeing. 2.10.11 The tables below evidence this breakdown of spends by sector. These evidence that the majority of spends in the primary and secondary sectors were on additional teaching staff, whereas in the ASN sector, the majority of spending was to engage with partner agencies. Page 220 of 522
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3. Measures of success 3.1 Improved outcomes for children, young people and families and increased attainment and reduction in the poverty related attainment gap. 3.2 To contribute to a more empowered and collaborative system and to further close the attainment gap in order to address the impact the Covid-19 emergency has had on some of the most vulnerable children and families. 4. Supporting documentation Appendix 1 Progress Towards 2022-23 Stretch Aims Appendix 2 NL Tri-Annual Report Appendix 3 Proposed Stretch Aims 2023-24 Janie O’Neill Chief Officer (Education - South) Page 221 of 522
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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? Following confirmation from Scottish Government that funding will be shared between all 32 Councils rather than the current 9 Challenge Authorities, the result for North Lanarkshire’s grant is a tapered reduction in comparison to the current award value. The Scottish Attainment Challenge programme is grant funded by the Scottish Government. The approved North Lanarkshire plan for 2022/23 had a ceiling grant value of £6,454,948. The total grant recovered for the session 2022 – 23 was £6,454,948, equivalent to the full maximum ceiling value. During financial year 2022/23 Pupil Equity Funding totalling £9,682,080 was distributed to primary, secondary and special schools across North Lanarkshire. In addition, establishments carried forward PEF funding of £5,123,388 from 2021/22 into the new financial year. The full expenditure was £10,952,778. £3,852,674 figure was carried forward into 2023/2024. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☒ No ☐ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Page 222 of 522
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Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? The SAC project lead is continuing to work with colleagues form HR to manage the SEF core model restructure process and updates are presented to SLT for update and approval. 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? Digital delivery continues to be developed across all SAC workstreams. We continue to operate a mixed model and all workstreams are now using some form of technology to support and facilitate their engagements. Where the impact identifies a requirement for technology, has an assessment been carried out (or scheduled) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Page 223 of 522
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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 associated with the implementation of SAC is regularly reviewed in line with Council arrangements. Recognising the complexity of the challenge associated with raising attainment and closing the poverty related attainment gap, we have included this on the corporate risk register. We are working towards establishment of a core SEF model worth circa. £3 million to facilitate longer term planning and allow for easier management of the tapering funding. Notably, we will continue to monitor the impact of supports provided through core and core plus activity as there are some programmes that are risk beyond June 2024. Current planning within the Strategic Equity Fund is being managed with a view to potentially having to conclude some of the activity out with the previously agreed core model. 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 report outlines the work of Education and Families and partners to improve outcomes for children and young people, with a specific focus on removing barriers and closing the poverty related attainment gap. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 224 of 522
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Appendix 1: Progress Towards 2022-23 Stretch Aims Progress towards our previously approved core aims for session 2022-23 is outlined below. The overall target for Combined P1, 4 and 7 literacy was exceeded by 1.5%. The Q1 level of 67.8% is in line with the target of 67.87%. However, performance in Q5 significantly exceeded our target of 83.7%, rising to 86.1%. Therefore, the gap between Q1 and Q5 did not close as predicted, due to high increase at Q5. Notwithstanding this, there has been an improvement in outcomes for Q1 learners. Q1 learner attainment increased from circa 63.9% in 2022 to 67.8% in 2023, therefore, we are improving outcomes for learners in Q1, and we are fully committed to improving outcomes for all learners; achieving excellence and equity. Overall achievement levels for P1,4 and 7 combined numeracy is 81.30%. This is slightly (1.08%) below our identified target of 82.38%. Our Q1 performance was broadly in line with our target of 75.09%, with only a marginal 0.09% shortfall. However, like literacy, Q5 performance (90.7%) exceeded our target (90.26%), therefore, this impacted on the attainment gap. Notably, the gap has reduced from 20.7pp to 15.7pp overall from previously published 2021 figures. Furthermore, there has been an improvement in outcomes for Q1 learners in numeracy. Q1 learner attainment has improved from 72.6% in 2022 to 75% in 2023, an increase of 2.4%. Therefore, we are improving outcomes for learners in Q1, and we are fully committed to improving outcomes for all learners; achieving excellence and equity. Progress towards achieving this Stretch aim measure will be reported when the Summary Statistics for Attainment and initial leaver destinations 2023 are published in February 2024. Current published data indicates that overall attainment figures are in line with the national 5- year average (86.1%) and above the North Lanarkshire 5-year average of 85.65%. At Q5, we are above the Local and National 5-year average. Faculty Head Conferences have been planned for next session as a further support for senior leaders. Page 225 of 522
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Progress towards achieving this Stretch aim measure will be reported when the Summary Statistics for Attainment and initial leaver destinations 2023 are published in February 2024. However, interim 2021-22 data overall is broadly in line with the Local Authority 5-year average (61.84%). At Q1, current published data is approximately in line with the national 5-year average of 45.65%. Faculty Head Conferences have been planned for next session as a further support for senior leaders. Although we did not meet our overall target of 93.6%, by achieving 92.8%, we exceeded our Q5 target of 96.8% by 0.4%, and were only marginally below (<1%) our target for Q1 learners. Notably, there was a 1.3% increase across all measures from previously recorded 2021 data. Furthermore, we are above the 4-year national and local averages. Attendance continues to be a challenge at Local and National level, at both the primary and secondary stages. We propose that this continues to be a target next session. Notably, early evidence indicates that the Family Engagement Support Assistants (FESAs), funded through SEF, and we are currently monitoring the impact at individual pupil level. To date, 116 learners have been supported by FESAs. Page 226 of 522
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Core Plus Stretch Aim Reduction in exclusions for CECYP • 88% reduction in exclusions for care experienced learners. • 88% reduction in days lost due to exclusion for care experienced learners. • 84% reduction in number of care experienced learners excluded from school. The success of our performance in this area reflects the exceptional work of the Virtual School teams, supported by colleagues across the Service, over the past 2 years. Their work in ensuring Care Experienced Children and Young People are engaged and supported in education has been outstanding and this is reflected in their achievements in reducing exclusions over the past 3 years and the ambitious targets set for 2024. Page 227 of 522
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Scottish Attainment Challenge Triannual Report 3 June 2023 North Lanarkshire Council For Scotland's learners, with Scotland's educators Page 228 of 522
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2 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 Contents Section 1 1.1 Introduction 1.2 Progress towards next steps identified in Triannual Report 2 March 2023 Section 2 Theme: Learning, teaching and assessment 2.1 Learning and teaching 2.2 Assessment 2.3 Partnerships 2.4 Professional learning Section 3 3.1 Next steps for continuous improvement Section 4 4.1 Stretch aims 4.1.1 Broad General Education 4.1.2 Senior Phase 4.1.3 Annual Participation Measure 4.1.4 Health and wellbeing 4.1.5 “Plus” stretch aims 4.2 Overall progress for 2022-23 Page 229 of 522
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3 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 Section 1 1.1 Introduction This report provides an overview of the local authority’s progress in implementing the Scottish Attainment Challenge (SAC) programme. The key theme for this report is learning, teaching and assessment. The final section provides a summary on the overall progress that the local authority has made in 2022-23. 1.2 Progress towards next steps Reduce ‘unknown’ leaver rate in participation measure There are early signs of positive progress with this next step. The local authority (LA) has assembled a multi-agency task force to strengthen links with Skills Development Scotland staff. This group is meeting regularly and employing a case-management approach to supporting young people in unknown or negative destinations in the Annual Participation Measure (APM). Between the December 2022 and May 2023 snapshot, the unknown figure was reduced from 5.9% to 4.7%. This represents significant progress in a short period of time and brings the LA into closer alignment with other LAs of a similar size and profile within the west region. This strengthened partnership working will continue to drive improvement in this area moving forward. Evaluate impact of Pupil Equity Fund (PEF) planning and tracking Planning discussions have started on designing the process for more methodical sampling of PEF plans at the beginning of the academic year and tracking the impact of PEF spending on outcomes for children and young people most impacted by poverty. This planning work will continue over the summer period with a view to beginning in September 2023. Utilise family engagement support workers to improve attendance Limited progress has been made in this next step with recruitment challenges slowing the intended progress and impact. There are currently eight family engagement support workers in post, with an additional three going through HR checks and another seven posts requiring readvertisement. The eight in post have been utilised in a series of small tests of change across clusters, directed by cluster improvement and engagement leads and cluster chairs. Interventions have been tracked closely and a full evaluation will be completed and reported to the LA education committee over the summer break. The Page 230 of 522
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4 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 declining attendance trend in the LA has been halted and, in some cases, reversed, which will be detailed in the stretch aims section of the report. Data-informed prioritisation of learning hub support for establishments The attainment advisor (AA) has worked directly with learning hub staff on outcomes and measures for planning improvement, data analysis and evaluative writing. This has increased capacity for targeting learning hub support and professional learning for establishments that require it most or which operate in areas of high deprivation. Planning is ongoing to develop a set of outcomes and measures for next session that will allow the LA to more confidently articulate the direct impact of the high-quality work undertaken by learning hub staff on outcomes for children, young people and identified establishments. Page 231 of 522
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5 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 Section 2 Theme: Learning, teaching and assessment 2.1 Strategies for learning and teaching The LA has recently established a short-life working group to review and refresh its learning, teaching and assessment policy. This involves headteachers and central officers with responsibility for learning, teaching and assessment and will take cognisance of research and evidence-based practice, lessons learned from quality assurance visits, validated self- evaluation (VSE) visits and external inspections. The LA’s quality improvement framework (QIF) includes visits to schools by education and family managers (EFMs) to discuss, observe and feedback on the quality of learning, teaching and assessment. In addition, 23 VSE visits have been completed in the first academic year of the refreshed QIF. These improved internal quality assurance processes have led to more robust, coordinated identification of cross cutting themes for improvement, including pace and challenge, and are informing the strategic direction of the LA’s improvement activity. It has also led to increased challenge and support for identified establishments through the VSE process, informed by children and young people’s views and including next steps for development, to improve learning experiences and outcomes. It has coincided with an improvement in the quality of inspection gradings in this core quality indicator in external inspections since they resumed post-Covid. Early to Third Level progression pathways in literacy, numeracy and digital learning have been developed to support teacher planning and professional judgement. The programme of study in literacy at Second Level has been revised, with professional learning offered to literacy champions in all establishments to support professional understanding. Digital pedagogy practitioners provide regular, high-quality professional learning, with most schools (89%), and all family learning centres being supported by the digital team this session. 26 schools have now gained their ‘Digital Schools Award’. Learning hub education support officers provide regular, high-quality professional learning on effective pedagogical practice and interventions on literacy and numeracy, with almost all primary establishments engaging in this professional learning in literacy and most (89%) in numeracy. Most secondary establishments have engaged in this literacy support, with less than half taking up numeracy support. Learning hub staff have engaged with the AA to plan Page 232 of 522
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6 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 more targeted establishment support based on attainment trends over time and to plan outcome-based measures for tracking the impact of this work on outcomes for those most impacted by poverty. 2.2 Assessment A comprehensive programme of professional learning is offered annually to all establishments for learning, teaching and assessment, including moderation. Sector-specific training has been developed for primaries and secondaries. The core sessions are designed as a whole-school opportunity to promote and develop moderation and planning between and across school staff teams, develop a shared understanding of standards and expectations and enhance teacher professional judgement. Feedback suggests this is supporting practitioners to be more robust in moderating and achieving consistency in all aspects of the learning, teaching and assessment cycle. Schools that have completed the training moderate at school and cluster level and have opportunities to moderate across clusters. Two annual moderation events take place, mirroring the model used in the West Regional Improvement Collaborative (RIC). The moderation events took place in December and June, with positive feedback in supporting practitioner confidence in their professional judgment. Annually, LA schools participate in the West Partnership moderation event, with 39 taking part this session to moderate with colleagues across the West region. The LA had the highest participation rate of any West LA, with almost all establishments represented achieving successful outcomes. The LA communicates regularly with national improvement framework officers though the QAMSO training network, assessment co-ordinator meetings and national events. The education support officer with responsibility for learning, teaching and assessment also participates in QAMSO training annually to keep abreast of current developments and tailor LA professional learning accordingly. Key messages are regularly communicated with establishments through assessment and moderation leaders. This session, 11 LA secondary practitioners attended QAMSO training and joined the LTA Secondary network, which meets termly to support key messaging and cluster moderation. Data is currently collected for national standardised assessments and is incorporated in LA data dashboards for heads of establishment. This data is beginning to be used by education and family managers (EFMs) during quality improvement framework attainment visits along with ACEL data to identify Page 233 of 522
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7 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 areas of strong practice and establishments that require support to raise attainment and/or close the poverty-related attainment gap. A working group has recently been established to review and refresh NL’s Learning, Teaching and Assessment Policy but this work is just beginning. Through the work of the cluster integration and improvement leads, the LA has made strong progress in tracking and monitoring interventions and approaches to closing the poverty-related attainment gap. This work was shared at the recent SAC leads conference and is being supported by the AA to further develop its ability to track impact in addition to engagement. 2.3 Partnerships Educational Psychological Service A number of interventions delivered by the Educational Psychology Service (EPS) provide good examples of effective partnership working based on the GIRFEC staged intervention model. This includes universal support on nurturing approaches, critical incidents and suicide prevention. The service also provides targeted input on supporting children and young people with grief, loss and change and is involved in the development of pupil support resources for the LA’s ‘Future Fridays’ initiative, including support on anxiety, the teenage brain, exam stress and study skills. The EPS provides effective support on self-evaluation of whole school nurture practice and coaching to embed whole-school nurture approaches. The nurture self-evaluation framework is used by establishments to evaluate and improve their own approaches to nurture. EPS also provides training on specific principles of nurture for staff in schools. To date, a total of 89 establishments have completed the nurture self-evaluation framework, with 32 having undertaken training in session 22/23. Evaluation of the training courses shows staff knowledge increasing through pre and post training questionnaires. The scoring of these questionnaires shows a 33% increase in staff knowledge from undertaking this training. Speech and Language Service As a result of staff absence, it has not been possible to collect data or information on engagement with speech and language services at this time. Third sector Page 234 of 522
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8 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 Tackling attendance issues has been a major focus for the LA and third sector partners. This has included working with clusters to improve processes around attendance and the provision of eight family engagement support assistants to work with families to improve the attendance of children and young people. Data for session 2022/23 shows attendance is up 0.9pp across all sectors, reversing a previously reducing trend. The ‘Active Schools’ service provides a range of activity across schools, with targeted intervention for girls in S1-S3 to increase physical activity, work that was identified through participation and strengths and difficulties data analysis. To this point in the academic year, 685 S1-S3 girls participated in the inactive girls programme across all 23 secondary schools. 284 sessions were delivered that resulted in 5,852 visits. Work continues with the Scottish Fire and Rescue Service to provide the fire reach course. The Police Scotland partnership provides 8 Community Officers that link with 12 LA secondary schools. Family Learning and CLD Community Learning and Development data indicates increased participation of parents and children in family learning and parental engagement projects. There has been a 69% increase in the number of distinct clients attending family learning projects from last year, with half of these participants residing in SIMD 1-2 postcode areas. Over the same period, there has been a 15% increase in participation rates of parental engagement projects, with half of the participants residing in SIMD 1-2 postcode areas, an increase of 10pp on the previous year. 2.4 Professional learning The LA offers a comprehensive programme of professional learning annually for learning, teaching and assessment. This programme is researched, written and developed by the LTA education support officer and the sessions focus on developing a shared understanding of the LTA cycle, the use of Assessment is for Learning (AiFL) strategies and effective assessment. Schools are encouraged to use the authority self-evaluation toolkit, which incorporates challenge questions from How Good is our School 4? to work collegiately to identity strengths and development needs. The AA works closely with the LA through its leadership programme, professional learning offer and establishment attainment visits to develop a full understanding of the barriers faced by children and young people impacted by poverty and approaches to implementing strategies that help mitigate against Page 235 of 522
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9 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 these barriers. This session, the offer was extended to all newly qualified teachers, with feedback demonstrating clear improvement in the confidence and knowledge of participants in understanding the equity and tackling poverty agenda. The AA has also started to work with the cluster improvement and integration leads to develop outcome-based planning for specific resources and programmes designed to close the poverty-related attainment gap. This work is in its early stages but builds on the LA’s progress in aligning SAC and core education workstreams and priorities. Practitioners have opportunities to engage in training and share practice across establishments and clusters. This is done via moderation events and digital platforms. Establishments receive a universal offer of training provided by education support officers and also bespoke training identified after collaborative improvement discussions. The LA shares practice that is having a positive impact on closing the poverty- related attainment gap through its annual SAC conference. The conference facilitates school leaders from all sectors to share practice through keynote presentations, workshops and table-top discussions. The conference was attended by representatives of all establishments, LA officers and partners, including organisations on the LA’s PEF procurement framework. The opportunity to share practice is welcomed by participants and there is anecdotal evidence of connections being made that has led to improved practice across some establishments. However, there is not enough data to directly correlate the impact of such events and networks on experiences and outcomes for the most disadvantaged learners. Recently, the LA has presented seminars at the SAC leads national event and SAC national conference on its empowering clusters approach to improving outcomes for children and young people. This has resulted in direct engagement with LAs both within and outside of the West RIC to share practice and lessons learned from the early stages of this strategic approach. Page 236 of 522
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10 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 Section 3 3.1 Next steps for continuous improvement for learning, teaching and assessment • Through the quality improvement framework, challenge and support all establishments to deliver improved pathways, pace and challenge for children and young people • Improve self-evaluation gradings of How Good is Our School 4? quality indicator 2.3 in annual improvement reports • Develop consistent tracking process in the broad general education that supports schools to use data effectively and identify attainment trends, interventions and approaches for appropriate cohorts of children and young people Page 237 of 522
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11 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 Section 4 4.1 Progress towards stretch aims 4.1.1 Broad General Education P1/4/7 literacy combined Analysis of indicative data suggests that the LA is making good progress towards the very ambitious stretch aims target set, but it is unlikely that the target will be achieved this session. Tracking data indicates that levels are likely to improve for children living in the most and least deprived quintiles, and that the poverty-related gap will reduce, albeit at a more modest pace that the stretch aim target of 6.6%. P1/4/7 numeracy combined As above, analysis of internal tracking data suggests that the LA is making progress towards its numeracy stretch aims, but not at the rate set out, which was very ambitious. Levels are likely to improve for children living in the most and least deprived quintiles, and the poverty- related gap is likely to reduce, again at a more modest pace that the stretch aim target of 5.5%. 4.1.2 Senior Phase 1 or more Level 5 qualifications (SQA) National A-C pass) The LA does not have summative data available on this measure at the time of writing the report. It is currently tracking progress of senior phase stretch aims through its QIF attainment visits, using current stage tracking data as a proxy as a result of not knowing exactly who the leaver cohort will be, and has expressed confidence in making progress towards the stretch aim in this measure. The process for tracking senior phase stretch aims will be refined for next session in light of the refreshed SAC guidance. 1 or more Level 6 qualifications (SQA National A-C pass) As above. Page 238 of 522
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12 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 4.1.3 Annual Participation Measure Snapshot data for May 2023 indicates that the LA is unlikely to meet the stretch aim target set for 2022/23, both in the percentage of young people participating and the reduction of the poverty-related gap. This risk has been identified by the LA and detail of the significant steps taken have been shared in the first section of this report, which are beginning to have a positive effect on this measure. 4.1.4 Health and wellbeing The LA is confident that the declining trend in attendance has been halted and, in some sectors, is beginning to be reversed. Interim data suggests that progress is more modest than the ambitious targets set over a one- year period but the LA is continuing to work with establishments and partners to improve attendance as a priority. 4.1.5 ‘Plus’ stretch aims The LA is significantly ahead of the stretch aim set around reducing exclusion of children that are looked after and children with care experience. 4.2 Summary of overall progress in implementing the Scottish Attainment Challenge for 2022-23 The local authority has made strong progress in implementing the Scottish Attainment Challenge for 2022-23. The new SAC lead and senior leaders have made effective strategic decisions to more closely align the aims and work of the SAC programme with the core education priorities of the ‘Education and Families’ service. This is in keeping with the LA’s empowering clusters and multi-agency partnership approach to driving improvement. Whilst some of this work is in its early stages, the LA effectively demonstrated evidence of progress in its seminar showcases at the recent SAC leads and SAC national events. Interim data suggests that progress is being made towards the ambitious stretch aims set, but it is likely that the timeframe for some of these measures may have to be reconsidered against a backdrop of tapering funding and the cost of living crisis which is placing greater demand on families and services in the LA. Page 239 of 522
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13 | Scottish Attainment Challenge: Triannual Report 3 – April to June 2023 The embedding of the quality improvement framework has strengthened the LA’s approaches to challenging and support headteachers to drive improvement at establishment level effectively. In particular, there is evidence of improved planning, tracking of interventions and reporting based on more robust self- evaluation. Page 240 of 522
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Education Scotland Denholm House Almondvale Business Park Almondvale Way Livingston EH54 6GA T +44 (0)131 244 4330 E enquiries@educationscotland.gsi.gov.uk www.education.gov.scot Page 241 of 522
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Appendix 3: PROPOSED CORE STRETCH AIMS 2023-26 Core Stretch Aims ACEL Literacy P1, P4 and P7 Combined Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 76.0% 68.40% 86.40% 18.0pp 2024-25 76.5% 68.90% 86.60% 17.7pp 2025-26 Stretch Aim 77.0% 69.40% 86.70% 17.3pp Percentage point increase 1.5pp 1.6pp 0.6pp 1pp Additional Information (max 300 words) Trends over time show that NLC’s performance is in line with, or slightly above National average performance. However, it is noted that performance for our learners in Q1 in 2023 was above the norm and as such we are starting from a higher baseline. Core Stretch Aims: ACEL Numeracy P1, P4 and P7 Combined Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 81.70% 76.00% 90.90% 14.9pp 2024-25 82.00% 76.50% 91.10% 14.6pp 2025-26 Stretch Aim 82.20% 77.00% 91.20% 14.2pp Percentage point increase 0.9pp 2.0pp 0.5pp 1.5pp Additional Information (max 300 words) NLC is currently outperforming national data and this will impact on trajectory. Core stretch aims: All SCQF 5 Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 88.46% 79.48% 96.85% 17.37pp 2024-25 89.46% 80.98% 97.1% 16.12pp 2025-26 Stretch Aim 90.46% 82.48% 97.35% 14.87pp Percentage point increase 3% 4% 0.75% 3.25pp Additional Information (max 300 words) A 4.5% increase for Q1 would see us surpass National levels (2022) and represent the best performance on record. (From last 5 years on record.) The levels for 22-23 provisional are actually 21-22 leaver levels. Looking at last year’s S6 (based on S4 roll as a proxy) suggests that this level will be broadly similar or slightly below the provisional level. Core Stretch Aims: All SCQF 6 Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 66.12% 50.13% 83.41% 33.28pp 2024-25 67.62% 52.13% 85.41% 33.28pp 2025-26 Stretch Aim 69.12% 54.13% 87.41% 33.28pp Page 242 of 522
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Percentage point increase 4.5pp 5pp 6pp Additional Information (max 300 words) Increased expectations for pace of improvements for Q5 to return to pre-pandemic levels. This is an area where NLC previously outperformed National trends. The difference reflects the 1-year dip in Q5 performance in 2022, which has skewed the starting baseline. Against an average baseline, Q5's improvement would be more incremental and <2pp over the stretch aims period, with the rate of Q1 performance more than double this. The levels for 22-23 provisional are actually 21-22 leaver levels. Looking at last year’s S6 (based on S4 roll as a proxy) suggests that this level will be broadly similar. Core Stretch Aims: Annual Participation Measure Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 93.60% 89.60% 97.50% 7.9pp 2024-25 94.30% 91.10% 97.80% 6.7pp 2025-26 Stretch Aim 94.60% 92.00% 98.00% 6.0pp Percentage point increase 1.8pp 3.9pp 0.8pp 3.1pp Additional Information (max 300 words) Core Stretch Aims: Attendance Primary Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 91.8% 89.1% 94.7% 5.6pp 2024-25 92.4% 89.6% 94.9% 5.3pp 2025-26 Stretch Aim 93.0% 89.8% 95.0% 5.2pp Percentage point increase 1.9pp 1.2pp 0.5pp 0.7pp Additional Information (max 300 words) The attendance data provided follows the government calculation (total present openings divided by total possible openings multiplied by 100). Attendance trend has previously been a downward trend, effort now must be made to change this trajectory to an upward trend. Attendance trends clearly impact on attainment and are a local and national priority. Our stretch aim is aspirational, in that Nationally, it is proving challenging to return to pre pandemic attendance levels. Core Stretch Aims: Attendance Secondary Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 86.40% 83.10% 90.90% 7.8pp 2024-25 87.40% 84.40% 91.30% 6.9pp 2025-26 Stretch Aim 88.40% 85.60% 91.70% 6.1pp Percentage point increase 3pp 4pp 1.3pp 2.7 Page 243 of 522
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Additional Information (max 300 words) As above Core Plus Stretch Aims: P4 Writing Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 74.70% 68.0% 84.70% 16.7pp 2024-25 75.70% 69.4% 85.20% 15.8pp 2025-26 Stretch Aim 76.70% 70.4% 85.70% 15.3pp Percentage point increase 3.2pp 4.4pp 1.5pp 2.9pp Additional Information (max 300 words) Notes: National highest for Q1 is 63.1%. We are starting from a significantly higher starting point.(National Q1 highest is 63.1%) Therefore, this target is very aspirational. Core Plus Stretch Aims: S5 1+ Highers (A-C passes based on all candidates) Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 54.41% 38.9% 77.82% 38.92pp 2024-25 55.91% 40.4% 78.32% 37.92pp 2025-26 Stretch Aim 57.41% 41.4% 78.82% 37.42pp Percentage point increase 4.5pp 4pp 1.5pp 2.5pp Additional Information (max 300 words) Core Plus Stretch Aims: S3 CfE 3rd level or above Literacy Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) 2023-24 85.0% 81.00% 90.20% 9.2pp 2024-25 86.0% 82.50% 91.20% 8.7pp 2025-26 Stretch Aim 87.0% 84.00% 92.20% 8.2pp Percentage point increase 2.7pp 4.5pp 3pp 1.5pp Additional Information (max 300 words) Notes: Overall national figures range from 85-88%. NLC’s overall ranges from 85-88%. National Q1 ranges from 77-81. NLC ranges from 79.2 – 84.5% National Q5 ranges from 93.5 to 94.7. NLC ranges from 89.2-95.7%. NLC’s S3 attainment is broadly in line with national attainment for overall literacy organisers. However, NLC Q5 performance is below National and therefore, an increased rate of improvement is required at Q5. This will impact on closing the gap data but will realign NLC, nationally. Core Plus Stretch Aims: S3 CfE 3rd level or above Numeracy Annual Trajectory Overall Levels SIMD Quintile 1 SIMD Quintile 5 Gap (Q1 – Q5) Page 244 of 522
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2023-24 86.60% 79.30% 94.5% 15.2pp 2024-25 88.10% 80.40% 95.0% 14.6pp 2025-26 Stretch Aim 89.10% 81.50% 95.5% 14pp Percentage point increase 4pp 3.4pp 1.5pp 1.9pp Additional Information (max 300 words) Page 245 of 522
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref JMcK/AH Date 21/11/23 Response to Motion – Cost of School Meal Service From James McKinstry, Chief Officer (Assets and Procurement) E-mail McKinstryJ@northlan.gov.uk Telephone 07939281102 Executive Summary Following the approval of a motion at the Council meeting of 22 June 2023, Assets and Procurement, Facility Support Services have undertaken a review of school meals considering both affordability and quality. Officers reviewed the motion within the current context of the roll out of universal free school meals programme, where timelines for implementation are governed by Scottish Government. This review applies to the whole school meals service but with specific focus on paid school meals across the school estate for P6 and P7 pupils of which there are 6,194 pupils and a further 17,929 pupils in Secondary School. This report provides an update on a number of areas which contributes to the review of the paid school meal service. The report will also outline all the positive work being undertaken within the school meals service, which includes an update on the delivery of Universal Free School Meals. Recommendations It is recommended that Committee: (1) Acknowledges the detail of the motion agreed at Council in June 2023 and the outcome of the review as outlined within the report. The Plan for North Lanarkshire Priority Improve the health and wellbeing of our communities Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Brighter Futures Item 8 Page 247 of 522
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1. Background 1.1 At the Council Meeting of Thursday, 22 June 2023 the following Motion was agreed: (1) That the financial burden brought to local families through the cost-of-living crisis be recognised. (2) That the Council work with local stakeholders and consult with the West Partnership and carry out a comprehensive review of school meal costs, with affordability and quality of provision being the key drivers of the review, as well as bringing the Council in line with comparable Local Authorities, and (3) That the outcome of the review be submitted to a future meeting of the Education, Children and Families Committee for consideration. 1.2 Facility Support Services (FSS) scoped out the areas for the review of school meal costs and the following areas will be covered within this report: • School meal prices within North Lanarkshire (2019/20 to 2023/34) • School meal prices across Scotland • School meal prices for the West Partnership (8 Local Authorities) • Comparison of cost of providing meals • Income generation associated with the provision of school meals. • The financial impact of reducing school meal prices in line with comparable local authorities. • Update on the implementation of Universal Free School Meals (UFSM) • Quality of Meals including details on menus, diet and nutrition and special diets • Consultation 1.3 The Service has taken the information gathered above and detailed the analysis in this report. 2. Report Scope of Review 2.1 The scope of the review is based on the provision of paid meal service for Primary Schools (6,149 pupils currently ineligible for free school meals) and Secondary Schools (17,929 currently ineligible for free school meals). The meal offering in North Lanarkshire is based on a two-course lunch that meets quality standards. An overview of the full school catering service is also outlined in this report. Timelines and Resources 2.2 The review was undertaken by Officers within Facility Support Services and Finance who have the in-depth knowledge, experience, and networks to ensure all data gathered is intelligent, transparent, and trustworthy. The review was started immediately after following approval of the motion highlighted in paragraph 1.1 and concluded in early October 2023. Page 248 of 522
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School Meal Prices 2.3.1 In the 2020/21 budget, approved in February 2020, the Council agreed to move to full cost recovery for school meals. As a result, meal prices increased from £2.10 to £3.00 in Primary Schools and from £2.15 to £3.05 in Secondary Schools. The following tables show the meal prices charged from 2019/20 to 2023/24. Table 1a – NLC School Meal Prices Secondary Schools 2019/20 to 2023/24. Year 2019/20 2020/21 2021/22 2022/23 2023/24 Price £2.15 £3.05 £3.15 £3.15 £3.15 Table 1b – NLC School Meal Prices Primary Schools 2019/20 to 2022/23. Year 2019/20 2020/21 2021/22 2022/23 2023/24 Price £2.10 £3.00 £3.10 £3.10 £3.10 2.3.2 Uptake for paid school meals has reduced since 2020/21. The service is aware that this may be linked to the implementation of full cost recovery but there were two additional significant factors around the same time period, which impacted on demand for school meals. Firstly, following the Covid-19 pandemic general trends across Scotland have indicated a reduction in pupils taking meals (free or paid for) from 54.5% in 2019 to 49.9% in 2022 (School Healthy Living Survey 2022). This decline in uptake also ties in with the implementation in August 2021, of the introduction of the Food and Drink (Scotland) Regulations, 2020 and the requirement for councils to implement significant changes to the nutritional value in menus which resulted in many pupils opting to bringing their own lunches. 2.3.3 While these prices apply to a significant number of pupils, there are also a considerable number of pupils entitled to either Universal Free School Meal provision (P1 to P5) or where pupils are from low-income households and their parent / guardian is in receipt of various qualifying benefits they would meet the criteria for a Free School Meal. 2.3.4 The Council’s recently approved Tackling Poverty Strategy includes an aim of increasing the uptake of Free School Meals by making it easier for parents / guardians to apply, targeting marketing at key groups and in key geographical areas and working with pupils and school staff to continue to develop the meal offerings. 2.3.5 Head Teachers also have a degree of autonomy in awarding a free school meal where they would recognise a family in crisis and ensure that the pupils are provided with a free meal. School Meal Prices Across Scotland 2.4.1 On an annual basis like most other local authorities, FSS review the school meal prices across Scotland and the latest prices for 2023/24 can be found in Appendix 1. The table outlines school meal prices across Scotland from 2020 to 2023, this details the annual prices for both primary and secondary meals and are taken from August each year. 2.4.2 The average price for a 2-course paid school meal for secondary schools is £2.45 with the cheapest being £1.08 by East Ayrshire Council who have launched a School Crunch Campaign with a main meal, piece of fruit or yogurt and a water as part of a Page 249 of 522
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meal campaign for P6 to S6. The most expensive is North Lanarkshire at £3.15. If you exclude the most expensive and the cheapest the average price is £2.48 across Scotland, for a secondary 2 course lunch. 2.4.3 For a primary school meal the cheapest again is East Ayrshire Council at £1.08 and most expensive North Lanarkshire at £3.10. Again if you remove the cheapest and most expensive the average is £2.31 for a primary school meal across Scotland. The West Partnership 2.5.1 The motion requested a comparison of NLC prices against those in the West Partnership. Table 2a Secondary School Meal Prices & 2b Primary School Meal Prices detail the 8 local authorities involved in this partnership and school meal prices for 2022 and the current year. All prices are based on 2 courses. Table 2a West Partnership Secondary School Meal Prices Authority 2022/23 Prices 2023/24 Prices East Dunbartonshire £2.54 £2.54 East Renfrewshire £2.30 £2.60 Glasgow City £1.90 £2.00 Inverclyde £2.25 Individual prices as per school website. Renfrewshire £2.60 £2.70 South Lanarkshire £2.00 £2.20 West Dunbartonshire £2.65 £2.92 West Partnership (excluding NLC and Inverclyde 23/24) average £2.32 £2.49 North Lanarkshire £3.15 £3.15 Table 2b West Partnership Primary School Meal Prices Authority 2022/23 Prices 2023/24 Prices East Dunbartonshire £2.43 £2.43 East Renfrewshire £2.10 £2.20 Glasgow City £1.90 £1.90 Inverclyde £2.05 Free for P1 - P7 Renfrewshire £2.25 £2.35 South Lanarkshire £2.00 £2.05 West Dunbartonshire £2.55 £2.65 West Partnership (excluding NLC and Inverclyde 23/24) average £2.18 £2.26 North Lanarkshire £3.10 £3.10 Page 250 of 522
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2.5.2 In 2023/24, the average price for a 2-course lunch for secondary schools, excluding North Lanarkshire, is £2.49. For the primary sector, the average price per meal, excluding North Lanarkshire is £2.26. 2.5.3 The service has surveyed the West Partnership local authorities to get a sense of their costs in providing school meals to compare to North Lanarkshire Council. The table below highlights the costs across those local authorities that have responded to our request for information: Table 3a West Partnership Secondary School Cost per meal Authority 2022/23 Cost East Dunbartonshire No response East Renfrewshire £3.77 Glasgow City £5.25 Inverclyde Not available Renfrewshire No response South Lanarkshire £4.85 West Dunbartonshire £4.08 West Partnership (excluding NLC) average £4.49 North Lanarkshire £4.38 Table 3b West Partnership Primary School Cost per meal Authority 2022/23 Cost East Dunbartonshire No response East Renfrewshire £3.19 Glasgow City £4.81 Inverclyde Not available Renfrewshire No response South Lanarkshire £3.43 West Dunbartonshire £4.08 West Partnership (excluding NLC) average £3.88 North Lanarkshire £4.38 2.5.4 From the table above, North Lanarkshire’s costs are below West Partnership average in secondary schools but above the average cost for primary school. However, it is clear that the subsidy level is significant across those that responded. Page 251 of 522
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Income from Paid Meals 2.6.1 The following table highlights income generated through school meals over the last two financial years with a projection for the current financial year based on uptake trends. Table 4 – Income from Paid School Meals 2021/22 to 2023/24 2021/22 Actual £ 2022/23 Actual £ 2023/24 Projected £ Primary sector 1,056,229 802,289 1,013,868 Secondary sector 1,496,011 1,838,784 2,088,549 Total 2,552,240 2,641,073 3,102,417 2.6.2 The approved Council Motion asked the service to consider the implications of bringing the price of a 2-course school lunch into line with the average price across comparable local authorities. If this had to be based on the average across the West Partnership then Table 5, below outlines the financial impact of reduced prices. Table 5 - Estimated loss of income if prices were reduced to average West Partnership prices 2023/24 Sector West Partnership Average Price (excluding NLC) Financial impact (loss of income) £ Primary £2.26 -£377,208 Secondary £2.49 -£549,487 -£ 926,695 2.6.3 The above calculation is based on a full year impact using 2023/24 uptake trends. If such a change was implemented it could be assumed that the reduced price may increase demand for school meals. The service has assessed that an increase in demand of around 10% could be absorbed within current staffing structures with the price charged matching variable costs such as food and other materials. Therefore, it is assumed that an increase in demand of around 10% would have no additional financial implications. 2.6.4 Any reduction in the meal price would require the identification and implementation of additional recurring savings to ensure the Council continues to set a balanced budget. This would be in the context of the Council’s current anticipated budget gap of £63.878m from 2024/25 to 2026/27 as outlined in the Medium Term Financial Plan reported to Policy and Strategy Committee in June 2023. Discretionary Fees and Charges Policy 2.7.1 School meal prices have been frozen within North Lanarkshire since 2021/22 at £3.10 for a primary school meal and £3.15 for a secondary school meal. As a result the service has moved significantly from the full cost recovery principles implemented through the budget agreed in February 2020. The freeze in prices has coincided with significant additional costs associated with the delivery of the service including pay increases for catering staff which have equated to almost 23% over the last 3 financial years (21/22, 22/23 and the offer for 23/24) and also food inflation where the food costs per meal have increased by around 36% over the same period. Page 252 of 522
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2.7.2 Following approval of the Council’s Discretionary Fees and Charges Policy at Policy and Strategy Committee on 28 September 2023, discretionary fees and charges will be uplifted by 5% annually. In addition, services are expected to review their charges with a view to moving towards full cost recovery as outlined in the Council’s Revenue Resources Budget Strategy. 2.7.3 Therefore, school prices are expected to increase from the current values to those highlighted in the table below. Table 6 NLC 5% Increase in School Meal Prices Uptake of School Meals 2.8.1 Uptake levels across the board for school meals since Covid 19 have decreased. The new Food and Drink in Schools (Scotland) 2020, introduced a stricter use of meat and processed meats as well as further guidelines which had an impact of the supply of children’s favourite menu items and the frequency in which they could be provided. These tighter restrictions on nutritional content for menus are based on a long-term positive plan to ensure the reduction of obesity in children across Scotland. 2.8.2 One simple example of children’s favourites choices being reduced is the selection of sandwich fillers. Before 2020 there would have been a daily selection of cheese, tuna, ham, and chicken. Ham sandwiches was a firm favourite and the majority of children who took a sandwich, had this 4 out of 5 days. Since the introduction of the 2020 legislation, due to the reduction in processed meat guidelines, any processed meat can only be provided on the menu twice per week. So if sausage casserole was on the menu, then ham sandwich could only be provided as a meal option once per week. FSS introduced the new guideline a year prior to the legislation commencing as we were aware this was to be introduced. Notification went out to parents to advise them of the changes and the reasons for this relating to health and diet benefits. The service was inundated with complaints even although the health benefits were communicated to parents. 2.8.3 In the first 3 months there was a decrease of 18% in uptake. In order to try and gain that customer base back parents who were/have been sending their children for a packed lunch who are entitled to a UFSM were provided for a two-week period with a free packed lunch sent home to them with the cost of savings to parents included in a note to them outlining the benefits of a healthy packed lunch. The saving to parents based on the cost of a current PS meal is £15.50 per week and £62.00 per month saving. The service never fully regained the customer base back with parents opting to send their children with a homemade packed lunch. The service have continued to undertake this exercise to encourage parents to use the service. 2.8.4 Appendix 2 outlines uptake levels based on annual Key Performance Indicators (KPI) over the last 5 years. The service also undertakes parent taster sessions, where we ask parents on their day visit from Nursery to Primary School to come along and have a free school lunch, to see the variety and also taste the quality of food their children can receive. All nursery children also receive a free lunch. 2.8.5 The service also has a digital menu which parents can sign up to for weekly alerts on Sunday and receive a copy of the following weeks menu so they can help their children 2024/25 2025/26 2026/27 Primary 3.25£ 3.41£ 3.59£ Secondary 3.31£ 3.47£ 3.65£ Page 253 of 522
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decide on what options to have for lunch whether this be a hot or cold option. A copy of the current menu for secondary and primary school meals is available online using the following link. Meal menus | North Lanarkshire Council 2.8.6 The main challenges for the school meal service is the opinion of parents, FSS continue to offer parent tasters from nursery and also primary as detailed above. However, there is an opinion of children may not like the options offered, despite the service undertaking various tasting sessions and marketing ideas to change the image of school meals and also at site level where catering staff will supply sandwiches with no butter if requested or will ensure some vegetables aren’t touching other items on the plate which is another common concern for some children that the service desperately try to accommodate these. 2.8.7 Secondary school is also a concern, as the new Food and Drink Regulations (Scotland) 2020 came into force children in secondary school opt to go to vendors that are sited outside the school gates or to local shops where chips, curry, kebabs, and burgers are sold on a daily basis. Anecdotally the service is aware that price is not always the most significant issue affecting demand at secondary schools when deals at high street vendors are more expensive, and less nutritious, than school deals. Listed below are some of the high street meal deals secondary pupils leave school to access. Meal deals include a sandwich/wrap, bottle juice/water/ plus snack: • NLC £3.15 • Greggs £3.60 no snack • Subway £8.09 6” sub meal • Asda £3 - £5 (3 for 2) • Boots £3.50 or £4.00 without store card • Morrisons £3.50 or £4.00 without store card • Tesco £3.40 or £3.90 without store card 2.8.8 Even although our prices are cheaper at £3.15, secondary school pupils don’t often want to be in school at lunchtime and prefer to walk to local shops. However, the service continues to put on deals and market the service to encourage children to stay in and eat healthier. Update on Implementation of Universal Free School Meals 2.9.1 The roll out of Universal Free School Meals was successfully implemented in NLC to all P1 to P5 pupils. It is anticipated that parents entitled to the Scottish Child Payments benefit will also be entitled to a UFSM within the next 12 to 18 months. In total there are 2,135 children who will benefit from this, and it is expected to be implemented in 2024/25, albeit the Council is awaiting confirmation of funding from the Scottish Government to support this policy. 2.9.2 FSS and Finance have recently coordinated the Council’s response to an updated data gathering exercise to estimate the recurring revenue costs and one-off revenue and capital costs associated with the expansion to support pupils in receipt of Scottish Child Payment and the further expansion of Universal Free School Meals to Primary 6 and 7 pupils. Scottish Futures Trust is working with ADES, COSLA, APSE, Scottish Heads of Property and ASSIST to consolidate these returns and other feedback to support the Scottish Government in its planning for the implementation of these policies. The latest indications are that the Scottish Government will seek to implement Primary 6 and Primary 7 Free School Meals in 2026. Page 254 of 522
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2.9.3 In February 2023, the council received £1,905,000 in capital funding to support the roll out of P6 and P7. UFSM’s. Seven kitchens are now refurbished and ready in preparation for the implementation date yet to be announced. North Lanarkshire school meals service are well prepared for the final expansion phase to be implemented. Quality - Diet and Nutrition 2.10.1 The Nutritional Requirements for Food and Drink in Schools (Scotland) Regulations 2020, Healthy eating in schools: guidance 2020 - gov.scot (www.gov.scot) which took effect on 8 April 2021, are aligned more closely to the Scottish Dietary Goals, Scottish+Dietary+Goals%2C+March+2016.pdf (www.gov.scot) and are centred around key themes to make school meals even healthier. 2.10.2 The new Regulations increased access to fruit and vegetables, ensuring that children and young people can access their 'five-a-day' at school; reduce the amount of sugar that can be accessed in school; bring provision of red and red processed meat in line with the Scottish Dietary Goals; and change the way food and drink is offered in secondary schools to better meet the needs of young people. 2.10.3 FSS have ensured that schools have implemented the regulations and the school meals service are meeting the standards in full. These are regulated and inspected by Education Scotland as part of the school inspections . Feedback from audits is positive and we are meeting the standards in full. Any areas of improvement raised are taken to the FSS Food and Nutrition Group where corrective actions are addressed and implemented. This year up until the end of October seven audits have been undertaken on the school meals service. 2.10.4 The school kitchens are also regularly audited by Environmental Health officers to ensure quality and compliance with Food Safety Legislation and also, FSS undertake internal audits for service, quality and compliance with Hazard Analysis and Critical Control Points (HACCP), which is a food safety management system that identifies, evaluates, and controls hazards that are significant for food safety. This ensures a robust regime is in place to manage the school catering service and ensure it is operated to a high-quality standard. All corrective actions are identified, implemented, and evaluated to ensure compliance. Quality - Special Diets 2.11 FSS manage over 1,000 special diets where children have a range of requirements. relating to allergens and a small number of other dietary requirements. The service works in partnership with the NHS and colleagues from the Speech and Language Service within Education and Families to collaborate with parents/carers to ensure additional support is in place. However, a further review of this area is required to manage the risk involved in providing some of the more specialist and complex diets. The level of special diets is expected to grow further during the roll out of UFSM to those entitled to Scottish Child Payment and P6 & P7. Quality - Consultation with Stakeholders 2.12.1 Section 2.3.4 of the report outlines the excellent work undertaken as part of the Towards a Fairer North Lanarkshire Tackling Poverty Strategy/Action Plan and also includes an Appendix to the Local Child Poverty Action Report 22/23 this comprehensive and extensive work included a large range of consultation with communities including school children, parents and carers. The link to this consultation has been included as it covers the cost of living crisis survey results Page 255 of 522
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which also tie in with this piece of work. Document.ashx (cmis.uk.com) 2.12.2 FSS have reviewed their consultation plan for the next 3 years and a draft of this can be found in Appendix 3, to this report. In previous years various types of consultation have been undertaken resulting in actions plans and improvements in service delivery which has included various changes to menu choices, e.g. the children’s favourite items appearing more frequently in the menu, more theme days to take on not only the normal periods such as Christmas and Easter but also curriculum topics such as the study of countries such as Spain, Italy where the menu has been changed and bunting to decorate the dining space and staff dress up to ensure a fun and educational experience. 2.12.2 FSS undertake a wide range of consultation and engagement methodologies and see this as an essential component of service development processes to ensure service provision matches customer needs and expectations. Some of this work is already underway and some are in preparation stage for implementation in 2024 onwards, these include: • Invitations to children and their parents to come along and sample a school meal together as they move from Nursery to Primary. (August 2023) • Taster sessions across Nursery, Primary and Secondary Schools. A targeted exercise to educate parents who choose to provide packed lunches rather than accept a similar offering provided at school. Parents who send in a packed lunch have had a free packed lunch sent home to them to ensure they are able to see what is available for free. (May 23/November 23). • Consultation with secondary school pupils via a QR code (promoted via a ‘Tell us what you think’ poster displayed around schools allowing pupils to scan / access via mobiles). (2024) • Primary school parents online / QR Code survey (targeted via menu email / school newsletter email and also placed on NLC website on menu page). (2024) • Attendance at parent council meetings / focus groups. (2023/24+) • Inviting parents / carers for a school meal / information session. (2023+) • Primary pupil surveys (via either focus groups / school meals mystery shopping/pupil surveys designed specific to age groups (P1-3 / P4-7). (2024+) • Re-starting our Head Teacher surveys to gain satisfaction levels and feedback, on catering service provision. (2024+) • Consulting with our Catering Managers / Catering staff to gain an insight into their views on school meals and issues they face on the frontline dealing with pupils directly. (2024+) 2.12.3 Our data collection and analysis framework will provide robust, useful, accurate and credible evidence as follows: • Facility Support Services have access to resources / engagement tools for robust methods of data collection and analysis. These include SPSS (Statistical Analysis Package), Snap Surveys (online survey building platform and analysis), Microsoft Forms, paper surveys, focus groups and staff operational events. • New management information system (Data Factory / Power BI) to give insights into trends, most popular choices, which ages take up free meals, paid meal uptake in primary / secondary, etc. • Work with other local authorities developing menus, to improve sustainability and better safety and choice for those with special diets (ASSIST and APSE) Page 256 of 522
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2.12.4 It is essential that the service ensure robust action plans are created, reviewed, and monitored to ensure all service improvements are implemented, evaluated, and reviewed to ensure effectiveness and customer satisfaction. 3. Measures of success 3.1 FSS will continue to monitor school meal uptake and also continue to follow the roll out of the implementation of UFSM for children whose parents are in receipt of Scottish Child Payment (SCP) and then thereafter the P6 and P7 implementation. Other areas will include the implementation of the 2024 consultation plan and undertaking all actions for improvements in a timeously manner. 4. Supporting documentation 4.1 Appendix 1 – Scottish School Meal Prices 2020/2022/2023 4.2 Appendix 2 - FSS, School Meal Key Performance Indicators (KPI’s) 4,3 Appendix 3 – FSS Stakeholder Consultation Plan 2024 – 2027 (Draft) James McKinstry Chief Officer (Assets and Procurement) Page 257 of 522
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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? Tbc 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? Finance has been fully involved in the preparation of the report and modelling the potential impact of a reduction in school meal prices. As outlined within the report, a decision to reduce meal prices would require the identification of additional recurring savings to ensure the Council continues to set a balanced budget. This would be in the context of the Council’s current anticipated budget gap of £63.878m from 2024/25 to 2026/27 as outlined in the Medium Term Financial Plan reported to Policy and Strategy Committee in June 2023. 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 ☐ Page 258 of 522
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If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 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). Tbc Page 259 of 522
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If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 260 of 522
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Appendix 1 School Meal Prices – Local Authorities 2020 , 2022 & 2023 Prices *Based on information supplied on each local authority website, August 2023. Secondary Authority 2020 2022 2023 Aberdeen City £2.45 £2.45 £2.65 Aberdeenshire No set menu price Individually priced however, meal deal is £2.85 Individually priced however, meal deal is £2.85. Angus £2.20 £2.20 £2.20 Argyll & Bute £2.40 £2.40 £2.40 Clackmannanshire Not available on website Not available on website Not available on website Dumfries & Galloway £2.00 £2.00 £2.00 Dundee No set menu price No set menu price No set menu price East Ayrshire £2.15 £2.15 £1.08 East Dunbartonshire £2.54 £2.54 £2.43 East Lothian No set menu price Individually priced however, meal deal is £2.25 Meal deals £2.25 - £2.40 East Renfrew £2.30 £2.30 £2.60 Edinburgh – city £2.70 £2.70 £2.70 Falkirk £2.45 £2.75 £2.95 Fife £2.30 No set menu price No set menu Glasgow £1.90 £1.90 £2.00 Highland £2.55 £2.55 £2.55 Inverclyde £2.25 £2.25 Website now says to contact each individual school for prices. Page 261 of 522
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Midlothian £2.30 £2.30 £2.40 Moray £2.40 £2.40 £2.50 North Ayrshire £2.45 £2.05 £2.05 North Lanarkshire £3.05 £3.15 (before 16th May 2022 increase) £3.15 Orkney £2.60 £2.80 £3.00 Perth & Kinross £2.30 £2.30 £2.30 Renfrew £2.60 £2.60 £2.70 Scottish Borders £2.65 Individually priced however, meal deal is £2.50 £2.50 Shetland No set menu price £2.50 No set menu price South Ayrshire £2.25 £2.25 £2.45 South Lanarkshire £1.75 £2.00 £2.20 Stirling £2.50 £2.40 Prices no longer on website West Dunbarton £2.45 £2.55 £2.92 West Lothian £2.35 £2.20 £2.43 Page 262 of 522
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Appendix 1 School Meal Prices – Local Authorities 2020 , 2022 & 2023 Prices *Based on information supplied on each local authority website as of August 2023. Primary Primary Schools 2020 2022 2023 Authority Price Highland £2.30 £2.55 £2.30 East Dunbartonshire £2.43 £2.43 £2.43 Moray £2.30 £2.30 £2.40 Scottish Borders £2.50 £2.40 £2.40 Aberdeenshire £2.20 £2.50 £2.65 Aberdeen City £2.20 £2.20 £2.35 Orkney £2.50 £2.70 £2.80 Stirling £2.50 £2.20 £2.30 Angus £2.10 £2.10 £2.10 Renfrew £2.25 £2.25 £2.35 South Ayrshire £2.15 £2.25 £2.35 Edinburgh City £2.25 £2.25 £2.30 West Dunbarton £2.45 £2.55 £2.92 Falkirk £2.05 £2.05 £2.45 Shetland Not on the website £2.50 Not available on website East Renfrew £2.10 £2.10 £2.40 East Ayrshire £2.15 £2.15 £1.08 North Ayrshire £2.45 £2.05 £2.05 Perth & Kinross £2.15 £2.30 £2.30 Dundee £2.15 £2.15 £2.15 Page 263 of 522
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Argyll & Bute £2.30 £2.30 £2.30 West Lothian £2.18 £1.96 £2.20 Inverclyde £2.05 £2.05 Free for P1 - P7 Fife £2.30 £2.40 £2.40 Glasgow £1.90 £1.90 £1.90 East Lothian £2.05 £2.15 No info on website now for Primary North Lanarkshire £3.00 £3.10 (before 16th May 2022 increase) £3.10 Clackmannanshire £2.00 £2.10 £2.20 Midlothian £2.10 £2.10 £2.10 Dumfries & Galloway £1.90 £1.90 £1.90 South Lanarkshire £1.75 £2.00 £2.05 Page 264 of 522
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Appendix 2 – FSS, School Meal Key Performance Indicators (KPI’s) Indicator 2019/20 2020/21 2021/22 2022/23 School meals - % uptake of free school meals in primary schools Actual 64.4 41.2 49.0 60.0 Target / thresholds 70.0 + 5 / - 5 70.0 + 5 / - 5 70.0 + 5 / - 5 60.0 + 5 / - 5 School meals - % uptake of free school meals in secondary schools Actual 47.6 28.6 36.9 41.1 Target / thresholds 40.0 + 5 / - 5 40.0 + 5 / - 5 40.0 + 5 / - 5 40.0 + 5 / - 5 School meals - % uptake of paid school meals in primary schools Actual 34.1 14.0 27.2 21 Target / thresholds 20.0 + 5 / - 5 20.0 + 5 / - 5 20.0 + 5 / - 5 20.0 + 5 / - 5 School meals - % uptake of paid school meals in secondary schools Actual 23.7 10.9 14.3 18 Target / thresholds 15.0 + 5 / - 5 15.0 + 5 / - 5 15.0 + 5 / - 5 15.0 + 5 / - 5 Page 265 of 522
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Appendix 3 Facility Support Services 3-Year Consultation Plan 2024 - 2027 Employing a wide range of consultation and engagement methodologies is an essential component of service development processes to ensure service provision matches customer needs and expectations. As a service, we have realised that better community engagement leads to the delivery of better more responsive services and better outcomes for communities. Consultation Purpose Methodology Frequency Recipients / Sample Size RAG Comments Head Teacher service satisfaction To gather feedback from Head Teachers on FSS service provision including Building Cleaning / Facilities Management and School Meals Provision Online 6-monthly Email survey link to primary and secondary Head Teachers Survey to be redesigned from previous Survey Monkey questionnaire. Secondary Pupil School Meals Survey To gather feedback from secondary pupils on school meal provision covering menus, food provision, free school meal uptake, facilities, etc. Online via QR code on a 'Tell us What you Think' poster Annual Secondary pupils - posters placed across all secondary schools Survey to be designed (agree questions from Question Bank). Secondary Pupil School Meals Focus Groups Follow-up focus groups to online consultation to gain further insight to feedback received. Focus groups following taster sessions for new items added to menu, etc. Face-to-face As required Selection of secondary pupils - possibly ask for volunteers during online consultation Discussion points to be taken from feedback from online survey. Primary Pupil School Meals Survey To gather feedback from primary pupils on school meals covering menus, food , dining room, ordering food, etc. Paper Survey Annual Sample of primary pupils - surveys designed specific to primary bracket (P1-3 / P4-7) Surveys to be designed (agree questions from Question Bank). Page 266 of 522
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Primary Pupil School Meals Focus Groups Follow-up focus groups to survey to gain further insight to feedback received. Focus groups following taster sessions for new items added to menu, etc. Face-to-face As required Selection of primary pupils Discussion points to be taken from feedback / taster sessions. Parents School Meals Survey (Uptake) Online / QR code 3-yearly Targeted via menu email / school newsletter / NLC website on menu page Survey to be designed (agree questions Question Bank). Parental Focus Groups / Facilitation Groups Attendance at school's parent council meetings to facilitate discussions on school meal provision / free school meal uptake, etc. Face-to-face TBC Parents School Tasters Focus Groups Parents to be invited for a school meal / information session. Face-to-face TBC School Dining Mystery Visits Mystery visits of the school meals service covering general satisfaction, cleanliness, staffing, meals / menu, noticeboards, etc. TBC TBC Primary / Secondary Pupils Parent Tasters (Primary 1 New starts) To gather feedback from parents of primary school pupils during the school meals taster sessions Paper Survey Annual Sample of parents attending organised Parent Taster Sessions Ongoing Nursery meal provision - Heads of Centres / Parents To gather feedback on nursery meal provision. Online / Focus Groups TBC Head of Centre / Parents Focus Groups - any new initiatives, etc Any new initiatives introduced throughout 2016-17 as required Ad Hoc n/a Staff Consultation / Operational Events To gain an insight into their views on school meals and issues they face on the frontline dealing with pupils directly. As required Focus Groups / PP Vote as required Page 267 of 522
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Any other ad hoc consultation as required As required Page 268 of 522
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref Date 21/11/23 Transforming Places – Town and Community Hub Programme: Six Monthly Update on Progress From James McKinstry, Chief Officer (Assets and Procurement) E-mail McBrideM@northlan.gov.uk McCabeC@northlan.gov.uk Telephone Mark McBride, Estates Development Manager, 07583 094928 Charles McCabe, Hub Strategy Manager, 07946 353323 Executive Summary This report provides an update of the Town and Community Hub Delivery Programme, highlighting the status of each project. This information is provided in line with The Plan for North Lanarkshire and the associated Programme of Works. Recommendations It is recommended that the Education, Children and Families Committee: 1) Acknowledge the position of each of the projects in the current Town and Community Hub Delivery Programme The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (24) Review and design services around people, communities, and shared resources Programme of Work Transforming Places Item 9 Page 269 of 522
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1. Background 1.1 Policy and Strategy Committee approved the strategy, guiding principles, and prioritisation matrix linked to the Town and Community Hub Programme at the meeting held on 19th March 2020. 1.2 Updates regarding this programme are progressed through two strands: activity related to the strategy and the overarching programme is progressed via the Policy and Strategy Committee; and activity related to hub delivery projects is progressed via Education, Children and Families Committee. 1.3 Projects within the Town and Community Hub programme are delivered in line with the available capital budget assigned to this programme. The Council’s capital plan is generally reviewed and updated in five-year cycles. As such, the prioritisation and delivery of projects within the Town and Community Hub Programme are reviewed and aligned each time the wider capital programme is assessed, and funds allocated. 1.4 The Town and Community Hub programme must be managed within the funding allocation provided. Therefore, where costs or projects increase, the number of projects which can be delivered may need to be reviewed, or alternatively, where efficiencies can be realised, additional projects may be brought forward. 1.5 As with many of the council’s strategic programmes of work, the Town and Community Hub programme reports through the Transforming Places Programme Board, consisting mainly of chief officers, who provide governance at officer level on this and other programmes of work. As and when required, decisions or options are and will continue to be reported to the relevant council committees. 2. Report Town and Community Hubs – Current Delivery Programme 2.1 Appendices 1 and 2 to this report provide details of all projects in the current Town and Community Hub delivery programme. 2.2 Appendix 1 provides both a progress summary briefing (appendix 1a) and a programme timeline chart of projects in the scoping stage, procurement, or construction (appendix 1b). Appendix 2 provides details of projects which have been approved but are currently at pre-delivery stage. 2.3 Each project under construction will have an agreed set of key performance targets with a number of these providing added benefits to our communities. Appendix 3 provides an update of community benefit achievements across both Hub construction projects and DBFM facilities. 2.4 Whilst each project has its own unique characteristics, Appendix 4 to this report provides an indication of some of the important milestones in delivery of a new hub facility. As projects develop, indicative dates for delivery milestones can be communicated. This will be subject to continuous review and reported in future updates to Education, Children and Families Committee as required. Page 270 of 522
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Shared Ambition – Integrated Community hubs/campuses 2.5 In March 2020, at the Policy and Strategy Committee, members approved the ‘One Place – One Plan’ report including recommendations linked to the Town and Community Hub Programme. 2.6 Specifically, members approved two key aspects: 2.6.1 That a set of guiding principles be adopted and used to further develop the design proposals for Town and Community Hubs; and 2.6.2 That a prioritisation matrix to be used as the methodology to determine the priority order for Town and Community Hubs development. Guiding Principles 2.7 The guiding principles adopted to inform this programme are designed to ensure each project delivers facilities through which new ways of working can be promoted. These guiding principles primarily address the planning and build aspect of this programme (i.e. the zones that will be provided). The operating model, developed by colleagues in Education and Families, will guide and promote the added value through co-location of services and multi-use of facilities within each hub delivered. 2.8 The six approved guiding principles are included in all updates to committee to ensure that committee members can assess the projects are being developed in line with these principles. The six principles are: 2.8.1 Principle One: Inclusive, universal provision A community hub must serve the whole community and offer universal provision of services as default position. Where more targeted service provision is required, this should be delivered in such a way as to avoid stigma of accessing these services which may otherwise reduce uptake. 2.8.2 Principle Two: Sense of community ownership A community hub is a community asset which serves the local community of that area. Central to the community hub model in North Lanarkshire is the learning and teaching facilities offered. However, the wider community must perceive the asset to be a whole community asset. 2.8.3 Principle Three: Maximum availability and usage Community hubs will be accessible from early in the morning until late in the evening and all spaces within the community hubs should afford multi-functional use for the whole community. Facilities should only be provided where it can be demonstrated that they would be used both through the day and in the evening – no facilities should be provided where they are only for use in the evening. 2.8.4 Principle Four: Designed with rather than for the community Options of proposals should be provided to local communities for discussions as early as possible to ensure community ownership of the proposed facilities. 2.8.5 Principle Five: Tailored, bespoke, representative Page 271 of 522
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Each community hub has the option to be unique to ensure it meets the specific requirements of the community which it will serve. The design of the building should provide the community with a sense of pride in the community asset that has been created. 2.8.6 Principle Six: Maximise the services on offer Public services available within the community hub should complement rather than compete with other public and third sector services which serve the same local community. Prioritisation Matrix 2.9 Following approval at the Policy and Strategy meeting in March 2020, work on the prioritisation matrix was progressed. This work includes determining how each individual project can be scored, and therefore compared, to other potential projects. A further update was provided to Policy and Strategy Committee in September 2021 within “The Place, The Vision – Update”. Specifically, the list of schools which will be focus for initial feasibility, was outlined within Appendix Three, within the September 2021 update to Policy and Strategy. 2.10 This list was compiled with an initial focus on the highest weighing factor in the matrix – that of ‘socio-economic and wellbeing’. Two assessments were made against each pre-1996 catchment area: deprivation (using SIMD) and population density (using SAPE). Further information on this process was outlined in section 2.15 of the report presented to Policy and Strategy on 30th September 2021. 2.11 The current capital programme includes projects up to the year 2026. It has been announced that a reset of the capital programme will now take place, with a new five capital programme being introduced from April 2024. The Town and Community Hub Programme will bid for projects to be included in the next capital programme, in line with the three . Existing projects 2.12 Projects already in the programme for delivery, which have been included in previous updates of this report to Education and Families Committee, have (where achievable) been subject to assessment against the guiding principles and will (where achievable) ensure adhesion to the principles. The appendices included within this report reflect progress in this regard. Learning Estate Investment Programme (LEIP) 2.13 Members of this committee may recall that, following discussion and approval at Policy and Strategy Committee of 29th September 2022, the council submitted a proposal for LEIP phase three funding. As agreed by Policy and Strategy Committee, the council submitted an application for funding for: • an extension at Chryston High School – required to mitigate the impact of significant housebuilding across the Northern Corridor area. • a contribution towards Gartcosh Primary School – a new 434 space primary school, new ASN provision, and new Early Years provision to serve this growing population. Page 272 of 522
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2.14 Scottish Government announced the successful projects on Monday 30th October 2023. North Lanarkshire Council were successful with the Chryston High School extension project, but unsuccessful with the Gartcosh Community Hub project. 2.15 North Lanarkshire Council will now work with Scottish Futures Trust (SFT) on the Chryston High Extension project, as part of the LEIP Programme. The council will continue to develop the proposals for Gartcosh Community Hub, which will now be fully funded from the council’s Town and Community Hub Programme. 3. Measures of success 3.1 Delivery of projects in line with the guiding principles linked to this programme of work, which in turn are designed to deliver against the strategic priorities within The Plan for North Lanarkshire. 4. Supporting documentation Appendix 1a: Hub Delivery Programme – Current Delivery Programme. Appendix 1b: Hub Delivery Programme – Programme Timeline Chart. Appendix 2: Hub Delivery Programme – Phase 3 Pre Delivery Projects. Appendix 3: Hub Delivery Programme – Community Benefits Programme Outputs. Appendix 4: Hub Delivery Programme – Programme Timeline Chart. James McKinstry Chief Officer (Assets and Procurement) Page 273 of 522
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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? Significant inflationary pressures and other external factors continue to have an impact on this programme and other capital budgets across the council – these have been subject to separate reporting to Policy and Strategy Committee. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts 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 Page 274 of 522
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Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact? All new assets (New builds) have data connection requirements – these are part of the overall process and involve relevant stakeholders including the digital teams, to ensure infrastructure such as data connections/Wi-Fi etc., are planned as part of the build process. Where the impact identifies a requirement for 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 environmental and carbon impact on any given project is assessed as part of the project from the outset – with a determination to reduce carbon footprint as much as possible within each project delivered. 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☐ No ☒ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 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 275 of 522
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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). (Article 2) The right to an education is embedded in statute and the council applies these rights without discrimination (Article 3) The best interests of the child is a primary consideration and pupils are involved in the design process for any new hub linked to their existing school. (Article 5) Parents and carers are involved in the design process for any new hub linked to their child and their existing school. (Article 6) 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. (Articles 12, 13) The design process for any new Town or Community Hub includes numerous engagement sessions with the children and parents to ensure the views of the child are considered. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 276 of 522
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Appendix 1 Hub delivery programme – Current delivery programme Updated: October 2023 Appendix 1a: Progress Summary Project Contract Stage Contract Construction Programme dates Key Activities in period / planned next Chryston Community Hub Northern Corridor Construction (Tier 1 contractor - Robertson Construction) Projected handover – October 2023 This new community hub was opened to pupils on Wednesday 25th October 2023 and all pupils from Chryston Primary School now attend this new campus. The former school will now be demolished to make way for the new Chryston High extension. As the Chryston Community Hub project is complete, it will now drop off this programme update to committee. St Kevin’s Community Hub Coatbridge Preconstruction – Stage 1 (Tier 1 contractor - Kier Construction) Start on site Q1/2 2024 Kier Construction and their design team are progressing the project through stage 2 activities in advance of formal stage 2 submission in early 2024. Additional site monitoring is required in support of the planning application. Anticipated planning determination now late 2023/early 2024.This additional monitoring has delayed the site start to 2024. Orbiston Community Hub Bellshill Preconstruction – Stage 2 (Tier 1 contractor Morgan Sindall Construction) Stage 2 submission anticipated Q4 2023. Enabling Works were completed during the 2023 summer holidays. Planning permission was granted in September 2023 and the project is due to reach Financial Close with hubSW in Q4 2023 with construction commencing shortly thereafter. St Stephen’s Community Hub Coatbridge Preconstruction – Stage 1 (Tier 1 contractor Morrisons Construction) Start on site anticipated late 2024. Hub South West and the Tier 1 contractor are currently progressing stage 1 activities including topographical surveys and site investigation works. A stage 1 submission is anticipated in Q4 2023 with the main construction works anticipated to begin in late 2024/early 2025. Chryston High School Extension Northern Corridor Preconstruction – Stage 1 (Tier 1 contractor BAM Construction) Stage 1 submission Q1 2024 Hub South West and the Tier 1 contractor are progressing stage 1 activities including topographical surveys, site investigation works and initial concept designs. A stage 1 submission is anticipated in Q1 2024 with the main construction works anticipated to begin in Q4 2024. Gartcosh Community Hub Northern Corridor Preconstruction – Stage 1 (Tier 1 contractor Stage 1 submission due Q4 2023. Education, Children & Families Service have completed the Statutory Education Consultation process. Hub South West and the Tier 1 contractor are progressing stage 1 activities including topographical surveys, site Page 277 of 522
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Project Contract Stage Contract Construction Programme dates Key Activities in period / planned next BAM Construction) investigation works and initial concept designs. A stage 1 submission is anticipated in Q4 2023 with the main construction works anticipated to begin in Q4 2024. Page 278 of 522
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Appendix 1 Hub Delivery Programme – Current Delivery Programme: Appendix 1b: Programme Timeline Chart – Oct 2023 Page 279 of 522
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Appendix 2: Hub Delivery Programme: Pre-delivery projects Project Description Status Ravenscraig Community Hub: Incorporating two new primary schools within Ravenscraig (Motherwell) Update remains the same as last update: The location for this project is still under review. There is approved statutory education consultation for the site at the north of Ravenscraig (Carfin end). Project not now projected to be taken forward until next capital programme. Abronhill Community Hub Update remains the same as last update: This project has been deferred, as reported to the Policy and Strategy Committee on 16th March 2023. This project is not now projected to be taken forward until the next capital programme. Page 280 of 522
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NORTH LANARKSHIRE COUNCIL - HUB DELIVERY TEAM Appendix 3 KPI - BENEFIT TRACKER DETAILS AS AT: March 2023 KPI REFERENCE KPI DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE 7.1 CONSIDERATION CONSTRUCTORS SCORE 110 124 7.2 NO. OF COMMUNITY DESIGN PRESENTATIONS 6 12 7.3 ANNUAL COMMUNITY BENEFIT DAYS (ACTIVITIES) 9 17 8.1a SKILLS ACADEMY - GRADUATES RECRUITED 3 2 8.1b SKILLS ACADEMY - APPRENTICE STARTS 18 15 8.1c SKILLS ACADEMY - APPRENTICE COMPLETIONS 9 6 8.1d SKILLS ACADEMY - LOCAL ADVERTISEMENT OF JOBS (JOBS CREATED OTHER THAN GRADUATES OR APPRENTICES) 12 7 8.1e SKILLS ACADEMY - WORK EXPERIENCE/PLACEMENT (14+) 51 26 8.1f SKILLS ACADEMY - EXISTING APPRENTICES 15 20 8.1g SKILLS ACADEMY - OVERALL DELIVERY OF PROJECT OUTCOMES AVERAGE ACROSS ALL CBA 2017 RELATED TARGETS FOR HUBSW COMPLETED PROJECTS 01 8.1h SKILLS ACADEMY - TRAINING EVENTS DELIVERED (QUALIFYING THE WORKFORCE) 47 33 8.1i/j SKILLS ACADEMY - EDUCATIONAL ACTIVITY - SMEs AND TEACHING STAFF 21 48 8.1k SKILLS ACADEMY - SOCIAL IMPACT EVENT OR CONTRIBUTION 1 PROJECT PER ANNUM, HUB WIDE, ALL TIER 1s. PROPOSAL TO COME FROM TIER 1s 2 8.2a COMPANIES INVOLVED WITH LOCAL EMPLOYMENT AND TRAINING PROJECTS 15 5 8.2b SUPPLY CHAIN INSTITUTE - CONTRACT OPPORTUNITIES FOR TERRITORY BASED CONTRACTORS (%) 70% Riverbank 50.43% Chryston 40.7% Newmains & St Brigid’s 75% 8.2c SUPPLY CHAIN INSTITUTE - LOCAL SUPPLY CHAIN EVENTS TO ENGAGE LOCAL COMPANIES 30 35 8.2d SUPPLY CHAIN INSTITUTE - LOCAL COMPANIES GIVEN PRICING/TENDERING OPPORTUNITIES FOR FIRST TIME BY TIER 1 OR M&E CONTRACTORS 15 44 Page 281 of 522
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KPI REFERENCE KPI DESCRIPTION TOTAL COMMITMENT TOTAL ACHIEVED TO DATE 8.2e SUPPLY CHAIN INSTITUTE - LOCAL COMPANIES GRADUATED FROM THE BUILDING FOR GROWTH PROGRAMME HUB TARGET TO GET 12 GRADUATE COMPANIES EACH REPORTING YEAR 25 8.2f SUPPLY CHAIN INSTITUTE - LOCAL BUSINESS IMPROVEMENT SUPPORT AND WORKSHOPS 30 54 8.2g SUPPLY CHAIN INSTITUTE - BUSINESS EXPANSION SUPPORT AND WORKSHOPS 30 43 8.2h SUPPLY CHAIN INSTITUTE - CONSTRUCTION SPECIFIC LEARNING EVENTS AND WORKSHOPS 60 57 8.2i SUPPLY CHAIN INSTITUTE - THIRD SECTOR BUSINESSES - HUBSW PROJECTS CONTRACTS AWARDS/OPPORTUNITIES TARGET OF 10 OPPORTUNITIES ACROSS ALL PROJECTS PER ANNUM - ALL TIER 1s 2 1 It should be noted that the identified indicators are expected to be ‘zero’ in relation to ‘total achieved to date’ at this time. If you would like more detailed information on any of the projects, please contact Pamela Ross (email address: RossP@northlan.gov.uk) Page 282 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 7.1 Consideration Constructors Score Tier 1 Contractors to implement the Considerate Contractors Scheme for Construction Contractor and reach a minimum score of 35 on each project Tier 1 Contractors to implement the Considerate Contractors Scheme for Construction Contractor 7.2 Number of Community Design Presentation Presentation events engaging with the local community to present and consult on proposed design plans Engage with the Local Authorities, local community groups, professional service provider. Includes any community design presentations which may have taken place before tier 1 appointment and gather evidence. 7.3 Annual Community Benefit Days (Activities) One off events, activities, or sponsorships which have an effect on certain local communities, organisations or institutions Engage with local community groups / organisations and identify potential activities, these may be for example sponsorship of local football team, scout hut roof replacement, community garden projects, support local charities, etc. 8.1a Skills Academy - Graduates Recruited University - Graduate/Post Graduate as follows: Graduated within last 3 years. Employed Main Contractors, Sub- Contractor or Professional Services provider. Identify opportunities, within and with sub-contractors, Professional services providers. Meeting between tier1 and sub- contractor/supplier, and vehicles such as hub SW Recruitment and Training Advisory Days 8.1b Skills Academy - Apprentice Starts New entrant apprenticeship, new entrant trainees and new entrant technical/higher level qualifications, on a formal apprenticeship framework in Level 2 or above N/SVQ. e.g. new start apprentices employed on project by Main Contractors, Sub-Contractor or Professional Services provider. Identify opportunities, within and with sub-contractors, Professional services providers. Meeting between tier1 and sub- contractor/supplier, and vehicles such as hub SW Recruitment and Training Advisory Days. Potential candidates can be identified through engagement with schools and colleges. Page 283 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.1c Skills Academy - Apprentice Completions Apprentice who will complete their formal apprenticeship programme whilst employed on project by tier 1 Contractors, Sub-Contractor or Professional Services provider. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days, any existing or redundant/displaced apprentices who will complete their apprenticeship whilst working on the project. (tier 1 contractor can elect to designate an Apprentice completer as an existing Apprentice instead if they wish to do so) 8.1d Skills Academy - Local Advertisement of Jobs (Jobs created other than graduates or Apprentices) Creation of a new and sustainable job with 12 weeks minimum continued employment. Job opportunities to be advertised locally through Job Centre Plus or local organisations such as CEIS, TAP, Routes to Work, Local Authorities Economic Development Teams or other Local Training Employment Initiatives. to be employed on project by Main Contractor, Sub-Contractor or Professional Services provider. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days. include pre-construction meetings engage with local Job Centre Plus, CEIS, Ingeus, Routes to Work, Local Authorities Economic Development Teams, other local training employment Initiatives. Page 284 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.1e Skills Academy - Work Experience/Placement (14+) Work experience attendance for students from schools, colleges and Universities (14 years plus) who undertake a work-experience placement . This KPI is aimed at providing students with the opportunity to carry out tasks agreed by the education provider and the employer enabling the learner to gain a meaningful insight into the construction sector. This target also describes work experience attendance for persons who are not enrolled in a course of education/study. Minimum 5 working days. Tier 1 to engage with local educational services schools, colleges, universities, can include individuals from organisations such as Princes Trust, Probation Service, Job Centre Plus, Women into Construction, Armed Forces re-settlement programmes or local community organisations, to identify suitable candidates. Engage with sub-contractor, suppliers professional service providers to identify possible placement opportunities in their companies/organisations. It may also be appropriate for individuals seeking a career change 8.1f Skills Academy - Existing Apprentices An apprentice persuing a formal apprenticeship framework in level 2 or above N/SVQ employed on project by Main contractor, sub-contractor or Professional service provider. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days, any existing or redundant/displaced apprentices who have to potential to work on the project during their apprenticeship (tier 1 contractor can elect to designate an as a completer instead should they complete during the time) 8.1g Skills Academy - Overall Delivery of Project Outcomes HSW to over achieve by a minimum of 10% across the average of our CITB Client Based Approach based KPI's. This is a measure of all our Tier1s aggregated performance on projects completed during the year. HSW to over achieve by a minimum of 10% across the average of our CITB Client Based Approach based KPI's Page 285 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.1h Skills Academy - Training Events Delivered (Qualifying the Workforce) SVQ Level 2 or above, diplomas, professional qualifications, including Advance H&S (SSSTS, SMSTS, IOSH, NEBOSH) Industry related certification, held externally or in-house, project / sector specific learning, eg.Leadership & Management, Supervisory, Installation, environmental related training courses. Includes also Apprentice Completers. Identify within and with Sub-Contractors, Professional Services providers through tier 1 meetings, hub SW Training and Recruitment Advisory Days, to Identify any ongoing or upskills requirements, can include hub SW bespoke in house 1 day training courses, or accredited training courses providers such as CITB or other training providers. Identify anyone likely to complete apprenticeship during the project. 8.1i/j Skills Academy - Educational Activity (CCIAG) - SMEs and teaching staff. Construction related events to support the educational curriculum. Events/activities delivered - topics could include; enterprise, technology, maths, science, engineering or careers advice, aimed to increase awareness and the opportunities available in the construction industry. Focus on improving the image of the sector. Construction supported community benefit initiative delivered to SME's and Teaching Staff (including Recruitment and Training Advisory Days, DEC, Primary Engineering, and others) 1. Tier 1's to engage with local educational services, early years, schools, colleges, universities, adult influencers, career advisors, learning providers, community groups, to identify opportunities to deliver events, can include Construction Ambassador Programme / STEM activities, 2. Tier 1 to hold hubSW Recruitment and Training Advisory Days, or own equivalent, aimed at SME's 3. Workshop sessions delivered for example local educational services, schools, colleges, PS, DEC, Primary Engineering 8.1k Skills Academy - Social Impact Event or Contribution Programme-wide Tier 1 annual community project. Aimed at disadvantaged groups within the local community, which have a positive impact. Supporting council initiatives, organisations, and Institutions such as Princes Trust, for example young people in care/post care, people with learning difficulties - e.g.: mentoring, a series of support measures to produce a positive outcomes Page 286 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.2a Companies involved with local employment and training projects Companies working on the project including main contractor, working with organisations promoting local employment, education, volunteering or placement opportunities. Contractor to identify sub-contractors involved with local employment and training projects, and any involvement by Contractor direct. hub will coordinate placements from agencies such as Ayr College or through CITB which will count in meeting KPIs. School / College organised visits will also count to meet this KPI. 8.2b Supply Chain Institute -Contract opportunities for Territory based contractors (%) Opportunities afforded to South West Territory based companies through market testing or tendering as a percentage of total opportunities created. Ensure that at least 55% (rising to max 70% in 2018-19) of tendering opportunities go to companies in the hub SW area. 8.2c Supply Chain Institute - Local supply chain events to engage local companies This involves events where Tier 1 Contractors will come face to face with local sub-contractors and suppliers with an opportunity to talk about potential projects This will involve events such as 'Meet the Buyer' events, Supplier Showcases and hub Club Networking meetings. 8.2d Supply Chain Institute - Local companies given pricing/ tendering opportunities for first time by Tier 1 or M+E Contractors First timers in hub located locally and under contract to Tier 1s or the appointed M+E Contractor. Have never worked on a HSW contract before. Ensure that local first timers are included in the market testing/tendering process. Contact HSW Community Benefits team who can confirm status. 8.2e Supply Chain Institute - Local companies graduated from the Building for Growth Programme Companies based in HSW area or Scotland based professional Services practices completing the programme. (hub SW Target) Recruitment and delivery by Community Benefits team in conjunction with the Tier 1 contractors. Organised twice per annum. Max 10 companies per programme. Page 287 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above KPI REF KPI DEFINITION KPI ACHIEVEMENT Arrangements & Delivery 8.2f Supply Chain Institute - Local business improvement support and workshops One to many workshops or one to one support to local companies to help improve their business. This could cover a range of subjects and delivery methods. Topics include Business Health Checks, business and people management, business strategy, planning, HR development, financial management, succession planning, time management, accreditation support etc. These can be delivered either to an individual company, or as a learning event attended by people of different companies. The Tier 1 can claim this KPI by attending and participating in the event programme facilitated by the SCI. One to one interventions will be allocated by the SCDM on an equitable and as need basis to a hub project. 8.2g Supply Chain Institute - Business Expansion Support and Workshops One to many workshops or one to one support to local companies to help expand their business. This could cover a range of subjects and delivery methods. Topics include marketing, sales, tendering, web development, social media etc. These can be delivered either to an individual company, or as a learning event attended by people of different companies. The Tier 1 can claim this KPI by attending and participating in the event programme facilitated by the SCI. One to one interventions will be allocated by the SCDM on an equitable and as need basis to a hub project. 8.2h Supply Chain Institute - Construction Specific Learning Events and Workshops One to many workshops or one to one support to local companies to help improve construction specific aspects of their business operations. These are most likely to be on-site training events such as BIM workshops, Waste, Environment and Health and Safety Tool Box talks organised by the Tier 1 Contractors for their team and sub- contractors. There may also be some one to many events organised for the wider supply chain by the SCDM. 8.2i Supply Chain Institute - Third Sector Businesses – hubSW projects contracts awards/ opportunities Not for profit organisations with a trading arm which can supply hub projects in some way afforded contract opportunities or award a contract on a hub project. Could bid normally as part of the project procurement or be awarded a special project by the Tier 1 as part of its community engagement activities. The site catering contract if going to a not for profit public good organisation could qualify as well an org winning a regular work package. Page 288 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above Cumbernauld Academy DATES COMMENTS/NOTES DELIVERED APPRENTICESHIP 2021 APPRENTICESHIP 2022 APPRENTICESHIP 2023 FES FM MECHANICAL AND ELECTRICAL APPRENTICESHIPS 23/04/2021 PRESENTATION DELIVERED VIA MICROSOFT TEAMS JOINT WITH GREENFAULDS HIGH (6 PUPILS FROM CUMBERNAULD AC PRESENT) 1 1 STUDENT - ELECTRICIAN APPRENTICESHIP 1 STUDENT FES FM - TRAINING CENTRE 22/10/2021 TRAINING SESSIONS FOR STUDENTS WISHING TO APPLY FOR APPRENTICESHIPS (no students attended) 08/12/2021 1 (4 students attended) 22/02/2022 (no students attended) 23/03/2022 (no students attended) 20/04/2022 cancelled (exam time) 15/06/2022 cancelled as per FES 14/09/2022 1 (3 students attended) 18/01/2023 1 (4 students attended) 24/01/2023 1 (4 students attended) Page 289 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above Greenfaulds High School DATES COMMENTS/NOTES DELIVERED APPRENTICESHIP 2021 APPRENTICESHIP 2022 APPRENTICESHIP 2023 FES FM MECHANICAL AND ELECTRICAL APPRENTICESHIPS 23/04/2021 PRESENTATION DELIVERED VIA MICROSOFT TEAMS JOINT WITH CUMBERNAULD AC (22 PUPILS FROM GREENFAULDS HIGH PRESENT) 1 0 FES FM - TRAINING CENTRE 22/10/2021 TRAINING SESSIONS FOR STUDENTS WISHING TO APPLY FOR APPRENTICESHIPS 1 (8 students attended) 08/12/2021 1 (2 students attended) 22/02/2022 1 (4 students attended) 23/03/2022 1 (7 students attended) 20/04/2022 cancelled (exam time) 15/06/2022 cancelled as per FES 14/09/2022 1 (5 students attended) 18/01/2023 1 (4 students attended) 24/01/2023 1 (4 students attended) 10 November 2022 – FES FM and Apprentice (former pupil of Cumbernauld Academy) presented career opportunities at S2 Careers’ event at Cumbernauld Academy 27 & 31 January 2023 – FES FM Training Officer delivered interview skills workshops at Cumbernauld Academy & Greenfaulds High School. 2 March 2023 – FES FM delivered pre-employment BTEC assessment. Assessment for plumbing and heating engineers. Further training centre sessions to be arranged for September – November 2023 for both Greenfaulds High School and Cumbernauld Academy. FES FM 2023 Apprenticeship interviews taking place May 2023 Page 290 of 522
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Appendix 3 (continued) – definitions for KPIs outlined in section above • Tigers Training/Morgan Sindall Joint Venture – total of 29 North Lanarkshire young people started 13 week pre-apprenticeship training on 23 January 2023. • Primary 7 Construction Pilot - Tigers and NLC Pathways; first steps into construction. Site visits arranged with Tier 1 contractors at Chryston and Riverbank. • Working in collaboration with Vocational Education – work placements for Foundation Apprentices with Tier 1 contractors and their supply chain. To date 16nr FAs placed in June and October 2022. Two of these students were successful in gaining Graduate Apprenticeships with Tier 1 contractors: Morgan Sindall and Kier Construction. Employer engagement – 29 sessions delivered to date to Level 4/5 construction classes. Page 291 of 522
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Appendix 4 – Timescales for Project Development and Delivery Appendix 4 GUIDELINES ON TIMESCALES FOR PROJECT DEVELOPMENT AND CONSTRUCTION FOR NEW BUILD HUB PROJECTS INVOLVING SCHOOLS Overall Timeline Committee Approval Stages Core Project (New Build) Procurement to Occupation Project Development Construction Start / Duration Community Hub incorporating a single primary school - Two stream (Up to 434 pupils) 2.25 years* 12 months* 15 months Community Hub incorporating a single primary - Three stream (435-651 pupils) 2.75 years* 15 months* 18 months Community Hub incorporating a High School 3.4 years* 18 months * 22 months Community Hub incorporating more than one primary school. This scenario usually includes either two schools, or school/s and community facilities. 3.2 years* 18 months * 20 months Town Hub/Community Hub incorporating more than one education sector. This scenario may include: High school; primary school(s); early years; ASN; community; partnership; sport and leisure zones; etc. Town hubs with more elements/zones will be require more time at ‘project development’ stage and may require more time at ‘construction stage’ dependant on complexity of project. At least 3.7 years* At least 20 months * At least 24 months Overall Timeline - Procurement to Occupation The timeline for the Delivery Programme starts from all committee approvals being in place, a site in council title and a project being approved for progression through appropriate governance processes (such as Hub Deliver Board). Page 292 of 522
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Appendix 4 – Timescales for Project Development and Delivery Project Development This Delivery Project Development process includes the procurement to appoint the contractor and their external design team; the technical site surveys to allow design to commence; Stage 1 concept design development, 12 weeks statutory pre planning consultation; Stage 2 detailed design and work package tender preparation; 5 months statutory full planning approval, tendering to external supply chain for all construction activity; Pricing and Contract negotiation, committee approval for the final price and execution of the construction contract. * As the council transitions to building Town and Community Hubs – due to the specific nature of each project and the expected engagement with local communities, an intelligent brief will be developed for each project. This may be because of the complexity of the site; multiple service users within a shared campus environment; Carbon reductions strategies; constructions phasing risks to existing users; etc. This added element inevitably adds time to the process but will ensure alignment with the Town and Community Hub guiding principles. The project development timescales outlined in the table above, may therefore be extended. Construction Duration The start of construction requires committee approval to agree a contract is to be entered into as this constitutes approx 95% of the total funding. This depends on size of building, the extent of site abnormals and their remediation and any construction phasing. Construction will be longer if new school/s being built on a site of an existing school that will remain in operation and requires to be demolished in order to complete all of the new development. The indicative average timeline reflects the first phase of construction which is normally that the new building is first to be built for occupation. Page 293 of 522
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North Lanarkshire Council Report Education, Children and Families Committe Does this report require to be approved? ☒ Yes ☐ No Ref AG Date 23/11/23 Fostering and Kinship Allowances 2023-24 From Alison Gordon Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) E-mail gordonal@northlan.gov.uk Telephone 01698-332001 Executive Summary The purpose of this report is to provide the Committee with an update on the introduction of a Scottish Recommended Allowance (SRA) for foster and kinship carers and on arrangements for the implementation of the new allowances in North Lanarkshire. The introduction of the SRA nationally, following an agreement between Scottish Government and COSLA, addresses the previous divergence in allowances paid by local authorities across Scotland and is intended to support the delivery of the Promise in ensuring allowances paid to support children and young people experiencing kinship or foster care are sufficient to meet needs. Additional recurring funding in support of the implementation of these new arrangements is being provided by Scottish Government. In the context of challenges in recruiting and retaining foster carers to the council’s in- house fostering service and the importance of this to the delivery of our commitment to support children and young people who require alternative care Close to Home, a 10% uplift for foster care fees which have not increased since 2017-18 is also proposed. An increasing number of older young people remain in family placements on a continuing care basis beyond the period where they are formally ‘looked after’ through legislation and whilst these arrangements are not an explicit part of the national agreement it is proposed that allowances paid in respect of those young people are paid at an equivalent rate to the updated kinship and fostering allowances. This will ensure alignment with the Council’s commitment to Keeping the Promise in particular in supporting stability for those young people during their transition to adulthood. Finally, the report highlights that some other types of allowances and discretionary payments to family carers lie out with the parameters of the SRA and will be subject to internal review with any further changes proposed subject to a further report to Committee. Recommendations It is recommended that the Committee: 1) Consider the contents of this report, and 2) Endorse the revised rates of weekly allowances in respect of children and young people placed with North Lanarkshire foster and kinship carers will be based on the new SRA and extended to continuing care arrangements, 3) Agree the proposed uplift of 10% in foster care fees. Item 10 Page 295 of 522
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1. Background 1.1 Fostering allowances are paid to individuals and families who are registered as foster carers under the Looked After Children (Scotland) Regulations 2009 when a child, who is looked after and accommodated by the Council, is placed in their home. The allowance is awarded to meet the costs of the child they are caring for, with payment rates linked to the age of the child or young person. This includes those caring for young people with entitlement to continuing care. 1.2 Fostering fees are paid to individuals and families who are registered as foster carers under the Looked After Children (Scotland) Regulations 2009 when a child, who is looked after and accommodated by the council is placed in their home. These fees recognise the skills, commitment and expectations of carers providing care to non- related children and are paid at 3 levels linked to a competency scheme for carers. 1.3 Kinship care allowances are paid to individuals who have a relationship (friend or extended family network) to the child or young person and have been approved at the multi-agency kinship care panel as being suitable carers to care for the child or young person in their care, as per the Looked After Children (Scotland) Regulations 2009. Kinship Care allowances may also be paid in respect of children who are subject to kinship care or residence orders who meet additional criteria. These arrangements are often referred to as ‘informal’ kinship arrangements as unlike formal kinship arrangements children and young people are not considered to be ‘looked after’ by the local authority. 1.4 Continuing Care is a legal term established by section 67 of the Children and Young Peoples (Scotland) Act 2014. The aim of continuing care is to provide a more gradual transition to independent living whilst maintaining supportive and positive relationships. Continuing care support young people aged 18-21 who choose to remain in their care placement. North Lanarkshire’s current position is that when a young person enters continuing care, at age 18, the fostering allowance continues but the fees to the carers cease. 1.5 Until now local authorities across Scotland have paid varying rates and allowances to foster and kinship carers. The introduction of the Scottish Recommended Allowance (SRA) follows extensive work and negotiation between Scottish Government and 4) Endorse the proposal for further work to review those allowances and discretionary payments not included in the agreement on the SRA to ensure best alignment with the council’s ambitions within available resources. 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 Programme of Work Resilient People Page 296 of 522
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COSLA over several years and was agreed by COSLA Leaders on the 25th August 2023. The new SRA rates set an effective minimum which should be paid to foster and kinship carers across Scotland although there remains local discretion in how this is realised and implemented, for example through a single weekly payment or component parts. It is intended to ensure that the children in fostering, and kinship care get the support they need to thrive and that there is parity in the financial support across Scotland. Where local authorities are already paying above the SRA, it is expected that this be continued so that no carer is worse off as a result of new arrangements. 1.6 The SRA rates have been determined by research previously commissioned through the Fraser of Allender Institute on the cost of supporting a child based on 16 core components of care. These components include elements such as holiday payments and transport costs. 1.7 Whilst the new national funding envelope of a recurring 16m has been based on modelling of overall implementation costs across Scotland, the distribution formula which determines the allocation of additional funding to local authorities and is detailed in 5.2, is designed so that it does not unreasonably ‘penalise’ those authorities who currently pay higher rates. Funding will be provided from this financial year with an expectation that the increase be backdated to April 2023. 1.8 The agreement on the SRA does not cover fostering fees or those allowances which support other types of care arrangements, including adoption allowances, paid to support those adoptive placements where specific criteria are met, and supported care allowances paid to carers who support older young people (16-21) who have left formal care to transition towards independent living. Similarly, it does not automatically cover continuing care arrangements whereby children and young people remain with a foster of formal kinship carer beyond the age of 18 and/or cessation of formal care. 2. Report 2.1 At present the rates of weekly fostering and kinship allowances paid directly to foster and kinship carers in North Lanarkshire falls within the upper cohort of allowance levels paid by local authorities across Scotland. No uplift has however been made to allowances or fees for the past five years meaning the real value of allowances has fallen. 2.2 A direct comparison between current weekly fostering and kinship allowances shows that in three of the four age categories on which allowances are based, the new SRA is higher than the current rates paid by North Lanarkshire, whilst for children aged 11- 15 the rate currently paid by the Council is already slightly higher than the new SRA as illustrated in the Appendix – Table 1. Implementation of weekly allowances based on the SRA would therefore mean a weekly increase of £22-£33 for most carers but no uplift for those caring for children aged 11-15 for whom current allowances exceed the SRA. 2.3 The comparative position is however more complex in that North Lanarkshire currently also provides additional financial support to carers beyond a weekly allowance: Within existing arrangements, foster and formal kinship carers receive payments equating to an additional 4 weeks of allowances per year to support Birthday, Summer, and Christmas expenses for children and young people experiencing care. These additional payments are paid as follows in respect of each care experienced child living with a foster and kinship carer: Page 297 of 522
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• Birthday payment – age rated allowances x 1-week payment. • Holiday payment – age rated allowances x 2-week payment. • Christmas payment – age rated allowances x 1-week payment. These additional payments are routinely paid only in respect of children and young people who are currently experiencing care in foster or formal kinship arrangements that is those who are ’looked after away from home.’ Discretionary fostering payments are also made to foster carers, and these include payments for mileage, furniture, bedding and equipment for babies and toddlers in particular where this may be required to support the start of a placement. Whilst such additional payments are not routinely paid in respect of other care arrangements such as informal kinship, continuing or supported care and adoption arrangements discrete additional payments may be made occasionally where required to meet assessed need. 2.4 In considering how best to implement new arrangements linked with the SRA policy commitment within North Lanarkshire, a number of factors have been considered: 2.4.1 The need to grow our internal fostering capacity to meet demand and our commitment to care for our children and young people Close to Home: Whilst foster carer recruitment is a national challenge this is particularly the case for local authorities meaning that over the past 10 year an increasing number of placements have required to be commissioned from independent providers. These are more costly and, in most instances, also mean children and young people being cared for away from North Lanarkshire. Growth in the use of external provision which currently supports 54 children and young people from our area has stabilised and recently fallen slightly but we have found it difficult to reduce the reliance on external provision, in part due to the majority of children placed now being in permanence arrangements, but notably also due to the steady reduction in the numbers of in-house foster carers. Whilst our in- house fostering service continues to support over 110 children and young people, carer numbers have fallen to 57 from a peak of 97 carers 10 years ago, mainly due to ‘retirals’ meaning it is challenging to meet need and our duty to support brothers and sisters together. 2.4.2 Carer expectations – There has been substantial publicity around introduction of the new rates and carers will expect the implementation of the headline rates. Communication is already challenging due to the uneven impact of the rate rises. Carers will not anticipate other existing financial supports which are currently paid separately but which are components within the SRA rate being factored into the equation with the exception of the deduction of child related benefits which are paid to kinship carers but not foster carers as within current arrangements. 2.4.3 Cost of Living Pressures – As noted there has been no uplift in allowances or fees within North Lanarkshire for 5 years despite significant inflation/cost of living pressures. This impacts both practically on carers but also on how valued they may feel in undertaking such a key role in supporting our children and young people. Page 298 of 522
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2.4.4 Financial Allocation – As referenced in Section 5.2 the additional recurring allocation to North Lanarkshire fully meets the potential costs of uprating kinship and fostering allowances to the SRA and subject to risks noted at 5.9 creates some capacity to make some broader adjustments in support of our aims both for better outcomes for our children and young people and efficient use of resources. 2.5 In the light of the above position, it is proposed that: 2.5.1 North Lanarkshire implement the SRA weekly allowance rate payments to carers except for those carers caring for children and young people aged 11- 15. This rate should remain at £202.72 meeting the commitment that rates should not be reduced in areas where payments already exceed the SRA. 2.5.2 Payments increases are backdated to 1st April 2023 in line with the national agreement or to the start of placement for arrangements beginning after this time. 2.5.3 The cost of this is estimated to be £645,627 per year based on current and estimated pending placement numbers and including continuing care placements as illustrated in the Table 3 of the Appendix 2.5.4 A commitment is made to maintain current arrangements for additional financial supports including birthday/Christmas/holiday payments and discretionary payments for the current year 2023/24 with a review to consider whether any rationalisation or reconfiguration of these is required going forward, with this to be to be completed by February 2024. 2.5.5 An uplift of 10% be made to all fostering fees. This would partially address the fall in real value of these fees and support care recruitment and retention. This would amount to a total additional annual cost of £66,214.42 as illustrated in Table 5 of the Appendix 2.6 It is recognised that the revised rate of allowances does not apply to all categories carers and those children and young people living with them, including those with previous experience of care. Consideration will be given to the children, young people and carers who are not impacted by the new allowance rates, to decide if any adjustment is appropriate and can be made within existing resource. This review will also consider the differential structure of financial support through continuing and supported care for young people with care experience where there is additional complexity. As noted above fees are not currently paid in respect of continuing care and or supported care reflecting the different expectations and requirements of carers. The rates of allowances paid in respect of older young people in supported and continuing care are also paid irrespective of the young person’s own income. It is however recognised that young people in these cohorts have differential support needs. Any further proposed changes arising from review activity will be tabled at a future Committee for consideration and approval. 3. Measures of success 3.1 The council increases the number of carers for vulnerable children and young people. Page 299 of 522
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3.2 Children and young people who continue to need this service can access this support. 3.3 The council can maintain a positive balance of care and continue its capacity to provide placements for children and young people within their own communities in North Lanarkshire. 3.4 Young people subject to continuing care can remain in their placement and receive support beyond the age of 18 thus improving stability and providing a more gradual transition towards independence. 3.5 Young people leaving local authority care experience more seamless transitions into independent living. 4. Supporting documentation Appendix: Table 1 – Proposed new rates. Table 2 – Kinship Care Current Weekly costs and bandings Table 3 - Fostering Current Weekly costs and bandings. Table 4 - Total overall costs for rates per year Table 5 – Total Overall costs for Fostering Fee 10% Uplift Alison Gordon Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) Page 300 of 522
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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? North Lanarkshire has been allocated additional funding of £1,182 m on a recurring basis to support the implementation of the SRA (based on a distribution formula: 35% number of children in low income families/35% number of children in receipt of Scottish Child Payments/30% 0-18 general population). This funding will therefore fully cover the additional costs outlined in 2.5 above and the Appendix to to this report. It should be noted however that there are existing burdens in respect to the cost of external fostering and kinship care, where national funding or previous policy commitments has not fully met costs. Any further proposed changes arising from review of carer allowances and financial supports will therefore be subject to available resources. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts 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 ☐ Page 301 of 522
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If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for 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? Given this is a national change to allowances for foster and kinship carers there may be a need to address any media enquiries locally. 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 lack of sufficient local placements for children and young people requiring care away from home is currently on the service risk register. North Lanarkshire needs to ensure we can compete to recruit new carers and improve our resource base. If we do not increase the numbers of carers, we will not be able to support children and young people to live within their own community in North Lanarkshire in line with our commitment to The Promise and in line with the Plan for NL. There is some financial risk with respect to escalation in costs of external fostering provision following the introduction of this policy. Weekly costs of purchased fostering provision for the 54 children and young people supported in these placements significantly exceeds the cost fees and allowances paid to in house carers however these costs cover agency support and administration costs as well as payments to carers, Whilst most independent providers do already pay higher Page 302 of 522
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allowances to carers it is likely given also the current inflationary environment that agencies will seek to increase charges. 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 detail in this report will have an impact on care experienced children and young people. The commitment in The Promise to endeavour for most children to have a family placement has come from the voices of care experienced young people. These decisions are being made to support this aspiration and as such the best interests of children and young people have been considered. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 303 of 522
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Appendix Table 1 Table 2 Kinship Care Current Weekly Costs and Bandings Current Weekly Cost New Weekly Cost Age Range Count of Age Range Sum of Rate 0-4 53 £7,569.46 £8,920.43 5-10 115 £18,709.35 £22,518.15 11-15 147 £29,768.97 £29,768.97 16-18 40 £9,853.20 £10,736.40 Grand Total 355 £65,900.98 £71,943.95 Per Year £3,690,454.88 £4,028,861.20 Extra Cost per year £338,406.00 Proposed New Rates Age Range Current Rates New Rates 0 to 4 £142.82 £168.31 5 to 10 £162.69 £195.81 11-15 £202.51 £195.81 16 + £246.33 £268.41 Page 304 of 522
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Table 3 Fostering Current Weekly Costs and Bandings Current Weekly Cost New Weekly Cost Row Labels Count of Age band 1 Sum of RATE 1 0-4Years 64 £9,140.48 £10,771.84 5-10 Years 33 £5,368.77 £6,461.73 11-15 Years 42 £8,505.42 £8,505.42 16+Years 28 £6,897.24 £7,515.48 Grand Total 167 £29,911.91 £33,254.47 Per Year £1,675,066.96 £1,862,250.32 Extra Cost per year £187,183.00 Continuing Care 66 £75,779 Kinship Panel cases awaiting approval 50 £44,258 Total Cost of New Rates £645,627 • Estimate Page 305 of 522
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Table 4 Total overall cost for rates per year Current cost per year New Cost per year Total Extra Cost Kinship Care £3,690,454.88 £4,028,861.20 £338,406.00 Foster Care £1,675,966.96 £1,862,250.20 £187,183.00 Continuing Care £75,779.00 £75,779.00 Kinship Panel* £44,258.00 £ 44,258.00 Total Cost of New Rates £ 645,627.00 Table 5 Total overall cost for Fostering Fee 10% Uplift Fostering Fee Total Number 2017/18 Weekly Spend total Spend 5% Increase Weekly Spend Annual Spend Total Increase Level 1 48 £117.60 £5,644.80 £270,950.40 £129 £6,209.28 £322,882.56 £51,932.16 Level 2 4 £152.88 £7,338.24 £29,352.96 £168 £672.67 £34,978.94 £5,625.98 Level 3 5 £188.18 £9,032.64 £45,163.20 £207 £1,034.99 £53,819.48 £8,656.28 Total Level 57 £345,466.56 £26,296.00 £414,576.00 £66,214.42 Page 306 of 522
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref Date 21/11/23 Joint Inspection of Services for Children and Young People at Risk of Harm From Alison Gordon, Chief Social Work Officer (Education, Families, Justice and Integrated Practice) E-mail gordonal@northlan.gov.uk Telephone Executive Summary External Scrutiny of Children’s Services within North Lanarkshire is periodically undertaken through the Care Inspectorate and other inspection bodies, with the penultimate joint inspection of Children’s Services having been undertaken in 2014/15. This report updates on the scope and outcome of the recently concluded joint inspection undertaken during the period from 17th April 2023 to 13th September 2023 which focussed on services and supports for children and young people in North Lanarkshire at risk of harm. The full inspection report which is attached as Appendix 1 to this report was published on the 17th October 2023 and reflects positively on the services and support provided to children and young people and their families in North Lanarkshire and the partnership’s focus on relationship based practice. Significantly the inspection evaluated the impact of services on the lives of children and young people as Very Good and expressed confidence both in the partnership’s ambition for our children and young people and our ability to address a small number of improvement areas identified within the inspection process and consistent with our own self-evaluation. A joint action plan, including work already underway, will now be drawn up and overseen by the Child Protection Committee and Children’s Services Partnership as part of our ongoing improvement and assurance processes. Recommendations It is recommended that Committee: 1) Endorses the report and the next steps set out at 2.4. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (14) Ensure the highest standards of public protection Programme of Work Statutory / corporate / service requirement Item 11 Page 307 of 522
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1. Background 1.1 The model and scope for the joint strategic inspection of services for children and young people has evolved over time and was moderated significantly for those partnerships inspected during the pandemic period. The inspection process is led by the Care Inspectorate but also involves a range of partner inspection bodies including Health Care Improvement Scotland, His Majesty’s Inspectorate of Constabulary in Scotland and Education Scotland as well as young inspection volunteers. This inspection whilst having a narrower focus than the penultimate inspection of partnership services in 2014/15 in specifically evaluating support and services for children and young people at risk of harm nonetheless looked beyond statutory child protection processes to consider our wider approach to supporting and safeguarding our children and young people. Partnership performance was evaluated against 4 quality statements: • Children and young people are safer because risks have been identified early and are responded to effectively. • Children and young people’s lives improve with high quality planning and support, ensuring they experience sustained living and nurturing relationships to keep them safe from further harm. • Children and young people and families are meaningfully and appropriately involved in decisions about their lives. They influence service planning delivery and improvement. • Collaborative strategic leadership, planning and operational management ensure high standards of service delivery. 1.2 The inspection methodology however only provides a ‘scored’ evaluation against quality indictor 2.1 within the inspection framework: Impact on Children and Young People. This considers to what extent children and young people feel valued, loved, fulfilled and secure; listened to understood and respected; experience sincere human contact and enduring relationships and get the best possible start in life. 1.3 The Joint Inspection of Services for Children and Young People at Risk of Harm in North Lanarkshire was announced on 17th April 2023 and concluded on the 13th September 2023. The inspection, which was undertaken in a number of phases, involved staff and managers across a wide range of services and was co-ordinated by a local multi-agency inspection oversight group and Senior Education and Families Managers (Social Work) supported by our Child Protection Co-ordinator and Business Support staff. The process required a significant time commitment by staff over this period to support the inspection activity and the inspection team fed back very positively on local arrangements to support the inspection. Key activities included the reading of children and young people’s records supported by local file leaders, an extensive staff survey, a survey of children, young people and their parents, the preparation of a comprehensive position statement by the partnership, interviews with children, young people and parents, and meetings with focus groups including frontline staff, operational managers, senior leaders and elected members. 2. Report 2.1 In the course of the inspection, inspectors reviewed practice by reading a records sample of 60 children and young people at risk of harm, considered the response of over 1300 staff to the staff survey and met directly with over 200 staff and a focus group of 10 elected members. They also listened to the views and experiences of 59 children and young people and 42 parents and carers including face-to-face meetings, telephone conversations and survey responses although it was acknowledged that a Page 308 of 522
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relatively low number of responses via the survey related to this being undertaken during the school holiday period. Inspectors also considered out position statement and self-evaluation as well as other publicly available information on services in North Lanarkshire. 2.2 The full inspection report as published on 17th October 2023 is attached as Appendix 1 and includes key messages amongst these highlighting the partnership’s strong multi- agency approach to early intervention, collaborative working and information sharing and the place of trauma informed and relational practice in supporting our children and young people. Collaborative leadership and vision are also assessed as strong, coherent and understood by staff, with the majority of young people considered to be involved meaningfully and appropriately in decisions about their lives. Some inconsistencies are highlighted with respect to the quality of written plans with chronologies also highlighted as an area for improvement. More detailed evaluation along with good practice examples are set out under the 4 key quality statements within the report. Critically the evaluation of Impact on Children and Young People’ is evaluated as Very Good: • The partnership ensured that children were safer as a result of effective identification and response to risk and the support they received. • Children and young people were listened to, understood and respected. • Children and young people experience supportive and trusting relationships with staff. • An overarching, cultural change in how children’s rights were promted and trauma was understood, and how relationships were approached was having a positive impact. • Young People over the age of 12 benefited from the broad-reaching contextual safeguarding approach though further outcome data is required to fully determine impact. • Children and young people who required additional help with education, health and wellbeing were identified early and multi-agency approaches taken to support them. 2.3 There is consensus in initial partnership discussions on both the outcome of the inspection and the inspection process that the inspection provides a fair assessment of the position in North Lanarkshire and we are pleased that the inspection has recognised our investment and focus on the fundamental building blocks of strong multi-agency working, early intervention and rights and relationship based practice in supporting our children, young people and families as well as our holistic approach and aspirations to further strengthen our impact, in particular for the children, young people and families who face the biggest challenges and disadvantage. The report makes no specific recommendations as a result of inspector’s confidence that; ‘the partnership in North Lanarkshire has the capacity to make changes to service delivery in the areas that require improvement’, this in turn based on an evaluation of effective leadership, clear strategic direction and a sound approach to self-evaluation and quality assurance. Nonetheless work is already taking place on mutually identified areas for improvement including, strengthening the use of data, further promotion of advocacy, enhancing practice in transitions and more consistent involvement of parents in service design. Similarly, the commitment to adopt Signs of Safety and new developments around Whole Family Support embedded within the Resilient People Programme of Work will further empower our children, young people and families whilst also supporting staff make necessary improvements in written plans and chronologies. Page 309 of 522
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Next Steps 2.4 The outcome of the inspection has already been shared with staff through the circulation of the inspection report and a communication thanking them for their commitment to the inspection process during a period of continued demand pressures on services. In addition to this: • Feedback will be provided to the Inspection team (as per the standard process) on our experience of inspection. The Inspection Oversight Group will also consider and identify any additional local learning in relation to both the process and content of inspection. • Briefing Sessions will be undertaken as a vehicle to engage staff in more detailed reflection on the inspection and its key messages with a view to incorporating their views into implementation planning for improvements. • Feedback and thanks will be provided through staff to those families and young people where we are aware they have participated in the inspection process. • An Action Plan will be drawn up as required as part of the inspection process and shared with the Care Inspectorate with progress monitored through the Child Protection Committee and Children’s Services Partnership. • Learning and improvement priorities will also be aligned, where relevant, to the Council’s Programme of Work and be reflected in the delivery of linked roadshow activity planned for early 2024. 3. Measures of success 3.1 Quality improvement framework for children and young people in need of care and protection, 3.2 Delivery of the Inspection Action Plan 4. Supporting documentation Appendix 1 - Joint Inspection of Services for Children and Young People at Risk of Harm Alison Gordon Chief Social Worker (Education, Families, Justice and Integrated Practice) Page 310 of 522
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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 report reflects external scrutiny/evaluation of services and supports to children and young people at risk of harm and who therefore may face greater challenges than others in North Lanarkshire. It reflects positively on the impact of services and in particular highlights as good practice the holistic approach and integration of work to tackle poverty with wider service provision, 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 Page 311 of 522
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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? Lead manager have been supported by Communications Team staff in ensuring that the report and key messages are disseminated appropriately/ 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? Child protection and our approach to supporting and safeguarding children and young people at risk of harm have a clear association with the Public Protection Risk which forms part of the Corporate Risk Register. This inspection which provides a level of assurance on impact in this area alongside any resulting actions will be reflected appropriately in the next review of this risk. 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? Page 312 of 522
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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 report provides a largely very positive evaluation of services impact and how rights are realised with respect to the cohort of children and young people who may be at risk of harm as well as providing a window on these areas within wider children’s services. As the report is reflective rather than itself introducing new actions an impact assessment has not been undertaken however these will be progressed as appropriate in respect of linked improvement activity where relevant going forward, If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 313 of 522
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Report of a joint inspection of services for children and young people at risk of harm in Dundee City1 Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire community planning partnership Prepared by the Care Inspectorate in partnership with Education Scotland, Healthcare Improvement Scotland and His Majesty’s Inspectorate of Constabulary in Scotland 17 October 2023 Page 314 of 522
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2 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Page 315 of 522
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3 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Contents Introduction Key facts Key messages Statement 1: Children and young people are safer because risks have been identified early and responded to effectively Statement 2: Children and young people’s lives improve with high quality planning and support, ensuring they experience sustained loving and nurturing relationships to keep them safe from further harm Statement 3: Children and young people and families are meaningfully and appropriately involved in decisions about their lives and influence service planning, delivery and improvement Statement 4: Collaborative strategic leadership, planning and operational management ensure high standards of service delivery Conclusion What happens next Appendix 1: The quality indicator framework and the six-point evaluation scale Appendix 2: Key terms Page 3 5 7 8 13 18 22 27 27 28 30 Page 316 of 522
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4 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Introduction Our remit At the request of Scottish Ministers, the Care Inspectorate is leading joint inspections of services for children and young people at risk of harm. The remit of these joint inspections is to consider the effectiveness of services for children and young people up to the age of 18 at risk of harm. The inspections look at the differences community planning partnerships are making to the lives of children and young people at risk of harm and their families. Joint inspections aim to provide assurance on the extent to which services, working together, can demonstrate the following. 1. Children and young people are safer because risks have been identified early and responded to effectively. 2. Children and young people’s lives improve with high quality planning and support, ensuring they experience sustained loving and nurturing relationships to keep them safe from further harm. 3. Children and young people and families are meaningfully and appropriately involved in decisions about their lives. They influence service planning, delivery and improvement. 4. Collaborative strategic leadership, planning and operational management ensure high standards of service delivery. The terms that we use in this report When we say children at risk of harm, we mean children up to the age of 18 years who need urgent support due to being at risk of harm from abuse and/or neglect. We include in this term children who need urgent support due to being a significant risk to themselves and/or others or are at significant risk in the community. When we say young people, we mean children aged 13-17 to distinguish between this age group and younger children. When we say parents and carers, we mean those with parental responsibilities and rights and those who have day to day care of the child (including kinship carers and foster carers). When we say partners, we mean leaders of services who contribute to community planning. This includes representatives. When we say staff, we mean any combination of people employed to work with children, young people and families in North Lanarkshire. Where we have relied on figures, we have tried to standardise the terms of quantity so that ‘few’ means up to 14%; ‘less than half’ means 15% up to 49%; ‘the majority’ means 50% up to 74%; ‘most’ means 75% up to 89%; and ‘almost all’ means 90% or more. Appendix 2 contains definitions of other key terms that we use. Page 317 of 522
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Total population: 341,400 people on 30 June 2021 This was an increase of 0.1% from 2020. Over the same period, the population of Scotland increased by 0.3% NRS Scotland Key facts In 2021, 18% of the population were under the age of 16, slightly higher than the national average of 17% NRS Scotland 144 (35%) of North Lanarkshire data zones are in the 20% most deprived communities in Scotland. SCOTTISH INDEX OF MULTIPLE DEPRIVATION 2020 In North Lanarkshire 14,841 children (24.1%) of the population aged 0-15 were living in relative low-income families. This was higher than the Scottish average of 20.8% CHILDREN IN LOW- INCOME FAMILIES: LOCAL AREA STATISTICS 2014 to 2021 North Lanarkshire had 140 incidents per 10,000 population of domestic abuse recorded by Police Scotland in 2021/22. This was higher than the national average of 118. DOMESTIC ABUSE RECORDED BY THE POLICE IN SCOTLAND 2021-22 In 2021/22, North Lanarkshire had a rate of 1.4 per 1,000 of the 0-15yr population, for the number of children with their names listed on the child protection register, lower than the Scottish average of 2.2 per 1, 000. The rate of child protection investigations was 11.0 per 1,000 of the 0-15yr population. This was lower than the Scottish average of 12.6 per 1, 000. CHILDREN’S SOCIAL WORK STATISTICS 2021-22 PUBLICATION TABLES Page 318 of 522
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6 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Our approach Inspection teams include inspectors from the Care Inspectorate, Healthcare Improvement Scotland, His Majesty’s Inspectorate of Constabulary in Scotland and Education Scotland. Teams also include young inspection volunteers, who are young people with direct experience of care or child protection services. Young inspection volunteers receive training and support and contribute to joint inspections using their knowledge and experience to help us evaluate the quality and impact of partners’ work. We take a consistent approach to inspections by using the quality framework for children and young people in need of care and protection. Inspectors collect and review evidence against all 22 quality indicators in the framework to examine the four inspection statements. We use a six-point scale (see appendix 1) to provide a formal evaluation of quality indicator 2.1: impact on children and young people. How we conducted this inspection The joint inspection of services for children at risk of harm in the North Lanarkshire community planning partnership area took place between 17 April 2023 and 13 September 2023. It covered the range of partners in the area that had a role in meeting the needs of children and young people at risk of harm and their families. • We listened to the views and experiences of 59 children and young people and 42 parents and carers. This included face-to-face meetings, telephone conversations and survey responses. • We reviewed practice by reading a sample of records held by a range of services for 60 children and young people at risk of harm. • We reviewed a wide range of documents and a position statement provided by the partnership. • We carried out a staff survey and received 1316 responses from staff who worked in a range of services. • We met with 217 members of staff, including senior leaders and those who worked directly with children, young people and families. • We met with 10 elected members. We are grateful to everyone who spoke to us as part of this inspection. As the findings in this joint inspection are based on a sample of children and young people, we cannot assure the quality of service received by every single child and young person in North Lanarkshire who may be at risk of harm. Page 319 of 522
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7 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Key messages - The partnership had a strong multi-agency approach to early intervention, collaborative working and information sharing. - Staff were confident in their knowledge, skills and ability to recognise, report and respond to signs of child abuse, neglect and exploitation. They worked together to ensure timely identification and response to safety concerns for children and young people at risk of harm. - Staff demonstrated trauma informed and relational practices, which helped children and young people experience supportive and trusting relationships with them. - Children and young people had early access to services to support their mental health and emotional wellbeing, before concerns escalated. Partnership approaches were helping to identify need and to secure support earlier. - Although chronologies assessments and plans were in place and staff were confident in assessing risks and preparing plans, the quality was inconsistent. - The majority of children and young people were meaningfully and appropriately involved in decisions about their lives. Staff listened to children and young people and understood them. - Senior leaders had a clear vision, which was understood by staff. It was threaded through strategic documents, plans and outcomes. The partnership was highly aspirational and had a strategic focus to improve outcomes for children and young people. - Collaborative leadership was strong across the partnership. Leaders were aware of strategic risk and jointly deployed resources to the areas of greatest need. Page 320 of 522
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8 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Statement 1: Children and young people are safer because risks have been identified early and responded to effectively Key messages - The partnership had a strong multi-agency approach to early intervention, collaborative working and information sharing. - Relationship based and creative approaches to extra-familial harm were helping to keep children and young people safe. - Staff were confident in their knowledge, skills and ability to recognise, report and respond to signs of child abuse, neglect and exploitation. They worked together to ensure timely identification and response to safety concerns for children and young people at risk of harm. Early recognition and response to concerns Effective processes were in place to help staff identify risk at an early stage and to respond effectively to concerns. Almost three-quarters of staff who responded to our survey said that Getting it Right for Every Child (GIRFEC) was having a positive impact on the lives of children at risk of harm. An improved understanding of GIRFEC principles had helped promote a culture of collaborative working and shared responsibility. This sat alongside the Scottish Children’s Reporter Administration (SCRA) seeing a consistently lower number of referrals per head than in comparator areas between 2018 and 2022. Most parents who completed our survey told us that staff responded quickly when concerns were first identified about their child and most children and young people told us that they felt safe where they lived. Campus police officers were deployed across North Lanarkshire to work with children, young people, parents and carers around a range of topics. Data and intelligence had been used well to help identify areas of preventative work. For example, a weekend community diversion project had been initiated, that encouraged young people into sport and leisure activities. This correlated with fewer incidents of young people in conflict with the law. Almost all staff who completed our survey were confident in their ability to recognise and report signs of child abuse, neglect and exploitation. Staff also felt supported to be professionally curious, with the aim of keeping children and young people safe. Almost all staff felt confident that they could assess and analyse risks and needs, and they understood the implications of these for the children and young people they worked with. In the records that we read, the named person, or person acting as the professional point of contact in universal services, was informed about concerns for a child’s safety at an early stage. Relevant information was gathered and shared from appropriate sources during the investigation in most cases. In our parent and carer survey, most respondents said that workers acted quickly when concerns were first identified about their child. The overall quality of the initial multi-agency response Page 321 of 522
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9 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire to concerns, and the follow-up to concerns, were rated as good or better in just under three-quarters of records read. This suggests that practice could be strengthened to improve the experience of more children and young people. A partnership audit of children’s records was conducted in January 2023, and it reflected similar findings. Managers and frontline managers were briefed on these findings and improvement actions were being taken forward by the child protection committee. The Safe and Together model was in the early stages of becoming embedded across North Lanarkshire in response to children and young people being at risk from domestic abuse. Over 500 staff had been trained in the model. An awareness raising event took place in March 2023 and funding to implement the approach has been agreed. A baseline evaluation had been undertaken with support from the Improvement Service and arrangements were in place for multi-agency evaluation. Staff competence and confidence Policies, procedures, guidance and a comprehensive multi-agency training programme supported staff to identify risks and concerns and to assess and plan for children, young people and their families. When staff were aware of concerns, they responded quickly and efficiently. Almost three-quarters of those who completed the staff survey were confident that local child protection arrangements responded in an effective and timely way to reports of child abuse, neglect, and exploitation. However, that left a significant number of staff, over a quarter, who were not confident, or who did not know. In almost all the records we read, concerns were shared with police or social work without delay. Inter-agency referral discussion (IRD) When risks to children and young people were identified, staff worked collaboratively to share information and undertake joint assessment. The Police Scotland risk and concern hub triaged and screened all child concern reports for a variety of risk factors, including child protection, extra-familial harm and sexual exploitation. These reports were shared where appropriate with partner agencies and an IRD was considered. An escalation process was in place to identify those children and young people who had been subjected to repeated concerns. IRDs were not conducted outwith normal office hours but when a risk was identified for a child or young person, information was shared between agencies, risk was assessed and safety plans were put in place. An IRD was then held during office hours when considered necessary. A review of pre-birth planning processes, involving multi-agency support teams (MAST) had identified inconsistencies in initiating pre-birth IRDs across localities within North Lanarkshire. In response to the review, procedures were updated and a pre-birth pathway was introduced in August 2023. Although it was too early to report on the progress of the new pathway in terms of outcomes, we were assured by what staff told us and the partnership’s position statement and supporting evidence confirmed that agencies communicated at an early stage to assess risks for unborn babies and to support families. Page 322 of 522
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10 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire We could see that an IRD had been conducted in most of the records we read, and most were held within expected timescales, although just under a quarter were not. The criteria for holding an IRD had been reviewed, but some children and young people were still being referred directly to child protection case conference by a social work manager, due to the level of risk. There was no evidence that this impacted negatively upon children and young people, but the partnership was updating local child protection procedures to reflect the National Guidance for Child Protection in Scotland. Staff spoke to us about the increased number of incidents going to an IRD because of prompt action and early intervention. The partnership’s audit activity indicated a significant increase in the number of IRDs, which had resulted in some delays. Where there was a delay, although not initially conducted as an IRD, the child or young person was kept safe through information sharing and interim safety planning. In response, the partnership had established a short-life working group to analyse data and seek alternative solutions to address any delay, including the reallocation of resources. It was positive that education attended all IRDs for children of nursery and school age, which ensured enhanced information sharing and joint assessment of risk. In almost all cases, clear decisions were made about the next steps and immediate action was taken to keep the child and other children safe. The need for emergency protective action or legal measures was considered and appropriate action was taken. The multi-agency team developed an interim safety plan for the child in almost all cases. Information was shared between agencies and immediate safety and wellbeing measures were put in place where relevant. The IRD overview group quality assured a random sample of 20 IRDs every 10 weeks. Staff told us that this has led to improvements in recording and decision making. Joint investigative interviews and Scottish Child Interview Model (SCIM) interviews North Lanarkshire and South Lanarkshire were the first areas of the country to adopt and implement the SCIM model. Senior managers told us that they had received positive feedback from children, young people, parents and carers on how these interviews were conducted. However, the partnership also told us that there were questions about the sustainability of the SCIM. A revised model for joint investigative interviews was introduced in April 2023, in response to a significant increase in the volume of child SCIM interviews; over a two-third increase from 2020. Some SCIM interviews had taken more than two weeks to conclude, causing delays for some children and young people. This was potentially causing a negative impact on their wellbeing and ability to safely speak about their experiences. Cases were triaged by a detective inspector and cases that were less complex were allocated to trained police officers and social workers for legacy joint investigative interview. This enabled a quicker response and reduced the wait time for the child or young person. Whilst it is positive that interim partnership solutions were enacted and joint resources deployed, this may impact upon the experiences of children and young people and the quality of evidence obtained. Page 323 of 522
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11 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire In the records we read, social work representatives attended all initial multi-agency meetings and police, health and education attended almost all meetings. Potential risks and needs were considered in full, in the majority of cases and partially in just over a quarter. The initial multi-agency meeting was held within the required timescales in most cases and clear decisions were made in the meetings in almost all records read. The overall quality of the initial multi-agency meeting was evaluated as good or better in most cases. Extra familial harm There was strong collaborative working in response to children and young people who either went missing, or who were at risk of going missing. Opportunities were identified within the contextual safeguarding approach to overlap intelligence about young people who were missing. Police Scotland had created an intelligence portal, which helped identify locations where a missing child or young person may have gone to, or who they may have been with. The partnership had introduced a comprehensive missing person’s protocol, which contained detailed information for Practice example: contextual safeguarding In 2020, significant case reviews (SCRs) identified a complex mix of extra- familial and familial harm, which required an improved response. There were also concerns from children’s houses about high numbers of missing episodes for care experienced young people. The partnership took the decision to introduce a contextual safeguarding approach, supported by a contextual safeguarding panel and a steering group. The purpose was to co-ordinate safeguarding interventions for children and young people over the age of 12 years, who were identified as being at risk or who had been subjected to extra- familial harm. This necessitated a cultural shift in the way that risk was understood. North Lanarkshire’s approach to embedding trauma informed practice within contextual safeguarding had been evaluated by the University of Sussex as part of the innovate project. The innovate project report noted an embedded culture of rights-based, relational practice and collaboration between young people and staff. They found that young people spoke to staff in difficult times and that staff knew the young people well. The pathway to the contextual safeguarding panel was through an IRD, or through updated care and risk management (CARM) procedures. We heard some impactful examples of the process working effectively in practice. Almost 30 young people had been kept safer through the lens of contextual safeguarding. During our inspection, we heard from staff that there had been a real shift in the recognition and response to community-based harms, with a collaborative approach. The change has been received positively by police leaders in North Lanarkshire and police had taken alternative approaches to arresting young people when appropriate, such as involving other services to provide support. Page 324 of 522
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12 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire all relevant staff dealing with any missing person. Barnardo’s Scotland had been commissioned to facilitate return home welfare discussions for missing children and young people. This involved identifying factors which may have led to them going missing and enabled staff to assess how risk could be reduced through meaningful support and interventions. In addition, Police Scotland’s missing person co-ordination unit participated in weekly meetings with partners to discuss every missing child episode from the previous week. They discussed safeguarding concerns and shared information. All missing children were also discussed at Police Scotland daily sub-divisional meetings and daily senior management meetings. Since the revised approach to missing children and young people, the number going missing from children’s houses had halved. Page 325 of 522
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13 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Statement 2: Children and young people’s lives improve with high quality planning and support, ensuring they experience sustained loving and nurturing relationships to keep them safe from further harm Key messages: - Staff demonstrated trauma informed and relational practices, which helped children and young people experience supportive and trusting relationships with them. - Children and young people had early access to services to support their mental health and emotional wellbeing, before concerns escalated. Partnership approaches were helping to identify need and to secure support earlier. - Although chronologies assessments and plans were in place and staff were confident in assessing risks and preparing plans, the quality was inconsistent. - Transition planning had been enhanced and additional support was available for children and young people who had been the subject of child protection processes. Relational practice There was an embedded culture of relational practice across the partnership. Staff spoke to us about how they valued relationships in all aspects of their work and whilst there was some professional conflict and challenge, it was managed with respect and focus on the child or young person. Supported by a strategic group, the partnership was working hard to embed a culture of trauma-informed practice and this too supported meaningful relationships. While some staff told us that they were not yet aware of trauma-informed practice and how it applied to them, many other staff spoke about how it was becoming established in how they understand their work with families and with each other. We heard examples from staff about how trauma-informed practice was understood through child protection investigations, interviews of children and young people, contextual safeguarding and in staff training. Leaders understood the impact of vicarious trauma on staff and positive support and supervision arrangements were in place. The majority of respondents to our staff survey felt that children at risk of harm were thriving because of nurturing and enduring relationships with their carers and people working with them. Most children and young people who responded to our survey said they knew why staff were involved with them. In most records we read, the child had had an opportunity to develop a relationship with a member of staff. The majority of children and young people told us that they got the right help to make and keep loving and supportive relationships with people they cared about, most or all of the time. Most parents and carers who responded to our survey told us that their child Page 326 of 522
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14 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire had the right help to keep loving and supportive relationships with people who they cared about. Children and young people we met spoke about positive relationships with staff and described how staff had helped to make their lives better. They told us they felt listened to and respected. Staff had helped them develop coping strategies and encouraged continued contact with siblings and parents whenever possible. A few children and young people had experienced frequent changes of staff, which affected the trust they had in them. Assessment, planning and review to reduce risk There was a chronology in all the records we read, and the majority contained a multi-agency chronology. Staff understood the importance of chronologies, but the quality was not of a good standard in the majority of records. Almost all records contained an assessment that considered needs, protective concerns and risks. Most assessments contained information from different agencies. Almost all staff we surveyed agreed that they had the knowledge, skills and confidence to assess the risks and needs of the children and young people that they were working with. While the majority of assessments were evaluated as good or better, a third were not yet of a good standard. Almost all the records we read contained a plan which set out how the needs, protective concerns and risks identified in the assessment were to be addressed. The majority of staff we surveyed were confident that they knew how to prepare an outcome focused child’s plan and that these were produced in a timely way. However, in more than half of the records we read, the quality of plans was evaluated as adequate or weak. There was a disconnect between what staff were telling us in terms of their confidence and competence and what we were seeing in documents. Staff were clear on what they had to do to support children and young people and relationships were strong, but this did not translate into consistently good quality chronologies, written assessments and plans. Through established self-evaluation processes, the partnership recognised assessment, chronologies and plans as areas of practice improvement. They had started updating assessment and planning training and guidance, supported by briefing sessions and peer review. It was too early to evidence the impact of this work on improvement at the time of our inspection. In almost all records we read, either one or both parents of children had had the opportunity to develop a relationship with a member of staff. The partnership had conducted quality assurance work around referrals from child protection case conferences to SCRAs a result, training which included grounds for referral and the role of the Reporter to the children’s hearing was provided to help improve competence and understanding of those making referrals. Although the number of referrals to SCRA were overall lower than in comparator authorities, there were higher numbers of referrals on offence grounds relative to the national position. A Lanarkshire pilot, reducing the criminalisation of care experienced young people, had been put in place for those referred to SCRA on offence grounds. The aim of the Page 327 of 522
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15 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire pilot was improving relationships and family support, while ensuring orders were supporting the care plan and accounting for risk and need. Support for children and young people at risk of harm The majority of staff survey respondents were confident that children and young people who had experienced abuse and neglect were being supported to recover from their experiences. Most staff agreed that they were confident effective processes were in place to help prevent or reduce accumulating signs of child abuse, neglect, or exploitation. The partnership’s audit activity had identified increasing numbers of children who had experienced neglect with their names on the child protection register. SCRA had also noted that a high number of referrals were neglect related. The partnership had introduced an assessment of care toolkit to assist staff in their identification of neglect, response to it and support provided to families. This involved a change in language and a more explicit focus on improved wellbeing. Early self-evaluation involving a small sample of families demonstrated that almost all parents found that the toolkit gave them a clear indication of what had to change. The empowering clusters model with the aim of building strong networks of practice and improving effective community-based support services for children, young people and their families, had been implemented across all secondary school cluster areas. In line with GIRFEC, when a child or young person was identified as needing additional help, they were considered at a multi-agency meeting with a view to determining the best support for them. Taking a whole family approach, the cluster also effectively facilitated access to services to support parents and carers, including housing, mental health and addictions. A data dashboard had been created to record performance information. It held a specific focus on analysing the outcomes for children and young people at risk of harm during attainment reviews. Data was analysed at cluster and whole authority levels. This helped identify trends, areas of practice for sharing and areas of concern, which then informed ongoing review and development. The empowering clusters approach had been shared as good practice across the eight local authorities that made up the West partnership improvement collaborative. Practice example: virtual school The virtual school was a small team, created to deliver an intensive and bespoke service to care experienced children and young people who may have needed extra support within education. The team also supported and monitored education planning for the wider cohort of care experienced children and young people. Children and young people remained the responsibility of the school they were registered at, and support was drawn from a range of services, including social work, housing and health staff. The virtual school had a positive impact on attainment, achievement, health and wellbeing, with a marked reduction in exclusions since its establishment. It had helped reduce exclusions of care-experienced young people and those close to being accommodated by 89% since its establishment in 2019/20. In 2022/23, there were 19 exclusions in comparison to 158 in session 2019/2020. The virtual school was helping young people access education in a flexible, strengths-based way. Page 328 of 522
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16 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire An aftercare hub had been developed for care leavers during Covid-19 restrictions and remained in operation. Funding from the mental health and wellbeing support and services framework was used to resource additional intensive social work support, seven days a week. The partnership had increased the number of care leavers it was supporting by 50%. The out-of-hours social work service was able to access the intensive support service to help young people when in crisis. The partnership had identified the need to take a holistic approach to planning for whole families, rather than focusing on one individual. Albeit at an early stage, there was an aspirational programme in place for the integration of family support within the community, where a range of services could be accessed through community hubs. Transition planning The partnership recognised that the transition from children’s services to adult services was not always a positive experience for young people. The child and adult protection committees were both aware that transitional safeguarding processes required some improvement. The transitions policy had been revised in August 2023. This meant that a young person was considered for enhanced transition planning from their third year of secondary school if they required an intensive level of support through GIRFEC planning; had additional support needs; had been subject to child protection processes; or if they were care experienced. Aftercare hub staff supported locality staff to provide intensive support for young people who required it during their transition from care and into adulthood. Mental health and emotional wellbeing support The partnership had been tackling long waiting times for the child and adolescent mental health service (CAMHS) and had reduced the wait for those longest on their lists, while continuing to see urgent cases. The community mental health and wellbeing support and services framework created easier access to community- based support. This included broadening the availability of school-based interventions and the introduction of the Kooth app, which provided accessible online counselling and mental health service supports for 10- to 26-year-olds in North Lanarkshire. The Today not Tomorrow (TNT) group of care experienced young people participated in the co-production and procurement of a dedicated counselling service for care leavers, who had struggled to access other services. NHS Lanarkshire had worked with North Lanarkshire Council to find solutions to support children and young people experiencing poor mental and emotional health earlier. There was additional investment in school nursing. School nurses were all trained in ‘Let’s introduce anxiety management’ (LIAM) and were aligned with school clusters. They worked alongside a range of school-based staff and the educational psychology services to deliver LIAM to younger people in the lower tiers of mental health concerns. Supervision was provided by CAMHS. Children and young people accessed these services with no waiting list and the number of referrals to CAMHS was reducing. Page 329 of 522
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17 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire The partnership had identified a rising need for therapeutic support to help children in primary years four and five with low-level anxiety and emotional difficulties. An additional play therapy resource was established for this group of children. Regular reviews were in place through ‘team around the child’ planning meetings, led by the cluster improvement integration leads. Data from Outcome Star, an evidence-based tool designed to measure and support change when working with people, was showing improved wellbeing outcomes for children and young people. Although we found strong evidence that children and young people received valuable support for mental health and emotional wellbeing at an early stage, there was a disconnect with the overall perception of the staff we surveyed. Just over a third of staff surveyed agreed that mental health outcomes for children at risk of harm were improving. This may indicate that further work may be required to fully embed this approach and help staff understand the support available. Page 330 of 522
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18 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Statement 3: Children, young people and families are meaningfully and appropriately involved in decisions about their lives. They influence service planning, delivery, and improvement. Key messages: - The partnership had a strong commitment to participation. Children and young people were enabled to share their views, supported by a range of useful tools and resources. - The majority of children and young people were meaningfully and appropriately involved in decisions about their lives. Staff listened to children and young people and understood them. - Children and young people were able to influence service planning, delivery and improvement. They were active participants in children’s services planning and had direct access to elected members. - Parents and carers’ views, while still sought, were used less well to inform delivery and improvement. The partnership was aware it had to improve the ways it fed back how the views of parents and carers influenced key planning processes. The involvement of children, young people and families in decisions about their lives In almost all the records we read, the views and experiences of parents and carers were considered in initial investigations and initial multi-agency meetings. The majority of children and young people at risk of harm were meaningfully and appropriately involved in decisions made about their lives. This was more evident for older young people and those who were looked after. We saw that the views of children and young people were included in initial investigations and initial multi agency meetings in approximately two-thirds of records read. Also, in over two-thirds of records read, the quality of how well the child had been listened to, heard and included by staff was evaluated as good or better. Many children and young people we spoke with gave us examples of being involved in their assessment and planning processes, being asked for their views and being heard at meetings. In just over two-thirds of records read, the quality of how well the child had been listened to, heard and included by staff was evaluated as good or better. However, there was a small number of records in which this was evaluated as either weak or unsatisfactory. The views of children and young people were obtained using a range of tools, including the Mind of My Own app, the outcomes star and ‘What I think’ form. Less than one-third of children and young people attended their children’s hearing, and the rate of independent advocacy or legal representation for them was just over 40%; both statistics slightly below the Scottish average. The partnership was aware of this through quality-assurance activity and was taking steps to better understand what was beneath the figures and what else it could do to improve. Page 331 of 522
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19 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Almost two-thirds of staff surveyed also expressed confidence that children and young people at risk of harm and their parents and carers were able to participate meaningfully in decisions that affected their lives. The partnership was investing in family group decision making to help families find their own solutions to provide support and prevent children and young people in their own family being taken into care. In our survey, almost all children and young people said they had someone who could help them express their views; over two-thirds of children felt that a member of staff listened to their views and opinions about what mattered to them. Most said they had an adult they could trust to talk about things that were important to them, or if they were unhappy about something. Of the parents and carers we surveyed, most responded that staff communicated well and helped them to understand what needed to change to keep their child safe. Over three-quarters of parents and carers said that workers listened to them and took their views seriously when decisions were made to help keep their child safe. However, just under a third of all of the parents and carers we heard from also said that to varying degrees, they did not feel they had been fully included in decisions about their child’s life or in planning processes to keep their child safe. A few of those felt that services had been initiated only at the point of crisis in their child’s life, despite requests for help at an earlier stage. Once the crisis was perceived to be over, those parents told us that some services had been withdrawn even when they felt additional help was still required. We heard from different staff groups that they recognised they had to further improve how they communicated with parents and better involve them in their child’s planning, without making them feel overwhelmed with processes. Independent advocacy Not all children and young people or parents and carers recognised the title of independent advocate but recognised that they had a worker to talk to who helped them express their views. Once the role of independent advocate was explained, many children, young people, parents and carers said they had been offered an independent advocate. Who Cares? Scotland was commissioned to provide advocacy for children and young people who were looked after, had their names listed on the child protection register and who attended children’s hearings. In our staff survey, just under half of staff felt that independent advocacy support was routinely made available to children and young people at risk of harm. However, almost all social work or social care staff agreed that advocacy was made available. The partnership’s multi-agency self- evaluation noted that further work was required to improve the uptake of advocacy. Who Cares had started wider awareness raising of the service to support staff awareness beyond SCRA and social work services. Page 332 of 522
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20 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire The influence of children, young people and their families on service planning, delivery and improvement. Overall, the partnership had a comprehensive approach to the participation and involvement of children and young people and their parents and carers in decisions about their lives and in wider children’s services development. The partnership had made significant, effective efforts to consult with children and young people and, to a lesser extent, parents and carers, to influence and develop services and had committed to this in strategic plans. A Promise development team had been established in 2021 and included care experienced young people. The team was involved in, and represented on, strategic planning fora such as the children’s services planning board. Established groups such as the Youth Council, Youth Voices and the Champions Board were the main conduits for senior managers to hear directly from children and young people. Similarly, parents, carers and families were involved in a range of consultations. This included one by North Lanarkshire council to make decisions about the best use of the winter support and social protection fund. This fund was allocated in 2020 to help people on low incomes, at risk of homelessness or social isolation pay for food, heating, warm clothing and shelter. Families were themselves enabled to identify what would make a difference and what would enhance their wellbeing. The Cash- First approach was taken. This supported the local tackling-poverty strategy and saw over 2000 families allocated funds to help to address their child’s wellbeing needs. Our young inspection volunteers found the GIRFEC, North Lanarkshire council and NHS Lanarkshire websites easy to navigate. They found the language used on websites was not always child-friendly but noted there was detailed information with helpful resources and external links. The partnership had already identified the need to improve the GIRFEC website. The partnership acknowledged that it needed to be more effective at involving parents and carers in strategic developments and service improvements. It also recognised that it had to improve how feedback was provided on how the views of parents and carers had influenced key planning processes. This was an area for improvement in the children’s services plan 2023-2026. A revised youth participation and engagement infrastructure called Future NL had been formed by North Lanarkshire council in 2021. This was made up of members of the Scottish Youth Parliament, young people representing North Lanarkshire’s nine youth voice groups and elected members with cross-party representation. The group discussed and actioned any issues raised by young people, or through committee structures. The Voice task group promoted and led participation specifically for the children’s services partnership. This group had eight priority areas to ensure the voices of children and young people supported and influenced work to embed the aims of the children’s services plan. For example, the views of children and young people were sought in a consultation to develop the children’s services plan 2023-2026. 'My Future Plan' guidance was developed following consultation with young people about Page 333 of 522
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21 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire better pathway planning, and a review of youth justice was informed by feedback gathered from young people and their families. Although there was a clear communications framework and strategy in place, neither these or measures of success or evaluation were fully understood by all services and staff involved in supporting participation. North Lanarkshire council had a dedicated webpage for children’s rights. The North Lanarkshire youth council worked with the partnership to conduct a survey to baseline views and awareness of children’s rights. Following that a group of young people developed the ‘Make it right’ campaign to raise awareness of children’s rights. The campaign encouraged young people to know what their rights were and signposted them to resources. The majority of children and young people who responded to our survey said that they had someone who had explained their rights to them. Children and young people’s views influenced a change in the use of language, including a move from referring to ‘contact’ to using the term ‘family time’ and a ‘keeping records’ group involving children and young people had worked on more inclusive and supportive language for staff to use. Children and young people, as well as staff, gave us many examples to demonstrate how children and young people were influencing wider children’s services planning. Practice example: Today Not Tomorrow (TNT) group TNT was a group of care experienced young people aged between 14 and 26 years, who were aligned to the champion’s board. The group came together to influence positive change within North Lanarkshire’s care system. Amongst the achievements of the group was the identification of a lack of mental health resources, which was taken to the children’s services partnership board for discussion. This informed the decision to commission a dedicated counselling service for care leavers. TNT members were involved in the design of the tender, selection of the service provider and they are to become involved in future evaluation. Page 334 of 522
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22 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Statement 4: Collaborative strategic leadership, planning and operational management ensure high standards of service delivery Key messages - Senior leaders had a clear vision, which was understood by staff. It was threaded through strategic documents, plans and outcomes. - The partnership was highly aspirational and had a strategic focus to improve outcomes for children and young people. - Collaborative leadership was strong across the partnership. Leaders were aware of strategic risk and jointly deployed resources to the areas of greatest need. - The partnership collected a range of data to inform its strategic direction. It had identified the need to improve how it used data to measure improvement, outcomes and to further inform service planning and development. Vision, values and aims The partnership was highly aspirational and had a sharp focus on medium to long term outcomes. Leaders shared collective ownership of their ambitions through the plan for North Lanarkshire: programme of work 2023-2028. The vision for children’s services was shared and it was clearly articulated. It was embedded across strategic documents and was understood by almost three-quarters of staff. The children’s services plan was aligned with the Promise and was framed around the Promise foundations of family, voice, care, people and scaffolding. There was a strong thread connecting the vision, strategic planning and implementation. The partnership had employed a range of strategically-aligned models, approaches and frameworks, and they had participated in projects and national pilots with the aim of improving services for children, young people and families. Leadership of strategy and direction Elected members received, and challenged when appropriate, data for children at risk of harm, either directly with leaders or through the relevant committee. Progress reports were provided to committees with an update on actions taken. Elected members recognised the importance of having children’s rights and wellbeing impact assessments incorporated into policies and reports. The chief officers group had a clear remit, which aligned with national guidance. It met regularly, had consistent multi-agency representation and had effective oversight of public protection. The chief officer group, child protection committee and the children’s services partnership provided strategic direction and oversight of partnership activity in respect of children at risk of harm. Working groups and task groups were accountable to the child protection committee and the children’s services partnership. The children and families third-sector network was facilitated by Page 335 of 522
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23 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Voluntary Action North Lanarkshire and provided a significant contribution to the leadership of services to protect children, providing enhanced connectivity with the third sector. Leadership of people and partnerships There was evidence of positive working relationships across the whole partnership. Leaders promoted shared responsibility for outcomes throughout the partnership and staff were supported to work collaboratively. Staff we spoke with recognised the impact of demand and capacity challenges, but they also largely felt supported and engaged. There was agreement in what we heard from staff at all levels of seniority across the partnership. Almost all staff surveyed knew what was expected of them and almost three-quarters told us they felt valued for the work that they did. Most staff felt listened to and respected, and most received regular supervision or the opportunity to speak with a line manager who supported and challenged them. Staff spoke to us about managers being approachable and their doors being open. Survey respondents told us that leaders and senior managers were visible and leaders understood the work that they were able to deliver on the frontline. Elected members visited services and got to know staff as much as they could across the partnership. This helped them to hear the experiences of staff directly and better understand how well services were operating. Collaborative working was promoted and visible across the partnership. Staff were well supported to work jointly across services, sharing their knowledge and skills for the benefit of children and young people. Frontline managers told us how they experienced positive collaborative working across agencies, with a strong sense of joint working, mutual trust and good communication. Frontline staff recognised that partnership strategies were all aligned and promoted partnership working. The empowering clusters model was an effective partnership approach, which promoted multi-disciplinary working in delivering services for children, young people and their families. Practice example: approach to poverty and inequality Tackling poverty was a priority for the partnership and there was a solid strategic focus on tackling poverty in the area. The plan for North Lanarkshire: programme of work 2023-2028 had seven main elements. ‘Resilient People’ focused on the delivery of whole-family support locally, when families needed it and in a way that addressed the impacts of poverty and reduced inequality. The aim was to work with partners to provide an earlier and more effective response to need. This aligned with the Promise plan 2021-2024, which set out five key priorities, including whole-family support. We saw evidence of this approach in action from strategic planning down to examples provided by frontline practitioners, such as health visitors and midwives undertaking financial screening assessments and connecting families with a financial inclusion officer. An income maximisation approach was taken, and the partnership informed us that in 2022/23, around £1 million was generated for families who had a child with their name listed on the child protection register. In social work, the Cash-First approach was taken, helping to ensure that families had access to financial support when they needed it. Page 336 of 522
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24 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire All partners were involved in the tackling poverty strategy (2022-2023). The poverty strategy clearly aligned with the Scottish Government’s Best Start, Bright Futures Delivery Plan, which set out actions for partnerships to support families and tackle poverty. Local poverty action reports were published annually and provided updates on what had been achieved and what still had to be done to tackle poverty. The 2022 report provided many examples of what the partnership were doing to meaningfully address poverty, including employment support and the free delivery of period products in rural areas. One high school listened to young people’s concerns about the stigma of school breakfast clubs. This resulted in a free breakfast being offered to every young person in the school. The food poverty referral gateway was introduced to ensure that help was offered to address the root cause of the person’s food poverty, as well as providing immediate support. The partnership was able to demonstrate that referrals to foodbanks were down by 22%, with people receiving longer-term financial support through income maximisation and use of the Scottish Welfare Fund. Leadership of improvement and change In our staff survey, just over half of staff felt that the evaluation of the impact of services had led to their improvement, while just under two-thirds felt that strategic changes and developments had led to improved outcomes for children at risk of harm. Staff and managers we met with spoke more positively about communication around strategic developments and change processes than those surveyed. Managers told us they were purposefully involved in influencing strategic developments and appropriately represented on the five key task groups to inform and implement change. Frontline staff told us they were routinely made aware of strategic decisions through staff briefings and internal newsletters. The partnership had held several learning events to promote multi-agency understanding of innovations, such a Promise conference and a conference about inclusion. However, senior leaders recognised that the impact of improvement activities and change was not fully understood by all staff and they were taking steps to improve communication. Recruitment, deployment and joint working The partnership was experiencing significant challenges with the recruitment and retention of staff. Just over half of staff believed that leaders ensured the necessary capacity to meet the needs of children at risk of harm. Demand was exceeding capacity in some critical service areas and this did impact negatively on some key child protection processes, such as investigative interviews of children and young people. Notwithstanding this, we were reassured to see that senior leaders were alert to the risks and they were taking measures to mitigate them. For example, by improving North Lanarkshire’s offer to attract and retain social work staff through revised pay, conditions and development opportunities. Where possible, a partnership approach was taken to find solutions through the strategic redeployment of joint resources, remodelling of service delivery and targeted funding to meet areas of greatest need and risk. Page 337 of 522
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25 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Workforce development and support Collectively, the partnership had a strong focus on the welfare of staff and were taking practical measures to support them. Practitioners told us about helpful line management support and/or supervision structures. Wellbeing frameworks were in place across the partnership to support staff and there was evidence these were being used. The partnership had invested in child protection and wider public protection learning and development activities. They had undertaken evaluation, with positive results. Eighty-eight percent of staff agreed that the learning and training they participated in had increased their knowledge and skills in working with children and young people at risk of harm. Of significance, almost all respondents to our staff survey agreed that learning and training had increased their skills and confidence in working with children and young people at risk of harm, while the majority agreed that multi- agency training and development strengthened their contribution to joint working with children at risk of harm. Some staff we spoke with felt there was a reduced range of training offered post Covid-19 restrictions and that they would like to see the return of more face-to-face training. Management of financial resources and commissioning arrangements The partnership was investing heavily in strategically aligned models to improve outcomes for children, young people and their families and they retained a strong focus on long-term, strategic objectives. The whole-family wellbeing fund report outlined the proposals for the investment of £2.351m for both 2022/23 and 2023/24. It evidenced helpful work that had been done to engage families in strengths-based and trauma-informed ways of working. The local authority had sound financial management systems in place. Monthly budget monitoring reports were provided to the corporate management team and quarterly reports were taken to the service committees and the finance and resources committee. There was a well-developed medium-term financial plan. The children’s services plan 2023-26, joint strategic needs assessment was published in June 2023 and it informed the strategic commissioning of services. The strong governance structures in place helped offer assurance to chief officers, that funding was allocated to the right places to meet need. Performance management and quality assurance A thorough multi-agency self-evaluation of services for children at risk of harm was published in May 2023. The partnership was clear on what it had to do differently, but it was too early to tell how well the identified areas for improvement were being addressed, or to what extent areas of success had been celebrated and built-on. The partnership had also undertaken a range of other quality assurance and self- evaluation activities, which were specific to children at risk of harm. These included the multi-agency reviews of decisions taken through IRDs, audits of child protection records, child protection registration audit, significant case reviews and learning reviews. There was evidence of a thread between findings and improvement. Page 338 of 522
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26 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire The partnership used a range of data tactically to inform their strategic direction and measure improvement, including a helpful set of performance indicators in the plan for North Lanarkshire. The chief officers group told us they retained a focus on data and that decisions were driven by data analysis, quality assurance, self-evaluation, changes to policy, legislation and new frameworks for practice. An example of effective use of data in relation to virtual schools was given, where outcome measures were in place and reported on. Nonetheless, effective use of data was not consistent across the partnership. The partnership was aware that it needed to focus more on how it used data to measure improvement and outcomes, and to further inform planning and service development. Evaluation of the impact on children and young people - quality indicator 2.1 For these inspections we are providing one evaluation. This is for quality indicator 2.1 as it applies to children at risk of harm. This quality indicator, with reference to children at risk of harm, considers the extent to which children and young people: • feel valued, loved, fulfilled and secure • feel listened to, understood and respected • experience sincere human contact and enduring relationships • get the best start in life. Evaluation of quality indicator 2.1: Very good We evaluated the impact of services on the lives of children and young people as very good. The work of partners was making a positive difference to the lives of children and young people at risk of harm. We identified a few areas for improvement that partners were already aware of through their own self-evaluation and were taking steps to address through improvement plans. • The partnership ensured that children and young people were safer as a result of effective identification and response to risk and the support they received. • Children and young people were listened to, understood and respected. They were offered a variety of ways to share their views, which took account of their communication and individual needs. They contributed to decisions about their lives and how services were shaped around them. • Children and young people experienced supportive and trusting relationships with staff, who had taken time to know them and understand their needs, strengths and the impact of their previous experiences. • An overarching, cultural change in how children’s rights were promoted, trauma was understood, and how relationships were approached was having a positive impact on how children and young people experienced services. • Young people over the age of 12 benefited from the broad-reaching contextual safeguarding approach. Young people received the help and support they needed to be safe. While aspects of the contextual safeguarding Page 339 of 522
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27 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire approach were well advanced, more data on outcomes for young people will help the partnership to fully determine its impact. • Children and young people who required additional help with their education, health and wellbeing were identified early. Multi-agency approaches were taken to support them, including accessible mental health and emotional wellbeing supports at an early stage. See appendix 1 for more information on our evaluation scale. Conclusion The Care Inspectorate and its scrutiny partners are confident that the partnership in North Lanarkshire has the capacity to make changes to service delivery in the areas that require improvement. This is based on the following factors. • The partnership had effective leadership, with clear strategic direction and focus. • There was evidence of effective, collaborative working across the partnership, with a focus on improving outcomes for children, young people and their families. • The partnership was self-aware and demonstrated a sound approach to self- evaluation and quality assurance. • The partnership had an established record of implementing improvement. They were taking the necessary steps to address areas for improvement already identified, most of which matched the findings of our inspection. • Leaders worked hard to ensure that staff were supported and engaged in their work. They recognised that the impact of improvement activities and change was not understood by all staff and they were taking steps to further improve communication. What happens next? The Care Inspectorate will request that the partnership provides a joint action plan that clearly details how it will make improvements in the key areas identified by inspectors. We will continue to offer support for improvement and monitor progress through our linking arrangements. Page 340 of 522
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28 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Appendix 1: The quality indicator framework and the six-point evaluation scale Our inspections used the following scale for evaluations made by inspectors which is outlined in the quality framework for children and young people in need of care and protection, published in August 2019 outlines our quality framework and contains the following scale for evaluations: • 6 Excellent - Outstanding or sector leading • 5 Very Good - Major strengths • 4 Good - Important strengths, with some areas for improvement • 3 Adequate - Strengths just outweigh weaknesses • 2 Weak - Important weaknesses – priority action required • 1 Unsatisfactory - Major weaknesses – urgent remedial action required An evaluation of excellent describes performance which is sector leading and supports experiences and outcomes for people which are of outstandingly high quality. There is a demonstrable track record of innovative, effective practice and/or very high-quality performance across a wide range of its activities and from which others could learn. We can be confident that excellent performance is sustainable and that it will be maintained. An evaluation of very good will apply to performance that demonstrates major strengths in supporting positive outcomes for people. There are very few areas for improvement. Those that do exist will have minimal adverse impact on people’s experiences and outcomes. While opportunities are taken to strive for excellence within a culture of continuous improvement, performance evaluated as very good does not require significant adjustment. An evaluation of good applies to performance where there is a number of important strengths that, taken together, clearly outweigh areas for improvement. The strengths will have a significant positive impact on people’s experiences and outcomes. However, improvements are required to maximise wellbeing and ensure that people consistently have experiences and outcomes which are as positive as possible. An evaluation of adequate applies where there are some strengths, but these just outweigh weaknesses. Strengths may still have a positive impact but the likelihood of achieving positive experiences and outcomes for people is reduced significantly because key areas of performance need to improve. Performance which is evaluated as adequate may be tolerable in particular circumstances, such as where a service or partnership is not yet fully established, or in the midst of major transition. However, continued performance at adequate level is not acceptable. Improvements must be made by building on strengths while addressing those elements that are not contributing to positive experiences and outcomes for people. An evaluation of weak will apply to performance in which strengths can be identified but these are outweighed or compromised by significant weaknesses. The weaknesses, either individually or when added together, substantially affect peoples’ experiences or outcomes. Without improvement as a matter of priority, the welfare or Page 341 of 522
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29 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire safety of people may be compromised, or their critical needs not met. Weak performance requires action in the form of structured and planned improvement by the provider or partnership with a mechanism to demonstrate clearly that sustainable improvements have been made. An evaluation of unsatisfactory will apply when there are major weaknesses in critical aspects of performance which require immediate remedial action to improve experiences and outcomes for people. It is likely that people’s welfare or safety will be compromised by risks which cannot be tolerated. Those accountable for carrying out the necessary actions for improvement must do so as a matter of urgency, to ensure that people are protected and their wellbeing improves without delay. Page 342 of 522
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30 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire Appendix 2: Key terms Note: more key terms that we use are available in The Guide to our inspections. Child and adolescent mental health services (CAMHS) are multi-disciplinary teams that provide assessment and treatment/interventions in the context of emotional, developmental, environmental and social factors for children and young people experiencing mental health problems, as well as training, consultation, advice and support to professionals working with children, young people and their families. Care and risk management (CARM) are processes that are applied when a child between the ages of 12 and 17 has been involved in behaviours that could cause serious harm to others. This includes sexual or violent behaviour that may cause serious harm. CARM processes are also applicable when an escalation of behaviours suggests that an incident of a seriously harmful nature may be imminent. Children’s houses: sometimes referred to as children’s homes, refers to residential care for children and young people who are looked after and accommodated, normally in small residential units located in the community. Chief officers group (COG) is the collective expression for the local police commander and chief executives of the local authority and NHS board in each local area. Chief officers are individually and collectively responsible for the leadership, direction and scrutiny of their respective child protection services and their child protection committees. Children and young people’s services plan is for services that work with children and young people. It sets out the priorities for achieving the vision for all children and young people and what services need to do together to achieve them. Child protection committee (CPC) is a local inter-agency strategic partnership responsible for child protection policy and practice across the public, private and third sectors. Working on behalf of chief officers, its role is to provide individual and collective leadership and direction for the management of child protection services in its area. Contextual safeguarding: an approach that recognises that as young people grow and develop, they are influenced by a whole range of environments and people outside of their family. Getting it Right for Every Child (GIRFEC) is a national policy designed to make sure that all children and young people get the help that they need when they need it. Independent advocacy is when the person providing advocacy is not involved in providing the services to the individual or in any decision-making processes regarding their care. Inter-agency referral discussion (IRD) is the start of the formal process of information sharing, assessment, analysis and decision making following reported concern about abuse or neglect of a child or young person under the age of 18 Page 343 of 522
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31 | Report of a joint inspection of services for children and young people at risk of harm in North Lanarkshire years, in relation to familial and non-familial concerns. This may include discussion of concern relating to brothers and sisters, or other children within the same context, and can refer to an unborn baby that may be exposed to current or future risk. They may also be known as initial referral discussions, or initial referral tripartite discussions. Joint strategic needs assessment is how local leaders work together to understand and agree the needs of all local people, in order to deliver a strategy which sets priorities for collective action. Safe and Together: is a model containing a suite of tools and interventions designed to help staff improve their awareness and understanding of domestic abuse. The model is based on three key principles: keeping children safe and together with their non-abusive parent, ensuring safety, healing from trauma, stability and nurture; partnering with the non-abusive parent as a default position ensuring efficient, effective and child-centred practice; and intervening with the perpetrator to reduce the risk and harm to the child through engagement, accountability and criminal justice. Scottish Child Interview Model (SCIM): is a new approach to joint investigative interviewing that is trauma-informed. It maintains the focus on the needs of the child in the interview, minimises the risk of further traumatisation and aims to achieve best evidence through improved planning and interview techniques. The Promise Scotland was established to take forward the work of the Independent Care Review. In 2021, it published its plan for 2021-2024, outlining key outcomes that aim to ensure that Scotland’s children and young people grow up loved, safe and respected, so they can realise their full potential. United Nations Convention on the Rights of the child (UNCRC) is a widely ratified international statement of children’s rights. Universal services: is the term given to those services used by the whole population of children and young people, mainly in health and education, including schools and nurseries, GPs and health visiting. Page 344 of 522
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Headquarters Care Inspectorate Compass House 11 Riverside Drive Dundee DD1 4NY Tel: 01382 207100 Fax: 01382 207289 Website: www.careinspectorate.com This publication is available in alternative formats on request. © Care Inspectorate 2023 I Published by: Communications I COMMS-0923-461 @careinspect careinspectorate #KeepThePromise Page 345 of 522
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref AG/PB Date 21/11/23 North Lanarkshire Children’s Services Plan 2023-26 From Alison Gordon, Chief Social Work Officer (Children, Families, Justice and Integrated Practice) E-mail GordonAl@northlan.gov.uk Telephone 07939 284604 Executive Summary There is a statutory duty on local authorities and health services to produce a children’s services plan every three years and submit this to the Scottish Government. Although the duty sits with the council and Health Board, all partners are expected to input to improving outcomes for children and their families, including care experienced children and young people, through collaborative working under the umbrella of the Children’s Services Partnership. This report provides information on the process underpinning the formulation of this plan and the draft Children’s Services Plan 2023 to 2026 and its associated actions is attached as Appendix 1, The plan has already been approved by the multi-agency Children’s Services Partnership which holds primary oversight on its delivery and has also been endorsed by the wider North Lanarkshire Partnership. Recommendations It is recommended that Committee: 1) Considers and endorses the North Lanarkshire Draft Children’s Services Plan 2023 to 2026: The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Statutory / corporate / service requirement Item 12 Page 347 of 522
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1. Background 1.1. The North Lanarkshire Children’s Services Plan (CS Plan) is published every three years. This statutory duty is one aspect of the Children and Young People (Scotland) Act 2014. Although this duty sits with North Lanarkshire Council and NHS Lanarkshire, the development of the plan is one of the responsibilities of the North Lanarkshire Children’s Services Partnership (CS Partnership) therefore all partners are represented and involved in developing the CS Plan. 1.2. The statutory duty also requires the publication of annual reports and a report on children’s rights, as outlined in the United Nations Convention on the Rights of the Child (UNCRC), every three years. In North Lanarkshire it is agreed that we incorporate children’s rights reporting into the annual report. 1.3. The CS Plan 2023-26 builds from the previous plans produced by the CS Partnership. There are additional documents that sit alongside the CS Plan: Annual Reports for 2021-22 and 2022-23; and Strategic Links document (update due October 2023). 1.4. An Equalities Impact Assessment and Children’s Rights and Well-being Impact Assessment were part of the planning process and have been completed. 2. Report North Lanarkshire Children’s Services Plan 2023-26 2.1. Our CS Plan 2023-26 is in two parts. The first part offers a background to the CS Partnership in North Lanarkshire and the second part is our plan for the next three years. The first part starts with our shared vision and values and offers a summary of the context in which the CS Partnership work and the CS Plan is delivered. The second part sets out key progress made during the period of our previous plan and the priorities and actions for the next three years. As introduced within our previous plan for the period 2021-23 the framework around which the plan is shaped is based on UNCRC and the five foundations of The Promise - Voice, Family, Care, People, Scaffolding. The plan also is closely aligned out new Tackling Poverty Strategy Towards a Fairer North Lanarkshire 2023-26 given the clear association between child poverty and wider wellbeing outcomes. 2.2. The development of the CS Plan began in September 2022, establishing a representative group to lead on the plan and connect with the task groups and wider stakeholders. Information, research, feedback and evidence from the previous planning cycle was gathered to analyse and consider as part of our Joint Strategic Needs Assessment (JSNA). As part of this, children and young people were engaged in exploring priorities they had identified in a North Lanarkshire wide survey that was part of the Youth Work Strategy. Across the CS Partnership’s governance structures, the JSNA informed discussions to begin to identify priorities and draft the plan. 2.3. In June 23 there was a programme of consultation. Using a range of approaches we reached partners, community and voluntary sector organisations, staff, children, young people and parents. The feedback resulted in changes and a commitment to produce a child and young person friendly version. The final draft was presented and approved by the CS Partnership Board in July 23. 2.4. When approved, a final copy will be presented by graphics colleagues. Page 348 of 522
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3. Measures of success 3.1. Effective Partnership working over the next 3 Years to support Children and Families. 3.2. Compliance with statutory duties 3.3. Improved outcomes and opportunities .for Children and their Families. 4. Supporting documentation 4.1. Appendix 1 North Lanarkshire Draft Children’s Services Plan 2023-26 Alison Gordon Chief Social Work Officer (Children, Families, Justice and Integrated Practice) Page 349 of 522
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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? The plan fulfils the statutory requirement on Local Authorities and Health Boards to publish a Childrens Services Plan . 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 350 of 522
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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 Children Services Plan does not have a significant risk impact in itself however where relevant risks associated with specific strands of activity will be reflected in Service Risk Registers. 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 plan builds on work already undertaken to enhance the realisation of Children’s Rights within North Lanarkshire with a particular focus on Voice and engagement with children and young people in developing all areas of the plan including whole family support, promoting positive mental health, wellbeing and resilience and improving the outcomes and experience of children and young people who experience care. Page 351 of 522
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If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☒ No ☐ Page 352 of 522
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Appendix 1 North Lanarkshire Draft Children’s Services Plan 2023-26 Contents 1. Introduction 01 2. Our vision and values 02 3. Our children’s services planning 04 4. Context 05 Covid-19 recovery and beyond 09 5. Joint strategic needs assessment 10 Identifying our priorities 6. Our governance and structure 14 7. Our plan 19 • United Nations Convention on the Rights of the Child 19 • Voice 23 • Family 29 • Care 36 • People 45 • Scaffolding 53 Page 353 of 522
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1. Introduction Our Children’s Services Plan brings together our vision and ambition about how we best deliver services and supports for children, young people and families in North Lanarkshire and outlines what we want to achieve. In North Lanarkshire we do this through North Lanarkshire Children’s Services Partnership (CS Partnership). The partnership brings together key partners and stakeholders and the plan identifies and outlines shared priorities. Partners include children, young people and families, key public sector agencies, independent sector organisations and the community and voluntary sector. Rather than oversee the full breadth of work that directly or indirectly relates to children, young people and families, the focus of the CS Partnership is on the shared priorities identified in this Plan for the period 2023-26. Each partner has duties and responsibilities beyond the scope and work of the CS Partnership. Page 354 of 522
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2. Our vision and values Our vision In North Lanarkshire, our vision is to support all children and young people to achieve their potential, ensuring they are loved, nurtured and empowered to thrive in all aspects of their lives, upholding each and every child and young person’s rights as stated in the UNCRC. We will work collaboratively with children, young people, their families, and our partners to ensure they get the best start in life and support families to provide loving care. We will do this by making sure we have the right supports available, at the right time, for as long as needed, and delivered in the right places to ensure equity for all and reducing inequalities. Our values We are committed to keeping The Promise, working with the principles of Getting It Right for Every Child and ensuring the voices of children, young people and families are included. All the work of partners and key stakeholders in the delivery of supports and services to children, young people and families are supported by our underpinning values: 1. Children, young people, and families are at the heart of the planning and delivery of children’s services. 2. All children, young people and families are included, irrespective of health, sex, gender, ethnic origin, age, sexual orientation, economic circumstances, religion, or belief. 3. We promote and safeguard the rights of children and young people and make sure everybody is aware of these rights and understands what they are, as expressed in the United Nations Convention of the Rights of the Child. 4. We seek to identify difficulties and solutions as early as possible to prevent more or bigger problems in the future. 5. We work collaboratively to ensure children, young people and families get the support they need when they need it, and for as long as they need it. 6. Our approach recognises and builds on the strengths that already exist within children, young people, their families, and communities. 7. We take time to develop caring and nurturing relationships with children and their families and carers. Our approach is trauma-informed and has nurture at its heart with a focus on developing strong, positive relationships between and amongst all those who are part of the children’s services Page 355 of 522
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partnership community. 8. We promote resilience in those experiencing adversity. 9. We work together to reduce inequalities and the impact of poverty on children, young people, and families. 10. We work as a partnership with children, young people, and families in North Lanarkshire, to identify their needs, determine what is important, decide where we target our resources, and identify how we can improve, to provide the best outcomes achievable for our children, young people, and their families. Page 356 of 522
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3. Our children’s services planning Our Children’s Services Plan 2023-26 All partners have been active in the work of the Children’s Services Partnership and in the development of this Plan which builds on the plan for the period 2021- 23. We have reviewed, with our task groups and working groups, our work, development and progress over the 2 years of our previous plan, supporting our strategic needs analysis which is detailed further Section 5. There has been engagement with young people and families to inform our priorities. In developing this plan, we also gathered what children, young people and families have told us through research, engagement and direct involvement during the 2021-23 planning cycle. There has been consultation on a final draft, engaging young people, parents and carers, staff and community and voluntary sector representatives. Their views and comments have been fundamental in helping us communicate our vision, values and priorities and ensure we represent the staff, volunteers, communities, children, young people and families in North Lanarkshire for whom this Plan is written. The consultation has also prompted a commitment to produce a version that is for children and young people. Page 357 of 522
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4. Context A key reference point for all our plans in North Lanarkshire is the National Performance Framework Outcomes. These outcomes reflect the Scottish Government’s values and aspirations for the people of Scotland and are aligned with the United Nations Sustainable Development Goals to help to track progress in reducing inequality. All these outcomes are relevant and there is one with a particular focus on our children and young people; We grow up loved, safe and respected so that we realise our full potential. The Scottish Government also: 1. Refreshed the national approach to work with children, young people and families; Getting it right for every child (GIRFEC). 2. Committed to incorporating United Nations Convention on the Rights of the Child (UNCRC) into Scots Law. 3. Committed to keeping the Promise 2030. Driving this forward is the Plan 2021-24. 4. Introduced Whole Family Wellbeing Funding (WFWF) to contribute to preventative whole family support measures. 5. Ensured young children and young people’s voices are heard through the Children’s Parliament and Youth Parliament. 6. Has taken actions to further the Child Poverty (Scotland) Act 2017 and Best Start, Bright Futures: tackling child poverty delivery plan. GIRFEC, UNCRC, The Promise, Tackling Poverty and Whole Family Support are key to children’s services in North Lanarkshire and will be talked about throughout this plan. The wellbeing outcomes for all children and young people are: Safe, healthy, active, nurtured, achieving, respected, responsible and included. We grow up loved, safe and respected so that we realise our full potential Page 358 of 522
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North Lanarkshire Partnership and The Plan for North Lanarkshire The North Lanarkshire Partnership (NLP) is where community planning partners come together to progress the shared ambitions set out in The Plan for North Lanarkshire. The Plan sets out the shared ambition where North Lanarkshire is a place for inclusive growth and prosperity for all to Live, Learn, Work, Invest and Visit. The Plan for North Lanarkshire has 5 priorities, 25 ambition statements and 28 health check indicators which together improve the wellbeing of children, young people, and their families. These strands are all reflected in the Programme of Work that brings together strategic planning and community investment. At a local level there are nine Community Boards across North Lanarkshire. Each board has a Local Outcome Improvement Plan that sets out key priorities identified through a range of engagement processes and based on the needs of our local communities. To realise the ambitions of the Plan and deliver the Programme of Work, community and town hubs are being established across North Lanarkshire; comprising shared spaces that, alongside school clusters, support partnership working and integration. With investment in prevention, early intervention, and positive transitions this development is key to providing whole family support and improving the wellbeing of our children, young people and families. Other Strategic drivers and plans The other strategic drivers and plans which are linked and connected to the work of North Lanarkshire CS Partnership are set out and explained in a document that sits alongside this CS Plan. This is reviewed annually and brings together relevant information across the partnership to help us make sense of the complexities and relationships impacting on our plan and priorities. In the document these are grouped into four main categories and there is a description of each element. • National drivers - This includes National legislation that places a responsibility on partners either individually or collectively. • Local links - these are the main strategic plans and policies in North Lanarkshire. • Improvement programmes - these are the key pieces of work we have identified and are involved in which we believe will improve our services and supports. • Planning, delivery and ongoing work - this is how we currently plan for and deliver our existing services and supports. LINK to updated landscape document (Last updated August 22- to be updated again with new front page) Current link https://www.northlanarkshire.gov.uk/social-care-and-health/children-and-families/childrens-service-plan Page 359 of 522
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The diagram below brings together the key elements of our Children’s Services Partnership in NL. In the diagram, we have the high-level National Outcomes and The Plan for North Lanarkshire that overarches all the work across North Lanarkshire Partnership. The Children’s Services Partnership and Plan, and the Child Protection Committee and Plan are in the next layer These partnerships are driven by GIRFEC, UNCRC, The Promise, Tackling Poverty and Whole Family Support. The delivery of the Children’s Services Plan centres on community hubs and school clusters where partnership staff work together with children, young people and families. We apply strength and relationship-based practices and ensure what we do is trauma informed. All of this is to improve outcomes for children, young people and families ensuring they are safe, healthy, achieving, nurtured, active, respected, responsible and included. Page 360 of 522
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Getting it right for every child in North Lanarkshire The national GIRFEC refresh has maintained commitment to the GIRFEC National Practice Model as the framework for how we practice with an alignment to key policy areas, for example: The Promise and a continued commitment to eradicate child poverty. To meet the diversity of needs of all children and young people, early intervention and prevention are at the centre of planning and delivery of children’s services. Universal services have a role to identify and support children, young people and families who may need additional support at the earliest possible stage. There is a single pathway that supports agencies and organisations to work together to assess, plan and assist children, young people and their families and ensure the most timely and proportionate support is available. In North Lanarkshire our GIRFEC Delivery Group leads on improvements in this area. For GIRFEC in North Lanarkshire more information and resources can be accessed at www.girfecinnl.com Page 361 of 522
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Post Covid-19, Recovery and Beyond It is clear that the Covid-19 pandemic has had, and continues to have, far-reaching impacts on our children, young people and their families. There have been significant challenges for children, young people and families in our communities and partners have been challenged in their individual and collective responses. Some of these have been positive e.g. increased opportunities for many families to spend time together, getting outdoors, and accessing our greenspaces more and there have been collective actions across the Children’s Services Partnership to mitigate, prevent and negate the adverse impacts from the pandemic. Fortunately, when compared to other age groups and causes of childhood illness, the specific health consequences of COVID-19 on children have been relatively minimal. However, the pandemic and the implementation of necessary health protection measures have greatly affected the lives of our children, young people, and their families. Over the past few years, we have witnessed significant disruptions in our social interactions, economic activities, education systems, and healthcare services. These disruptions have disproportionately impacted individuals and communities that were already facing disadvantages and inequalities (both structural and relational) prior to the pandemic. It is important to acknowledge that some of these adverse effects are likely to persist. 'While children are not the face of this pandemic, the broader impacts on children risk being catastrophic and amongst the most lasting consequences for societies as a whole. While they have thankfully been largely spared from the direct health effects of COVID-19 at least to date – the crisis is having a profound effect on their wellbeing.' (United Nations Policy brief: the impact of COVID-19 on children; 2020. Available at: https://unsdg.un.org/resources/policy-brief-impact-covid-19-children ) It is anticipated that the full impact of the virus and restrictions implemented during the pandemic will continue to unfold. We are yet to see the extent of this on our children, young people and families however, we know factors important to educational attainment suggest that the existing inequalities have worsened and exacerbated the poverty-related attainment gap. Further details on the impacts of the pandemic for our children, young people and their families can be found here in the ‘Ensuring our future: addressing the impact of COVID-19 on children, young people and their families’ discussion paper produced by Public Health Scotland. The challenges of the pandemic for individuals and our communities have been compounded by the national cost of living crisis. The cost of everyday essentials like food and energy has risen faster than household incomes. This is having a significant impact on families and our communities. In many communities across North Lanarkshire there are high levels of poverty and budgets are already stretched. Tackling poverty remains a primary driver for our Children’s Services Partnership. Page 362 of 522
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5. Joint Strategic Needs Assessment (JSNA) In our JSNA we gathered information and evidence to inform our strategic direction, priorities and actions. We reviewed and analysed this and it helps us to know and better understand: • What it is like to live in North Lanarkshire • Our population and emerging needs • What people think about services and supports • Our best practice and what is working well • What we should be working to improve Information comes from many sources including data gathered, research and evaluation and lived experience, feedback and views. You can access the full Joint Strategic Needs Assessment document. https://sway.office.com/pSAyWclq01N0aO5z Living in North Lanarkshire North Lanarkshire is the 4th largest local authority in Scotland. • The population of North Lanarkshire is 341,400. 69,751 (20%) of the population is under 18 and 35,953 (11%) are aged 18-26. • In 2021 there were 3296 births in North Lanarkshire. • There are 38,840 households in receipt of child benefit. There are six locality areas: Airdrie, Coatbridge, Wishaw and Shotts, The Northern Corridor, Bellshill and Motherwell. For each, a locality profile provides information and statistics about the population, poverty, deprivation, health and benefits. The wellbeing of children and young people in North Lanarkshire One significant source of data in the JSNA is the North Lanarkshire Strengths and Difficulties Questionnaire (SDQ) 2021-22. The SDQ gathered information from 85% (41,324), children and young people in North Lanarkshire schools between January and June 2021. The following reports have background information and highlights from the SDQ. Reporting and analysis of the data has been undertaken on specific areas rather than through the provision of a single comprehensive report. att96796.pdf (northlanarkshire.gov.uk) att97794.pdf (northlanarkshire.gov.uk) Page 363 of 522
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An SDQ was part of Realigning Children’s Services in 2017 and we can compare and analyse information for trends and changes. We are revisiting the SDQ in 2023 and will build on our understanding of wellbeing across our school population in North Lanarkshire. Quality indicators and self-evaluation We continually engage in self-evaluation activities, reviewing, gathering information, evidence, reflections and feedback. We challenge our actions and seek to demonstrate that what we are doing impacts positively on outcomes for children, young people and families. During 2022-23 we updated our self- evaluation to assess our strengths and areas for improvements in relation to working with children, young people and families in need of care and protection. Our self-evaluation draws from continuous improvement activity such as an annual multi-agency file audit and a staff survey undertaken in 2022. This activity is aligned to the Quality Improvement Framework. Poverty We know that there are some circumstances where families are more likely to experience poverty and we are aware that children, young people and families living in poverty are more likely to encounter barriers to wellbeing and their rights. Local research and data tell us that there are persistent and pronounced inequalities in some health and wellbeing outcomes among children and young people in North Lanarkshire. The national child poverty priority groups are; lone parents, ethnic minority parents, families with a disabled member – parent, child or adult member, mothers under 25, families with a baby under 1 year, families with more than 3 children. Our NL Child Poverty Action Plan and Report has more detail. • Since 2020 children in North Lanarkshire living in poverty has reduced by 2%, from 25.2% to 23.2%. • Department for Works and Pensions figures for Children in Relative Low Income Families 2020/21 show that 13,966 children live in low- income families across all our communities in North Lanarkshire. • In November 2022 of 48,835 children and young people, 10,004 (20%) were recorded to be in receipt of free school meals and 11,243 (23%) in receipt of the Clothing Grant. Scottish Attainment Challenge (SAC) and Pupil Equity Funding (PEF) There has been a significant amount of data generated through this programme, which is designed to achieve equity in educational outcomes by closing the poverty related attainment gap for children and young people. This phase has now concluded, replaced by the Strategic Equity Fund. There is renewed emphasis on wellbeing as well as literacy and numeracy, and strengthening the work of the Empowering Clusters to build strong linkages between services and support locality-based integration. This complements the focus in Best Start, Bright Futures and in our local Tackling Poverty Strategy on holistic supports. Page 364 of 522
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Prevention and early intervention Across partners there are a range of processes to assess and identify children, young people and families who may be in need of additional supports to achieve their potential. It is important that we are aware of these children, young people and families who may require additional support. The GIRFEC approach and pathway is the key approach to delivering improvements in children’s wellbeing. The three-stage model of intervention promotes the development of early intervention approaches. The model is based on the following stages: • Universal – reflecting the services available to all children • Additional – where early intervention supports are introduced for targeted children and families • Intensive – where multi-agency planning, and intervention become the basis for support to meet significant need The Universal Health Visiting Pathway (UHVP)and Family Nurse Partnership information, collated for pre-birth to 5 years, identifies children with a Health Plan Indicator (HPI) of core or additional. These are defined as follows: • Core - Health Visitors (HV) are confident that needs will be met with minimal support or without additional support. • Additional - Indicates that the child (and/or their carer) requires sustained (more than 3 months) additional input from professional services to help the child attain their health or development potential. Any services may be required such as additional Health Visiting support, parenting support, enhanced early learning and childcare or specialist medical input. • On 24 January 2023 the figures from NHS Lanarkshire were Core - 13,816 and Additional - 2, 824 There is the routine collection of data and, within our JSNA, we gathered information from local and national research, service review and redesign as well as highlighting the experiences of children, young people and their families. Within the JSNA we have highlighted children and young people who may be in need of additional supports e.g. young carers, families facing homelessness, those facing transitions, young people in conflict with the law, families affected by imprisonment and families affected by drug misuse. We also highlight those who need intensive support such as children and young people experiencing care or care experienced or have a compulsory supervision order. Page 365 of 522
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Involving children and young people Our priorities have been informed by children and young people. Though a survey for our Youth Strategy we are aware of the issues that are most important to young people and we engaged children and young people to explore these further to gain insight into their experiences, concerns and solutions. • Health including mental health • Cost of living • Voice • Climate emergency This has influenced the direction of travel for our task groups. The questions for cost of living were explored by primary and secondary children and young people in a programme of workshops. This will influence the North Lanarkshire Tackling Poverty Strategy and Report. Thank you to all the children and young people involved. Their inputs have introduced ideas and solutions that had not previously been considered. Identifying our priorities We recognise we are not starting from scratch but building on previous and current work. Before identifying our priorities, we have: • Looked back at our progress and achievements in the previous plan. • Considered national strategies and frameworks, the context of our work and the links to other areas. • Gathered learning and conclusions from our self-evaluation activities. • Gathered information in a joint strategic needs assessment as outlined in the previous section. • Engaged children and young people to explore priorities that they had identified. As a partnership we considered what the information told us and we applied it to challenge our governance, our task groups and working groups and the framework of the plan. Asking ‘What have we done?’ ‘What difference has this made?’ ‘What has changed?’ ‘What does this tell us?’ ‘What have children, young people and families told us?’ Each of our task groups gathered, analysed and reflected on information pertinent to the priorities they had been working on and presented new priorities for the period 2023-2026. A formal consultation took place with staff, children, young people and families. Feedback from this resulted in changes to the draft plan and priorities. Thank you to all who contributed. Page 366 of 522
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6. Our framework and governance The partners within North Lanarkshire are conscious of the ever-changing external environment within which we deliver our services and supports to our children, young people, and their families. Within this context the Children’s Services Partnership is fully committed to delivering ‘The Promise’ by 2023. The partnership recognises that the foundations in The Promise apply to all our children and young people. This plan, our priorities and the task groups that lead and deliver on the priorities are framed around the foundations of The Promise. Voice: Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focused on children and those they trust. Family: Where children are safe in their families and feel loved they must stay - and families must be given support together to nurture that love and overcome the difficulties which get in the way. Care: Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. People: The children that Scotland cares for must be actively supported to develop relationships with people in the workforce and wider community, who in turn must be supported to listen and be compassionate in their decision-making and care. Scaffolding: Children, families and the workforce must be supported by a system that is there when it is needed. The scaffolding of help, support and accountability must be ready and responsive when it is required. Source: The Promise - Independent Care Review - February 2020 Page 367 of 522
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Children’s services in North Lanarkshire are provided by a broad range of agencies and organisations. They come together as the North Lanarkshire Children’s Services Partnership Board (CSPB) to co-ordinate their services to ensure the best outcomes for children and young people making the best use of resources available. The CSPB’s purpose is to: • Identify and progress shared priorities • Provide strategic direction to the planning of children’s services • Act as a forum for partners to communicate about key developments and develop proactive responses to change, and • Share responsibility and be accountable to our communities linking to North Lanarkshire Partnership. The structure to support the work of the CSPB includes the Improving Children’s Services Group which delivers and reports on the range of plans whose actions are taken forward through the task groups and linked networks. The CSP also links with North Lanarkshire Child Protection Committee (NLCPC), each with their own agenda for delivery but shared responsibility for delivery of combined actions focusing on continuous improvement and workforce development. Within this structure, community and voluntary sector involvement is supported by the Community and Voluntary Sector Children, Young People and Families Network, facilitated by Voluntary Action North Lanarkshire (VANL). At a local level partners come together to deliver on priorities in Locality Planning Groups. Page 368 of 522
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The representation across the Children’s Services Partnership includes: • Partners • North Lanarkshire Youth Council • Elected members • Non-executive member of the Health and Social Care Integrated Joint Board • Links to Champions Board and Today not Tomorrow • Champion for children and young people including those who are experiencing care or are care experienced Page 369 of 522
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We have the following focussed task groups to identify and take forward the priorities in the plan • Voice (includes UNCRC) • Whole Family Support • Care, The Promise and Me • Mental Health Wellbeing and Resilience • Scaffolding- GIRFEC Delivery Group and Continuous Improvement Group • People – Cross cutting rather than a specific task group Page 370 of 522
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7. Our Plan The following pages show what we plan to achieve as North Lanarkshire Children’s Services Partnership during the period 2023-26. As previously stated, we have structured these around the five foundations of The Promise. In each of the foundations we provide a brief summary of our achievements in this area during the previous plan and background information followed by diagrams to outline the thinking behind each one. This is followed by a table of priorities, actions and measures. Although children’s rights are threaded through the Promise and each of the foundations, we have included an additional section on children’s rights, UNCRC. In anticipation of the enactment of the UNCRC (Incorporation) (Scotland) Bill there will be a particular focus in this area across the Children’s Services Partnership. Outcomes UNCRC- Children and young people’s rights are promoted and protected. Voice - The voice of children, young people and families are heard and included in planning, decision making and delivery of children’s services. Family - Our children, young people and families get the right support, at the rights time, for as long as it is needed. Care - Care experienced children, young people and their families are engaged and supported as early as possible, ensuring they are able to thrive, live healthy lives and experience nurturing, loving and stable relationships. People - Our workforce are confident and competent in their practice, understand the needs of our communities and work together to improve the wellbeing of children, young people and their families. Scaffolding - Our staff are empowered to support infants, children, young people, and families to realise our shared vision as a result of our leadership, governance and organisational culture Reporting our progress • Each task group collates a report every 6 months on their progress against the priorities. • Each year we will add to our JSNA work to review feedback, trends and changes. • Annually there will be a full report on our CS Plan. Page 371 of 522
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UNCRC In developing our children’s services plan we recognise that children’s rights, as stated in United Nations Convention on the Rights of the Child, underpin each of the foundations of The Promise. The following section outlines the progress we have made towards a rights-based approach and the actions we will take over the period of this plan. Children’s rights are not a new area of focus. They are already embedded into training, practice and professional standards, providing a good foundation to build upon. The delivery of actions in this plan will support us to ‘further and better’ children’s rights as part of the Children and Young People (Scotland) Act 2014. The Scottish Government are committed to incorporating children’s rights into Scottish Law. We have been working on this with young people and preparing for the enactment of the UNCRC (Incorporation) (Scotland) Bill. What do we want to achieve in this area? We will further develop a rights-based approach to children’s services in North Lanarkshire as well as advocate and promote, across and beyond the CS Partnership, the responsibilities of partners as duty bearers. Why do we want to achieve this? A rights-based approach means that children’s rights are at the centre of policy and practice. It means integrating rights into policies and how we operate as agencies, organisations, and individuals. Putting children’s rights into practice lies with every adult citizen, particularly those that work with and for children and young people. The Children’s Services Partnership workforce have a duty to promote, respect and protect children’s rights. However, this responsibility extends beyond children’s services to all partners, sectors and areas of service. All of our workforce that includes staff, carers, volunteers, elected members and board members are duty bearers in relation to UNCRC. North Lanarkshire Youth Council (NLYC) identified and worked with us to progress actions in the previous plan some of which are developed further in this plan. From a local survey we have a baseline about views and awareness of children’s rights. This has been revisited to assess progress and we will revisit again as we progress the actions further. Achievements 2021-23 • The co-produced #Makeitright campaign was launched in February 2022 and is promoted and shared with partners and the public. • #Makeitright campaign assets have been used in the development of workshops for children and young people that have been co-produced with young people. • We have been preparing for the enactment of UNCRC (Incorporation) (Scotland) Bill being enacted, sharing briefings and updating our workforce. Page 372 of 522
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• We developed and applied Children’s Rights and Well-being Impact Assessments in key areas of policy and service development. • We applied a rights based lens to service reviews, development and redesign. There are examples from across the partnership. • We initiated workforce training, led by Community Learning and Development, and delivered a programme of workshops to staff. UNCRC Priorities 2023-26 We will continue to develop and embed our rights based approach, supported by children and young people in NL. It is anticipated that the UNCRC (Incorporation) (Scotland) Bill will be enacted and we are making progress in preparation of this. 1. Everybody, (staff, partners, and the public), is aware of these rights and understands what they are, as expressed in the United Nations Convention of the Rights of the Child. 2. We embed a rights-based approach across all services and make children’s rights visible in policy, culture and practice. Page 373 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? Children and young people’s rights are promoted and protected. 1. Everybody, (including, staff, partners, and the public), is aware of these rights and understands what they are, as expressed in the United Nations Convention of the Rights of the Child. 2. We embed a rights based approach across all services and make children’s rights visible in policy, culture and practice. From our research in 2021 and 2023 we are aware that most young people in North Lanarkshire know they have rights but they are not as aware of UNCRC Promote awareness of UNCRC Re-run the #Make it Right campaign when the UNCRC (Incorporation ) (Scotland) Bill is enacted Develop briefings and information to ensure the workforce and other stakeholders are kept up to date with legislation and policy relating to UNCRC. Support consideration of the relationship between UNCRC and poverty. Co-deliver a co-produced workshop programme with young people in youth work and school settings. The CS Partnership will advocate and support the application of Children’s Rights and Wellbeing Impact Assessments Monitor the application of assets from the 2022 UNCRC campaign. Rights Respecting Schools being assessed at gold, silver and bronze. Monitor campaign assets. Revisit baseline from 2021 survey and 2023 update Briefings are shared across partnership. Development and application of ‘poverty proofing tool’ (see Scaffolding) Participation in workshops delivered and evaluation of each workshop. Increasing numbers of CRWIA are undertaken and published. Collate CRWIAs to inform reporting and assess quality and areas for improvement. Page 374 of 522
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(CRWIA) across the partnership. Individual partners will develop their approach and procedures to further the application of CRWIA. Increase the capacity and deliver UNCRC training for the CS Partnership workforce. Roll out a broader training programme beyond the CS Partnership workforce. The CS Partnership will report every 3 years on what is being done across the CS Partnership to further and better children’s rights. Number of staff trained to deliver and range and number of training sessions delivered. Collate evaluation from each of the training sessions. Updates in the published Annual Report on this Children’s Services Plan 2023-26. Page 375 of 522
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Voice: Children’s Services Partnership 2023 – 2026 It is important that we listen and respond to the views of children, young people, parents, and families and this is included in the planning of integrated children’s services. Those affected by decisions will be engaged and their views included in decision making processes. We will create opportunities for participation in all aspects of services and supports, from assessment and planning to activities, programmes of work and service design. We do this best if we: • Know and understand the needs and aspirations of the children, young people, parents, and families. • Seek views, listen and respond to what is said individually and collectively and this is included, represented and acted upon. • Use a range of approaches to reach the diversity of children, young people, parents, and families, including those whose voices and opinions often go unheard. Examples of the methods and approaches are: • Looking at existing research and collecting data about what we do • Gathering views through tailored surveys and consultation • Seeking feedback about the experience of services and supports - e.g., Mind of my Own • Incorporating co production into developments and service design • Representation of young people on decision making groups and partnerships • Ensuring staff have the skills and support they need to engage, develop relationships, and plan with children at the centre Our achievements 2021-23 • We reaffirmed our partnership agreement with young people in North Lanarkshire to demonstrate continuous improvement on how we engage with those who access or may access children’s services and supports. • A revised youth participation and engagement infrastructure was agreed via Council Committee and a new Transformational Board called FutureNL has been formed. • We have increased our commitment and capacity to ensure quieter voices are heard. There are examples of new posts to support participation and existing staff have been enrolled to champion engagement and discrete groups of young people such as those with care experience. • A Champions Board for care experienced young people continues to meet with key leaders to ensure their voice influences decisions that affect the experiences of care and opportunities for care experienced children and young people. Page 376 of 522
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• We have strengthened links with the Community and Voluntary Sector, through the children, young people and families Network. This network reaches the diversity of children, young people, and families in the communities they are based in or work with. • In keeping the Promise we have a team of care experienced development workers with a priority to include the voices of children, young people and families. We will be building on work to strengthen engagement and participation during 2023-26. We continue to improve the co-ordination of the range of engagement activities through the Children’s Services Partnership including sharing information, learning from people’s experiences, and planning changes with those who will be affected. We have worked to improve engagement with children and young people and recognise that we need to do more to engage with parents and families. Voice Priorities 2023-26 3. Through engagement and participation, we want to know and understand the collective views, needs and aspirations of children, young people, parents and families. 4. We use a range of methods and collaborate with other services to engage with children, young people and families. 5. Task groups and working groups plan for engagement and create opportunities to ensure participation in planning of delivery of the priorities and the co design of services. 6. We engage with children, young people and their families on what is working for them and what improvements to services they think are needed. 7. We want the voices of children, young people, parents and families to be at the centre of the CS Partnership and ensure those with protected characteristics and intersectionality have the same opportunities to have their voices heard. 8. We want to support the participation of individual children, young people and families that we are working with to gather their views, tell us their interests and needs and ensure these are represented and acted upon. • Each Child’s Plan will include all relevant views and how they will be implemented and reviewed. • We will develop and apply a range of tools and resources and ensure inclusion of diverse communication needs. Page 377 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? VOICE The voices of children, young people and families are heard and included in planning, decision making and delivery of children’s services. 3. Through engagement and participation we want to know and understand the collective views, needs and aspirations of children, young people, parents and families. 4. We use a range of methods and collaborate with other services to engage with children, young people and families. 5. Task groups and working groups plan for engagement and create opportunities to ensure participation in planning of delivery of the priorities and the co design of services. To ensure a coordinated approach across the CSP task groups and working groups to engage with children, young people, parents and families in their planning and delivery of the priorities and actions the co-design of services. To support improvement and best practice. To ensure that the views and information gathered influence planning and decision making. Guidance on steps to engagement and participation and closing the feedback loop will be produced and shared by the Voice task group. We will work with our partner, North Lanarkshire Youth Forum, to review and refresh our Partnership Agreement. All CSP task groups will include representation of the views of children, young people, parents and families. This will be through a range of engagement methods. The plans, outputs and outcomes of engagement and participation activities with children, young people, parents and families are reported, evaluated. A working group is established to take this forward, reporting to the Voice task group. Refreshed Partnership Agreement. Direct involvement of representatives. Included in 6 monthly reports to the Improving Children’s Services Group and annual reporting on this CS Plan. Page 378 of 522
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6. We engage with children, young people and their families on what is working for them and what improvements to services they think are needed. The Voice task group maintains an overview of developments and practice relating engagement and participation across the CS Partnership Development of a Young Inspectors Framework that will empower young people to formally evaluate and report on children’s services and areas of improvement. All partners and representatives from other task groups are engaged in the quarterly meetings of the Voice task group. Highlights of developments and practice will be included in 6 monthly reports to the Improving Children’s Services Group and annual reporting on this CS Plan. Evaluation and reports. Feedback from young people involved. 7. We want the voices of children, young people, parents and families to be at the centre of the CS Partnership and ensure those with protected characteristics and Every child, young person, parent and family should have the opportunity to be involved in the planning of children’s services and methods should reflect the diversity of North Lanarkshire The team of development workers supporting partners to deliver The Promise gathers views and experiences as part of the process to redesign services and supports for care experienced children and young people. Evaluation and reports. Page 379 of 522
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intersectionality have the same opportunities to have their voices heard. Promote awareness of advocacy services across the CS Partnership tasks groups and working groups. Task groups to monitor engagement activities to ensure diversity of the children, young people, and families we are working with. Advocacy services uptake will be included in the annual report and use of case studies. Terms of reference for each task group to ensure representation and inclusion. Evaluation and reports on engagement activities across the partnership Page 380 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? VOICE The voice of children, young people and families are heard and included in planning, decision making and delivery of children’s services. 8. We want to support the participation of individual children, young people and families that we are working with to gather their views, tell us their interests and needs and ensure these are represented and acted upon. This is a component of our GIRFEC approach. Each child’s plan will include all relevant views and how they will be implemented and reviewed. We will develop and apply a range of tools and resources and ensure inclusion of diverse communication needs. In adopting a rights based approach we promote UNCRC. In relation to Voice there is a focus on Article 12 ; Every child has the right to have a say in all matters affecting them, and to have their views taken seriously. Within the GIRFEC approach we will continue to develop our processes and apply a variety of tools and resources to engage children, young people, and families in planning and decision making. The quality assurance process in relation to the child’s plan will share learning and areas for improvement. We share information, practice and learning opportunities about tools and resources in use. E.g. • All about me • Mind of my own • What I think • Outcome star • Talking mats Practice and resources will be monitored and regularly reviewed as part of the cluster model The annual multi-agency file audit highlights if the voice of children, young people and families is evident. Reporting and self evaluation processes. Page 381 of 522
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Family We will continue to work together to ensure that children feel safe and loved in their families and are supported to thrive there. This will include: • Making the early and teenage years of parenting a positive experience regardless of the adversity that families face • Giving every family that needs support the right help at the right time, in the right place, for as long as it is needed • Placing families, children and young people at the heart of our development of community hubs • Supporting good mental health, building emotional resilience, and developing trauma recovery for families, children and young people We will strengthen our ethos of Whole Family Support, working with families in a preventative way and supporting parents and carers to build on their strengths. Tackling poverty will be a central feature of the approach to family support; providing help to maximise income; develop skills for employment and taking a cash first approach where necessary. The ten principles of family support outlined in The Promise, will underpin all our work to improve the outcomes for families, children and Young People within North Lanarkshire. In developing the priorities outlined below, careful consideration was given to the previous achievements from the CS Plan 2021-2023, assessment of data gathered and presented in the Joint Strategic Needs Assessment, engagement with families, combined with information from the Strengths and Difficulties Questionnaire. The Family Task Group works with the Mental Health, Wellbeing and Resilience Task Group to achieve our collective ambitions. Achievements 2021-23 • Investment in Solihull training. To date well over 3,000 practitioners have been trained and nearly 5,000 families have accessed the on-line training. This plan restates the on-going commitment to delivering Solihull training to ensure that we take a trauma informed approach to supporting our children, young people, and their families through early intervention. • 50% schools achieved the Breastfeeding Friendly Scotland Schools Award and over 80% of schools have a breastfeeding champion, have submitted their membership and are implementing the scheme within their settings. • 92% of early learning settings have achieved the Breastfeeding Friendly Early Learning Award. Page 382 of 522
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• Breastfeeding rates have increased to 27.8% and we are committed to continuing to drive up breastfeeding rates. • Infant Mental Health indicator set was developed and is in use across the partnership by different disciplines. • Pathways, underpinned by GIRFEC, are in place to plan for the wellbeing of children and young people, with Empowering Clusters driving coordinated work to meet needs and improve wellbeing of all school age children. • Development and implementation of a Community Mental Health and Wellbeing Support and Services Framework with a focus on early support within the context of families and communities. Results have seen improved wellbeing through easier access to community based support and a reduction in referrals at intensive levels e.g. CAMHS. Family Priorities 2023-26 9. Use the community hub programme in all localities as a key enabler of earlier intervention, moving and integrating services upstream to improve outcomes, through preventative approaches. 10. Ensure equity of access to services for all children, young people and families including care experienced people up to and beyond the age of 26yrs. 11. Strengthen family supports where children have additional support needs, including those with a Neurodevelopmental profile. 12. Build and develop the mental health and resilience of our children, young people and their families promoting early intervention, establishing community supports, and self-care. 13. Tackle the impacts of poverty to support children, young people and their families to thrive and gain access to economic opportunities. 14. NLC are working towards achieving the Breastfeeding Friendly Scotland Local Authority award and aim to support, promote and protect breastfeeding in our communities for an increased amount of women to initiate and sustain breastfeeding at 6-8 weeks. 15. Children and families affected by alcohol and drug use will be safe, healthy, included and supported. Page 383 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How did we do this/evidence? Family Our Children, young people and their families get the right support, at the right time for as long as it is needed. 9. Use the community hub programme as a key enabler of earlier intervention, moving and integrating services upstream to improve outcomes, through preventative approaches. To reduce the demand for, crisis and intensive services ensuring a strong emphasis on early intervention, and continued support so that positive change is sustained. • Outline how the integrated offer of early practical, emotional and financial support accessed directly via community hub will be created. • Use the Scottish Approach to Service Design to involve parents, carers and ICYP to develop local support in each hub based on Lived experience • DATA led needs analysis to agree local priorities based on local needs. • Identify single points of contact for requests for early help through community hubs. Provide early intervention that comprises practical and emotional support. Gathering views of children, young people and families through inclusion in service design and evaluation of pilots. Establish key performance measures in line with community hub development plan Measure the number of referrals made to Social Work for early intervention within a Hub site against baseline data. Multiagency feedback from Staff groups 10. Ensure equity of access to services for all children young people Providing a single point of contact for all care experienced young people Gathering views of ICYP families. Page 384 of 522
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and families including care experienced people up to and beyond the age of 26yrs. To ensure there are no barriers to access for all our IICYP and their families. No wrong door approach. Young people are safe in their communities who have left care to access the right support at the right time in the right place Continue the implementation of Contextual Safeguarding including support to parents and carers Health/ education/ employment and wellbeing outcomes for care experienced young people Develop outcome measures for contextual as well as individual change 11. Strengthen family supports where children have additional support needs, including post diagnostic supports for those with Neurodevelopmental diagnosis. Ensure families are listened to and supported. Develop and sustain pre and post diagnostic supports and community/family supports for ICYP with a Neurodevelopmental diagnosis through early and multiagency approaches • Families report that they feel supported. • Gathering data from CAHMs/Health Needs Assessments 12. Build and develop the mental health and resilience of our ICYP and their families promoting early intervention, establishing community supports, and self-care. Prevent need for children accessing intensive supports and CAMHS. Reduce anxiety and improve school attendance enabling children and young people to flourish. Address impacts of COVID pandemic Creating direct access to support. Ensure that there are accessible and flexible digital, community and individual supports at each level of need within staged intervention model. • Increased School Attendance • Reducing referrals to CAHMS • Gather evidence of improvement through use of outcome star. Page 385 of 522
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13. Tackle the impacts of poverty to support ICYP and their families to thrive and gain access to economic opportunities. To reduce poverty - one in four children in NL living in poverty - higher than the national average of just over one in five children. • Support and increase awareness of the poverty referral pathways and actively encourage uptake. • Adopt a “Cash First” stance in relation to tackling food and fuel poverty. • Cascade and deliver training on poverty awareness and the impact of poverty to staff across all agencies. • Create volunteer and employment pathways for parents and carers through the community hubs • Number of benefit checks for families and ICYP • View from families ICYP. • Number of staff/agencies attended training • Numbers of volunteers; parents carers achieved employment 14. NLC are working towards achieving the Breastfeeding Friendly Scotland Local Authority award and aim to support, promote and protect breastfeeding in our communities for an increased amount of women to initiate and sustain breastfeeding at 6-8 weeks. Supporting mothers to initiate breastfeeding for as long as they want to will have a positive impact on the physical and mental health of both mothers and babies. It will also have a positive impact on family finances. The Scottish Government have set a target to reduce drop off in breastfeeding • Increase Schools achieving the Breastfeeding Friendly Schools Award. • Continue to support achieving and maintaining Breastfeeding Friendly Local Authority Gold Award’ across North Lanarkshire, to ensure North Lanarkshire is a community where this Data on breastfeeding rates and qualitative feedback from workforce and families. Information Services Division figures on initiation of breastfeeding rates at 6-8 weeks. Drop off rates between birth and 6-8 weeks. Maintenance of ‘Baby Friendly’ standards Page 386 of 522
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between birth and 6-8 weeks from 50.2% in 2016/17. The target is to achieve 45.2% by 2024-25 (lower is better). Current drop off is 42.2%. 73.4% of babies in NL are not breastfed at their 6-8 week review. is supported and enabled • Provide continued support and information to mothers for breastfeeding . measured through interviews with women and staff. 15. Children and families affected by alcohol and drug use will be safe, healthy, included and supported. Evidence has shown that families feel ‘hidden in plain sight’ across our communities. We want to ensure children, young people and families are listened to and are supported, ensuring a no wrong door approach and that there are no barriers to access for ICYP and their families. Holistic Whole Family Approach Framework (2021) is the national guide for what we do, local evidence will direct how we do this with the voices of families embedded in ADP processes/structures including the Whole Family Approach (WFA)/Early Intervention sub-groups. • Increase family involvement the design, delivery and evaluation of support, by listening to the experience of families, involving families as key contributors. • Families have access to meaningful support that is not dependent on their loved one’s treatment • Raise awareness of the various sources of support available for families and for those affected by substance use • Tackle stigma faced by families across our Gathering views of children, young people and families. Performance data through commissioned services around number of families accessing available services. Stigma work developed/campaign work. Performance data around young people engaged in diversionary activities. More families (including ICYP) involved in the Lived and living experience panels to be established in 2023 Increase in whole family support provision available across North Lanarkshire More young people at risk identified sooner through increase diversionary activities and targeted Page 387 of 522
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communities • Provide diversionary activities for children and young people, providing information and workshops with up to date accurate information around substance use and risk taking - family as a protective factor with appropriate information/campaign • Reduce the criminal exploitation of young people linked to drug use through the Contextual Safeguarding Approach support in keeping with the Planet Youth model Page 388 of 522
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Care There will always be some children who cannot stay with their families. Some will need to live away from their family for a short time, others will never live with their family again, while many return later and as young adults. Children and young people experiencing care at home, are those who can remain with their families but who need support which is compulsory, through an order by the children’s hearing system. There is a presumption that children will stay together with their brothers and sisters if they must be removed from their parents. The approach for our care experienced children and young people is rights based and priorities for 2023-26 are built around the Promise and the GIRFEC principles. This section outlines the progress we have made to support care experienced children, young people and their families and identifies the actions we will take over the period of this plan. What do we want to achieve in this area? We want our care experienced children and young people to belong to a loving home, staying there for as long as needed. To enable long-term, loving relationships to develop, we want to recognise the support residential staff and carers need to care for children who have experienced trauma and to support parents who have experienced trauma to enable them to care for their children. We want to provide early help and preventative support so that children and young people who are care experienced can reach their potential. Why do we want to achieve this? We want to be good parents to our care experienced children and young people and to support parents of care experienced children and young people at home, to be good parents. We do not want the experience of care to be stigmatising. We want to promote a broad and diverse understanding of care experience, to ensure a collective recognition that care represents a part of our communities across North Lanarkshire. Supporting children and young people to overcome trauma, requires a foundation of stable, nurturing, loving relationships, we will support those caring for children to be trauma informed and to know that the most important thing they do is to provide a loving, stable, safe relationship – above everything else. Transforming the care system will take time. North Lanarkshire Children’s Services Partnership has started the journey to make the necessary changes to ensure the system meets the needs of our care experienced children, young people and their families who will inform the design and development of services. We have made progress in the actions identified in the previous plan, some of which continue to be developed in this plan. Achievements 2021-23 • Established the Promise Development Team, young people with lived experience of care, to help us redesign our care system. • Staff and Today not Tomorrow, the forum for care experienced young people, co-designed a language leaflet. • Improvements in permanency planning and avoidance of unnecessary transitions for children and young people who cannot return to their families. Connections were strengthened and Permanency Planning Champions established. Page 389 of 522
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• Care Leavers Financial Guidance implemented, to support young people at the point of transition. • Developments in kinship care to strengthen links and support to kinship families as necessary to sustain placements. • Family time arrangements were reviewed and a family time assessment and development framework was agreed. • A review of aftercare included lived experience and resulted in the pathway process and plan, My Future Plan. • A Housing and Education and Families Joint Protocol for Care Leavers was implemented, offering improved flexibility and choice. • Life Long Links developed and Family Group Decision Making was further developed. • Continued development of the Virtual School to reduce attainment gap and improve life choices for care experienced children and young people. • “Keeping the promise award” for our education establishments developed. This is recognised as best practice and being adapted by other Local Authorities. • The MHWR Task Group considered services and supports for 16-26 year olds recognising a gap for care leavers. Research and consultation took place informing a workshop to design a therapeutic post. • The MHWR Task Group are driving forward a range of community supports developed in partnership through the Community Mental Health and Wellbeing Supports and Services Framework, links to family support. Care: Children’s Services Partnership 2023-2026 Improving the experiences and life chances for care experienced children and their family continues to be a priority across the CS Partnership. The CS Partnership will continue to provide leadership and direction, taking forward priorities to ensure improvement in children, young people and their families wellbeing. The Partnership will support priorities to further develop the workforce to be trauma informed and to develop relationship based practice. Supporting carers including kinship and foster carers by providing access to advice and networks of support, making sure they have time to focus on developing relationships, and to reflect on whether these are delivering what the child needs. We do this best if we: • Know and understand the needs of the care experienced community, children, young people, parents, carers, families and the workforce • Learn from those with lived experience to inform developments and transformational change to the system • Care experienced children and young people, carers and parents’ voices are listened to and they collaborate in decision making within the partnership and other relevant groups We will be building on work to strengthen our services to support care experience during 2023-2026. This will be detailed in a strategy, published in 2023 and annual action plans. Page 390 of 522
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• The Champions Board will provide leadership and The Corporate Parenting Strategy and Improvement Plan- The Promise and Me, Families and Professionals Together, 2023-27 will detail the ambitions and actions • Further develop our approach to whole family support, including kinship and foster families, support families to stay together, early help and prevention • The agreed priorities in this plan will be taken forward by the NL Promise and Me Partnership (Corporate Parenting in North Lanarkshire) Priorities 2023-2026 16. Develop a systemic approach to involve care experienced children, young people and their families in how all services are designed and/or re-designed to meet all health needs. 17. Provide support to parents that is available when they are ready and tailored to their needs. 18. In our balance of care, reduce the trend of children and young people being removed from and rehabilitated to their families by strengthening opportunities to provide early help and prevent escalation. 19. Support to parents whose children have been removed on a permanent basis helps to sustain or build relationships with their children and maintain direct or indirect contact. 20. Consider the support that could be provided to unaccompanied asylum seekers and children and young people who are in North Lanarkshire through the National Transfer Scheme 21. Continue to close the educational attainment gap for our care experienced children and young people. Continue to improve their attendance and provide help to parents and carers to support their children and young people to meet their educational needs. 22. Further development of the Virtual School, building on its success in improving children and young people’s attendance and educational attainment and support to enable them to have positive destinations. 23. Care experienced children, young people and their families are involved in the development and redesign of health services. 24. There is a smoother transition from children to adult health services for those who need ongoing support. 25. Use additional funding streams proportionately to develop community supports and therapeutic interventions to enable tailored responses to meet individual needs. Page 391 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? Care experienced children, young people and their families are engaged and supported as early as possible, ensuring they are enabled to thrive, live healthy lives, and experience nurturing, loving and stable relationships. 16. Develop a systemic approach to involve care experienced children, young people and their families in how all services are developed and or re- designed to meet all their health needs. This includes those who are • care experienced at home • with kinship and foster families, • in continuing care, supported in after care • Unaccompanied Asylum Seekers • Those in North Lanarkshire through the National Transfer Scheme We have a whole system approach to service redesign, making sure To improve our approach to service re-design and make sure it is informed by those with lived experience. Provide support for all care experienced children, young people and their families, to enable them to participate in service re- design. Cascade the knowledge and skills of those managers, practitioners and care experienced young people who attended the national re-design training in 2022, to ensure better consistency of approach. A review of the social work corporate parenting services will be carried out and will involve partners from across children’s services and those with lived experience. The review will inform service improvement and or re- design. Monitoring and evaluation of participation in service redesign activities is included in 6 monthly reports to Improving Children’s Services Group. • Engagement in the review process • Recommendations are developed and shared • The review informs service improvement and or re- design Page 392 of 522
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services are flexible and accessible. 17. Provide support to parents that is available when they are ready and tailored to their needs. 18. In our balance of care, reduce the trend of children and young people being removed from and rehabilitated to their families by strengthening opportunities to provide early help and prevent escalation. 19. Support to parents whose children have been removed on a permanent basis helps to sustain or build relationships with their children and maintain direct or indirect contact. There is early help and preventative support to all families so that care experienced children and young people have stable, loving and nurturing lifelong relationships which help them achieve their potential. To ensure equity of support to all families, equity of spend of the whole family support fund, proportionately applied to care experienced families including direct payments to those most in need, e.g., children experiencing care at home and parents who are care experienced. Carry out a needs analysis of additional support needed for care experienced families, including parents who are care experienced. Identify the gaps and what will make a difference and improve outcomes. Link with ongoing planning reporting and review of whole family support fund. As part of the review of corporate parenting, review post adoption/post permanency (foster and kinship), support to families, identifying what is working well and what needs to improve to ensure early help is available to prevent escalation and family breakdown. Review support offered to • parents whose children have been removed on a permanent basis • children and young people who are rehabilitated to their • Engagement in the needs analysis. • Gaps and recommendations are developed and reported. • An action plan is developed Engagement of those involved in post adoption/post permanency. Recommendations and actions are included in forward planning. Monitor outcomes and balance of care. • Reporting and recommendations • Engagement of lived Page 393 of 522
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parent’s care • parents who have had children removed from their care where rehabilitation has been ruled out and who are again pregnant. Further develop intensive supports to inform assessment and planning for them and their unborn child. experience in review process. • Monitoring of empowering cluster model, GIRFEC pathway and whether planning for wellbeing is universal, additional or intensive. Page 394 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? Care experienced children, young people and their families are engaged and supported as early as possible, ensuring they are enabled to thrive, live healthy lives, and experience nurturing, loving and stable relationships. Build on the work already progressed to continue to develop our approaches to sustain nurturing relationships for our care experienced children and young people- family relationships with parents, carers and those significant to children and young people. 20. Consider the support that could be provided to unaccompanied asylum seekers and children and young people who are in NL through the National Transfer Scheme. To support children and young people experiencing care to reach their potential. Recognise the importance of nurturing relationships, particularly for children and young people who are unable to be cared for by their natural, adoptive or permanent family. For children living away from their families, we recognise the support carers need to care for children who have experienced trauma. Identify what support is needed for carers to help them understand their contribution to developing and sustaining nurturing relationship, this will include training and upskilling. Accelerate actions if gaps in support are identified. Identify measurements of success so far, listening to children and young people, to further improve family time including with brothers and sisters who are not together. Further development of Life Long Links and Family Group Decision Making, including consideration to what support could be provided to unaccompanied asylum seeking/NTS children and young people. Continue to develop our After care provision, flexible approaches, support available when it is needed. Further develop the aftercare hub to include those with lived experience and partners. • Ongoing engagement with carers • Learning opportunities available to carers. • Participation and evaluation • Awareness of what is important to children, young people and families. • Feedback that identifies improvement Monitoring of engagement in Life Long Links. Engagement, feedback and evaluation from Family Group Decision Making. Recommendations and plan of work Page 395 of 522
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21. Continue to close the educational attainment gap for our care experienced children and young people. Continue to improve their attendance and provide help to parents and carers to support their children and young people to meet their educational needs. 22. Further development of the Virtual School, building on its success in improving children and young people’s attendance and educational attainment and support to enable them to have positive destinations. To improve the life choices and chances for our care experienced children and young people, positive destinations, training, further education, apprenticeships. Continued focus on the Virtual School, monitoring and sharing further improvements and success. Continue to develop alternative engagement and educational support and interventions for care experienced children and young people, for example outdoor learning approaches, vocational activities, holiday activities for them and their families. Analysis of data to inform practice including planning for children and young people who are no longer experiencing care but who may need ongoing support, empowering cluster planning for children and young people’s wellbeing, with a focus on educational support. Existing evaluation and monitoring framework and reports Range of interventions available and outcomes for those engaged. Monitoring of attendance and exclusions Data is gathered, analysed and recommendations are made Page 396 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? Care experienced children, young people and their families are engaged and supported as early as possible, ensuring they are enabled to thrive, live healthy lives, and experience nurturing, loving and stable relationships. 23. Care experienced children, young people and their families are involved in the development and redesign of health services. 24. There is a smoother transition from children to adult health services for those who need ongoing support. 25. Use additional funding streams proportionately to develop community supports and therapeutic interventions to enable tailored responses to meet individual needs. Assessment and planning for care experienced children and young people is holistic to improve their wellbeing, life choices and chances. All health needs are met and we are aware of and can act upon unmet need as it becomes apparent. Take forward the review of CELL 16 initial assessment to ensure it is robust and services are available to meet any unmet need for care experienced children and young people. Review health needs assessment and interventions for parents who have been care experienced including mental health and addictions as key areas for consideration and identify improvements. Review and streamline the transition from children to adult health services for care experienced children and young people. A review of the health care needs of young people is undertaken to inform future service planning by the new dedicated nursing of care experienced young people. Quality improvement and outcome information from CELL 16 assessments. Review is complete and improvement areas are progressing. Included in Whole Family Support monitoring and evaluation. Page 397 of 522
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People ‘The children that Scotland cares for must be actively supported to develop relationships with people in the workforce and wider community, who in turn must be supported to listen and be compassionate in their decision-making and care.‘ The Promise 2021. Those involved in the lives of children, young people and their families have a primary purpose to develop nurturing, compassionate, trusting and respectful relationships that keep children, young people and their families safe. The workforce across children’s services in North Lanarkshire will be supported to be trauma informed and relational. Our approach is to support the workforce, managers and practitioners, to be confident in their work to support children, young people and their families. Our ‘workforce’ includes staff, volunteers and carers. We keep people at the centre of all we do. Our GIRFEC approach, with its focus on keeping children, young people and their families at the heart of assessment, planning and decision making, is supported by ongoing workforce development activities such as resources, briefings and review. The workforce must be given time to focus and reflect on relational and trauma informed practice. We work together to strengthen supportive networks and value the roles of varied people in children’s lives, including their families, those in education, health and the wider community. We want to continue to support developments which realise and sustain a competent and confident workforce across children’s services. Each partner supports staff through a range of approaches e.g. reflective supervision, personal development planning and annual reviews. We will take a partnership approach to co-ordinate workforce development, including trauma informed organisations with a focus on people’s wellbeing. Our reach goes beyond our workforce and into the wider context of our communities, supporting people’s wellbeing and helping children, young people and their families to achieve in all aspects of their lives. Achievements 2021-23 • Maintaining effective GIRFEC practice for children, young people and families. • Review and improvements to single/multi-agency learning and development relating to GIRFEC. • Application of refreshed national GIRFEC resources e.g., information sessions/materials/links for practitioners. • A multi-agency and sector workforce development programme updated and distributed annually. • We have strengthened links with communities through engagement with Community and Voluntary Sector, children, young people and families Network and North Lanarkshire Community Boards. • We have delivered a programme on Nurture and resilience to promote attachment and develop trauma informed practice. • Solihull and parenting programmes continue to be delivered for staff, parents and carers. • Development of the GIRFEC in NL website, providing accurate and up to date information, including signposting, about children’s services for the workforce, parents and carers and our communities. Page 398 of 522
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• Co-produced information to support the workforce to reframe language and use terms that children and young people find to be more positive and understandable. • In October 2022 inputs were delivered to staff from across the children’s services partnership to launch the Empowering Clusters Page Tiger resource for GIRFEC pathways in NL. 2023-26 The CS Partnership will continue to provide leadership and direction, taking forward priorities to ensure improvement in children, young people and their families wellbeing. The Partnership will support priorities to ensure the wellbeing of the workforce. Through our partnership working there will be ongoing leadership and support to ensure GIRFEC practice is maintained and consistent. Relationship based practice and our trauma informed approach will be strengthened, ensuring everyone’s experience of services and supports reduces the risk of re-traumatisation. There is crossover with whole family support and through this we strive for improvements for all families’ wellbeing. We will be building on our work to strengthen our services and support to children, young people and families. We will ensure our workforce is confident and competent in their practice. We do this best if we: • Engage with communities and work collaboratively across children’s services, keeping children, young people and their families’ wellbeing at the heart of what we do. • Engage and respond to the needs of the workforce, recognise their strengths, provide support and training and development opportunities. • Communicate our vision, our shared priorities, key messages and information to support the workforce, our communities and children, young people and families. People-Priorities 2023-26 - 26. Continue to advance and develop our children’s services workforce. We will provide opportunities for career advancement and promote collaborative working across the children’s services partnership and adult services. 27. Continue to develop workforce skills, confidence and competence developed in GIRFEC methodology, pathways, assessment planning and interventions. 28. Continually evaluate and update training and learning in line with legislation, strategy and policy. 29. Make sure that staff supporting kinship, foster and adoptive families provide additional support when they need it, recognising that they too may need early help and preventative support to feel confident in caring for their children and young people who have experienced trauma. Page 399 of 522
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30. Provide early help and preventative support to all families who need it and when they need it, including those parenting teenagers. 31. Consult with communities to identify gaps in service provision, how and where they want to access services, what is working well and what they think needs to change. 32. Work collaboratively across the range of strategic partnerships. 33. Work within our strategic frameworks to promote wellbeing within and across our communities ensuring equity of opportunities to improve life choices and chances. 34. Communicate effectively with our children, young people, families and communities. 35. Further develop our use of technology for families and the wider community to access and engage with services. Page 400 of 522
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Outcome What is it we want to do? Why do we want to do this? Actions How will we know? Our workforce are confident and competent in their practice, understand the needs of our communities, and work together to improve the wellbeing of children, young people, and their families. 26. We will continue to advance and develop our children’s services workforce. Provide opportunities for career advancement and promote collaborative working across the children’s services partnership and adult services. 27. We will continue to develop workforce skills, confidence and competence developed in GIRFEC methodology, pathways, assessment planning and interventions. 28. We will continually evaluate and update training and learning in line with legislation, strategy and policy. A competent and confident workforce will deliver quality services to improve the wellbeing of children, young people and their families. When staff are supported to experience positive health and wellbeing, they are enabled to provide the best for our children, families and communities. Continue to deliver and develop single and joint workforce development programmes for • GIRFEC • Trauma informed practice • Nurture programmes- Solihull • Child protection • Contextual safeguarding • Safe and Together • Signs of Safety Develop multi agency capacity and roll out UNCRC workforce training, led by Community Learning and Development. Develop programmes and resources to promote relational practice. Evaluation of workforce development programme. Monitoring and reporting of activity through GIRFEC delivery group, Child Protection Committee and ICSG. Evaluation and reporting through Voice task group. Plan is developed and progressed. Page 401 of 522
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Value the experience and knowledge of all staff and their role in delivering our vision. Workforce development plans are based on analysis of need. Nurture positive relationships across the workforce. Support participation in the CS Partnership task and working group structure. All task groups and working groups consider workforce development and engage staff in workforce development plans. Apply the multi-agency Mental Health Strategy for staff. Review of membership. Engagement in meetings and activities Staff survey and self- evaluation activities. Six monthly reporting through the Continuous Improvement Group. Annual reporting. Review and reporting. 29. We will make sure that staff supporting kinship, foster and adoptive families provide additional support when they need it, recognising that they too may need early help and preventative support to feel confident in caring for their children and young people who have experienced trauma. Whole family support is available to all families including kinship, foster and adoptive families. There are fewer transitions for children and a decrease in care experienced family breakdown. Identify the gaps in support for care experienced families. Evaluate the current training, development and support to carers to ensure it is accessible and equitable and meets the needs of carers. 6 monthly reports from The Promise and Me and Whole Family Support Task Groups. Feedback from families. Monitoring information that sits behind our balance of care. Page 402 of 522
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What is it we want to do? Why do we want to do this? Actions How will we know? 30. Provide early help and preventative support to all families who need it and when they need it. 31. Consult with communities to identify gaps, how they want to access services, what is working well and what they think needs to change. 32. Work collaboratively across the range of strategic partnerships. To improve the wellbeing of children, young people and their families, improve their engagement in their communities/ community networks, improve their feeling of worth and wellbeing. We can respond to changing needs by supporting a valued, agile and flexible workforce. The Community and Voluntary Sector, children, young people and families Network are supported in their role within the CS Partnership. Work alongside the developing Community Hubs to identify how we can develop and increase the availability of community based supportive networks for families. Work alongside other strategic partnerships and community boards to share information relating to community needs and priorities. Evaluation of the CVS, CYP&F Network role in Empowering Clusters. There is representation from the CS Partnership engaged in these developments. Review of participation and representation of CS Partnership in range of forums. Engagement with CS Partnership Evidence that information has been shared. Page 403 of 522
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What is it we want to do? Why do we want to do this? Actions 33. Work within our strategic frameworks to promote wellbeing within and across our communities ensuring equity of opportunities to improve life choices and chances. To make sure opportunities are available for all children, young people and their families to support their wellbeing. Create opportunities which support positive destinations in training, apprenticeships and employment for young people and parents. Make sure our services are accessible and available when needed. Work collaboratively with the Employability, Support and Skills Development Service, to help parents and young people access the support they need to develop the skills which will help them into sustainable employment. Continue to deliver GIRFEC to assess and plan for children and young people’s wellbeing, ensuring they and their families are involved in decision making. Continue to develop support to improve children’s mental health including transition from children’s to adult mental health services. Information from range of partnership forums. High level performance information. Annual returns and performance information. Page 404 of 522
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What is it we want to do? Why do we want to do this? Actions 34. Communicate effectively with our children, young people, families and communities. 35. Further develop our use of technology for families and the wider community to access and engage with services. Key messages about services and supports are clear and consistent. We want to reduce barriers for children, young people and their families, accessing services, to ensure they get the right help and support at the right time, when they need it. Children and young people’s mental health has improved by access to services when they need it. Seek opportunities and develop capacity to find digital and technology options and solutions as appropriate in the delivery of our services. Promote NL websites which provide accurate and updated information about services and where to get help and support, including the GIRFEC in NL website. Promote the Kooth App which provides information on mental health for children and young people. Task groups and working groups develop and report on actions to apply technology. Website monitoring. Monitoring of use of Kooth App Page 405 of 522
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Scaffolding ‘Children, families, and the workforce must be supported by a system that is there to provide support when and where it is needed. ‘The scaffolding of help, support and accountability must be ready and responsive when it is required.’ The Promise 2020. The challenge presented here requires leadership and coordination at both a national and local level. As in other areas, the change is significant and will extend beyond the period of this Plan. We look to the Scottish Government to make further changes that support and enable partnerships to learn and develop, negotiate the legislative and policy framework for children’s services, implement initiatives, plan and report. Across the CS Partnership, during the lifetime of this plan, we will work together with our own values, framework and priorities to realise our vision. We will ensure the that our governance, culture, systems, and processes empower the workforce to support children, young people, and families to realise our shared vision. We have begun by developing this CS Plan in collaboration with partners and other stakeholders. Getting it Right for Every Child, the national approach designed to improve outcomes and supporting wellbeing of our children is embedded across the CS Partnership and we continually develop and improve this approach. We work towards achieving the wellbeing outcomes for children and young people: safe, healthy, active, nurtured, achieving, responsible, respected, included. We have implemented our empowering clusters model to ensure that GIRFEC practice is further embedded across the partnership and that every infant child, young person and their family participates in care planning with the professionals closest to them. In North Lanarkshire community hubs are being established as an operating model that will enhance capacity and opportunity for collaboration and improved access to informal and formal supports for children, young people and families in our communities. Also, part of our scaffolding, supporting our shared approach is: • What we do to ensure our approach is rights based, strengths- based and trauma informed. • How we engage with partners through Towards a Fairer North Lanarkshire, Tackling Poverty Strategy and Action Plan to mitigate the impacts of poverty. • How we gather knowledge and understanding of the impact of the services, supports and activities across the partnership. This is to assist us to understand the outcomes and how the work we do together can make a meaningful difference for children, young people, and families. • Our continuous improvement activity. This is an ongoing process via self-evaluation, gathering of data, seeking views, participation and feedback. Page 406 of 522
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Achievements 2021-23 • The Health Visiting Pathway for pre-birth to preschool has been fully implemented. • Empowering clusters were launched. Schools and school leaders, supported by central staff, will work together to enable real change on behalf of the families and communities they serve. The school nursing programme was expanded to support clusters. • GIRFEC is further embedded by the health vising pathway and the empowering cluster model. Partners work together to achieve good planning for children’s wellbeing, and integrative practice guidance for empowering clusters has been shared across the CS Partnership. • GIRFEC pathways for planning and support have been refreshed. Pre-birth planning for vulnerable women has been refreshed to ensure a consistent approach. • The Family Nurse Partnership for young parents was positively evaluated. • Contextual safeguarding has been implemented for assessment and risk management for young people at risk of harm outside of the home. A young people’s safeguarding panel was established and the first evaluation was positive. • Trauma informed environments are being implemented across services and organisations are increasingly trauma informed. • We gathered information, data, research and feedback into a joint strategic needs assessment to develop the new Children’s Services Plan. • Self-evaluation work has been undertaken and includes- • Audit of child protection cases, children experiencing secure care and Care and Risk Management • Staff survey and focus groups • Position statement and self-evaluation document We will build on this work supported by our shared continuous improvement framework and actions Scaffolding- Priorities 2023-26 36. Our vision is shared across the partnership and each partner is actively participating in the leadership and delivery of our shared priorities. 37. Further the implementation of GIRFEC and Pathways for all children and young people. 38. Implement changes in legislation and national guidance. 39. The CS Partnership is aligned with and contributing to NL Tackling Poverty strategy and actions. 40. Through information and research, we are aware of need, changing drivers, policy and connections. 41. We are aware of the impact of our work and we are continuing to improve wellbeing for children, young people and families. 42. The knowledge gained is integrated into our planning and reporting. Page 407 of 522
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Outcome What is it we do? Why do we do it? Actions How will we know Our staff are empowered to support infants, children, young people, and families to realise our shared vision as a result of our leadership, governance and organisational culture. 36. Our vision is shared across the partnership and each partner is actively participating in the leadership and delivery of our shared priorities. Partnership working continues to add value to improving outcomes for children, young people and families. Streamline delivery and improve the experience for those accessing services and supports. All partners actively contribute to the range of workstreams. Seek and develop further opportunities for joint commissioning. • Whole Family Support • Mental health and wellbeing Work with adult services and justice to ensure consistent response to young people and smoother transitions. Develop a programme of events to bring together staff from the wider partnership to share practice, information about their roles and areas of development. Monitor membership, participation and reach. We evidence a partnership approach to new funding streams or planned realignment. National reporting and evaluation Evidence of shared intelligence and priorities with adult and justice services. Feedback on transitions. Agreement and forward plan for events. Numbers of staff participating from each partner. Evaluation of events. Page 408 of 522
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37. Implement changes in legislation and national guidance. Legislation and guidance is applied to ensure improvements in practice and wellbeing. Implement new national Child Protection Guidance. Implement changes in preparation for the enactment of UNCRC (Incorporation) (Scotland) Bill. (See UNCRC and Voice) Updated guidance is available and in use. Reports from Voice Task Group. 38. The CS Partnership is aligned with and contributing to NL Tackling Poverty strategy and actions We are aware of the impact of poverty on our children and families. We are able to consider how our priorities and action will help to mitigate child poverty in NL. Cross representation on forums and task groups. Develop and apply tools and resources that support awareness and ‘poverty proofing’ our priorities and actions. Embed a cash first approach in family support. Annual review of CSP participation and reach. Contributions to child poverty reporting Testing and evaluation of developing tool. Reported application and changes made to actions as a result. 39. Through information and research we are aware of need, changing drivers, policy and connections. 40. We are aware of the We are aware of our strengths and areas for improvement. Improve how we assess needs and how we respond to change and identify priorities. Our programmes and Continue to gather and share data and information about developments in this area. Ensure that data we gather is centred around what is important to children, young people and their families • Update context and Update is published. Page 409 of 522
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impact of our work and we are continuing to improve wellbeing for children, young people and families. 41. This is integrated into our planning and reporting. decisions are informed by evidence and best practice. We can compare information and identify trends. We know what is working well and why. Improvements in well- being and in our practice. This contributes to confidence across the workforce and in our communities. connections • Update service map • The HECM project (Human and Economic Cost Modelling) to scope spend on key service elements and 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. Joint Strategic Needs Assessment activity is ongoing. There is reflective review and the approach is refined year on year. • Self evaluation 2023- then ongoing • Application of SDQ and analysis of the comparative data Comparisons and reflections are noted. Report and recommendations . Information is shared across the CS Partnership and apparent in our planning and reporting. • CS Plan • Annual reporting • Reporting on children’s rights • 6 monthly reporting from task groups and working groups Inspection activities undertaken and published report. Page 410 of 522
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Continue to meet the planning and reporting requirements as set out by Scottish Government and North Lanarkshire Partnership. Work with the Care Inspectorate to support the joint inspection of children’s services in 2023. Plan the application of partner funding to • Measure what matters to children, young people and their families • Develop high level indicators and dashboard • Support performance and measurement of our CS PLan • Improve outcome measurement Action plan and reporting to CSPB Page 411 of 522
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North Lanarkshire Council Report Education Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/QA Date 14/11/23 Annual Report of the Chief Social Work Officer 2022/23 From Alison Gordon, Chief Officer (Chief Social Work Officer - Children, Families, Justice and Integrated Services - Education & Families) E-mail GordonAl@northlan.gov.uk Telephone 01698 332001 Executive Summary In line with Scottish Government guidance the Chief Social Work Officer (CSWO) is required to provide an annual report. This report provides an overview of social work service delivery in North Lanarkshire for the period April 2022 to March 2023 and cover the following areas: • Governance and accountability arrangements, including partnership working. • Service Quality and Performance, including service developments. • Resources • Workforce • Future Priorities The North Lanarkshire CSWO Report 2022/23 is attached as an appendix to this report. The report also reflects social work’s contribution to the Programme of Work underpinning the Plan for North Lanarkshire. Recommendations It is recommended that the Education Children and Families Committee: (1) Approve this report. (2) Note that approval of the report has also be sought through the Adult Care and Social Work Committee. The Plan for North Lanarkshire Priority All priorities Ambition statement All ambition statements Programme of Work All Programmes of Work Item 13 Page 413 of 522
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1. Background 1.1 The requirement that each local authority appoint a professionally qualified Chief Social Work Officer is contained in Section 45 of the Local government (Scotland) Act 1994. Statutory Guidance on the role of the Chief Social Work Officer was updated in 2016, to reflect the impact of Health and Social Care integration, extending the responsibilities of the role to provide advice to the Integration Joint Board (IJB). In addition to providing advice both to the Local Authority and IJB in relation to the discharge of statutory social work functions the role continues to carry key responsibilities for professional leadership, values, and standards both for directly provided and commissioned services. 1.2 Social Work Services in North Lanarkshire continue to play a lead role in supporting and safeguarding our communities. Adult Social Work and Social Care Services are delivered through Health and Social Care North Lanarkshire (HSCNL) whilst Children, Family and Justice Services are delivered through the Council’s Education and Families Service. 1.3 The CSWO role requires to be undertaken by one designated individual, delegation of responsibilities is permitted where required by the scale of business. In North Lanarkshire this means that the Chief Officer Adult Social Work Services, routinely exercises delegated responsibilities for decision-making and professional standards within adult services as well as providing support and cover with respect to the wider functions of the CSWO role. 1.4 The Annual Chief Social Work Report is intended to provide a key overview of social work service delivery and performance. The Office of the Chief Social Work Advisor (OCSWA) also produces a national report each year which draws on key themes and messages from CSWO reports across Scotland. 2. Report 2.1 Social Work in North Lanarkshire employs around 2,800 staff. In collaboration with commissioned services and 3rd Sector partners with support provided to around 30,000 individuals and families at any one time. Social work also makes a key contribution to wider partnership and community activity. 2.2 As illustrated within the report partnership working is fundamental to social at every level and a key aspect of the CSWO role involves developing and sustaining partnership working and relationships across a range of organisations and structures. In addition to the specific responsibilities of the CSWO to the Council and HSCNL, the CSWO holds a key leadership role within several local partnerships as well as contributing to the wider national social work community. Our strong partnership ethos supports well balanced social work, with integrated working arrangements across Health and Social Care, Education and Families and the wider Council. 2.3 Income maximisation and tackling poverty continue to be key strands in the delivery of social work and social care in North Lanarkshire. These have become increasingly integrated into day-to-day practice and service delivery and have a strong fit with the core values of social work – promoting independence, self-help, and self-reliance. Equally important and threaded through the activity reflected within this year’s report is a commitment to strength, relationship based and trauma-informed practice/ 2.4 A range of factors including the the legacy impacts of the pandemic, the cost-of-living crisis, the increased demand for social work interventions and support, the increased Page 414 of 522
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number of people who have complex needs and staffing challenges in health and social care, have all meant that meeting demand within available resources has proved difficult, resulting in some elements of performance, notably with respect to care at home being impacted. As the report evidences however, the service has continued to innovate to ensure not only that statutory duties are delivered to a high standard but to improve outcomes and people’s experiences of services. Throughout this period we have continued both to retain a strong balance of care across all care groups, supporting individuals to remain within their homes and communities wherever possible and to support and empower individuals and families to achieve positive outcomes. 2.5 External scrutiny of social work services if undertaken primarily through the Care Inspectorate and its partner agencies. The final report of the Joint Inspection for Adult Support and Protection was published on 22nd November 2022. The inspection findings are largely positive and recognise the hard work and determination of staff across the partnership over the last two years. The report indicated strong multi-agency arrangements in North Lanarkshire, keeping adults who are at risk of harm safe and protected. A Joint Inspection of Services for Children and Young People at Risk of harm in North Lanarkshire was announced in April 2023 and therefore beyond the period covered in this report but will be reported on separately to Education, Children and Families Committee. 2.6 Staff commitment and resilience has continued to be remarkable during these challenging times. A range of initiatives to support staff recruitment and retention against a challenging backdrop is outlined in Section 5 of the attached report. As part of our wider approach to wellbeing, we also continue to have a focus on the wellbeing of staff within day-to-day practice and working arrangements offering a wide range of staff wellbeing initiatives and supports. 2.7 Looking forward the report reflects on the opportunities to continue our whole system approach, which includes the continued embedding of the Empowering Cluster’s model within Education and Families and the Good Conversations Model and GIRFE within in Adult Services and the opportunities provided through the Council and HSCP’s programmes of work as well as reflecting on the continued uncertainties related to elements of nationally driven change in particular the future shape of the National Care Service. 3. Measures of success 3.1 N/A – Annual Report to meet reporting requirement. A range of outcome measures, KPIs and specific service standards are applied across social work services. 4. Supporting documentation 4.1 Appendix 1: Annual Report of the Chief Social Work Officer 2022/23. Alison Gordon Chief Social Work Officer Page 415 of 522
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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? No direct impact though the report provides key evidence that the effective delivery of social work services supports the Council in their delivery of Fairer Scotland Duty. As this is a retrospective report no EQIA is required 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? All recruitment is in line with our workforce plans and governed through the appropriate routes. 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 requirements are met through the role and function of the CSWO. 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 ☐ Page 416 of 522
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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? Whilst digital developments are a feature of service improvement and delivery within social work all relevant changes reflected within the report have already been considered through relevant governance processes. 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? Key risks highlighted within the report are incorporated in relevant risk registers. The report itself is part of a wider framework of reporting which supports the scrutiny of social work services and therefore aids the Council in its duties with respect to the delivery of key statutory functions. 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. Where relevant issues are considered in planning for individual’s support, Page 417 of 522
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the service will also continue to consider the benefits of enhanced arrangement for groups of service users. An example of this is within our Restorative Justice Service which has both a veteran’s group and has also previously contributed through unpaid work to linked community projects. 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 ☒ No direct impact though the report provides key evidence that the effective delivery of social work services supports the Council duty. As this is a retrospective report no CRWIA is required 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 418 of 522
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1 CSWO Annual Report 2022-2023 Page 419 of 522
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2 Contents ANNUAL REPORT BY CHIEF SOCIAL WORK OFFICER: NORTH LANARKSHIRE 2022/23 ......................... 5 THE CHIEF SOCIAL WORK OFFICER FUNCTION .................................................................................. 5 ANNUAL REPORT ................................................................................................................................ 6 1. GOVERNANCE AND ACCOUNTABILITY ARRANGEMENTS .................................................................. 7 1.1 NORTH LANARKSHIRE COUNCIL AND NORTH LANARKSHIRE PARTNERSHIP ............................. 8 1.2 HEALTH AND SOCIAL CARE NORTH LANARKSHIRE .................................................................... 10 1.3 SUPPORT, CARE, PRACTICE AND STAFF GOVERNANACE ARRANGEMENTS .............................. 12 1.4 CARE HOME ASSURANCE ........................................................................................................... 13 1.5 ENGAGEMENT WITH THE PEOPLE WHO USE SUPPORT SERVICES AND THE COMMUNITY AND VOLUNTARY SECTOR ......................................................................................................................... 13 2. SERVICE DEVELOPMENT, QUALITY AND PERFORMANCE ................................................................ 16 2.1 PERFORMANCE AND IMPACT MEASUREMENT ......................................................................... 16 2.2 SUPPORT TO UNPAID CARERS .................................................................................................... 17 2.3 JUSTICE SOCIAL WORK SERVICES ............................................................................................... 19 2.3.1 CPO UNPAID WORK ............................................................................................................. 20 2.3.2 OTHER ACTIVITY .................................................................................................................. 22 2.3.3 DIVERSION FROM PROSECUTION ....................................................................................... 23 2.3.4 OFFENCE FOCUSED WORK .................................................................................................. 25 2.3.5 UP2U .................................................................................................................................... 26 2.3.6 MOVING FORWARD: MAKING CHANGES (MF:MC) ............................................................ 27 2.3.7 WOMENS SERVICES ............................................................................................................. 27 2.3.8 THROUGHCARE (BRIDGES AND BEYOND) ........................................................................... 28 2.3.9 CHALLENGES ........................................................................................................................ 28 2.4 CHILDREN AND FAMILIES SOCIAL WORK SERVICES ................................................................... 29 2.4.1 KEEPING THE PROMISE ....................................................................................................... 29 2.4.2 INVOLVING YOUNG PEOPLE ................................................................................................ 31 2.4.3 A GOOD CHILDHOOD: ACHIEVING A LOVING A CARING HOME ........................................ 32 2.4.4 MOVING ON: SUPPORTING CARE EXPERIENCED YOUNG PEOPLE WHO HAVE LEFT CARE 36 2.4.5 A RIGHT TO EDUCATION ...................................................................................................... 37 2.4.6 YOUNG PEOPLE IN CONFLICT WITH THE LAW/DECRIMINALISATION OF CARE EXPERIENCED YOUNG PEOPLE ..................................................................................................... 38 2.4.7 WHOLE FAMILY SUPPORT AND PROTECTING CHILDREN AND YOUNG PEOPLE AT RISK OF HARM ............................................................................................................................................ 40 2.4.8 GENDER BASED VIOLENCE .................................................................................................. 42 2.5 ADULT SOCIAL WORK SERVICES ................................................................................................. 43 Page 420 of 522
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3 2.5.1 GETTING IT RIGHT FOR EVERYONE (GIRFE) ........................................................................ 44 2.5.2 MAKING LIFE EASIER ........................................................................................................... 44 2.5.3 ASSISTIVE TECHNOLOGY ..................................................................................................... 45 2.5.4 COMMUNITY ALARMS ........................................................................................................ 46 2.5.5 EQUIPMENT & ADAPTATION SERVICE (EAS) ....................................................................... 46 2.5.6 LOCALITY SUPPORT SERVICES ............................................................................................. 47 2.5.7 INTEGRATED DAY SERVICES ................................................................................................. 47 2.5.8 HOME ASSESSMENT TEAM ................................................................................................. 48 2.5.9 HOME SUPPORT SERVICE .................................................................................................... 48 2.5.10 TRANSFORMATIONAL SDS AGENDA ..................................................................................... 50 2.5.11 COMMUNITY LIVING CHANGE FUND/COMING HOME ........................................................ 51 2.5.12 MENTAL HEALTH OFFICERS SERVICE AND ADULTS WITH INCAPACITY ACT (SCOTLAND) 2000 .......................................................................................................................................................... 51 3 PUBLIC PROTECTION...................................................................................................................... 55 3.1 ADULT SUPPORT AND PROTECTION .......................................................................................... 55 3.1.1 ASP REFERRAL TRENDS ....................................................................................................... 55 3.1.2 ASP INVESTIGATIONS .......................................................................................................... 56 3.1.3 CASE CONFERENCES ............................................................................................................ 56 3.1.4 STATUTORY ORDERS ............................................................................................................ 56 3.1.5 APPROPRIATE ADULT SERVICES .......................................................................................... 57 3.1.6 LARGE SCALE INVESTIGATIONS ........................................................................................... 57 3.1.7 JOINT INSPECTION OF ADULT SUPPORT AND PROTECTION IN NORTH LANARKSHIRE ..... 58 3.2 MAPPA (MULTI AGENCY PUBLIC PROTECTION ARRANGEMENTS ......................................... 59 3.3 CHILD PROTECTION .................................................................................................................... 60 3.4 WIDER SAFEGUARDING ACTIVITY .............................................................................................. 61 3.4.1 CONTEXTUAL SAFEGUARDING AND PROTECTING YOUNG PEOPLE FROM HARM OUTSIDE THE HOME..................................................................................................................................... 61 3.4.2 SUICIDE PREVENTION .......................................................................................................... 63 3.4.3 DRUG RELATED DEATHS ...................................................................................................... 64 4. RESOURCES ....................................................................................................................................... 65 4.1 FINANCIAL MODELLING FOR SERVICE DELIVERY ....................................................................... 67 5. WORKFORCE ..................................................................................................................................... 68 5.1 WORKFORCE PLANNING ............................................................................................................ 68 5.2 SOCIAL WORK RECRUITMENT AND RETENTION ....................................................................... 68 5.3 RECRUITMENT AND RETENTION OF MENTAL HEALTH OFFICERS .............................................. 70 5.4 SOCIAL CARE ............................................................................................................................... 71 Page 421 of 522
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4 5.5 ADMINISTATION AND BUSINESS SUPPORT ............................................................................... 72 5.6 CARE ACADAMY.......................................................................................................................... 72 5.7 WORKFORCE DEVELOPMENT AND STAFF SUPPORT ................................................................. 73 5.8 LEARNNL ..................................................................................................................................... 74 5.9 ASSESSMENT CENTRE AND REGISTRATION ................................................................................ 74 5.10 POST GRADUATE OPPORTUNITIES ........................................................................................... 74 5.11 PROFESSIONAL DEVELOPMENT AWARD IN PRACTICE LEARNING (PDA PL) SQA LEVEL 11...... 75 5.12 SOCIAL WORK DEGREE PATHWAY WITH THE OPEN UNIVERSITY ............................................ 75 5.13 STUDENT SOCIAL WORK HUB .................................................................................................. 75 5.14 NEWLY QUALIFIED SOCIAL WORK PROGRAMME .................................................................... 76 5.15 OTHER KEY TRAINING AND DEVELOPMENT ACTIVITIES ......................................................... 77 5.16 TRAUMA INFORMED PRACTICE ............................................................................................... 78 5.17 LIVED EXPERIENCE .................................................................................................................... 79 5.18 REFLECTIVE LEARNING: THE SCOTTISH CHILD ABUSE INQUIRY/HISTORICAL ABUSE .............. 79 5.19 SUPPORT FOR STAFF WELLBEING ............................................................................................. 79 6. LOOKING FORWARD – PRIORITIES FOR 2022-2023 AND BEYOND .................................................. 80 Page 422 of 522
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5 ANNUAL REPORT BY CHIEF SOCIAL WORK OFFICER: NORTH LANARKSHIRE 2022/23 THE CHIEF SOCIAL WORK OFFICER FUNCTION Every local authority is required to appoint a professionally qualified Chief Social Work Officer (CSWO) as contained in Section 46 of the Local Government (Scotland) Act 1994. The CSWO provides professional leadership, accountability, and governance, for the delivery of social work and social care services, including commissioned services. The CWSO also provides advice on social work service delivery and on cross-cutting issues to the local authority Chief Executive, Elected Members and the Integrated Joint Board (IJB) to promote understanding of the range of social work and social care services and the complexities involved in delivering statutory responsibilities which require consideration of need and the management of risk and liberties. The then Scottish Office specifically recognised that the need for the CSWO role was driven by “the particular responsibilities which fall on social services in that they affect personal lives, individual rights and liberties to an extent that other local authority services do not.” (Circular: SWSG2/1995 May 1995). The CSWO also has a direct lead remit for decisions on specific statutory maters including in rela�on to secure accommoda�on, adop�on and welfare guardianship as illustrated below. A further aspect of the CSWO role is to inform the delivery of wider services which support or impact on social welfare. The CSWO role within North Lanarkshire is held by the Chief Officer, Children, Families, Justice and Integrated Practice. The CSWO is supported by the Chief Officer, Adult Social Work Services who holds delegated responsibilities with respect to adult social work and social care, deputises in other areas as required and works alongside the CSWO in relation to the other functions of the role. Page 423 of 522
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6 ANNUAL REPORT In line with Scottish Government guidance the CSWO is required to provide an annual report. This report provides an overview of social work service delivery in North Lanarkshire for the period April 2022 to March 2023 and covers the following areas: • Governance and accountability arrangements, including partnership working. • Service Quality and Performance, including service developments. • Resources • Workforce • Future Priorities The legacy impact of Covid, the continuing cost-of-living crisis, increased demand and challenges around recruitment and retention of staff within the social care and social work sectors have all been significant factors during the past year. These are reflected within the report as are the positive innovations and continuous improvement activity across the service as staff have worked with resilience and commitment to achieve the best possible outcomes for those we support. I would like to record my thanks and pay tribute to all staff involved in the delivery of social work services in North Lanarkshire for their work over the past year I would also like to thank all internal and external partners, carers, families and communities who have supported us in our work. Alison Gordon Chief Social Work Officer Page 424 of 522
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7 1. GOVERNANCE AND ACCOUNTABILITY ARRANGEMENTS Social Work Services in North Lanarkshire continue to play a lead role in supporting and safeguarding our communities. Adult Social Work and Social Care Services are delivered through Health and Social Care North Lanarkshire (HSCNL) whilst Children, Family and Justice Services are delivered through the Council’s Education and Families Service, with local arrangements continuing to support close working across these areas in both service delivery and planning, particularly in relation to workforce issues and professional development. Social Work in North Lanarkshire employs around 2,800 staff. In collaboration with commissioned services and 3rd Sector partners, we are involved in providing support to around 30, 000 individuals and families at any one time in addition to contributing to wider partnership and community activity. Progress towards a National Care Service (NCS) is continuing and as reported last year, is likely to involve significant change in the future governance of social work services. A NCS Member Officer Group was stood up by the Council both to inform our response to national engagement on the NCS and to support local planning but was paused in line with the pause on the Bill process. Partnership working at local level remains fundamental to social work. A key aspect of the CSWO role involves developing and sustaining partnership working and relationships across a range of organisations and structures. In addition to the specific responsibilities of the CSWO to the Council and HSCNL the CSWO holds a key leadership role within several local partnerships as well as contributing to the wider national social work community, as illustrated below: Page 425 of 522
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8 1.1 NORTH LANARKSHIRE COUNCIL AND NORTH LANARKSHIRE PARTNERSHIP The direction for the council and partners is set out in the Plan for North Lanarkshire. This highlights shared priorities and a long-term vision and aspires to inclusive growth and prosperity. The plan aims to ensure that the benefits that this brings reach all our communities, and that there is a much fairer distribution of wealth - The Plan for North Lanarkshire | North Lanarkshire Council The plan focuses on: • improving economic opportuni�es and outcomes • suppor�ng all children and young people to realise their full poten�al. • improving the health and wellbeing of communi�es • enhancing par�cipa�on, capacity and empowerment across our communi�es and • improving North Lanarkshire’s resource base During the repor�ng period an analysis of the area profile highlighted that North Lanarkshire has seen several successes in its first period, notably a rise average wage to above the Sco�sh average and a small reduc�on in child poverty, but there are also challenges. This analysis provided the evidence that informed the direc�on for The Plan for North Lanarkshire from the period 2023 – 2028. A five-year Programme of Work which was approved in March 2023, supports the plan and this comprises seven priori�es for delivery: • Transforming Places - To beter plan and co-ordinate public and private sector investment to deliver transforma�onal change across town centres and local communi�es at pace. • Invest in North Lanarkshire - Accelerated outcome delivery and investment via a more streamlined advisory service and aligned opera�ng model and infrastructure plan. • Sustainable Futures - Focus commitments to Net Zero Carbon and climate resilience and the associated energy solu�ons and investments required to make it a reality. • Resilient People - Deliver whole family support locally, when families need it, in a way that addresses the impacts of poverty and reduces inequality. • Brighter Futures - Support and improve educa�onal atainment, employment opportuni�es, entrepreneurship, and volunteering. • Digital North Lanarkshire - Develop a skilled digital workforce, promote an innova�ve, sustainable culture and be the Digital Leader for a transformed North Lanarkshire. • One Service - Ensure services are delivered, regardless of owner, in a streamlined, efficient, and suppor�ve model, with the overall vision of inclusive growth and prosperity for all. The CSWO, Chief Officer Adult Social Work, Chief Officer Planning, Performance and Quality Assurance and other senior social work managers are actively involved in key areas of this programme, with the CSWO undertaking the role of SRO (Senior Responsible Officer) for the Resilient People Programme. This ensures connections are made across the range of corporate work programmes, in particular those which impact on areas that are important to those who use social work services, for example, employability services, homelessness Page 426 of 522
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9 prevention and community wealth and capacity building. As previously reported, from early 2022, the CSWO (Education, Family Justice and Integrated Practice) has also held operational responsibility for Tackling Poverty; Community Learning and Development and Resettlement functions, creating increased opportunities for integrated working in areas closely linked to social work. The Programme of Work continues to be shaped and overseen by the Corporate Management Team and through the council committee structure with the Adult Health and Social Care Committee and Education, Children and Families Committee having oversight of the delivery of social work. North Lanarkshire Partnership (NLP) brings together the major public sector agencies in the area along with Voluntary Action North Lanarkshire (VANL) the third sector interface in the area. NLP operates as the overarching framework for partnership working and the priorities for delivery across the partnership are included in The Plan for North Lanarkshire. The Children’s Services Partnership (CSP) continues to provide multi-agency governance, strategic planning and direction for children’s services in North Lanarkshire. Children’s Service Partnership Board membership includes Elected Members and HSCP/NHS Board representation to enhance the coherence of planning across key governance structures. There is also representation of young people through links with NL Youth Council, the Promise Development Team and Champion’s Board. Every three years the North Lanarkshire Children’s Services Plan is refreshed bringing together improvement priorities for the CSP. The North Lanarkshire Children’s Services plan for this period was published in 2021 and is framed around the foundations of the Promise and UNCRC. During this period representatives from the CSP reviewed the achievements and priorities of the partnership and undertook work in preparation for the CS Plan for 2023-26. This included a Joint Strategic Needs Assessment and engagement with children, young people, and parents/carers to refresh priorities based on evidence, stakeholder views and experience. The task groups supporting the delivery of the plan have reported on their achievements for this year. These include: • Launch of MakeitRight Campaign, a peer education programme to raise awareness of UNCRC. • Agreement on a revised youth participation and engagement infrastructure. • Continued development and implementation of the Community Mental Health and Wellbeing Support and Services Framework. • Planning to enhance our holistic approach to whole family support across the partnership supported by the new Whole Family Wellbeing Fund. • The established Promise Development Team, young people with lived experience of care, continuing to support the redesign of our care system. • The maintenance of effective GIRFEC practice for children, young people and families Page 427 of 522
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10 with improvements to our learning and development offer and our website for families. • Continued embedding of a contextual safeguarding approach to improve our response to young people at risk of extra familial harm. • Commitment to creating the conditions for trauma-informed practice as the underpinning approach to support children, young people, and their families. Full details are in the CS Annual Report 2022/23 Social Work places a key role in all the CSP priorities with Senior Social Work Managers co- chairing 3 of the 4 task groups and the Partnership’s Continuous Improvement Group. The CSWO is lead officer for the CSP and chairs the Improving Children’s Services Group which has oversight of the work of task groups together with the ‘Scaffolding’ and ‘People’ elements of the Children’s Services Plan. The Community Justice Partnership, currently also chaired by the CSWO has responsibility for the multi-agency oversight of Community Justice in North Lanarkshire. Due to both the pandemic and the timing of national work on a revised Outcome Performance and Improvement Framework our local NL Community Justice Outcome and Improvement Plan (NL CJOP) was extended to March 2023 and supplemented by annual action plans. https://www.northlanarkshire.gov.uk/CHttpHandler.ashx?id=20573&p=0. The partnership has over this period benefited from strong collabora�on with a wide range of partners and, in par�cular, has enhanced links with employability services and the NL Alcohol and Drug Partnership, strengthening throughcare and holis�c support both for those exi�ng custody and formal orders and through our pilot Arrest Referral Service. Significant work was also undertaken to update our Strategic Needs Assessment and to engage with communi�es and those with lived experience to support prepara�on for our new CJOIP: North Lanarkshire Community Jus�ce Partnership | North Lanarkshire Council . As previously reported nine Community Boards support community leadership, involvement and capacity building. Local outcome and improvement plans (LOIP) guide this work. Social work services play a part in supporting local partnership structures. The CSWO has the role of Community Co-Ordinator for one of the local boards and the Chief Officer Adult Social Work and Senior Managers for Quality Assurance and Strategy & Performance provide links to the Health and Social Care Partnership and its strategic commissioning activity across all Community Boards. Senior Social Work Managers also participate in area-based teams and the sub-groups which support the delivery of the LOIPs. 1.2 HEALTH AND SOCIAL CARE NORTH LANARKSHIRE The governance structure for the partnership is provided by the Integrated Joint Board (IJB) and its Performance, Audit and Finance Sub Committee. The CSWO (Education, Families, Justice and Integrated Practice) and the Chief Officer Adult Social Work Services provide professional social work advice to the IJB. The Mental Health, Learning Disability and Page 428 of 522
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11 Addictions Partnership Board (chaired by the Chief Officer Adult Social Work Services) and the Frailty and Long-Term Conditions Partnership Board (chaired by the Head of Health) have the role of informing and implementing strategic direction on behalf of HSCNL across their respective areas to promote best practice and guide the access for people to the right support at the right time, and right place. The Partnership Boards have been in place for several years and as reported previously, are under review as part of the refresh of the Integration Joint Board’s new Strategic Commissioning Plan (SCP) 2023-26. The SCP sets out how the Health & Social Care Partnership plans and delivers services for North Lanarkshire over the medium term and how these arrangements are intended to achieve and contribute towards achieving the national health and wellbeing outcomes. It was approved and published in March 2023, and it will cover the final period of our long-term Strategic Plan 2016-2026 and builds on the work established in our previous Strategic Commissioning Plan 2020-23. Despite the many challenges faced since March 2020, significant achievement and progress has been made in the last three years. The SCP plan gives an overview of some of these achievements and how they have helped to shape our priorities for the next three years. In developing the Strategic Commissioning Plan 2023 – 2026 an engagement and consultation process has been undertaken to ensure a wide range of staff, people who use services, carers and partner organisations have had an opportunity to participate in shaping the next three- year’s priorities. Several events took place to facilitate discussion in localities as well as targeted groups, Community Board members, elected members, Integration Joint Board members, and the Strategic Planning Group. The Board approved the draft version of the SCP at its meeting on 30th November 2022, subject to final consultation and the draft plan was published online in early December, alongside a survey questionnaire which allowed members of the public and any other interested parties to give their feedback. The feedback from the survey is published as an appendix to the final Strategic Commissioning Plan. A programme of work is set out within the plan outlining the key work programmes that will be undertaken over the three-year period to meet the key priorities within the Strategic Commissioning Plan. The Strategic Commissioning Plan 2023-26 sets out 5 key priorities: • Increased focus on prevention, early intervention and tackling inequalities by working with people and communities • Do the right thing first time. • Develop and support a workforce for the future. • Improve mental health and wellbeing. • Support people through a whole family approach Page 429 of 522
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12 The plan is supported by a programme of work which interfaces with the wider Plan for North Lanarkshire and the wider council programme of work. North Lanarkshire Alcohol and Drug Partnership is hosted within HSCNL and has been considerably strengthened over the last two years, co-developing its 2021-2024 strategy around the themes of rights/respect/recovery through engagement with a broad range of stakeholders. Five ADP sub-groups have been established to develop actions covering: Prevention, Early Intervention and Education; Treatment Care and Recovery; Whole Family Approach; Public Health Approach in Justice and Reducing Alcohol Harms. In line with the cross-cutting elements within these key areas the interface between the ADP, CSP and CJP has also been strengthened and whilst the lead senior officer for the ADP is the Chief Officer Planning, Performance and Quality Assurance both the CSWO and Head of Adult Social Work Services have a role in the wider ADP structure. NLADP has increased investment across statutory and community sector services to reduce harms from substances for individuals and whole families. The investment is linked to local needs and a commitment to deliver the national drug mission priorities across North Lanarkshire. This includes contextual safeguarding, youth justice, standalone family support provision and justice throughcare support including DTTO and arrest referral which were all established or extended in 2022/23. All the projects and initiatives supported by the ADP can be found on their website service directory. 1.3 SUPPORT, CARE, PRACTICE AND STAFF GOVERNANACE ARRANGEMENTS The Health and Social Care Partnership’s Support Care and Clinical Governance Committee (SCCGC) continues to meet on a quarterly basis and is chaired on a rotational basis by the CSWO, Medical Director, AHP Director and Nursing Director. To maintain coherence in practice and staff governance across all social work functions and care groups, regular Social Work Leadership meetings and quarterly Social Work Workforce meetings are in place. Our Social Work Solutions forum also meets regularly to discuss and address cross-cutting business issues with social work Chief Officers, Senior Managers and HR Business Partners. There are a range of processes to support assurance around prac�ce and service delivery across social work services. The Quality Assurance Team, hosted in Adult Social Work, operates across all social work func�ons. During 2022/23 capacity within the team was enhanced to support the CSWO with Care Home assurance and to develop and implement an In-House Monitoring Framework to ensure robust, quality service provision. Service responsibili�es for the monitoring of the delivery of commissioned services con�nues. The team reports to the Chief Officer (Planning, Performance and Quality Assurance) and leads on a wide range of other func�ons cri�cal to the du�es of the CSWO. These include regulatory ac�vity, complaints management and Page 430 of 522
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13 overview, risk management, commissioning and procurement, informa�on governance as well as provider sustainability. Ac�vity is reflected within the Quality Assurance annual report for 2022/23. Addi�onal arrangements for mul�-professional oversight of Care Homes and Care at Home established during the pandemic were reviewed and adapted as the recovery from COVID con�nued as the year progressed but con�nue as part of our wider assurance arrangements as outlined below. A Home Care Board con�nues to oversee the wider redesign of the service, with new Terms of Reference developed. All Senior Managers within social work undertake regular performance reviews with their teams and support addi�onal audit, development, and review ac�vity to support prac�ce standards, agreeing priori�es with the CSWO and Chief Officer Adult Social Work Services. The CSWO and Chief Officer Adult Social Work also maintain an overview of referrals to, and inves�ga�ons by, Sco�sh Social Services Council supported by HR Business Partners. Senior Social Work Leaders were conscious that their visibility as leaders and the opportunity for less formal but direct face-to-face dialogue with staff had been impacted by pandemic. This was addressed through visits by the CSWO and other key managers to teams over the summer of 2022 and beyond and this con�nues to be a priority looking ahead. 1.4 CARE HOME ASSURANCE Enhanced clinical and care oversight arrangements for care homes were put in place early in the pandemic to support care home staff to keep residents safe. There has been considerable learning and excellent examples of local partnership working during this �me. A review is currently underway of the arrangements in place to ensure con�nuing enhanced support to adults and older people’s care homes. Engagement with stakeholders was scheduled to conclude May 2023 with key areas already iden�fied including the need to: • Recognise and build on the exper�se within the sector. • Con�nue collabora�ve improvement work with providers and home managers. • Focus on residents having a meaningful quality of life. • Ensure access to healthcare support when required. • Support workforce development. 1.5 ENGAGEMENT WITH THE PEOPLE WHO USE SUPPORT SERVICES AND THE COMMUNITY AND VOLUNTARY SECTOR The CSWO plays a key role in ensuring that people who use and have experience of social work services inform the design and delivery of these services as well as in individual planning. The ul�mate accountability for social work services is to the people who use them, their families, and the communi�es of North Lanarkshire. Examples of co-produc�on in the design of service are reflected throughout this report and ensuring individuals and families, including children Page 431 of 522
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14 and young people are heard and empowered within individual support planning remains a key area of focus in both out delivery and assurance arrangements. Our approach is also informed by the wider Council vision as set out in Delivering for Communities and the importance placed on the role of Community Boards as outlined in sec�on 1.1 above. The HSCC NL Engagement and Par�cipa�on Strategy 2021-2024 was designed to ensure that HSC NL has the right systems and supports in place for effec�ve engagement with, and the par�cipa�on of stakeholders. The strategy facilitates the involvement and engagement of people who use services, carers, the community, and voluntary sector, as well as the independent sector and a “strategy into prac�ce” approach has been supported by a Stakeholder Engagement and Par�cipa�on Strategy, Framework and Working Group. Complaints • Overall, complaint ac�vity rose by 81% from 2021-2022. A significant increase: however, complaints are s�ll slightly less than they were pre-pandemic. • Overall complaints received for the repor�ng period totalled 221. • Educa�on and Families: - 81 complaints were received in rela�on to Educa�on & Families services this year, 49 received last year, an increase of 32 [65%]. • Adult Social Work Services: - 140 complaints for adult services this year, 73 received last year, an increase of 67 [92%]. It is likely that complaints numbers were supressed over the pandemic period in part as public expecta�ons were moderated due to the recogni�on of pressure on services. Similarly it is likely that demand pressures as we emerge from the pandemic have contributed to the rise this year however, the principal reason for complaints con�nues to include poor staff communica�on, staff a�tudes and quality of service with learning from all social work complaints this year highligh�ng: • The importance of good communica�on. • The need to ensure that those who use our services, and their carers are informed from the outset where they may need to contribute towards the cost of their care. • The need to improve informa�on 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 crea�vely as necessary to reach their agreed outcomes if the use of public funds are legal and do not bring the council into disrepute. As a partnership we are commited 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 iden�fying and applying learning from complaints, Page 432 of 522
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15 recording learning outcomes and evidencing subsequent improvements. We will also emphasise the need to ensure that all complaints are dealt with in the iden�fied �meframes, with clear communica�on of outcomes. Compliments Across social work, seven compliments were made throughout 2022-2023 in rela�on to complaint handling. All referred to quick ac�ons by responsive staff to provide resolu�on. Care Opinion Care Opinion a non-profit organisation, funded mainly through subscriptions from health and care organisations, has built a national and international reputation for their innovative and value-led approach to online feedback. Subscription to Care Opinion locally has given 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. The usage of Care Opinion has been slow, however, there have been marked increases in comments posted about social care services throughout the period from January 2023 – March 2023. 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, Quality Assurance revised our Contract Management Framework and requires all contracted providers, through their quarterly monitoring returns, to report on their use and promotion of Care Opinion as a method of seeking feedback. Carers Engagement with carers in North Lanarkshire remains equally cri�cal to service delivery and development and is undertaken through the framework of the Carers Strategy 2019-24 NL- Carers-Strategy.pdf (carerstogether.org) which was developed in partnership with carers with a vision ‘to ensure, in partnership, that North Lanarkshire adult carers and young carers are supported, represented and enabled to build resilience, carry out their caring role and to live healthy independent and fulfilled lives’. North Lanarkshire Carers Together con�nues to provide an informa�on and advice service but also a network for carers to represent individual and collec�ve issues and to contribute to policy development, service provision and evalua�on both locally and na�onally, a role which has been par�cularly valuable and important in ensuring carers voices are heard and challenges understood during and as we emerge from the pandemic period. Voluntary Action North Lanarkshire (VANL) continues to provide the key local interface with the community and voluntary sector in North Lanarkshire and participates as equal partners in the partnership structures described above and in a wide range of linked improvement activity. This has included membership of the Children’s Services Partnership Board and the Page 433 of 522
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16 ongoing involvement and facilitation of endorsed third sector networks linked to the Community Justice Partnership. VANL have also continued to play a central role in developing voluntary and community sector involvement through community capacity and carers support work as reflected within the Community Solutions Strategy and delivery programme, Softening the Lines 2018-23. Using 9 thematic leads to guide best practice and 6 locality host organisations to ensure a community led approach a devolved budget of over £1milliion has been invested yearly by HSCNL in local organisations and community groups. The overarching aims are to prevent isolation and loneliness; to address inequalities using innovative approaches to support people to be more active; and to reconnect people to their communities A supporting commissioning plan and the programme approach have ensured a focus on key outcomes with the budget also helping to secure additional funding and/or in-kind contributions. The use of Community Solutions model has also been used within Children’s Services, aimed at addressing distress and promoting positive mental health. A significant portion of new Scottish Government funding was targeted at early intervention and community support through the Children and Young People’s Mental Health and Wellbeing Framework allocated to organisations through VANL to develop new supports in partnership with school clusters, children, young people, and their families. Engagement, inclusion, and empowerment are embedded in day-to-day prac�ce with a focus on good conversa�ons and strength-based approaches rather than being one off, or episodic events and this approach remains of key importance in social work across all care groups. 2. SERVICE DEVELOPMENT, QUALITY AND PERFORMANCE 2.1 PERFORMANCE AND IMPACT MEASUREMENT Whilst measuring impact in the complex context of social work is challenging, there is a robust framework of formal scru�ny, oversight and governance. For each person supported, posi�ve outcomes are planned for and agreed during assessment; and are subject to ongoing review throughout the person’s journey and evaluated using a variety of Social Work prac�ce tools. Use of tools such as the outcome star within various se�ngs allows for the measurement of change at individual level but can also be collated to support evalua�on of wider service impacts. Proxy measures may also be used to measure the impact of interven�ons at both individual and service level whilst case studies/stories and service user feedback can provide depth and an equally valuable picture of how services are experienced and the impact of trauma informed and rela�onship based prac�ce. A mix of quarterly, six monthly and annual repor�ng is in place for social work services including through the Council’s Strategic Performance Framework and HSCP detailing key Page 434 of 522
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17 performance areas such as access, opera�onal performance, workforce, quality and outcomes. In addi�on to internal performance management arrangements all Social Work services provide validated performance and ac�vity data to the Sco�sh Government and the various agencies who have a strategic interest in social work service delivery suppor�ng na�onal indicator sets, such as the Local Government Benchmarking Framework and the Integra�on Indicators which can then be used for benchmarking purposes. External scru�ny is provided primarily through the Care Inspectorate’s including through regula�on of registered services including residen�al care, care at home and adop�on and fostering service and through strategic inspec�on and thema�c reviews. During 2022/2023 a strategic inspec�on took place with respect to the partnership’s delivery of Adult Support and Protec�on whilst services par�cipated in na�onal thema�c reviews in rela�on to Carer support during the pandemic, support for Children with Disabili�es and Secure Care, 2.2 SUPPORT TO UNPAID CARERS Unpaid carers con�nue to be the main source of support for people, including those who might otherwise need assistance from social work and health services. Suppor�ng unpaid carers therefore con�nues to be of vital importance. Over 2022 / 2023 we con�nued to work with our exis�ng partners as well as developing new ini�a�ves to ensure that the range of support op�ons that help meet unpaid carer needs and outcomes was in line with carer led and carer informed needs, expecta�ons, and outcomes. Some of these approaches were aimed at maintaining carer health and well-being, some at preventa�ve approaches or to help meet an�cipated need, and some span all these areas. Last year’s report had a focus on the impacts of the COVID-19 pandemic on unpaid carers. These impacts s�ll had resonance across 2022/23, and many carers con�nued to provide more care than in pre COVID �mes. Recruitment and staff reten�on issues combined with an increased need for support across social care, social work, and health sectors, both locally and na�onally, remained challenging, compounding the issues experienced by unpaid carers. The cumula�ve impact on carer health and well-being was significant. The Na�onal Carer Strategy, launched in late 2022, had its first strand focused on “Living with Covid” and we are developing approaches to meet the aims of that. Locally, we have three commissioned carer organisa�ons: • Lanarkshire Carers – Direct Support for Adult Carers. • Ac�on for Children Young Carers Service – Young Carers Support Services. • North Lanarkshire Carers Together (NLCT) – Campaigning, informa�on, and representa�on services. Page 435 of 522
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18 These are further augmented by a diverse range of other 3rd Sector organisa�ons including: • Voluntary Ac�on North Lanarkshire – Community Solu�ons Programme • North Lanarkshire Disability Forum – Community • Many others who also offered a variety of services including condi�on specific and\or age-related support organisa�ons. We con�nued to work in close partnership with the commissioned carer service organisa�ons as well as funded organisa�ons where there was a direct, or indirect, carer support role. Es�mates vary slightly, but approximately 13,000 carers were aligned to carer support organisa�ons in North Lanarkshire or known to Health and Social Care in 2022/2023. The true number of unpaid carers in our area is likely to be significantly higher. Again, es�mates vary, but it is considered that the real figure is around 50,000. That means that only one in four to one in five carers is known to us, making advance planning and preventa�ve approaches that bit harder to design and deliver. Work is ongoing to ensure that non-aligned (“hidden”) carers are aware of carer support op�ons and the importance of Adult Carer Support Plans and Young Carer Statements. Our focus con�nues to be on preventa�ve and/or an�cipatory approaches, promo�ng and suppor�ng self-help and independence as much as possible, and ensuring that carers are aware of sources of help and support and can access these at an early stage, rather that when crisis arises. During 2022/2023, 914 Adult Carer Support Plans were progressed by Lanarkshire Carers. In situa�ons where carer need was iden�fied as being significant or cri�cal and unable to be met through the range of carer support op�ons described in this report, 48 individual carer budgets paid through a Direct Payment were agreed. These individual budgets to support people reflected individual carer circumstances, such as complex care related needs, caring responsibility for more than one person, or the carer’s own health related needs. More commonly carer circumstances were considered within the 2, 375 individual budgets for supported people, which were agreed during this period. In addi�on, over 900 small grants for carers were distributed through Lanarkshire Carers. In line with the Carers (Scotland) Act 2016 and the North Lanarkshire Carers Strategy the Ac�on for Children Young Carers Service con�nued to ensure that every young carer referred to the service had a Young Carers Statement (YCS) and a review of this statement where appropriate. Short breaks provision con�nued to be of high importance with each young carer receiving a short break, and several families received addi�onal short break support. Group work programmes and individual 1:1’s remained the main source of support within the service. Maintaining young carers' mental health remained a vital part of the work within the service, delivered in partnership with Kooth and other mental well-being organisa�ons. Staff also had a presence in most high schools in North Lanarkshire during this period promo�ng awareness of young carers needs whilst financial support for young carer families was maximised through con�nued funding applica�ons through carer partners and the Ac�on for Children fundraising team. North Lanarkshire was one of a small number of areas across Scotland where in-depth ac�vity linked to the Care Inspectorate’s na�onal ‘Inquiry into carer’s experiences of social work and Page 436 of 522
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19 social care service delivery’ took place. Findings from this inquiry, released in late 2022 demonstrated that North Lanarkshire was performing rela�vely well in suppor�ng carers compared to the na�onal posi�on. Lanarkshire Carers con�nue to operate a well-established short break service, and this con�nues to play an important role in suppor�ng unpaid carers in enjoying a break from their caring role. Feedback from carers also highlighted a need for more regular, flexible ‘�me out’ op�ons accessible within their local community. This led to a range of new ini�a�ves including a ‘Carer Breather’ programme, facilitated through North Lanarkshire Carers Together and introduced in April 2022. Posi�ve feedback from unpaid carers regarding this approach resulted in an extended programme scheduled to commence in April 2023. Work to meet the requirements of the Carers Act to ensure that unpaid carers were as involved as they wanted to be in hospital discharge arrangements also con�nued over this period. This included involvement in decision making, as well as support at the point of discharge and beyond. Whilst this approach was welcomed, we con�nue to be aware through feedback from carer support organisa�ons, advocacy providers, and individual carers that further work will be required in this area, to ensure that no involved unpaid carers are missed from discharge planning. In response to concerns regarding delayed discharge, we successfully piloted an innova�ve Hospital Discharge Carers Payment scheme between January and March, where carers were paid a fixed sum of £1000 in lieu of services, to help facilitate hospital discharge. This scheme proved to be a success, and based on carer feedback, as well as that of those being cared for, the inten�on is to reintroduce the scheme later in 2023. In response to the most recent Carer Census which iden�fied that Demen�a and Au�sm were the two most prevalent condi�ons impac�ng on those supported, we developed a Demen�a Link Worker Service and progressed work to enhance support for carers involved in suppor�ng people with au�sm. We remain aware also of the diversity and fluidity of the carer popula�on and that despite our efforts some carers remain less visible to services and supports. We con�nue to innovate and use a range of methods to ensure informa�on and support is accessible, from the more tradi�onal informa�on packs to the launch of a new podcast for carers and support for digital inclusion. 2.3 JUSTICE SOCIAL WORK SERVICES The strategic landscape for community jus�ce social work over this period has been influenced by the new na�onal ‘Vision for Jus�ce’ published in February 2022 and the new ‘Na�onal Strategy for Community Jus�ce’ published in June 2022 in addi�on to the con�nued indirect and direct impacts of the pandemic most notably the related backlogs within the jus�ce system. At a local level addi�onal temporary funding has been provided through Sco�sh Government to address demand pressures and whilst this has created some challenges Page 437 of 522
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20 including in recruitment the service has con�nued to innovate and enhance joint working to improve outcomes. 2.3.1 CPO UNPAID WORK During this repor�ng period 127,057 unpaid work hours were imposed by Court Services. This cons�tutes a 64% increase from the previous year 2020-2021. Prior to 1st October 2022, individuals made subject to Court mandated Unpaid Work Requirements had the �mescale for comple�on extended by 12 months. This was implemented by the Sco�sh Government via The Coronavirus (Scotland) Act 2020 in a bid to assist Local Authori�es to manage the unpaid work backlog of hours created by the Covid-19 pandemic however as of 1st October 2022 the extended �meframe to complete unpaid work ceased and reverted to the 6 months’ �meframe. Despite this shi�, North Lanarkshire Council during this repor�ng period delivered a total of 75,465 unpaid work hours. The unpaid work undertaken was a combina�on of workshops, squad and single placements, home working, individual liter picking and other ini�a�ves. Despite the na�onal context, the significant rise in the hours imposed and the reduced �mescales to complete them, Restora�ve Jus�ce staff were able to respond innova�vely. To absorb the addi�onality, Jus�ce staff engaged and matched individual needs to a hybrid mix of single placements, squad placements, home working and other ac�vity groups and interven�ons to the benefit of the local communi�es. This has reduced the need to request �me extensions on an already strained Sco�sh Court Service. Examples of unpaid work projects completed in North Lanarkshire are as follows: Wood Workshop – Items made in our workshop are u�lised for various community projects, such as pirate ships for schools and nurseries, benches, and planters for sheltered housing complexes. We also con�nue to use wooden pallets, in keeping with recycling and cost effec�veness central to our ethos. These are transformed into imagina�ve play items for school and nurseries, such as trucks, trains, boats and cars. Bike workshop – Refurbished bikes are donated to community groups, schools, and individuals. Over 115 bicycles were distributed to assist and support individuals within the community to maximise their health and wellbeing. In September 2022 a new ini�a�ve was launched to repair bikes for people who struggle financially in the local area. Laundry workshop – We have con�nued to work in partnership with the local school uniform banks and community charity groups and shops laundering donated clothes. Ac�vity groups and Homeworking – In keeping with tackling poverty and our recycling ethos, recycled materials have been used to make draught excluders, rugs for dogs, hand warmers and mental health and an�-bullying plaques for schools, community groups and local walkways. These items were des�ned for landfill and repurposing items assists to reduce the Page 438 of 522
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21 council’s carbon footprint. as well as providing opportuni�es for service users who needs may require them to undertake unpaid hours from home. Squad placements – Projects completed in the local community have included landscaping, groundwork, clearance and building projects. These projects are carried out in schools, sheltered complexes, walkways and community gardens. Single placements – These are delivered within an array of se�ngs including local churches, allotments, sheltered housing complexes and charity shops. Home improvement workshop – Teaches skills such as decora�ng, �ling, and plastering and this will con�nue to be developed over the next year to include more community projects. The work outlined above has benefited communi�es within North Lanarkshire in a range of ways including through environmental projects and support for community groups, with work also suppor�ng ac�ve travel and health and well-being outcomes for both unpaid work par�cipants and the community. In addi�on, there con�nues to be a focus on reducing waste and the council’s carbon footprint and on addressing financial hardship and the cost-of-living crisis both directly through income maximisa�on for service users and the delivery of support to individuals as well as indirectly through the provision of support and equipment to community and voluntary groups. During 2022-23 Christmas and New Year meals were provided by local business and were distributed to vulnerable adults and families by Jus�ce staff whilst throughout the year various produce that is grown in our allotments in Wishaw and Coatbridge has been distributed to people in need across the authority. Whilst foodbanks rely on and provide non-perishable food dona�ons, our community allotments supplement this by providing the vitamin and nutrient rich fresh fruit and vegetables. The examples outlined demonstrate a crea�ve, meaningful combina�on of approaches to delivering Unpaid Work for the benefit of the North Lanarkshire community fostering a hybrid mix of tradi�onal unpaid work, home working, other ac�vity, an�-poverty, and health interven�ons. This demonstrates the core values of Community Payback which are repara�on, reintegra�on, and rehabilita�on of service users. Some examples of beneficiary feedback received includes: “The Squads carrying out work makes it so much easier for our plot holders and now the private placements have kept the allotments looking good” – Greenlink Allotment Group. “The Restorative Justice Service redeveloped a piece of waste ground, at the back of the veteran's hub in Craigneuk into a fabulous garden area that will improve the mental health and wellbeing of the veterans. This transformation could not have been Page 439 of 522
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22 done without the help of the Restorative Justice Service” – Veterans Community (Lanarkshire) SCIO. “The work was completed to an exceptionally high standard; staff were excellent and kept me right in what to purchase. The place is looking great and finished in time for the tenants to sit out and enjoy the summer” – Sheltered housing staff. The following comments were obtained from service users: “I loved the healthy cooking group and the allotments. I learned loads about growing and using vegetables and was involved in distributing produce to local sheltered housing complexes”. “My placement in the bike workshop gave me a sense of pride, I fixed and built bikes for those who cannot afford to buy one, whilst learning new skills”. “I learned new skills and knowledge by attending the CPO Connect sessions via the Wise Group, including managing my emotions and addiction awareness”. 2.3.2 OTHER ACTIVITY Con�nued use of Sco�sh Government funding enabled the service to work in conjunc�on with third sector organisa�ons to support the ‘other ac�vity’ element of unpaid work. The commissioned third sector organisa�ons and their interven�ons include - • CPO Connect - The Wise Group delivered an online programme on a group basis which provides informa�on and awareness raising on an array of topics such as, emo�onal regula�on, mental health and wellbeing. • Love Learning – Love Learning provided one to one support to address issues, such as registering with a GP, atending appointments, learning basic online skills, literacy and numeracy skills and construc�ve use of �me. • Crea�ve Change Collec�ve – The Crea�ve Change Collec�ve uses the crea�ve arts to support people to explore and address a variety of current societal issues impac�ng on their lives. Par�cipants devised songs, poems and scripts and performed them live to an audience. This ongoing engagement with third sector and crea�ve arts has led to posi�ve feedback from those undertaking unpaid work with individuals repor�ng an increase in self-esteem and confidence, as well as a reduc�on in social isola�on. “CPO Connect allowed me to share my experiences and consider other people's perspectives, whilst receiving advice and guidance.” Service User Quote. Page 440 of 522
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23 Service users are also supported to complete ‘other ac�vity’ by undertaking offence focused workbooks to explore a wide range of criminogenic needs whilst jus�ce staff u�lise online educa�onal courses, paren�ng courses, employability, and further educa�on resources with service users and facilitate interven�ons other services such as addic�on recovery services, employment support services, mental and physical wellbeing services. Jus�ce staff con�nue to refer service users to Venture Trust to enhance daily living skills including, problem solving, team working through goal se�ng, leading to group and individual achievements. Our Health & Wellbeing Agenda promotes health checks with the Keep Well Nurses, suicide awareness and preven�on and mental health support. Addi�onally, service users have undertaken first aid training as well as having access to interven�ons which promote posi�ve physical health, this includes healthy ea�ng and exercise. In November 2022, Community Payback Supervisors were trained in the delivery of Naloxone, a life-saving medica�on that can reverse an overdose from opioids, including heroin, fentanyl, and prescrip�on opioid medica�ons. As North Lanarkshire Council Unpaid work service operates a 7 day a week service, it is hoped that this interven�on may contribute to reducing the na�onal picture of opioid-related deaths. It is an�cipated that this will provide a founda�on for delivery across the whole of the Jus�ce Service over the coming year, as part of our ongoing commitment to reducing the impact of drug use and reducing preventable drug deaths. Jus�ce staff have con�nued to use the Jus�ce Outcome Star a visual and person-centred tool which provides a focus for discussion and interven�on. The Ac�on and Support Plan formula�on, iden�fies areas of need which individuals are supported to address, and this is regularly reviewed with the service users. 2.3.3 DIVERSION FROM PROSECUTION In line with the Vision for Justice in Scotland the service con�nues to priori�se the promo�on of Diversion from Prosecu�on. To ensure consistency of prac�ce in this area mul� agency briefing events have con�nued to take place with relevant social work staff, police colleagues within their local police sta�ons as well as the voluntary sector colleagues. Diversion from Prosecu�on referrals in North Lanarkshire con�nues to be above the Sco�sh Average, and the numbers have been consistently high beyond the Covid-19 pandemic as detailed below. Page 441 of 522
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24 Age Group No of Reports Sent Male Female Main Recommenda�on Diversion NS +ve NS - ve Recom Not Recorded Under 16 0 0 0 0 0 0 0 16 - 17 32 25 7 26 0 5 1 18 - 20 53 40 13 38 1 12 2 21 - 25 17 13 4 4 0 11 2 26 - 30 20 17 3 10 3 7 0 31 - 35 31 18 13 15 2 14 0 36 - 40 28 14 14 21 0 7 0 41 - 45 36 26 10 24 3 9 0 46 - 50 34 30 4 13 2 19 0 51 - 55 13 11 2 8 2 3 0 56 - 60 10 5 5 7 0 3 0 61 - 65 3 1 2 3 0 0 0 65+ 4 3 1 1 2 1 0 Total 281 203 78 170 15 91 5 Number of Individuals Commenced Age Group Q1 2022/23 Q2 2022/23 Q3 2022/23 Q4 2022/23 Total Financial Year Male Female Male Female Male Female Male Female Under 16 0 0 0 0 0 0 0 0 0 16 - 17 5 1 5 1 9 0 3 2 26 18 - 20 5 3 9 1 6 2 8 4 38 21 - 25 2 0 0 0 1 0 2 0 5 26 - 30 1 1 0 0 3 1 2 1 9 31 - 35 2 0 1 2 1 1 5 4 16 36 - 40 3 3 1 0 1 2 2 2 14 41 - 45 4 6 1 2 5 0 4 1 23 46 - 50 6 2 0 0 2 1 2 0 13 51 - 55 1 2 0 0 4 0 1 0 8 56 - 60 1 2 0 0 0 1 1 0 5 61 - 65 1 0 0 0 0 0 0 1 2 65+ 1 0 0 1 0 0 0 0 2 Total 32 20 17 7 32 8 30 15 161 Page 442 of 522
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25 2.3.4 OFFENCE FOCUSED WORK Offence focused interven�on con�nues to be central to the delivery of Jus�ce Social Work services, regardless of whether that engagement is mandated through Community Payback Order, Statutory Licence, Structured Deferment or Diversion from Prosecu�on. Social Workers employ a trauma informed approach, considering wellbeing and individual responsivity and support others to recognise the links between wellbeing and risk. Support is provided to address areas of both risk and need. Educa�on, employment, and leisure are key elements of this and remain a key component of ongoing assessment and interven�on. The service also con�nues to collaborate with Ac�ve Leisure to promote exercise and wellbeing for all, with emphasis on the physical, emo�onal, psychological, and social benefits of exercise. Similarly, collabora�on con�nues with third sector partners to support individuals access employment, educa�on, and training in order that they are supported to achieve and develop their interests and poten�al. Collabora�on with people with lived experience, including the Recovery Community has further developed and supported individuals develop hobbies, interests and rela�onships which contribute to their support and wellbeing beyond their experience within the formalised supports of the wider jus�ce system. Alongside this, specific offence focussed interven�on occurs on a one-to-one basis and within groupwork se�ngs and o�en involves work around managing strong feelings, handling conflict, improving rela�onships, and managing impulsive behaviour. Service users are supported to develop individual interven�on plans, informed by structured assessment, to iden�fy priority areas of need and to collabora�vely develop a support plan that can measure progress and outcomes. In respect of groupwork, more intensive interven�ons include MFMC (Moving Forward Making Changes) and UP2U (Crea�ng Healthy Rela�onships). These con�nue to be delivered through effec�ve collabora�on between supervising social workers and programme delivery workers. These are intense and demanding interven�ons which require a high level of commitment and reflec�on from par�cipants as they are supported to beter understand the connec�on between their thoughts, feelings and behaviours, and to develop safer, more effec�ve strategies in complex and challenging situa�ons. Of significance within the past year has been the extension of Structured Deferred Sentence as a disposal op�on which was extended to Airdrie Sheriff Court in July 2022, building on the posi�ve progress seen at Hamilton and Lanark Sheriff Courts. This extends an opportunity to young people to engage in services effec�vely and at an earlier stage and provides Court with a viable alterna�ve to imposing a statutory order. Further developmental work has progressed throughout the year and this has included the development of an Arrest Referral service and the development of an Alcohol and Drug Solu�ons Court. Both will offer real opportuni�es to Page 443 of 522
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26 collaborate effec�vely with partners to offer effec�ve interven�ons at an earlier stage with a sharp focus on well-being, reducing risk and suppor�ng safer communi�es. 2.3.5 UP2U The UP2U ‘Crea�ng Healthy Rela�onships’ programme con�nues to be delivered on a one to one and two to one basis to people who are subject to a statutory order because of a domes�c abuse offence. The central UP2U team lead on UP2U developments and oversight of the programme across the service and provide the interven�on to service users considered to be high risk of further domes�c abuse offending. As the courts and parole board have become more familiar with UP2U there has been an increase in the number of conduct requirements and licence condi�ons manda�ng service users to complete the UP2U programme. In March 2023, the first evalua�on of the UP2U service commenced and service user feedback was gathered. Most service users have had a posi�ve experience of the UP2U process. Almost all service users consulted felt that UP2U sessions helped them understand how their abusive behaviour could impact their partner and/or their children. Almost all service users found sessions helpful and felt listened to and respected. Other sources of feedback were accessed and reviewed including end of programme reports and end of module reports undertaken by the central UP2U team. Most par�cipants reported improved rela�onships with their in�mate partners and children due to the new skills learned. For the small number of service users who completed the programme during this period, no reported domes�c abuse incidents have been recorded. The UP2U partner support service is offered to any partner and/or ex-partner of an UP2U par�cipant. All service users who provided feedback reported a greater sense of safety/reduced risk because of being linked with UP2U partner support. In�mate ex/partners of UP2U par�cipants stated that being signposted or assisted to access other services has posi�vely impacted their lives. Impact statements from women who have accessed the UP2U partner support service include: “My partner support worker knows exactly what’s going on and I can talk freely...I don't feel blame or shame”. “I know what an UP2U safety plan is and was involved in creating this”. “I would recommend the partner support service for anyone who’s partner is starting the UP2U programme”. A focus group with partner support staff from across Jus�ce Services was held for this evalua�on and similarly iden�fied key strengths in respect of enhanced access to prac�cal and emo�onal support, safety planning and access to specialist domes�c abuse supports. Some challenges were iden�fied in rela�on to safe mee�ng spaces and the undermining of work by Page 444 of 522
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27 some partners It was noted that some women were also wary of statutory services in which case signpos�ng or referral to Aura or Women’s Aid services will be offered. UP2U Family Prac�ce is the non-mandated version of the programme and therefore delivered through children and family social work with the support of the central UP2U team This has been delivered to a small number of families in various locali�es across North Lanarkshire. expanding access to a behaviour change interven�on. The impact of Family Prac�ce has not yet been evaluated and is currently in the early stages of implementa�on. 2.3.6 MOVING FORWARD: MAKING CHANGES (MF:MC) NLC Jus�ce Services deliver the Moving Forward: Making Changes (MF:MC) programme which is a na�onal intensive cogni�ve behavioural programme for men over the age of 18 who have commited sexual offences and looks to assist par�cipants address their offending and reduce their risk of reoffending as part of a Court Order or release Licence. The MF:MC programme is currently being revised with the official MF2C pilot launched in July 22 and NLC Jus�ce Services par�cipa�ng. The new programme has been adapted to ensure it is up to date with developing research evidence and, suitable to all se�ngs in which it will be delivered. Involvement in the MF2C pilot meant that 8 key staff had the opportunity to complete the MF2C Pilot Transi�on Training in May/June 2022. The Programme Delivery Service is currently maintaining delivery of the MF:MC programme to relevant service users, while at the same �me 2 service users are comple�ng the pilot MF2C programme. When the pilot has been evaluated and rolled out, we will transi�on to increasing MF2C delivery while reducing and phasing out MF:MC delivery. 2.3.7 WOMENS SERVICES North Lanarkshire Women’s Service was set up in 2014 in response to the Commission on Women Offenders by Dame Elish Angiolini. The service works with women who are in involved in the jus�ce system. In the main they are subject to Community Payback Orders with requirements of supervision and/or unpaid work, but also to parole board licences, bail supervision and alterna�ves to prosecu�on. We work in partnership with each woman to assess, plan, intervene/support and review their needs to assist them to build on their strengths and work towards achieving their goals and aspira�ons. Where appropriate the female specific service also allows for female only unpaid work ac�vi�es. Most of the women using the service have experienced trauma and much of the work involves suppor�ng them with their emo�onal and mental health needs with some women facing challenges accessing specialist mental health support. As in other areas of social work mul� agency and rela�onal working is key with the following a prac�ce example: • A woman subject to CPO with unpaid work was not engaging and refused supports offered. Through persevering and persisting in building a relationship with the woman over a lengthy period the woman accepted a referral to housing and was given accommodation. Work was undertaken to build her confidence in order that she felt Page 445 of 522
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28 able to undertake a placement. The service user completed her unpaid work hours within the Women’s Service activity group. 2.3.8 THROUGHCARE (BRIDGES AND BEYOND) • The NLC Jus�ce Throughcare service have successfully delivered the Community Bridges Project in partnership with HMP Addiewell for a number of years. The small support team is funded jointly by NLC and the North Lanarkshire Alcohol and Drug Partnership and focuses on the reintegra�on and support of those leaving custody who are not supported through statutory throughcare arrangements. During this period rough addi�onal funding from the ‘No-one le� behind’ employability fund, the community bridges project has been expanded through the recruitment of a support worker who offers the service in other prisons under the ‘Bridges and Beyond’ and is in the early stages of planning and implementa�on. This will enable the service to offer voluntary throughcare and support to more service users who are impact by short term prison sentences and experience a range of wellbeing issues as a result. 2.3.9 CHALLENGES There have remained several challenges impac�ng on the delivery of jus�ce social work services over this period including: • Compliance with CPOs – Pandemic related factors such as loss of rou�ne and social isola�on have impacted on the compliance of some service users with the condi�ons of their Community Payback Orders. Staff have addressed this by using mo�va�onal interviewing techniques and providing support. • Staffing - As reflected elsewhere in this report the service has had some difficul�es recrui�ng new staff to vacancies, par�cularly those temporarily funded by the Sco�sh Government Covid Recovery Grant. This is a na�onal issue which has impacted both on workloads and on the services’ ability to maximise the use of intensive groupwork programmes. In response, managers have con�nued to support staff and, where required, con�ngency plans were introduced to support a service wide response to demand challenges for example, report wri�ng rotas, and con�nuing to enhance the agility and flexibility of the staff group to ensure that teams can work effec�vely across organisa�onal and geographical boundaries. • Decline in Wellbeing - We have u�lised local authority policies incorpora�ng stress assessments and a range of resources to support staff and service users to address issues including signpos�ng to NHS, voluntary and third sector services as well as North Lanarkshire’s Time for Talking Service. Page 446 of 522
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29 • Cost of living – We con�nue to support people by referring them to North Lanarkshire Council’s Tackling Poverty Team, the DWP, Social Security Scotland and third sector services with a new pathway to the Tackling Poverty team enabling quicker access to key financial supports. The geography of North Lanarkshire Council can at �mes require individual service users to travel to iden�fied placements and collec�on points. This has been difficult at �mes due to individuals’ financial circumstances. Where possible, adjustments have been made individuals have been matched to a local site placements. Effec�ve collabora�on between the Jus�ce service, the Court Social work Service and the Tackling Poverty Team has also resulted in those leaving Court having access to writen informa�on and advice covering a range of issues and signpos�ng towards support op�ons, including support with benefits, Housing, Food and Fuel Poverty. 2.4 CHILDREN AND FAMILIES SOCIAL WORK SERVICES 2.4.1 KEEPING THE PROMISE Children and Families Social Work has continued to play a key leadership role in the Council’s commitment to keep The Promise. With reference to the National Promise Plan 21-24, we have focused on supporting care experienced children and young people live with or establish links with brothers and sisters, their right to an education and improving support when moving on from care. We have also worked with the wider partnership in developing plans for whole family support to prevent care and reduce families experiencing crises. A Promise Conference was held on February 2023 which drew attention to, and shared, good practice and areas for development including moving on, working with families impacted by domestic abuse and trauma. The conference programme was co-chaired and co-produced by our care experienced development workers. Our balance of care data continues to demonstrate a commitment to protect and support children with their families and communities, for example through Family Group Decision making. The provision of flexible and integrated family support also ensured that the number of children cared for in out of authority residential care continued to reduce. We are however beginning to see increased demand in relation to our children’s house in part due to young people presenting with increasing complex needs from within our communities, in part due to a greater number of unaccompanied asylum-seeking children arriving through the National Transfer Scheme and in part also because of our commitment to continuing care for older young people. There was a notable increase in the number of children living with our own North Lanarkshire carers despite a reduction in carer numbers which is due to our carers team working with, and supporting, our carers to look after brothers and sisters to keep them together in North Lanarkshire - Page 447 of 522
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30 Continuing to achieve this balance of care is significant as it must also be seen in the context of an increase in demand for children and families social work support in the post-pandemic period as shown in the table below. Although referrals decreased very slightly in 22/23, there has been an overall increase of 13 % since 2019. Year Number of Referrals 2022/23 10793 2021/22 10858 2020/21 10253 2019/20 9077 2018/19 9519 There has also been a significant rise (65% 18/19 to 22/23) in child protection referrals as illustrated below - This is due to our child protection framework supporting increased consistency in practice, recognition of all forms of harm, strengthened by refreshed IRD guidance. While we have not seen a rise in the numbers of children whose names are placed on the Child Protection Register, there has been an increase in registration of older children aged 12 +. What this indicates, in part, is that practitioners, supported by our commitments to keep The Promise and UNCRC and investment in contextual safeguarding, are increasingly focussing on and recognising the protection of older children and their rights. The service has continued to work with the partners in the Child Protection Committee to monitor and understand the relationship between child protection referrals and rates of registration to ensure the right children get the right support when they need it. Page 448 of 522
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31 2.4.2 INVOLVING YOUNG PEOPLE Our team of Care Experienced Promise Development Workers con�nued to take a key leadership role in the development of social work services, influencing policy and prac�ce and helping us to involve children and young people in the design of our service improvements. Including – • Our review of services for children in conflict with the law • Re-design of the materials and approach to pathway planning, now called ‘My Future Plan’. • A revised framework for family �me Our Champion’s Board has con�nued to go from strength to strength. We have 3 linked groups the TNT (Today Not Tomorrow), the Mad Middles and Cra�y Foxes who ran a development session with the Champions Board that included the Chief Officers Group and elected members. Following work to iden�fy need, TNT were involved in co-producing a bespoke counselling service for care experienced young people and took a lead role in all stages of the process including the formal selec�on of the provider, working with our procurement team. Page 449 of 522
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32 2.4.3 A GOOD CHILDHOOD: ACHIEVING A LOVING A CARING HOME Adoption, Fostering, Kinship and Continuing Care The Children’s Carers Service provides support to kinship carers, supported carers of young adults, as well as to adopters and foster carers to achieve permanent loving homes for children and young people into adulthood. The adoption and fostering service was inspected in January 2023, the following are areas were identified as strengths: • Children experienced a high level of warm and nurturing care within their families. There were limited moves between caregiving families as plans progressed in a �mely manner. The service has consistently performed in the top quar�le in Scotland in this area with only 6.9% of children experiencing more than one placement in 2021/22 (latest available data). • There were strong, posi�ve rela�onships between adop�ve parents and their link social workers. Adop�ve parents felt well supported and valued by the service. • There was evidence of posi�ve outcomes for children. This was supported by good quality assessments of adop�ve parents and in the support provided following the placement of children. • Our planning to achieve permanence for children has con�nued to improve, • Children experienced love and compassion from their foster carers. • Foster carers were well supported and felt valued by their link workers. They had access to a comprehensive training programme and regular support groups. A number of areas for improvement were also iden�fied including the need to ensure more �meous reviews where carers were providing support for children and young people out with their registra�on (addi�onal children or out with agreed age category). Page 450 of 522
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33 Recruitment of foster carers Significant challenges continued in the recruitment of new foster carers with North Lanarkshire facing similar difficulties to that experienced across Scotland. However, the team worked to develop its local partnerships to have a wider local base in addition to the normal media outlets. Presentations were made to strategic groups as well as articles specifically shared with our health, education, and voluntary sector colleagues. Enquiries to the service remained relatively high with 120 enquiries made up to March 2021- 22 for fostering and adoption however the conversion rate for approval, particularly for fostering was low. The conversation rate from people who attended preparatory groups who then applied decreased to 35.7%. The following table shows the trends between 2018-2023: Moving forward we will drill down on why the enquires remain relatively high compared to the conversion rate for progressing to full assessment. We will consider how we can strengthen our efforts to discuss in more detail when an individual, family do not progress to full fostering assessment. Recruitment of adopters remained high, and the service saw a marked increase in the request for post adop�on support. The following table iden�fies the trend for the number of approved assessments, the total and split across adop�on and fostering from 2019/20 to 2022/23. Initial Enquiries Initial Interviews Attended Prep Group Progressed to Full Assessment 2018/19 139 83 25 17 2020/21 68 30 16 7 2021/22 120 63 21 8 2022/23 128 68 28 10 0 20 40 60 80 100 120 140 160 Axis Title Initial Enquiries and All Outcomes 2018-2023 Page 451 of 522
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34 Kinship Most children and young people experiencing care away from home are supported through kinship arrangements there was increasing demand for comple�on of kinship assessments over this period with the team having around 24 ongoing kinship assessments at any given �me. Overall, in the past 5 years, there has been a 14% increase in the number of kinship carers. There also con�nued to be an increase in new enquiries to the service from families looking to be assessed as kinship carers. The following table highlights, assessment ac�vity in this area with approved assessments increasing by 53% since 2020 - 0 10 20 Approved Assessments Adoption Foster Care 2019/20 17 10 7 2020/21 10 7 3 2021/22 14 7 7 2022/23 11 8 3 Approved Assessments by Type of Resource 2019-2023 0 50 100 150 2020/21 2021/22 2022/23 No of Kinship Assessments 82 102 105 Total Approved 64 93 98 82 102 105 64 93 98 Table 4. Number of Kinship Assessment Approved 2020-2023 No of Kinship Assessments Total Approved Page 452 of 522
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35 The kinship team supported 150 kinship families over the year, with other kinship families receiving support through our locali�es. Emo�onal, prac�cal, and financial support was provided to kinship carers on a one-to-one basis to help them in their kinship role and meet the needs of the children placed in their care. Support groups adop�on, fostering and kinship Providing support to carers of children and young people is recognises within the Promise as cri�cal to improving outcomes and the experience Carer support groups took place regularly, held centrally for fostering and adop�on and in seven local areas, for kinship carers with support groups for kinship carers facilitated by the kinship care team and a colleague from Nurture Scotland. Due to the increasing numbers atending the kinship support groups, the team will be expanding the op�ons available to all carers, and we are now developing a shared training strategy to extend the training available to as many carers as possible. Brothers and Sisters Exis�ng North Lanarkshire carers have offered commitment and flexibility to maintain children within their local communi�es and keep brothers and sisters together. Development in this area is complex; analysis in March 2022 demonstrated that 65% of children in care were separated from at least one brother or sister. In response to this, the team developed a new strategy, co-led by our care experienced development workers and involving carers, to support brothers and sisters stay together when they need to be cared for away from home. This comprises specific support to carers as well as a focus on recrui�ng carers with the capacity to look a�er brothers and sisters together. This led to 86% of children who were required to be looked a�er in foster placements during this period, remaining with their brother and sisters. There were also two groups of three siblings who have been secured with their adop�ve families. In addi�on, there is an ongoing focus on the assessment and promo�on of family �me, with the voice of children and parents central to how we can be more crea�ve in our approach, while keeping children safe. Na�onal Transfer Scheme (NTS) Throughout the year, North Lanarkshire con�nued to par�cipate in the Na�onal Transfer Scheme, (NTS), suppor�ng the organised transfer of unaccompanied asylum-seeking children scheme. All young people who arrived were allocated to Social Work staff via the Resetlement team and benefited from a partnership approach to support. Over the period we supported 11 young people arriving through NTS, the majority placed, at least for an ini�al period, in one of our children’s houses allowing them to build rela�onships with the staff and the other young people who live in the house leading to learning about each other’s cultures, values and others’ experiences. Page 453 of 522
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36 We have also strengthened staff confidence and learning and development around human trafficking and exploita�on, which ensured our workforce are confident to address any emerging risks. The challenges of increasing numbers of children and young people arriving in North Lanarkshire through the NTS scheme during the period of this report has however created addi�onal pressures across our systems, especially in terms of capacity in our 5 children’s houses. We remain commited to make sure the children, young people have posi�ve experiences to support the to deal with their trauma and when they can, take advantage of further educa�onal opportuni�es, keeping their cultural iden�ty as well as helping them to reconnect with their origins and their families. Our children’s houses, resetlement team and locality staff have responded well and provided a high-quality level of care and support. Children’s Houses In addi�on to the commitment to unaccompanied asylum-seeking children, our children’s houses created stability for 6 young people through con�nuing care and responded to the needs of 4 children who returned to North Lanarkshire from independent foster placement which had ended in an unplanned way. Staff have been trained in PPB (Promoting Positive Behaviours), trauma informed practice and contextual Safeguarding which has increased confidence and competence of the residential workforce and will ultimately benefit the young people in our care as staff have better understanding of their needs. We also had a significant focus on improving recording practice and language in partnership with our Care Experienced Development workers. This led to a positive impact in how we record children and young people’s case notes and in how we save photographs and store other positive milestones in our young people’s lives. 2.4.4 MOVING ON: SUPPORTING CARE EXPERIENCED YOUNG PEOPLE WHO HAVE LEFT CARE As at March 2023, 687 young people and adults were eligible for a�ercare support, with 259 in receipt of direct social work support. We therefore strengthened the development of our A�ercare Hub and improved the awareness of the rights and en�tlements of care leavers and a ‘no wrong door’ approach. The A�ercare Hub has two social workers and three support workers who can work exclusively with care leavers in need of intensive support across 7 days weeks and supported over 100 care leavers in 2022/23. A Care Experienced young people Housing Opera�on Group was established to review the challenges and barriers to young people accessing and sustaining their own home a�er leaving care. This resulted in a review of the Joint Housing and Educa�on and Families Protocol for Care Leavers. A significant development to support young people leaving care and care leavers accessing accommoda�on has been the iden�fica�on of Housing Champions as the main point of contact. This has enhanced the co-ordina�on of accommoda�on op�ons through Page 454 of 522
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37 Housing Services and the youth housing supports and improved communica�on between services to prepare and plan for care experienced young people to secure and sustain their home in. In recogni�on of the complex barriers facing young people the Opera�onal group expanded its remit and now comprises Barnardo’s, DWP, NLC Revenue and Benefits, Skills Development Scotland, the Tackling Poverty Team as well as care experienced young people. Lifelong Links In January 2022, we were able to expand the Family Group Decision-Making (FGDM) team by two social workers through a successful joint applica�on from NLC and the Family Rights Group to the Promise Partnership Fund to implement a Lifelong Links service. This is an approach to support care experienced children and young people reconnect with family and important people when rela�onships have broken down or been severed through life changes. Our year one priority was to set up the service focusing on care leavers in the transi�on out of care and into adulthood to ensure they could reconnect with important people in their network, including brother and sisters, before widening the service to include other young people. Following successful implementa�on in May 2022, the service worked with 20 young people and adults from 13 to 28 years. Those involved with the service were supported to understand their family background, their care experience and iden�fy the important family and others they want to reconnect with. Early indicators are the service is being received posi�vely and making a difference to the young people, including some reconnec�ng, and establishing rela�onships with birth parents, former foster carers and support staff and in so doing strengthening their natural support networks. 2.4.5 A RIGHT TO EDUCATION Our Virtual School, which is an integrated service comprising social work and educa�on staff, has a focus on inclusion, providing bespoke packages of support based on a child’s needs, strengths, interests, and future career aspira�ons. Working in partnership with schools and other colleagues, the Virtual School has been pivotal in reducing exclusions by 89% since its establishment in 2019/20. Page 455 of 522
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38 In session 2022, 93.3% of relevant young people experiencing care at home achieved SQA passes; Nat 3 and Nat 4. This is the highest level recorded since 2016. 75% also achieved Highers in session 2022. Atainment data for care experienced learners at S4 and S5 has risen across almost all indicators, as shown in the table below. We will con�nue to build upon this progress by suppor�ng CEYP to gain further qualifica�ons in S6. Since 2019/20 105 CEYP at risk of leaving school without formal qualifica�ons achieved 239 Nat 3 or 4 awards. 2.4.6 YOUNG PEOPLE IN CONFLICT WITH THE LAW/DECRIMINALISATION OF CARE EXPERIENCED YOUNG PEOPLE In December 2022, we concluded our review of the support that we provide to young people in conflict with the law (youth jus�ce) to ensure that the services we provide meet the outcomes and priori�es outlined in Jus�ce for children and young people – a rights respec�ng approach (Sco�sh Government, 2021). The review was started from a focus on prac�ce as well as the experiences and outcomes for young people rather than organisa�onal arrangements. During the period of 2022/23 there was 211 children referred to Sco�sh Children’s Reporters Administra�on (SCRA) on offence grounds and 86 reports jointly considered by the Procurator Page 456 of 522
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39 Fiscal and Reporter. We recognised that we had higher numbers of children referred to the Reporter on offence grounds rela�ve to the na�onal posi�on and that exploita�on and other harms are o�en factors when young people come into conflict with the law. In January 2023, we therefore started a pilot, in partnership with SCRA and South Lanarkshire Council (SLC), for children referred to the Reporter on offence-based grounds. The aim is to improve outcomes for children by increasing their understanding of their rights, improving rela�onships and family support with the important people in their lives and ensuring orders are the scaffolding of the care plan, To reduce the risk of secure care and remand we enhanced our intensive support to young people through ADP funding and introduced a dedicated speech and language service to assess unmet need and enable young people to exercise their rights in children’s hearings (or court) by expressing their views more effec�vely through bespoke support in communica�on skills. Speech and Language Therapists provided support to 9 young people and offered specific advice and guidance to their social workers: Diversion from Prosecu�on is a non-convic�on disposal. There were 27 diversion reports requested in 2022/23, this was a slight decrease from 2021/22 in which 29 reports were requested. Each of these Diversion reports were completed successfully and the young people were provided with bespoke interven�ons to address their needs. This disposal was tradi�onally used for lower-level offences, however, over the course of the year young people were referred by the Fiscal for diversion in more serious situa�ons. In response to these changes the diversion process was enhanced to improve assessment and increase support. Locally the number of young people either remanded or sentenced to custody has con�nued to decrease in line with na�onal trends. Nevertheless, there were 25 new admissions to Polmont YOI from North Lanarkshire in 2022/23. Four of these young people were under the age of 18. To support this group of young people, staff from Youth Bridges (part of our intensive service) engage with all young people under the age of 21 who have had their liberty restricted. They will meet with all young people within 3 days of being received into custody and work in partnership with prison, health and other staff to support the young people and arrange family contact priori�sing building rela�onships with young people, so they have a trusted worker to support them through the transi�on back to the community. With the support of Youth Bridges, nearly 90% of the young people who returned to the community were not involved in further offending and 69% reported a reduc�on in alcohol and drug use. Structured Deferred Sentences provide �me limited, intensive support that can be delivered with a greater degree of flexibility than statutory Community Payback Orders. This approach I found the consulta�on very helpful as it allowed me to gain a beter understanding of the young persons use of speech. I think that this is something that is o�en overlooked as Social Workers are trying to manage risk and rela�onships rather than assessing understanding and use of language Page 457 of 522
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40 aims to prevent young people being drawn further into the jus�ce system. During the period of 2022/23 there were six young people under the age of 18 made subject to SDS, this had doubled from three the previous year. An SDS court was established in Airdrie Sheriff Court in July 2022. 2.4.7 WHOLE FAMILY SUPPORT AND PROTECTING CHILDREN AND YOUNG PEOPLE AT RISK OF HARM Family Group Decision Making (FGDM) FGDM is a strengths-based approach to support children remain in their family. This is facilitated through a family led decision making process where a child or young person’s family and friends are supported and prepared to come together in a Family Group Mee�ng to develop a plan which protects and supports the child and or young person. Through this approach this service con�nued to make considerable progress in successfully suppor�ng children and young people remain within or return to their family. Over the past year there has been an increase in referrals to the FGDM service, from 58 (2021/22) to 99 (2022/23). During this period 57 families par�cipated in FGDM Mee�ngs and a further 15 families achieved a plan of support without the need for a formal mee�ng. Of the 57 families’ plans 34 children remained with their families or kinship carers or were returned to their families, 7 families iden�fied supports to increase their network of support and 2 families were supported to reconnect and establish a plan of contact. Feedback from children, young people and families has been posi�ve. No Circumstances Outcome 10 Pre-Birth 9 babies' home with parents 1 – baby – friends/family 22 Prevent Accommoda�on 11 –Home with parents 8 - With family/friends 1- Foster Care 16 Rehabilita�on 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 458 of 522
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41 Families found this process inclusive, enabling and empowering: Intensive Services Our Intensive Service provides support to children, young people and their families to reduce the likelihood of a breakdown in family rela�onships and children being cared for away from home and through addi�onal investment since 2021 the service also supports care experienced young people who have le� care across 7 days a week. Support comprises intensive one to one support, paren�ng and family work, and group work programmes. Over 2022/23 the service provided support to 901 children and young people, represen�ng at 29% increase compared to 20/21. The service provides support to over 30 young people and families each weekend and works closely with the Social Work Emergency Service (SWES) to co-ordinate the response required in rela�on to any children and families’ referrals received at SWES. Joint Investigative Interviews – Implementation of the Scottish Child Interview Model The Scottish Child Interview Model (SCIM) is a new approach to joint investigative interviewing (JII) by Police and social work for child victims and witnesses. This approach is trauma informed, maintaining the focus upon the needs of the child in the interview and minimising the risk of further traumatisation, whilst seeking to achieve to best evidence through improved planning and interview techniques. Lanarkshire was the first area to implement the SCIM for JII model in Scotland in February 2020. The team have undertaken 1482 interviews utilising the SCIM for JII in the first three years of practice. Between Feb 2022 and Jan 2023 460 interviews were undertaken, with a disclosure rate of 71%. The three areas of highest concern underlying the reason for JII are consistently children experiencing physical abuse, sexual abuse and thirdly, domestic abuse. The data indicates that the age range of children being interviewed is from 3 to over 16 years. As the interviewers have grown in confidence, they have been successfully undertaking increasingly complex interviews involving younger children and children who experience significant learning and or communication needs. A significant shift in the SCIM approach to interviewing is in the preparation and planning for the interview specific to the child’s needs and circumstances. This has been supported across I am just so happy, my family are finally chatting It was just brilliant. It is really a really worthwhile thing to do. We are now all singing from the same hymn sheet Page 459 of 522
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42 the local partnership and through contact with families to enable interviewers access appropriate and relevant information to support the interview plan for the child or young person. Feedback from children and their families has been positive about the experience of the interview. Many children reported that they were “scared” or “worried” approaching the interview venue, but on arrival the surrounding were “warm” and “friendly” with lots of “colour” and “pictures”. 2.4.8 GENDER BASED VIOLENCE Domes�c Abuse is a key priority for social work and its partners. In 2022-2023 there were 3221 domes�c abuse referrals. Domes�c abuse was also the second highest recorded concerns for children at the �me of child protec�on registra�on. We therefore con�nued to invest in two key approaches: Safe and Together and Family Prac�ce Up2U. Safe and Together The Violence against Women Strategic Group and Child Protec�on Commitee have provided direc�on for the implementa�on of Safe and Together with social work staff having a key role in embedding the model locally There are now 527 staff trained in Safe and Together (core and overview), this includes social work, educa�on, NHS, housing and community and voluntary sector. NLC had support from Improvement Service in 2022 to carry out a Baseline Evalua�on of Safe and Together Implementa�on in North Lanarkshire. The informa�on gathered from this evalua�on allowed an Ac�on Plan to be created with a focus on Communication of the Safe and Together Model, delivery of Training to reach wider groups of professionals, to Support Learning into Prac�ce, and How to Measure the Change. There are Safe & Together (S&T) Champions in each of the 6 Social Work teams, Intensive Services and Corporate Paren�ng and locality managers and prac��oners’ access and contribute to Safe and Together Case Consulta�ons. Prac��oners who are working with families where domes�c abuse is an issue, can access support from the Safe and Together champions and Trainers to look at a case through a Safe and Together lens. Page 460 of 522
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43 Work will con�nue with the Safe and Together Ins�tute and Improvement Service to support ways in which we can measure change and the impact of the model and its approaches on families affected by domes�c abuse. This will include mul�-agency case file audits and focus groups with social work staff, trained in the model in their role as the lead professional. UP2U Family Prac�ce Model The approach to addressing domes�c abuse and tackling its impact on families, is a partnership approach. Social workers as the lead professionals are integral to assessment and planning for families. As referenced in 2.3.5 above in collabora�on with Jus�ce Services, Children and Families, have implemented this model to engage with individuals who are not mandated by the court but who have recognised the need to address their abusive behaviours and its impact on partners and as parents. The model is a trauma informed, rela�onal based, therapeu�c behaviour change programme. with implementa�on supported by high quality training. It provides a framework to work in partnership with parents and children, young people to address the impact of domes�c abuse in their lives. It includes partner support to consider safety planning as well as offering prac�cal and emo�onal support and includes 1:1 and groupwork support. The model allows for trus�ng rela�onships to be developed which support children/young people and their voice to be heard, led around a family’s own experience and support network. The Up2U Family Prac�ce Model compliments the Safe and Together Model, providing addi�onal tools for social workers and support workers to use, suppor�ng families in the model and approach which best meets their needs. 2.5 ADULT SOCIAL WORK SERVICES As can be seen throughout this year’s report, there continues to be a range of challenges to meet in the delivery of Adult Social Work Services. These include the legacy impacts of the COVID pandemic, the increased demand for support across cared for/ supported people, as well as unpaid carers, recruitment challenges, and the cost-of-living crisis. This report reflects the challenges experienced in sustaining quality care in line with statutory and regulatory requirements as well as work in redesigning and improving services to help progress outcomes for individuals in receipt of support or services. During 2021/22 investment through the Winter Planning and Enhanced Support funding stream from the Scottish Government was introduced to increase capacity in direct provision as well as to improve assessment capacity connected and aligned through our business plan to local operational and strategic priorities. Whilst some of this investment, for example in the Home Assessment Team (HAT) is beginning to impact positively at service as well as Page 461 of 522
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44 individual level, the volume and complexity of demand in 2022/23, alongside ongoing workforce challenges continue to create capacity pressures. Specific pressure points continue in areas such as: Support at Home Mental Health Officer capacity and in adult protection. The narrative below provides further detail on service activity, performance, innovation and improvement as well as areas of challenge. EARLY AND PREVENTATTIVE INTERVENTIONS – RIGHT SUPPORT, RIGHT TIME 2.5.1 GETTING IT RIGHT FOR EVERYONE (GIRFE) Getting it right for everyone (GIRFE) is a Scottish Government multi-agency approach to health and social care support and services. It builds on existing adult best practice, as well as learning from Getting It Right for Every Child (GIRFEC.) It aims to provide a model to deliver the Community Health and Social Care Integrated Services framework which supports person centred outcomes. In line with practice developments in North Lanarkshire and nationally over the past decade, GIRFE is focused on providing a more personalised way to access help and support when people need it. It aims to place the person at the centre of all decision making that affects them, with a joined-up consistent approach regardless of the support needed at any stage of life. It is intended that the GIRFE approach will ultimately form the future practice model of all health and social care professionals and shape the design and delivery of services, ensuring that people’s needs are met from young adulthood to end of life care. GIRFE is being co- designed by pathfinder projects located in different local authority areas alongside the Scottish Government and will be tested and developed to enable the approach to be more widely interpreted and implemented in wider contexts. North Lanarkshire Health and Social Care Partnership (NL HSCP) is one of 10 pathfinders with the progression of this work supported by the Scottish Government’s GIRFE Design School. North Lanarkshire’s focus is on Frailty and Older People with the pathfinder linking to a range of local as well as national aspirations, policies and strategies including: The Plan for North Lanarkshire; the Health & Social Care North Lanarkshire Strategic Commissioning Plan and the Frailty Strategy. It is planned that over the next 12 months, NL HSCP will progress a GIRFE pathfinder initiative in Wishaw. Learning from this will inform a national sense-making process for future expansion of GIRFE across North Lanarkshire and Scotland. 2.5.2 MAKING LIFE EASIER The Making Life Easier team has two Disability Informa�on Officers and a newly recruited Resource Worker. Making Life Easier (MLE) is an online resource offering all residents of North Lanarkshire the tools to live ac�ve and healthy lives, self-manage their health condi�ons and providing access to direct supports and services. Page 462 of 522
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45 The team is ac�vely promo�ng Making Life Easier and the services available across North Lanarkshire through par�cipa�on in events, presenta�ons to local support groups and most recently with informa�on stalls working in partnership with NL Libraries, University Hospitals, RNIB and St. Andrews Hospice. Whilst new addi�ons to the website include Long Covid Rehab Team and Assis�ve Technology Team services. Planned development work includes changes to the user journey, simplifying assessment outcomes and an interac�ve body map. In 2022/23, 11,566 people in North Lanarkshire used MLE, this is a 43% increase on the previous year. Of these users, 87.7% were new visitors and 1,023 people completed a self- assessment with a further 465 people comple�ng a LifeCurve™ assessment. Making Life Easier con�nues to be a reliable support for all. Making Life Easier website X (Twiter Account) 2.5.3 ASSISTIVE TECHNOLOGY The ethos of the team is to ‘Think Tech First’ and the ambi�on is to achieve beter outcomes for people and their carers. From the team’s incep�on they have worked �relessly to promote technology across the partnership. There is a simple accessible referral process and the team assist from advice to installa�on and instruc�on in the use of equipment. During 2022/23 the team has par�cipated in 53 events, mee�ngs and presenta�ons across the partnership and for external agencies and built strong links in locality teams, have been providing a tech advice duty service for Access Social Work and are about to embed the same model into the HAT (Home Assessment Team) to further the ‘think tech first’ agenda. The aim is that the considera�on of a technology solu�on is at the start of any assessment journey in health and social care North Lanarkshire. The assis�ve technology flat remains an innova�ve project showcasing a mixture of service- provided equipment and mainstream technology, focusing on promo�ng safety, enhancing wellbeing, and suppor�ng choice for people. Over the repor�ng period there have been 406 referrals to the assis�ve tech team. There has been a marked increase of uptake from other staff members as well as internal and external agencies in visi�ng the assis�ve technology flat. This has in turn seen an increased interest in technology and more requests for NLC-provided items. From January to June 2022 to January to June 2023 there has been an increase of 162% in tech flat visits. An interac�ve magazine using the Paper Tiger pla�orm to provide more informa�on about the service is accessible via the link below. Assis�ve Technology Team Page Tiger Assis�ve Technology catalogue Page Tiger Page 463 of 522
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46 2.5.4 COMMUNITY ALARMS The Community Alarm Service supports vulnerable service users to remain safely in their own homes. providing a service that gives both the service user and their family reassurance that help is always available if required. The service operates 24 hours a day, every day of the year and supports over 7,000 people living within their own homes across North Lanarkshire. A community alarm can consist of a standard alarm base unit and pendant alarm and, depending on the person’s level of need, addi�onal devices such as bed and epilepsy sensors, fall detectors and GPS devices can be used to ensure any safety concerns are sa�sfied. The Community Alarm Service provides a full call monitoring service with calls received at a central alarm receiving centre where handlers assess each contact to gain insight into presen�ng issues and needs and risks. These can include maters such as falls, failure to reply to the call handler and ac�va�on of smoke alarms with responses including dispatching a home support worker, contac�ng family/friends to respond, or contac�ng emergency services. On average the response teams atend more than 400 service users who experience uninjured falls per month. This is of significant benefit to the Sco�sh Ambulance Service and the individual, as it minimises the �me someone waits for assistance while easing resource requirements for ambulance staff to atend quickly. Recognising the benefit of high service standards, the team are members of the Telecare Services Associa�on and registered with the Care Inspectorate. The recent inspec�on of the service was posi�ve, in rela�on to the quality of service provided. Analogue to Digital The analogue to digital telecare transi�on is a major change project with considerable associated challenges for our Community Alarm Service through the transi�on. This work is progressing and to date 2820 of 6500 Community Alarms have been exchanged with new hybrid Digital Alarms. This workstream will con�nue over the next 18 months to ensure all our community alarms are replaced prior to the 2025 deadline. The current Alarm Receiving Centre will also be transi�oned to a fully digital solu�on in the next 18 months, bringing with it many benefits including increased resilience, enhanced end user experience and opportuni�es for proac�ve person-centred solu�ons to be implemented. 2.5.5 EQUIPMENT & ADAPTATION SERVICE (EAS) The Equipment & adapta�on service, con�nues to support residents of north Lanarkshire, proving equipment and adapta�ons. In addi�on, we provide NHS Lanarkshire equipment pan Lanarkshire. The service has con�nued to deliver full services despite remaining challenges of wai�ng list from covid and staff vacancies and have recently appointed to most outstanding posts. Page 464 of 522
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47 Over the last year 209,837 pieces of equipment were delivered by the service and a total of 3353 adapta�ons spanning privately owned, public rented and Housing Associa�on proper�es. We have recently commenced a review of the service to ensure that we are mee�ng the future demand needs of service users and their carers’. In addi�on, we are in the process of purchasing a new computer order system to streamline processes and improve service delivery spanning the Partnerships. 2.5.6 LOCALITY SUPPORT SERVICES The six Locality Support Services (LSS) provide self-directed, strength-based support to adults who have a disability/long term health condi�on to have healthy, ac�ve, inclusive lives in their communi�es. LSS use “service last,” approach – ensuring that people exercise choice and control over progression to outcomes. Following assessment, LSS provides people with appropriate support to help meet their needs and desired outcomes. The aim is early interven�on, to maintain independence and to promote self-management. Reviews take place at least six monthly with the supported person central to the process. The service offers flexible support across 7 days including evenings. At referral, to minimise reliance on services, people are supported to iden�fy and consider opportuni�es available to them through natural connec�ons such as family as well as through their local community. Support may be for example, to strengthen connec�ons, provide travel training or budge�ng support. Effec�ve community mapping and local area co-ordina�on has furnished LSS with detailed knowledge of local resources. Sharing buildings has increased opportuni�es for connec�on with other team and has been benefited partnership working. Strong links with parents/carers are maintained and LSS work closely with Lanarkshire Carers who progress Adult Carer Support Plans. This includes working with families to access support and forward plan, including to a �me when they may no longer be able or around to provide care. This support o�en incudes suppor�ng families to consider support for the cared for person through an individual budget or a carer budget, within the wider approach to Self- Directed Support (SDS). The Care Inspectorate grades for the LSS’s are currently overall 5 (very good) with no areas for improvement or requirements. 2.5.7 INTEGRATED DAY SERVICES Integrated Day Services for Older Adults have continued to work with an aim to support people with complex support needs to continue to live in their own homes safely, often preventing admissions to hospital. All services have now returned to working as a building- based service and Locality Link community groups are now fully up and running. This support is still reduced for 5/6 services due to non-site interventions from health professionals. Since Page 465 of 522
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48 returning to full-service the Integrated Day Service has noted an increase in pressures due to challenges in other areas of the system and further review activity is planned to ensure service design meets ongoing need. SUPPORT AT HOME 2.5.8 HOME ASSESSMENT TEAM The Home Assessment Team (HAT) has a mul�-disciplinary approach to person centered care and consists of Home Support staff, AHP’s, Clinical Responders and Social Work staff facilita�ng ‘Home First’ principles, enabling people to be supported to return home for a period of assessment. This also reduces the pressures associated with having to make life- changing decisions around longer-term care from a hospital se�ng. As reported in the 2021-2022 CSWO report, The HAT so� launch took place in Wishaw on the 25 April 2022 taking referrals from University Hospital Wishaw/ Monklands and on the 15 August 2022 this launch was extended to both University Hospital Wishaw (UHW) and University Hospital Monklands (UHM) considering the North Locality. By the 26 August 2022, 73 pa�ents in total had been referred to and supported by HAT across Cumbernauld and Wishaw rising to 172 by November 2022 as team capacity expanded through recruitment. As of 31 March 2023, 442+ individuals had been discharged through HAT from our acute se�ngs across Lanarkshire. All involved have successfully been assessed in their own home. The largest service provided to date through HAT remains our Home Support service with an input of 67%, down 4% from the previous year however most recent North Lanarkshire figures inform us that by the end of the 2-week assessment period input from Home Support in 51% of cases support decreased to zero with a 16% decrease in those who con�nue to receive a service. A further 30% remained the same with 2% requiring an increase. As well as con�nuing to work collabora�vely with hospital discharge hubs and clinical teams to support these �mely discharges HAT have now begun to work alongside Hospital @Home to develop a pathway to enable people to remain at home or to support avoidable admission due to social/personal care requirements. 2.5.9 HOME SUPPORT SERVICE The Home Support Service con�nues to provide care to around 3200 people at home in any one day. The service received more than 3,500 referrals during this repor�ng period from individuals seeking a Home Support Service. This resulted in nearly 6,000 people accessing the service at some point throughout the year a 10% increase on 2021/22. Page 466 of 522
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49 The service provides on average 25,500 hours of support on a weekly basis again a 10% increase on the previous year, with around 70% of this provided by NLC in house services. The remaining 30% is delivered by our partners in the independent sector. As noted in the 21/22 CSWO report maintaining responsive, high-quality support at home for those who require this has con�nued to present challenges over the past year, due to con�nuing increase in demand. As illustrated above work has con�nued to focus on early interven�on and preven�on with the Home Assessment Team (HAT) driving a programme of reablement, ensuring that service users poten�al is maximised, thus reducing the reliance on paid supports with early interven�on and technology-based solu�ons being provided. Recruitment and reten�on of key posts within the Home Support Service has remained challenging, resul�ng in key gaps within each of the locality Home Support Teams impac�ng on the responsiveness of the service and staff morale Whilst this also reflects na�onal challenges in recruitment and reten�on in social care and pending ongoing service redesign ac�vity interim ac�ons have been taken to try to address this posi�on as reflected in Sec�on 5 of this report. As part of a wider review of the Home Support Service it was evident that the new structure and model of service delivery within the partnership did not have the impact expected, with some of the opera�ng difficul�es atributed to the current service delivery model. A benchmarking exercise is planned and the learning from this will be incorporated into the workstreams leading on the review of the service. The current opera�ng model was originally devised in 2018 and implemented in 2020, however the current opera�onal landscape has changed significantly over the last three years and a review of our current opera�ng model has been moving forward at pace, with a new model being devised to address current challenges and provide sustainability. The overall inten�on is to develop and deliver support arrangements that have a stronger fit with the na�onal personalisa�on agenda. Approval was given for the service to move forward with a tender for a dynamic scheduling system which will benefit Home Support workers in the community and for those who schedule the care and support for the wider workforce. In addi�on, implementa�on will have a posi�ve impact on service efficiency and improvement. The service has con�nued to work with Care Inspectorate colleagues, in delivering improvements within the service. From inspec�ons, several requirements and areas for improvement were iden�fied as consistency and quality of care for some people in receipt of support were impacted by demand and staffing pressures. Whilst strengths highlighted through inspec�on included good infec�on preven�on and control prac�ces, staff and a suppor�ve management team, gradings in two locali�es temporarily fell to ‘weak’ before Page 467 of 522
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50 being raised to ‘adequate’ following improvement priori�es being met. While progress has been made, significant work is ongoing to work towards restoring the previously high-level grades and to ensure that all those who receive as service have a posi�ve experience, 2.5.10 TRANSFORMATIONAL SDS AGENDA The overarching aim of the SDS transforma�on in North Lanarkshire is aligned with the inten�on and values underpinning the SDS Act 2013 - to support and empower people to achieve the outcomes that are important to them, to lead full and meaningful lives, and to par�cipate in and contribute to their communi�es. Our approach and refreshed strategy con�nue to have a sustainable impact in building resilience in the whole system suppor�ng people and communi�es in North Lanarkshire and upon the strong founda�ons and value base we have created. Locally, our approach to SDS starts with the person and their personal resources, wider family and friends, community resources and community solu�ons, as well as targeted supports or services. This approach reinforces that self-directed support encompasses everything available that helps someone live their life and moves away from SDS as being seen solely as an individual budget to our approach to delivering outcomes and social care in North Lanarkshire. Over the past year, several workstreams were established to take forward the aims of our Transforma�onal Agenda. These workstreams are progressing the development of an updated local SDS Strategy for North Lanarkshire. The membership of each workstream includes representa�on from community and third sector organisa�ons, independent care providers, health and educa�on colleagues and carer organisa�ons enabling co-produc�on of the SDS Strategy while also strengthening the key principle of partnership working to promote earlier preventa�ve and proac�ve approaches to mee�ng outcomes. Individual Budgets While there is a focus on preventa�ve and proac�ve interven�ons, significant support con�nues to be provided in North Lanarkshire by way of individual budgets for those with cri�cal or substan�al ongoing need. Page 468 of 522
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51 The number of people receiving an individual budget within the 22/23 year was 2381. With a total of 347 Direct Payments (Op�on 1). As with SDS budgets noted above, these figures include all children, adults and carers. Individual Budgets have increased by 56% since last year. A contributory factor to the increase has been the introduc�on and embedding of the Self-Directed Support with Care at Home Flexible Framework which has seen the move for many people from tradi�onal home support service provision to Individual Budgets, to date a total of 1019. 2.5.11 COMMUNITY LIVING CHANGE FUND/COMING HOME In line with Scottish Government recommendations made within the Coming Home Implementation Report, and more recently the allocation to North Lanarkshire Health and Social Care Partnership of £1,298,332 from the Community Living Change fund, a program of work is being undertaken over a three-year period (2021-2024), to support the strategic objectives of: • Reducing delayed discharges of people with complex needs. • Repatriating those people inappropriately placed outside of Scotland. • Redesigning the way services are provided for people with complex needs. This initiative will build on the work already well established in North Lanarkshire and evidenced through our positive balance of care data. North Lanarkshire has the highest proportion of people aged 18 and over with long term needs who receive personal care at home in mainland Scotland and has the lowest placement rate for all adults aged over 18 in Scotland, which is over 30% lower than the Scottish average. This additional investment has provided an opportunity to review the current situation post- pandemic and compliment the national work being undertaken to develop a dynamic discharge register for those with the most complex needs. A multi-agency team lead by Health and Social Care Partnership has been established and has begun the personal action planning process. A Coming Home Implementation group has also been established with two subgroups overseeing the individual circumstances and planning requirements and planning the strategic developments required to minimize the risk of people needing to leave the area to receive the support and care they need. For the relatively small number of individuals currently placed out with North Lanarkshire and following appropriate assessment including risk assessments, planning will facilitate appropriate interventions to ensure individuals can come home safely. STATUTORY INTERVENTIONS: 2.5.12 MENTAL HEALTH OFFICERS SERVICE AND ADULTS WITH INCAPACITY ACT (SCOTLAND) 2000 Mental Health Officers (MHO) are social workers with a minimum of two years post qualifying Page 469 of 522
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52 experience who have gained Mental Health Officer Award (MHO award) Statutory duties for MHO’s are set out in the Adults with Incapacity (Scotland) Act, 2000; the Mental Health (Care and Treatment) (Scotland) Act, 2003 [MHCTA]; the Criminal Procedures (Scotland) Act, 1995; Criminal Justice (Scotland) Act 2016 and the Adult Support and Protection (Scotland) Act, 2007. The implications of emergent court judgements emphasising the significance of European Convention of Human Rights and the United Nations Convention on the Rights of Persons with Disabilities in statutory decision making, combine to place heavy demands on the current resource. Additionally, new duties for mental health officers were introduced in the implementation of the Mental Health (Scotland) Act, 2015. The Chief Social Work Officer holds overall statutory responsibility for the governance and the management of welfare guardianship orders granted to the local authority, and for overseeing the supervision of private guardians in their role and function as welfare guardians. The day-to-day management of these statutory responsibilities are delegated to Mental Health Officers and Social Workers and overseen by managers within adult social work. Adults with Incapacity Act (Scotland) 2000 The above chart shows the monthly running total of private and local authority welfare/financial guardianship orders held for individuals in North Lanarkshire over the period April 2022 un�l March 2023. The total number of guardianship orders in place in the North Lanarkshire Council area at the end of March 2023 was 1051 with 804 private and 207 local authority orders. The North Lanarkshire total figure cons�tutes 6.15 % of the na�onal total. The local authority has a statutory responsibility to provide supervision and support to all Private Guardians and to Page 470 of 522
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53 undertake reviews of how the powers are being used on a regular basis, unless it is formally agreed that this is not required. In rela�on to local authority welfare guardianship powers, these are also reviewed regularly either by a Designated Mental Health Officer or Social Worker During this period as referenced in 3.1.6 below, two Large Scale Inves�ga�ons were undertaken under Adult Protec�on processes with respect to Care Homes/Establishment for those with complex needs. The co-ordina�on of these inves�ga�ons and associated statutory ac�vity, required liaison with home local authori�es, to ensure individuals rights were safeguarded and needs appropriately supported. As in the previous year this placed substan�al addi�onal demands on North Lanarkshire MHO and social work resources. New requests for Private AWI AWI Orders April 2022 - March 2023 Over the period April 2022 to March 2023, 218 requests were received for Mental Health Officer reports to accompany new guardianship applications. In comparison with the previous year this shows an increase of 83 reports. These applications were inclusive of welfare guardianship orders and renewals both private and Local Authority which is an Increase in all applications since the previous year. Mental Health (Care and Treatment) Act 2003 and Mental Health (Scotland Act 2015) National trends for civil detentions under the Mental Health (Care and Treatment) (Scotland) Act 2003 have continued to rise both nationally and locally. In North Lanarkshire there has been a decrease in the number of Emergency Detention Certificates (down 38%) and Short- Term Detention Certificates (down 7.9%), whilst the number of Compulsory Treatment Orders has increased (2%) since the previous year. The total number of supervised Forensic orders has also decreased. We continue to maintain a higher than the national average rate of consent to Emergency Detention Certificates, an area of national focus given the checks and Page 471 of 522
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54 balance this provides within the system. This year, MHO’s have however refused consent to 11 Short Term Detentions, 27 less than the previous year. Total Emergency Detention consents [164] 101 Total Emergency Detentions where no consent was sought [35] 76 Consent refused by MHO - Emergency Detentions [3] 0 Total Short Term Detention consents [236] 247 Consent refused by MHO - Short Term Detentions [38] 11 Total Compulsory Treatment Orders [186] 191 Total Forensic Report requests [32] 28 Total Forensic orders supervised (CORO\CO) [30] 17 2021-2022 data highlighted in red. Quality Assurance, Continuous Improvement and Involving Lived Experience North Lanarkshire Council recognise that, MHO involvement in the social work and care management role of adults with complex needs in relation to decision making capacity and/or or those who experience severe and enduring mental health difficulties, can offer much better outcomes for individuals because of the knowledge and skill base MHOs retain whilst ensuing human rights are central to intervention. Nevertheless, the increasing demand on the service coupled with decreasing numbers of MHO’s and the national difficulty around retention and recruitment has necessitated the decision to that MHO workloads are ring fenced and deal with statutory work only. Care management inclusive of SDS has started to be reallocated to locality social work teams from the MHO service. This will be reviewed regularly and when the MHO service is in a better position a move to return to a more holistic approach will be considered. As part of our quality monitoring approach, we have introduced new arrangements for seeking feedback directly from people who access services and their families/carers, which will help us shape and improve service delivery. We are also introducing self-evaluation and auditing processes for statutory MHO reports and have undertaken a trauma informed walk through of the service to ensure best practice and continuous improvement. Service Recovery and Redesign As discussed in previous reports the pandemic on service required rapid development of remote working and centralising processes across the MHO service. Whilst there has been a return to face-to-face assessments, meetings, and MHO forums we have also continued to benefit from the flexibility remote ways of working can offer service users and staff alike with MS TEAMS and ‘Near Me’ service. The centralisation of key functions created many benefits Page 472 of 522
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55 to managing pressures across the service in relation to staffing, workload and sharing knowledge and experience and a centralised priority allocation process continues to be in place as a way of addressing the pressures across the service however in response to concerns that a fully centralized model may inhibit integrated working at local level a survey was conducted across the MHO service and a follow up development day held to discuss findings From the development day an agreed Action Plan was formulated to move towards a Locality Based MHO Service. To support service recovery and in line with the agreed Action Plan it was identified that recruitment would be integral to this success. Further information on how the service is innovating and using temporary capacity funding to support recruitment and development of MHOs to address capacity issues in the face of a chronic shortage of MHOs nationally is included in Section 5 of this report. 3 PUBLIC PROTECTION 3.1 ADULT SUPPORT AND PROTECTION 3.1.1 ASP REFERRAL TRENDS During this period North Lanarkshire, received 3034 ASP referrals, an increase of 25% compared to 2021/22 (2,434 to 3034). This is the fourth consecutive year that an annual increase has been measured. Referrals from NHS colleagues continue to rise, showing a 23% increase compared to last year from 473 to 583 whilst adult support and protection referrals from Police Scotland have decreased 13% from 380 to 330. Social Work referrals increased 10% from 370 to 408. While Scottish Fire and Rescue increased 30% from 86 to 110. Care homes were the highest ASP referrer group in 2022/23 with 31% (933) of all ASP referrals received to localities and SWES. This demonstrates a steep rise in referrals from care homes in comparison to 2021/22 measuring a 105% increase from 455 to 933 in part reflecting the challenges in managing increasing complexity of care needs within group living settings. Monitoring and support in this area is provided by colleagues in Quality Assurance. In addition, a pan Lanarkshire task group has been set up by North and South APCs with all care home stakeholders involved and the aim to provide support to care homes to achieve a balanced and consistent approach in relation to ASP referrals and decision making. This will involve undertaking a survey with care home staff on their current level of understanding of ASP and targeting future training needs based on the responses given. Whilst Police ASP referrals have decreased, Police ‘Adult Concern reports’ continue to increase. there were a total of 4,009 Police ‘Adult Concern’ Reports received during this period. Since the same reporting period last year there has been a 3% increase in police ‘Adult Concern’ reports (from 3885 to 4,009). In a change from the previous reporting year, Physical harm was the most common referral type (48%) 1442 of all referrals received. In analysing the reason behind the sharp increase in referrals featuring physical harm this can be closely linked to the large number of care home referrals received often resulting from a witnessed/unwitnessed fall of a resident. As noted Page 473 of 522
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56 above, ongoing work with care homes and key stakeholders in relation to ASP referrals and decision making. Emotional and Psychological harm remains high, measuring (26%) 802 of referrals received. It has been recognised in research that self-neglect cases can be some of the most complex to manage for practitioners, as they are fraught with issues that cut across ethical, legal and practical considerations. Raising awareness of such issues for multi-agency practitioners has been a key focus within the Multi agency forums and within ASP multi agency training. For this period, there were 278 self-neglect cases which measure 9% of total ASP referrals. Self- neglect referrals continue to rise, referrals have increased 15% in comparison to last year (from 241 to 278). 3.1.2 ASP INVESTIGATIONS There were 399 inves�ga�ons carried out in 2022-23 which marks an 8% reduc�on from last year (from 433 to 399). 13% of the total number of ASP referrals received progressed onto a full inves�ga�on. This percentage conversion rate has reduced by 5% since the same �me last year (from 18% to 13%). 3.1.3 CASE CONFERENCES There were 69 ASP ini�al case conferences and 117 ASP Review case conferences held for 2022 - 23. This means there has been an 8% decrease in those cases that progress from inves�ga�on onto ini�al case conference (from 25% to 17%). 3.1.4 STATUTORY ORDERS For the period 2022/23, North Lanarkshire Council, as part of Health and Social Care North Lanarkshire implemented thirteen (15) ASP Protec�on Orders, as follows: Types of Protec�on Orders Number of Protec�on Orders granted Assessment Order 0 Removal Order 7 Temporary Banning Order 1 Banning Order 0 Temporary Banning Order with Power of Arrest 4 Banning Order with Power of Arrest 3 Total 15 Page 474 of 522
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57 North Lanarkshire Council’s ASP policy and procedures are currently under review. These will be updated in line with new Sco�sh Government codes of prac�ce. Revised policy and procedures will be built into the new ‘mosaic’ social work system, the first dra� of new procedures is expected November 2023. 3.1.5 APPROPRIATE ADULT SERVICES In January 2020, Appropriate Adults (AA) Services across Scotland became a statutory func�on via part implementa�on of the Criminal Jus�ce (Scotland) Act 2016. This now means that a statutory duty is placed upon Police Scotland to request an Appropriate Adult, while the Council has a statutory duty to provide Appropriate Adult Services, and the training of AA’s. The Care Inspectorate has the duty to assess the quality of AA Services. In North Lanarkshire, AA Services are currently arranged, delivered, and fully funded by North Lanarkshire Council. Currently, there are 28 employees trained to perform the AA role whilst balancing the day-to-day commitments across Council Services e.g., Social Work and Home Support Services. Training is outsourced and delivered through partnership with Edinburgh City Council. Another training cohort will take place in October where it is an�cipated a further 20 staff will be AA trained. AA service operates within office hours and via SWES. In 2022/23 the AA service responded to 59 referrals from Police Scotland. On 2 occasions the AA service was unable to provide an appropriate adult to police at the �me of the request whilst on 2 occasions police cancelled their AA request. The primary reason police requested an AA was due to an adult being diagnosed with a learning disability (33 of 59 requests). 28 police requests related to facilita�ng a vic�m/witness statement and 22 requests involved mul�ple police procedure e.g., Police Interview Rights of Suspects (PIROS), Cau�on, Interview, Charge The primary crime type AAs were requested to atend involved crimes of indecency (38 from 59). North Lanarkshire Council have recently recruited a social worker to the adult social work team based in headquarters who will, as a test of change, temporarily lead on and develop the appropriate adult coordinator role. This is in line with local authori�es' statutory duty to create a designated post for the appropriate adult service. 3.1.6 LARGE SCALE INVESTIGATIONS An LSI may be required where there is reason to believe that adults who are residents of a care home, supported accommodation, an NHS hospital or other facility, or who receive services in their own home may be at risk of harm due to another resident, a member of staff, some failing or deficit in the management regime, or in the environment of the establishment or service therefore in circumstances where risk may pertain to more than one individual Page 475 of 522
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58 North Lanarkshire Council commissioned and carried out two ASP Large Scale Inves�ga�ons (LSI) rela�ng to care homes during this period, one of which was commenced in the previous repor�ng year. The first LSI commenced in March ‘22 and was concluded mid-June ’22 in response to several prac�cal and procedural areas within the care home which caused or was likely to cause direct harm to residents. Following evidence gathered by social work and partners, an ac�on plan was developed in conjunc�on with the care home with the view of reducing risk to residents which was successful in reducing mul�ple areas of risks for residents and achieving beter outcomes in their lives. The second LSI was commenced in December 2022 and con�nued beyond end of March 2023. The social work locality response has been �meous and robust and involves a significant resource in inves�ga�ng harm and coordina�ng a response to the iden�fied risks. This LSI involves several agencies who con�nue to implement the agreed protec�on plan in reducing risk to residents. It should be noted there is no �mescales on how long an LSI should last, the average length of an LSI is between 2 and 4 months however the key outcome for every LSI is that adults will be safer, beter supported and enjoying a beter quality of life. 3.1.7 JOINT INSPECTION OF ADULT SUPPORT AND PROTECTION IN NORTH LANARKSHIRE The final report of the Joint Inspection for Adult Support and Protection was published on 22nd November 2022. The inspection findings are largely positive and recognise the hard work and commitment of staff across the partnership over the last two years. The inspection evaluated local performance against two key questions: 1. How good were our key processes for adult support and protection? The inspectors concluded that our key processes for adult support and protection were effective. There were clear strengths supporting positive experiences and outcomes for adults at risk of harm, which outweighed the areas for improvement. 2.How good was our strategic leadership for adult support and protection? The inspectors considered that our strategic leadership for adult support and protection was effective and demonstrated major strengths, supporting positive experiences and outcomes for adults at risk of harm. Key strengths and areas for improvement were identified as follows: Strengths: • Adults at risk of harm had improved safety, health and wellbeing because of the diligent work of partnership staff. • The partnership conducted initial inquiries into the circumstances of adults at risk of Page 476 of 522
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59 harm efficiently and effectively. • Independent advocacy for adults at risk of harm was a key strength for the partnership. Adults at risk of harm derived considerable benefit from the support they got from capable independent advocates. • The partnership’s strategic leaders enabled a culture of strong, credible, strategic partnership working for adult support and protection. • Strategic leaders initiated rigorous, multi-agency quality assurance and audit work for adult support and protection. This was a key facet of the partnership’s convincing capacity for improvement. Areas for Improvement: 1.a. The partnership should improve the quality of chronologies for adults at risk of harm. 1.b. The partnership should improve both the presence and quality of protection plans. 2. The partnership should always hold initial adult protection case conferences promptly when required. The police should attend all initial adult protection case conferences they are invited to. 3. The adult protection committee should consider securing the direct representation from adults at risk of harm and their unpaid carers. Thus, it would benefit from their lived experience of adult support and protection. Inspectors noted a small number of other areas for consideration by the partnership but also reflected within the report confidence in the partnership’s capacity for improvement. Next Steps: The Partnerships’ Inspection Improvement plan has been agreed by the Care Inspectorate who will monitor progress for 1 year. The Care Inspectorate continue to express confidence regarding our proven ability to make improvements. This report was welcomed as a fair assessment of our practice which largely reflects our own understanding of our position. The findings were reported by the Inspectors as ‘strong and sound’ for the partnership. Recognition of our clear strengths are welcomed, along with those improvements, which the Inspectorate indicate they are confident of our capacity to meet. 3.2 MAPPA (MULTI AGENCY PUBLIC PROTECTION ARRANGEMENTS Justice social work services have a key role in respect to MAPPA arrangements as lead agency for high-risk offenders subject to statutory supervision. As such the service works closely with the council’s housing service and other responsible authorities including, Police Scotland, NHS and the Scottish Prison Service to assess and manage the risk posed by sexual, violent and other risk of serious harm offenders. Whilst activity is operationally managed within relevant agencies. Multi-agency oversight and co-ordination is supported by a small pan-Lanarkshire team and Strategic Oversight Group Page 477 of 522
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60 (SOG) which is chaired on a rotational basis by North and Lanarkshire CSWOs and the Public Protection Superintendent, Police Scotland. An annual MAPPA report provides information on the ongoing local implementation of MAPPA arrangements, key priorities and activity statistics. The report for 2022/23 will be published on 27/10/23. Add link when available. Of the 787 individuals in custody or in the community in Lanarkshire subject to MAPPA as of 31/3/23, 54% (425) were the responsibility of North Lanarkshire authorities. Overall, the number of individuals managed under MAPPA have grown significantly since arrangements were established 16 years ago. This slowed during the Covid-19 Pandemic but has increased annually since then, with a 9% growth last year alone. In both North Lanarkshire and pan- Lanarkshire previously there was again a small increase between 20/21 and 21/22 however as in other areas of the justice system it difficult to clearly separate underlying trends from the impact of the pandemic. MAPPA related activity is however a key aspect of justice social work workloads. In March 2022, MAPPA partners attended a practice event to consider collective practice in terms of Environmental Risk Assessment. This was informed by a recent Significant Case Review from another area where development opportunities had been identified. The event provided opportunity for operational partners to physically meet in a way that had not been possible for some time because of pandemic restrictions. Such was the response to the event that partners have committed to a continuous schedule of themed operational development events, hosted across both North and South Lanarkshire which will contribute to the ongoing strengthening of practice and the establishment and maintenance of key professional relationships. Whilst the statutory activity above is categorised in distinct strands there is a clear interface across the different areas of public protection requiring joint working across all social work care groups and partnership arrangements. For example, there is an increasing number of older individuals and those with substantial care needs who are managed under MAPPA requiring close working between adult and justice services. There is also a strong interface between justice services and child protection whilst domestic abuse and violence against women link strongly to wider public protection processes. All social work staff are therefore trained and expected to develop core knowledge of the range of protection procedures and responsibilities. Statutory public protection interventions and processes are also part of a wider continuum of safeguarding and community safety activity in which social workers are involved, some of which are reflected in earlier sections of this report. Additional examples of key priority areas for social work and partners where practice is evolving and innovating to strengthen the protection and wellbeing of our communities are detailed within this report. 3.3 CHILD PROTECTION There has been a significant rise (65% 18/19 to 22/23) in child protection referrals as illustrated below – Page 478 of 522
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61 Year Number Of Referrals Investigations % of Referrals Proceeding to Investigations Number of Investigations that Proceeded to Case Conference Number of Registrations from Case Conferences 2022/2023 1895 775 41% 264 198 2021/2022 1714 754 44% 229 177 2020/2021 1482 831 56% 261 199 2019/2020 1617 800 49% 339 254 2018/2019 1150 642 56% 329 251 2017/2018 1030 692 67% 340 252 This is due to our child protection framework supporting increased consistency in practice, recognition of all forms of harm, strengthened by refreshed IRD guidance. While we have not seen a rise in the numbers of children whose names are placed on the Child Protection Register, there has been an increase in registration of older children aged 12 +. What this indicates, in part, is that practitioners, supported by our commitments to keep The Promise and UNCRC and investment in contextual safeguarding, are increasingly focussing on and recognising the protection of older children and their rights. The service has continued to work with the partners in the Child Protection Committee to monitor and understand the relationship between child protection referrals and rates of registration to ensure the right children get the right support when they need it. In April 2023, the partnership was informed that a Joint Inspection of services for children and young people at risk of harm would take place over the period from April to September 2023. The outcome of this inspection will be reported through committee and within the next CSWO Annual Report 3.4 WIDER SAFEGUARDING ACTIVITY 3.4.1 CONTEXTUAL SAFEGUARDING AND PROTECTING YOUNG PEOPLE FROM HARM OUTSIDE THE HOME The service has con�nued its work towards embedding the Contextual Safeguarding approach to protect young people who are at risk of harm and or exploita�on in the community. Page 479 of 522
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62 Alongside our bespoke online training module, where approximately 400 staff from across the council have undertaken the two hour learning- we developed a theory of change to illustrate what we want to achieve and iden�fy priori�es: Developing North Lanarkshire’s Response to Extra-Familial Risks and Harms - Overview | Rise 360 (ar�culate.com) The approach has now been strengthened through the embedding of a mul�-agency Young People’s Safeguarding panel (to coordinate ac�ons to protect young people) and over 2022/23, around 30 young people were considered through this panel alongside discussions about their periphery peers, dynamics of key rela�onships, safety of places they spend �me and key conversa�ons around choice, empowerment, voice and trust. Staff have access to consulta�ons to promote their confidence and to offer containment with the emo�onal and ethical demands associated with managing complex risks. As a service we have worked to ensure that the trauma young people experience is understood and sensi�vi�es to this are integrated into our prac�ce. The University of Sussex has been researching our work, with early evidence that trauma informed prac�ce is beginning to make a difference. Some key highlights have been that the approach supports workers to: • Priori�se who young people are and what they could be – rather than the risks that they face – when describing them to others • Iden�fy young people’s experiences of trauma and consider these when developing plans to support them and meet their needs. • Iden�fy services and rela�onships in community se�ngs that could offer sustainable safety to young people beyond the life of an interven�on. Another key aspect of addressing the harms faced by children and young people in the community is our approach to responding to children reported as missing to the Police. Recognising the importance of early support for children who are reported missing, the social work service con�nues to lead a weekly mee�ng to discuss the circumstances of all children and young people reported to the Police as missing. We also con�nued to commission a dedicated service from Barnardo’s to undertake Return Discussions available to all children and young people who are reported missing, regardless how many �mes, in recogni�on of the poten�al harms. The mee�ng is mul�agency and discusses the circumstances of the missing episode and looks at what, if any, addi�onal supports the child, young person or their family may need to prevent further missing episodes. Although the number of young people reported as missing has con�nued to rise since 2020 (342 as opposed to 185), there has been a significant change from where the children and young people have been reported missing. In 2020/21 49% of missing episodes were of children living in Children’s houses within North Lanarkshire. Last year this reduced to 17%. This change is in part due to the proac�ve and rela�onship-based approaches taken by our Children’s house staff in collabora�on with the police. Most children and young people reported missing from home are not known to social work services (as seen in diagram below). Over 22/23 167 return home discussions (RDs) were Page 480 of 522
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63 completed for 115 young people. Of these 79% were not reported missing again following up to 3 RDs. Of note is that 10 children disclosed protec�on concerns within RDs previously unknown to agencies promp�ng ac�on such as a child protec�on inves�ga�on, family group decision making or planning for a child’s wellbeing within the GIRFEC pathway. 3.4.2 SUICIDE PREVENTION During 2022 the Scottish Government and COSLA collaborated in launching a new plan and strategy to tackle suicide in Scotland: Creating Hope Together: Scotland’s Suicide Prevention Action Plan 2022 -2025; Creating Hope Together: Scotland’s Suicide Prevention Strategy 2022 – 2032. In North Lanarkshire, the Suicide Preven�on Partnership Group lead on the local suicide preven�on strategy and ac�on plan. This includes a range of awareness raising ac�vi�es use of online and digital pla�orms and training across services and local communi�es. The table below includes data from 2018 un�l 31st December 2021, indica�ng that North Lanarkshire sadly lost 171 people to completed suicides in that period. There con�nues to be an increase in deaths of younger people under the age of 39: these have mostly been young males. Suicide rates did not significantly vary throughout the lockdown period (2020/2021); however, as we con�nue to recover from the emo�onal and fiscal effects of the pandemic there is concern that the cost-of-living crisis may impact an increasing number of individuals mental health and wellbeing with an associated risk of a rise in suicide rates. In this context con�nuing to review and enhance the local ac�on plan is clearly essen�al. 64% 27.10% 8.90% YP missing from a family or family-based placement Not know to SW at the time of reporting S22 Experiencing Care Page 481 of 522
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64 Number of Suicides by Year (2018-2022) - North Lanarkshire Year Number 2018 58 2019 57 2O20 62 2021 52 2022 50 The local ac�on plan remans framed around the following areas: • Reducing the risk of suicide in high- risk groups • Tailoring approaches to improve mental and physical health in specific groups. • Reducing access to means of suicide, including iden�fied loca�ons of concern. • Learning from reviews and inves�ga�ons into unexplained deaths • Providing beter informa�on and support to those bereaved or affected by suicide. • Suppor�ng research, data collec�on and monitoring • Building community capacity to help reduce the s�gma and taboo associated with suicide, Distress Brief Interven�on is now embedded within North Lanarkshire as early connected and compassionate support whilst suicide awareness and preven�on training are being delivered across social work, health, educa�on, third sector and voluntary organisa�ons. Within social work a nominated Senior Officer based in Adult Service leads on Suicide Preven�on. 3.4.3 DRUG RELATED DEATHS North Lanarkshire con�nues to have high levels of drug-related deaths as illustrates in the tables below: Page 482 of 522
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65 A pan-Lanarkshire mul�-agency Drug Death Review Group is in place supported by a drugs death review officer to gather the sta�s�cal informa�on to iden�fy paterns working closely with services to look at drug related deaths. This post holder atends all mee�ngs related to drug related deaths, engages with the teams, ADP development officers and informa�on officers. Measures to target drug deaths locally and na�onally have been implemented via MAT standards and more recently a newly commissioned service to respond to crisis and asser�ve outreach has been established. A name has yet to be sought but the ini�al steering group has met, and a standing opera�ng procedure is being discussed. Including criteria for referral based on risk management. Whilst reducing drug death is a cri�cal priority ac�ons have the wider aspira�on to improve quality, choice and to create connec�ons to keep people safe, well and thriving to realise a North Lanarkshire where: • Fewer people develop drug and alcohol use. • People access and benefit form effec�ve, integrated and person-centres support to achieve recovery. • Children and Families affected by alcohol and drug abuse are safe, healthy, included and supported. • Vulnerable people are diverted from the jus�ce system wherever possible. • Less harm is caused by alcohol. 4. RESOURCES For the financial year 2022/23 North Lanarkshire Council had a gross annual social work budget, inclusive of Covid & winter planning funding, of almost £292m. This was allocated as £242m for Adult Social Work and Social Care and £50m for Children, Families & Jus�ce Services. The equivalent funding for the previous financial year was £266m. Page 483 of 522
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66 During 2022/23 the Sco�sh Government was in regular discussions with HSCP’s with respect to in-year IJB Covid costs. The service recorded a spend of £1.342m which related to partner sustainability payments. As reported in the 2021/22 report, North Lanarkshire received a share of £300m funding from the Sco�sh Government to protect health and adult social care services over the winter and to provide longer term improvement in service capacity across health and social care systems. This resulted in circa £7m new recurring investment for the service. A business case was approved of how this would be u�lised which highlighted that the majority of this would be used to increase staffing levels in key areas across the service: htps://mars.northlanarkshire.gov.uk/egenda/images/at97950.pdf Unfortunately, there have been recruitment difficul�es across the sector therefore some slippage in spend against this business case was reported in 2022/23. Following council and IJB budget se�ng processes social work services had a savings target of £2.094m, split £2.025m Adult Social Work and Social Care and £.069m Children and Families, the service achieving 31% of this in year. The shor�all was within Adult Social Work and Social Care and was funded using reserves with the saving expected to be fully implemented in early 2023/24. In totality Social Work ac�vity during 2022/23 was undertaken within the overall budget resource and resulted in an underspend posi�on. Within Adult Social Care the underspend was almost en�rely because of the recruitment issues, both internally but also within the care at home sector reducing the payments made to these bodies. This is similar overall to the 2021/22 posi�on however due the nature of these underspends they are non-recurring in the long term. Financial pressures are being seen across the following areas: • Home Support • Independent Care Homes Page 484 of 522
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67 • Self-Directed Services • Integrated Equipment and Adapta�on Service • Family Placements • Children’s Houses As in the previous year the core Sec 27 grant for the delivery of statutory jus�ce social work services of X m was enhanced through addi�onal funding of X m to support targeted government priori�es including women’s services, structured deferred sentences, diversion from prosecu�on, PASS and third sector commissioning. Addi�onal funding of 0.953m was also provided to enhance capacity to address pandemic related backlogs within the system and to enhance bail supervision. 4.1 FINANCIAL MODELLING FOR SERVICE DELIVERY Financial Planning and monitoring continue to be a key responsibility for the management team. The Council’s financial strategy includes Service input to four key processes. These are: • Preparation of detailed single year budget • In–year budget monitoring and projec�ons • Prepara�on of rolling 3-year budgets • Prepara�on of a Medium-Term Financial Plan Alongside this the Council Finance Team works closely with the IJB Chief Finance Officer to prepare a medium-term financial plan for the Health and Social Care Partnership. In terms of financial modelling the Management Team increasingly take a whole systems approach to delivering new and more efficient operating models which often requires joint working with other Council services and key external partners. In addition to the wider financial modelling described above, work has also been undertaken to support the business plan for Adult Health and Social Care. With respect to Children’s Services the council and local partnership is one of three areas who have committed to working with the Promise team nationally on ‘Human and Economic Cost Modelling’, work which is intended to support longer term change both nationally and locally by identifying how money is currently spent and the system changes required to move the balance of spend toward early intervention and family support in line with the aspirations of Christie. Following some early scoping this area of work is now integrated into the ‘Resilient People’ strand of the Council’s Programme of Work. A significant risk in children’s social work is the reliance on a range of temporary funding streams, some ‘bid-in’ and some, principally partnership monies, allocated via national distribution formulae to support longer-term transformational change and service improvement with none of these strands committed beyond 2025/26. Similarly in justice services there is uncertainty around the level of recovery funding which will continue beyond the current year. Page 485 of 522
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68 5. WORKFORCE 5.1 WORKFORCE PLANNING Workforce planning within social work is integrated thought the social workforce group but informed by the Council’s corporate ‘Workforce for the Future Strategy’, and interfaces also with the wider HSCP workplan. As reflected in other parts of this report the direct and indirect impacts of the pandemic and cost of living crisis along with underlying demand pressures continue to impact on the ask of the social work workforce over this period. Challenges in the labour market continue to impact on recruitment and retention of staff, North Lanarkshire is not immune to these challenges and whilst many of these also require action at national level, there is substantial work ongoing locally to address key issues and support workforce resilience. 5.2 SOCIAL WORK RECRUITMENT AND RETENTION In February 2023, a report en�tled ‘Social Work Workforce Sustainability’ was tabled at Corporate Management Team. It outlined the range of challenges impac�ng on the sustainability of the Social Worker workforce and the consequent vulnerabili�es with respect to service delivery. The report also set out key proposals to address these challenges, which included a revised and strengthened recruitment model, alongside further work to enhance whole career support and development allied to the wider ambi�ons of Workforce for the Future. In rela�on to recruitment, the service made a commitment to a mixed model of internal and external recruitment, re-establishing the Social Work Trainee Scheme for NLC Social Work staff. The Trainee Scheme has been progressed with 8 successful applicants being offered courses, due to commence from September 2023. Courses vary in length from 12 months to 4 years, depending on applicants’ previous educa�onal qualifica�ons. As part of the scheme NLC is also commited to offering rota�onal experience across residen�al, day and fieldwork services according to learning needs. In addi�on to this scheme, we are sponsoring 6 self- funded employees as they complete their Social Work qualifica�on. External recruitment has also con�nued with over 60 external appointments made in the last 12 months (since Sept 2022). A commitment to offer permanent contracts whenever possible has con�nued even if this requires a temporary placement in the first instance. This will be reviewed regularly but it has been agreed on the basis that normal levels of turnover mi�gate any associated financial risk. Temporary cover requirements, which exist for several reasons including the movement of Social Workers to temporary promoted opportuni�es and the crea�on of temporary funded posts, are being closely monitored. Whilst a temporary opportunity can be appealing to the current Social Work workforce, this can cause issues ensuring backfill for their substan�ve post. The opportunity for newly qualified Social Workers Page 486 of 522
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69 to join NLC as Social Work Assistants un�l their full qualifica�on has been confirmed, has also been u�lised. External adverts, through myjobscotland, have been generic and specific. Generic adverts have been developed to atract applicants to NLC with preferences given in rela�on to the care group they wish to work with. Specific adverts have been progressed for specialist teams, for example, Addic�on Recovery Services. North Lanarkshire con�nues to successfully recruit Social Workers, including atrac�ng students who have had posi�ve placement experiences with the authority. This has impacted on experience levels and stability at the frontline, for example in Children, Families and Jus�ce alone 48 external appointments were made to the role of social worker over this period, 38 of whom were newly qualified. Whilst these staff bring skills, crea�vity and commitment to the service, the impact of the pandemic on pre-qualifying opportuni�es has impacted on learning needs and the changing balance between newly qualified and more experienced workers, alongside an increasing complexity in the demand profile, has created clear pressures with respect to the alloca�on of work within locali�es with a requirement to provide more support across teams. Frontline managers con�nue to monitor caseloads and assist their workers in the priori�sa�on of their statutory responsibili�es. In Jus�ce Social Work a revised structure has allowed for a more flexible approach to the deployment of staff across the authority to support the teams who are dealing with the most urgent and pressing demands and authority wide teams con�nue to support locali�es across all care groups. Whilst not favored as a core element of our ongoing workforce strategy, where necessary limited use of agency social workers has also been employed in Adult and Jus�ce services. A close partnership approach has developed and will be maintained between the service and our HR colleagues in terms of ongoing recruitment strategies. Adver�sing frequency and dates have been reviewed to streamline processes and quicken the employee onboarding experience. This will con�nue to be reviewed and improvements made wherever possible. The service also commissioned research into the recruitment of Social Workers from Black and Minority Ethnic Communi�es. It is hoped that the findings of this research will shape recruitment policies and prac�ces, ensuring they are not just non- discriminatory but an� racist, to the benefit of applicants from these communi�es and the service as we endeavor to recruit a more diverse workforce. To assist in the reten�on of Social Workers, a regrade was ac�oned on 1 May 2023. Following a re-evalua�on process undertaken during 2022 which recognised the evolu�on in the social work role in response to both na�onally driven expecta�ons, a more complex and integrated service delivery landscape and the need for an empowered workforce. As a result of this NLC Social Workers increased from grade NLC10 to NLC11, moving NLC from 23rd place, on a list of 32 Local Authori�es, when looking at star�ng salary, to 2nd place. Job Descrip�ons are being updated and it is hoped that these ac�ons will bring several benefits including reflec�ng of the professionalism in the role and ensuring NLC’s compe��veness in the market. As outlined in 4.2 below, a commitment to support Prac�ce Learning, the Supported Year in Prac�ce and to both Con�nuous Professional Development and Health and Wellbeing, are all Page 487 of 522
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70 cri�cal to longer-term recruitment and reten�on strategies. This support will con�nue to be updated and reviewed. Ul�mately however ac�on will also be required at na�onal level on social work workforce issues including on areas which create barriers to entry to the profession such as the lack of training bursaries. Our Senior Prac��oner Scheme con�nues to contribute to reten�on and the building of a skilled workforce. It allows social workers and occupa�onal therapists to progress to an enhanced salary scale on comple�on of relevant post qualifying training and commitment to undertake addi�onal responsibili�es. The scheme remains a key component of our model, with over 60 prac��oners within the service carrying the status alongside tailored work plans iden�fying their addi�onal contribu�on to the service. Social workers who meet the criteria have immediate access to temporary Senior Prac��oner status, pending a process to confirm status. Our strong commitment to the provision of Prac�ce Learning as part of Learning Network West has been maintained providing quality learning experiences. The service has benefited significantly from the input of the students and as noted above this also supports recruitment. Our hubs are currently suppor�ng 25 newly qualified Social Workers, in their first year of employment, in addi�on to students training to be Social Workers. All student placement opportuni�es are overseen by a dedicated Senior Officer in our Training and Organisa�onal Development team. Feedback highlights the value of this support to new social workers and students whilst also providing flexibility of deployment to support service needs. 5.3 RECRUITMENT AND RETENTION OF MENTAL HEALTH OFFICERS North Lanarkshire Council remains commited to developing social workers through the MHO Traineeship Scheme, which supports Social Workers in gaining an MHO award. 1 qualifica�on was supported in 2022/23 and 3 Social Workers are undertaking the course in 2023/24. Recruitment is supported from all care groups with colleagues across Educa�on and Families, Adults and Jus�ce Services showing an interest in being considered for the Award. To support a steady flow of candidates to prepare for the opportunity to undertake the PQ MHO Cer�ficate we have also established a temporary social worker (non-MHO) post within our Community Mental health Team. This post will allow social workers to gain knowledge, experience, and suitable exper�se to allow them the opportunity to apply for PQ MHO Cer�ficate, hopefully encouraging a smooth pathway from the social worker to MHO role. Mental Health Officer forums con�nue every 6 weeks, offering discussion on prac�ce issues, case studies, na�onal reports/guidance and providing feedback to Sco�sh Mental Health Law Review. North Lanarkshire con�nue to offer MHO’s the opportunity to obtain, and maintain, Senior Prac��oner status and to share their knowledge and experience with MHO and social work colleagues in rela�on to various aspects of AWI and MH legisla�on as well as Self Directed Support. Page 488 of 522
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71 We recognise the breadth of knowledge, experience, and skill across the MHO service and plan to restart consulta�on sessions regarding human rights, AWI and MH Act as well as establishing MHO champions who have areas of prac�ce interest, in rela�on to neurodiversity, forensic work, and complex trauma. Remote external training and development opportuni�es con�nue to be available to MHO’s, for example via the Sco�sh Forensic Network, Mental Welfare Commission and MHO community of prac�ce (SASW). To strengthen the structure a stand-alone Prac�ce Assessor, to support Mental Health Officer training, has been appointed. In addi�on, a Mental Health Officer post for complex discharge planning has also been added, on a temporary basis, to the NLC structure with a postholder in place. We have also appointed on a Temporary basis a Mental Health Officer within the coming home team in line with Sco�sh Government proposal in this area. Since December 2022 we have secured 3 full �me MHO and 3 sessional MHO. Currently the Mental Health Service is under review. The return to a locality-based model referenced earlier in this report will also see and expansion of Senior Social Workers/MHOs from 4 to 6. 5.4 SOCIAL CARE As reflected in Section 2.6.9 above there remain significant recruitment, retention, and capacity challenges with respect to the Home Support Service. The roles of Support Officer and Service Delivery Coordinator have been particularly challenging. A review of Home Support Services is ongoing but considering the current challenges, the decision was taken to redesignate the post of Support Officer to Home Support Scheduler, and the posts of Service Delivery Coordinator to Home Support Team Leader. It is felt that the new designations are more descriptive of the roles and that this may assist in the understanding and expectation of applicants for these posts. Work is also ongoing to ensure Home Support Workers are aligned to appropriate teams, with a focus on re-ablement and Home Assessment Team, to support hospital discharge. Other areas in which recruitment challenges are also evident include Locality Support Services and some roles within residential childcare, significant factors being wider labour market changes and comparative pay. In addition to wider strategic actions, service areas are themselves active in seeking solutions, for example, locality support services have continued to build links with education, encourage apprenticeship schemes and promote the idea to young people that a career in social care is rewarding and full of possibilities for promotion, further education and development. A group has been set up with a focus on promoting succession planning and preparedness of workers interested in promotion, staff development and the introduction of the principles of creating a working environment that is trauma informed. Page 489 of 522
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72 5.5 ADMINISTATION AND BUSINESS SUPPORT The Administra�on and Business Support personnel within Social Work play a vital role in strengthening service delivery. However, they are currently experiencing difficul�es with the substan�al challenges in recruitment and staff reten�on. The volume of vacancies and turnover, especially in primary posi�ons, have had a significant impact on both the service and its workforce. Many staff members are leaving for other opportuni�es, either within the Council or in the private sector. To address these issues, there are plans in place to conduct a comprehensive review of Administra�on and Business Support across Adult Health & Social Care, Children & Families and Jus�ce Services. The goal is to implement a revamped Business Support model that enhances efficiency and offers roles tailored to the specific needs of the services, thereby making them more atrac�ve and providing beter career advancement prospects for staff members. 5.6 CARE ACADAMY Health and Social Care is the largest employment sector within North Lanarkshire and experienced significant increases in demand and ongoing workforce challenges over the year. In terms of future workforce planning, through the UK Shared Prosperity Fund, NLC will make further investment in its staff - to support workforce development and give staff the opportunity to develop and further enhance their careers. We have secured £88,000 over the next 2 years, to develop the skills of the workforce within Adult Health and Social Care. This will be delivered in three projects: Project 1 – Trainee Social Worker Scheme NLC has a successful and respected Trainee Social Worker Scheme where we offer opportuni�es to a small number of staff each year to train in their role to become a Social Worker. The monies received from the UK Shared Prosperity Fund have allowed us to offer staff who are currently on the trainee pathway fully funded qualifica�ons to support them on their journey to becoming a Social Worker. The fund can also fast track students who are already part way through their qualifica�on to achieve it in a shorter �mescale and receive a robust and meaningful placement to allow them to train as a Social Worker. More informa�on can be found in the Social Work Student Hub update below. Project 2 – Upskilling for Home Care Workers As part of a commitment to professional development requirements set out by the SSSC, Home Support Workers require to have a basic Health and Social Care Qualifica�on. Recruitment for these roles is difficult and trying to atract already qualified staff is a challenge. To address this challenge, we recruit people who have yet to gain their qualifica�on and fully support them to atain it whilst employed by the Council. The monies from the fund will allow us to put through an addi�onal forty candidates over the next two years who require this qualifica�on for their registra�on. It also allows us to target Home Care Workers who are keen Page 490 of 522
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73 to progress in their career further and achieve the next level of qualifica�on, helping us to build a pipeline of talent for the future. Project 3 – Home Care Support Officers Support staff are a vital resource for the Home Support Service. Investment in this group of staff is paramount to ensure we retain them and increase morale within the service. Allowing them access to an early qualifica�on in Health and Social Care can create a pathway to future employment opportuni�es in the service. The fund allows us to offer up to thirty opportuni�es across the service for staff to gain a qualifica�on essen�al to their progression within the service. The monies from the UKSPF are allowing us to expedite access to qualifica�ons in a Service where it is difficult to recruit and retain staff. It will help to promote a sense of commitment to the development of staff and hopefully lead to greater reten�on, improved morale as well as a secure pipeline of talent for the future. 5.7 WORKFORCE DEVELOPMENT AND STAFF SUPPORT Ge�ng it Right in Child Protec�on Course – 17th to 23rd May 15 Social Workers trained. There con�nued to be a wide range of learning and development opportuni�es open to staff over the year, supported and planned both corporately and at service, team and individual level with a focus on alignment to service and corporate ambi�ons and redesign but also on more specific team and individual development needs, the later through our PRD processes. Prior to the pandemic the council invested in LearnNL a cloud-based learning management system designed to support a more inclusive and accessible approach to learning whilst improving digital literacy. Going forward, as part of the Learning and Development Strategy, there will be a fully comprehensive learning and development offer for all colleagues within Children and Families, Jus�ce Services and Adult Health and Social Care. This will include pathways for learning for job roles, highligh�ng the mandatory and essen�al training for all jobs within the Service. It will also give access to aspira�onal learning to support career progression within the services. In rela�on to the development of this pla�orm, there has also been ongoing sessions delivered to Adult Health and Social Care service management to highlight the use of Learn NL and its func�ons as a Learning Management System, using the available func�ons to record and maintain records in rela�on to mandatory training. This will be par�cularly beneficial when determining Care Inspectorate compliance issues or highligh�ng areas of concern that require aten�on across the services. Work has also been ongoing in rela�on to the development of the management toolkit and PRD management for all health and social care staff. Page 491 of 522
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74 A summary of key ac�vity over the period with respect to Learn NL, Assessment Centre, and training ac�vity to suppor�ng registra�on and the social care workforce and Post-qualifying Awards is as noted below: 5.8 LEARNNL Total number of ac�vi�es undertaken on LearnNL including mandatory learning – 11,001 Leadership Development – 29 ac�vi�es Fundamental Leadership – 5 Influen�al Leadership – 9 5.9 ASSESSMENT CENTRE AND REGISTRATION The Assessment Centre con�nues to support SVQ, and PDA qualifica�ons required to meet registra�on, role and CPD requirements. This is achieved through both in-house assessment and access to SVQs through external providers. Awards completed (2022 – present) SCQF Level 6 (SVQ2) – 32 SCQF Level 7 (SVQ3) – 5 SCQF Level 9 (SVQ 4) – 1 Ac�ve Candidates – External Programmes (2022 – present) New College Lanarkshire – 20 West Lothian College – 1 Ac�ve Candidates – Internal Programmes (2022 – present) SCQF Level 6 (SVQ2) – 2 SCQF Level 7 (SVQ3) – 4 SCQF Level 9 (SVQ4) – 3 5.10 POST GRADUATE OPPORTUNITIES • Advanced Prac�ce skills – 1 completed 2022 • Postgraduate in Management and Leadership – 1 completed 2022 • Postgraduate in Child Welfare and Protec�on @ S�rling University – 4 started in 2022 and due to be completed June 2023. A further four will commence September 2023 due to finish June 2024. • Postgraduate Cer�ficate in Child Welfare – 4 started in June 2022, due to be completed June 2023 • Postgraduate in Adult Support and Protec�on – 2 • Postgraduate in Contemporary Drug and Alcohol Studies -1 • Exploring the Theory and Prac�ce of Psychological Trauma – 1 • MSc In Leading People Centred Care – 1 • PDA in Health and Social Care Supervision – 1 Page 492 of 522
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75 • MSC Applied Professional Studies Child Protec�on Module - 1 • Part funding of final year of PHD qualifica�on – 1 5.11 PROFESSIONAL DEVELOPMENT AWARD IN PRACTICE LEARNING (PDA PL) SQA LEVEL 11 Over the past five years we have promoted prac�ce learning and successfully built a strong cohort of competent and confident link workers and currently have a wai�ng list to become a prac�ce educator. Three social workers are due to qualify as prac�ce educators in 2023 with a further five being put forward for the next cohort starting March 2024. 5.12 SOCIAL WORK DEGREE PATHWAY WITH THE OPEN UNIVERSITY Over the year fi�y-five staff members across different Social Work services from admin staff to support workers and managers expressed interested in gaining a Social Work Degree - requiring them to study in their own �me and commit to self-funding. Eight of these staff members were recruited to the Trainee Social Work programme. The qualifica�on for this group is fully funded by the Health and Social Care partnership reserves; four of the trainees are undertaking the fast-track route to qualifying within eighteen months and the remaining four are undertaking the BA degree in Social Work and will qualify 2026/27. As men�oned above in the UK Shared Prosperity Fund update, a further fourteen members of staff who were already part way through their qualifica�on with the Open University are being financially supported to achieve their modules. These staff are from across Home Support, Jus�ce, Access Social Work and Educa�on and Family support workers. There are six employees comple�ng their last year of the Social Work degree and their first assessed placement was fully funded and due to be completed in July 2023. These six employees will then be progressing onto their final assessed placements star�ng February 2024 and will qualify around October 2024. The level of interest in comple�ng social work training from a group of staff across the service whose posi�on provides a good insight into both the rewards and challenges of a career in social work is encouraging and provides a strong base to further expand qualifying training opportuni�es should na�onal investment in this area be forthcoming to supplement ac�on taken to date. 5.13 STUDENT SOCIAL WORK HUB Between April 2022 to August 2022: thirty-nine student social workers were placed across service users’ groups. Thirty-one were placed in tradi�onal placements with on-site Prac�ce Educators and Link Workers. Due to the on-going issues following the pandemic, these Page 493 of 522
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76 placements were ini�ally more challenging due to remote working and limita�ons on the office environment. The Hub worked as best it could with the students to s�ll provide meaningful learning opportuni�es and successfully support them in their placement. Following their final placement in the Hub, twenty-five students gained employment with North Lanarkshire Council and are in post on the newly qualified Social Work supported year. Our first generic student hub was development as a “test for change.” Eight students from Strathclyde University were placed in the hub with an on-site Prac�ce Educator from Talent and Organisa�onal Development. Following a successful pilot, five of the eight students from this hub secured employment with NLC and transi�oned onto our NQSW supported year and remain in post to date. Between August 2022 to March 2023 two generic social work hubs were created - one in the North based at Cumbernauld Locality which had ten students who worked across Airdrie, Coatbridge, and Cumbernauld. The other hub was in the South and worked across Bellshill, Motherwell and Wishaw, this hub also had ten students. A full �me Prac�ce Educator was allocated to each Hub to work with the students during this �me. Work was undertaken within the hub by student social workers included kinship, childcare and community care assessment and criminal jus�ce social work reports. Between August 2022 and March 2023 there were nineteen student Social Workers placed in traditional placements across different service users’ groups. Six of these students were North Lanarkshire Council employees on their first assessed placement which was provided by the Hub. There are currently another two student hubs which have twenty-two students from external universities with two on-site full-time Practice Educators. These hubs support Community Care and Justice. In addition, we have again implemented two “test for change” sites in progress: one student based within the Virtual/Forest school base in Airdrie and two based in Access Social Work. 5.14 NEWLY QUALIFIED SOCIAL WORK PROGRAMME North Lanarkshire Council is one of 12 local authorities in Scotland who are working with the SSSC on the early implementation of a support year for Newly Qualified Social Workers (NQSW). The Grant funding agreed by the SSSC for the year 2022-2023 was £30,000. This amount, along with further internal funding was used to employ a Practice Learning Officer to lead the development and implementation of a supported year for all NQSW recruited to North Lanarkshire Council. This decision was made to promote equality of opportunity across all NQSW employees, promote the consistency of support in adherence with SSSC recommendations, and further promote staff retention. Page 494 of 522
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77 A consistent and quality induction was a Core Element of the supported year, and the NQSW development lead alongside colleagues from Talent and Organisational Development created a virtual social work induction that was placed on LearnNL. This can be used to update and inform all new employees to North Lanarkshire about the roles, functions, models, and aspirations of social work in North Lanarkshire. Building on previous Early Professional Development sessions, the NQSW are now encouraged to attend twelve, 4 -weekly face to face sessions where support and learning directly align to the NQSW Standards that quantify the social work registration requirements for the SSSC. Between April 2022 and March 2023, a total of 40 NQSW were recruited across all social work disciplines. Thirty-five of these had been students on placement at North Lanarkshire Council. All have been involved in the supported year. Of this number, 3 NQSW have successfully completed the requirements of the supported year to date and have submitted their work to SSSC. A further seventeen will end their supported year by November 2023 with the remainder by April 2024. All have received training in relation to the expectations of the supported year, their Senior Social Workers have also received training in their changed role, as has senior management. As a result, the needs of our NQSW recognised as a priority, and NQSW learning, and development has been a focus of allocations of work, supervision, and training opportunities. With a further 25 NQSW anticipated to join the supported year after March 2023, the ongoing development of the year remains paramount. Indications are that the NQSW supported year will be ratified by Scottish Government for it to be a mandatory requirement across all of Scotland from October 2024. North Lanarkshire Council are well placed to recruit and retain NQSW because of our current and future development. 5.15 OTHER KEY TRAINING AND DEVELOPMENT ACTIVITIES March 2023 saw the introduction of a newly established Health and Social Care sub team within Talent and Organisational Development. The sub team was developed due to the recognised needs and ongoing challenges the Adult Health and Social Care workforce continues to face in responding to competing priorities such as the registration agenda, recruitment and retention of staff as well as ensuring that staff have adequate access to learning and development pathways; all in keeping with our workforce development plans. One of the key priority areas for the sub team is the co-ordination and management of the registration agenda. This area of work will be ongoing as we look at allocation of resources to meet the needs of services to ensure a sustainable and reliable model of delivery; whilst ensuring compliance levels are maintained and improved. Work has already commenced regarding identifying priority areas of mandatory training particularly in relation to Level 1 Adult Support and Protection training made available for all Home Support staff and Level 2 for Service Delivery Coordinators. This will be a collaborative Page 495 of 522
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78 effort involving all Adult Health and Social Care Teams throughout the Home Support services and the Adult Protection Committee. Furthermore, during this time priority is given to the delivery of mandatory Infection Control, Moving and Handling and Medication training. As of March 2023, a total of 1989 staff have attended events in relation to these key areas. As well as the above we have also continued to offer core training in relation to Adult Support and Protection, Council Officer training, Appropriate Adult, Child Protection and Promoting Positive Behaviours. We have also continued with the delivery of essential mental health learning including ASIST, Suicide Alert, Safe Talk, Scottish Mental Health First Aid and Mental Health Stigma Workshops. There are further ongoing developments in relation to the roll out of Trauma Informed Practice. There are two sessions of the Getting it Right in Child Protection training arranged to take place in May and October 2023. This will result in approximately 40 additional Social Workers being trained in this area. To date 293 people have registered to participate in Understanding Child Neglect eLearning module and 262 people have completed this. There have been 1349 registrations for Child Protection Awareness training and 1136 people have completed. 377 people have registered for Assessment and Planning for Children and Young people and 251 have completed. In addition to the above mandatory and core programmes we have also commissioned access to widely requested training such as Autism and Neurodiversity, Sensory Impairment Awareness and Dementia Support Skills all of which were delivered using a blended approach of online and face to face learning. Due to the popularity of these courses, we envisage further opportunities to be developed in these areas in the future. 5.16 TRAUMA INFORMED PRACTICE In line with the National Trauma framework, a significant priority continued to be changed to the delivery of social work services across systems and within organisations to improve outcomes for individuals and communities. Senior leadership in North Lanarkshire committed to organisational change and the development of staff knowledge and skills. This was evident in the transformative change of the Hub implementation plan and whole family support approach based upon meaningful collaboration with people with lived experience of trauma. To support the implementation of Trauma informed practice, build on, and add pace to the work, the Trauma training programme was integrated into training plans. Furthermore, a Senior Officer was appointed in late Feb 2023. This role supported the vision and actions of the steering group and the implementation of trauma training. The training plan included all 4 levels of the National Trauma Training Programme. A universal element was also developed. This approach was mandatory for all staff to support understanding of trauma, its impacts and how to reduce re traumatization for people using our services and staff. Further methods and support are planned to be delivered to staff on a phased basis dependent on their service area and role. Page 496 of 522
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79 5.17 LIVED EXPERIENCE As has been reflected throughout this report, throughout 2022/23, the increased involvement of people with lived experience in influencing and shaping what we do has been very beneficial – across training, development ac�vi�es and targeted employment of those with lived experience. Further work is planned across the service to enhance engagement with, and the par�cipa�on of, people with lived experience. Alongside this, we an�cipate that joint development sessions alongside people with lived experience for those staff involved in ethical commissioning will help to further embed lived experience into our overall approach. 5.18 REFLECTIVE LEARNING: THE SCOTTISH CHILD ABUSE INQUIRY/HISTORICAL ABUSE Improvement work continues to take account of the reflective learning from the Scottish Child Abuse Inquiry, with many themes aligned with the ambitions of the Promise and associated development work. Both the Inquiry and the Promise highlight the power of language and the importance of robust record keeping, detailing the involvement of services with children and families, often at times of significant and life altering change. A particular focus has been a review the language used and recording practice by staff in in a range of settings to promote record keeping that is rights based, written in an accessible format and is trauma informed. A language leaflet was developed to support the workforce embed the key principles in practice. Records are often accessed by individuals to support their understanding of past events in their life. The service has seen a significant increase in requests for access to records. To increase confidence and competence across the workforce to engage with the requester and to complete the request, a range of development sessions were undertaken. The sessions were attended by 91 workers with follow up forums scheduled for the future. 5.19 SUPPORT FOR STAFF WELLBEING As highlighted throughout this report, staff commitment and resilience has continued to be remarkable during these challenging times. As with any workforce, anywhere, staff are more than just staff, they are people too, with lives and families, and needs of their own. Workplace pressures, issues with staff recruitment and retention, in meeting the very high levels of demand, working within an agenda of significant change and the residual impacts of the COVID pandemic all have a degree of impact on staff well-being. As part of our wider approach to wellbeing, we continue to have a focus on the wellbeing of staff within day-to-day practice and working arrangements, to manage and thrive. Our service continues to offer a wide range of staff wellbeing initiatives and supports, which helps meet many of the work-based challenges mentioned above. One of our key priorities in 2023/24 is to further embed a framework of well-being at work to ensure all staff have maximum opportunities to flourish, in turn being more equipped to support the people of North Lanarkshire to meet their outcomes. Page 497 of 522
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80 6. LOOKING FORWARD – PRIORITIES FOR 2022-2023 AND BEYOND As was highlighted in previous reports, several factors such as living with COVID, the cost-of- living crisis, the increased demand for social work interven�ons and support, the increased number of people who have complex needs and staffing challenges in health and social care, all mean that mee�ng demand within available resources will prove difficult in the forthcoming year and beyond. Challenges in other parts of the public sector, such as the acute health services, can also reasonably be an�cipated. However, within North Lanarkshire we have a strong partnership ethos, well balanced social work, social care and health arrangements integrated working across Health and Social Care, the Educa�on and Families Service and the wider Council and Partnership and this will help mi�gate many of the challenges noted above. We will also con�nue with our whole system approach to help meet these challenges. This includes the Empowering Cluster’s model within Educa�on and Families, the 3 Conversa�ons Model in Adult Services and our approach to whole family planning and support. Income maximiza�on and tackling poverty con�nue to be key strands in the delivery of social work and social care in North Lanarkshire. These have become increasingly integrated into day-to-day prac�ce and service delivery and have a strong fit with the core values of social work – promo�ng, independence, self-help, and self-reliance. The challenges faced by the people who require our support are significant. The close associa�on across poverty, health inequali�es and statutory interven�ons across all social work care groups and the dispropor�onate experience of poverty also impac�ng on unpaid carers mean that tackling poverty in all its forms will con�nue to be a priority for us. Workforce pressures and issues in social work and social care con�nue to need aten�on at both na�onal and local level - to reduce the risk to the delivery of statutory responsibili�es to maintain the quality of care and support, and to ensure capacity. Alongside this, the desire for con�nuous development to improve outcomes con�nues. Where necessary, service redesign will move forward, to ensure that we can deliver personalised support and services. Digital developments will con�nue to be essen�al and create opportuni�es for wider engagement. We have invested in an enhanced assis�ve technology team. Whilst technology can’t ever replace face to face human contact, it can play a vital role in offering virtual support, minimizing risk, maximizing independence, and reducing isola�on. Our inten�on ensures that where appropriate, assis�ve technology is introduced at the right �me, as a preventa�ve or an�cipatory support, rather than as a reac�ve measure. Our focus on building trauma informed systems and organisa�ons con�nues, as well as to strengthen prac�ce in this area. This will be fundamental in crea�ng a healthy service which supports staff to deliver excellence for our communi�es. Page 498 of 522
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81 As in�mated in last year’s report, the conclusion of a tender for a new social work case management system was an�cipated to be completed early in 2022/23. This process has now concluded, and work is well under to migrate to the new MOSAIC system, which will enhance performance management informa�on. Work has also progressed towards the introduc�on of a dynamic scheduling system within Home Support. Significant work con�nues to be required around strategic needs assessment and other preparatory work to support the renewal of key statutory plans due later in 2023 including the HSCP’s Strategic Commissioning Plan (sure this was finalized end of March 23) and the Children’s Services and Community Jus�ce Plan whilst the Council will also refresh its Programme of Work. The financial context for service delivery, as for the wider public sector, will con�nue to be challenging and the impact will be exacerbated by the an�cipated growth in demand across all social work care groups. Despite our considerable focus on financial planning, there will be specific challenges around the nature of addi�onal funding specifically in jus�ce and children’s services and atribu�ng a higher propor�on of resources upstream to help with preventa�ve and \ or an�cipatory approaches. We will con�nue to work on this approach as the value in preven�ng or minimising the risk of greater need arising is clear. As highlighted in last year’s report, the context for the delivery of social work services will con�nue to be impacted by key na�onal policy drivers including the Promise, the yet to be finalised incorpora�on of UNRC into Scots Law, the Vision and Strategic Priori�es for Jus�ce, and perhaps most significantly by the planning and legisla�ve process for the proposed Na�onal Care Service. Addi�onally wider and emerging demands on social work services include the Na�onal Transfer Scheme for Unaccompanied Asylum-Seeking Children and, with the resetlement support needs arising from the conflict in Ukraine. The overall scale of change, alongside the demand and workforce pressures for social work will con�nue to challenge capacity. Looking ahead there will be a need to maintain the benefits of local best prac�ce and partnership working whilst progressing the system transforma�on required to address longstanding problems and to support outcomes. Con�nued strong leadership will be required to support staff and to balance pressures with core service delivery, and the associated risk to those we support, with the change and improvement capacity required for the scale of envisaged over the coming years. Page 499 of 522
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North Lanarkshire Council Report Education, Children, and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref Date 21/11/23 Strategic Performance Framework - latest performance results for the Children’s Social Work and Protection From Alison Gordon, Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) E-mail GordonAl@northlan.gov.uk Telephone 01698 332001 Executive Summary For strategic overview and scrutiny purposes, this report provides Members of Education, Children and Families Committee with an update on the latest results for a suite of specific performance indicators for the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) that can be compared nationally and are within the remit of this Committee. The information within this indicator set is only measured annually for benchmarking purposes through the Local Government Benchmarking Framework creating a significant lag in data however this data complements the information on social work performance and improvement activity provided annually to Committee through the Annual Report of the Chief Social Work Officer (CSWO) and through reporting on relevant strands of the Council’s Programme of Work. Children’s Social Work Services are delivered within a wider partnership context with oversight and strategic direction also provided through the Chief Officers Public Protection Group and the Children’s Services Partnership for which the CSWO is lead officer. The Promise remains a key driver of improvement and transformation for both children experiencing care and for children and young people in need and their families, including those for whom there is a risk of harm, and this is reflected in North Lanarkshire’s new Children’s Service Plan 2023-2026. Further work is continuing nationally on the development of a wider indicator set relating to progress against the Promise. 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. The Plan for North Lanarkshire Priority All priorities Ambition statement All ambition statements Item 14 Page 501 of 522
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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 The six frameworks focus on ensuring a corporate one council approach in respect of Policy, Governance, Performance, Self-Evaluation, Project Management, and Demonstrating Improved Outcomes for Communities. 1.3 The Strategic Performance Framework comprises performance measurement at three levels (as per the diagram on the right). This aims to collectively provide an overview of performance to help understand the impact of council activities on improving services and outcomes for the people and communities of North Lanarkshire. The measures in this Framework allow for day to day activities, and progress towards achieving the long- term vision set out in The Plan for North Lanarkshire, to be regularly monitored, reported, assessed, and scrutinised. 1.4 The Strategic Performance Framework is aligned to the Accounts Commission statutory direction which places a requirement on councils to report a range of information in terms of (1) improving local services and outcomes, and (2) demonstrating Best Value. Key points of note in this respect are that the Accounts Commission also expect to see: (a) A balance in reporting areas of improvement that have been achieved and not achieved. (b) Reporting that is undertaken in a timely manner. (c) Easy access to performance information for all citizens and communities. 1.5 A Performance Reporting Schedule supports the timely submission of a range of performance information that facilitates Elected Members and senior management to undertake regular performance reviews that inform scrutiny, challenge, and decision making processes. This Schedule, endorsed by the Audit and Scrutiny Panel in February 2023, includes Chief Officer’s individual six monthly Performance Reviews at Service Committees in line with the Strategic Performance Framework. 1.6 This report therefore presents the Education, Children, and Families Committee with the latest performance results for the Children’s Social Work and Protection areas of service for Members’ further review and scrutiny. 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: Programme of Work Statutory / corporate / service requirement Page 502 of 522
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7. Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe. 9. Invest in early interventions, positive transitions, and preventative approaches to improve outcomes for children and young people. 14. Ensure the highest standards of public protection. 2.2 The high-level performance overview in Appendix 1 presents Members with a summary of the latest results for each performance indicator within the remit of the Chief Social Work Officer (Children, Families, Justice, and Integrated Practice). 2.3 The information in Appendix 1 comprises the following: • An ideal direction arrow - this indicates whether a higher or lower figure is the preferred direction of travel. • Measurement unit - for example whether the result is a %, a number, a unit cost (in £), or a ratio. • Performance results for the last 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. 2.4 A large volume of data supports the high-level performance overview in Appendix 1. This is outlined in the latest performance results for Children’s Social Work and Protection Excel spreadsheet which is available through the following link for Members to carry out a deep dive and review and scrutinise each performance indicator further. The Menu on the second tab of the spreadsheet contains built in hyperlinks that automatically take the user to a tab for each performance indicator and therefore provides a useful navigation aid to review the contents of the file. • Latest performance results for Children's Social Work and Protection.xlsx Current context . 2.5 Whilst social work carries specific statutory responsibilities for children and young people at risk of harm, children and young people in need and children and young people experiencing care, or who have experienced care, these duties are exercised within a partnership context. The Chief Social Work Officer however carries key responsibilities for social work performance and standards, and this underpins annual reporting to Committee through the Annual Report of the Chief Social Work Officer. Regulated care services such as adoption and fostering services and children’s houses A higher figure is better A lower figure is better Key to RAG status Green Performance is on target and/or within acceptable thresholds Red Performance does not meet target and is outwith acceptable thresholds Blue Performance surpasses the target and exceeds expectations Page 503 of 522
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are also subject to external scrutiny though the Care Inspectorate with other areas of children and families social work also subject to scrutiny through periodic strategic partnership and thematic inspections. Most recently a Joint Inspection of Services for Children and Young People at Risk of Harm in North Lanarkshire was undertaken over the period April-September 2023, and this is the subject of a separate report to this Committee. 2.6 A number of indicators reflected in Appendix 1 relate to children and young people who experience care, an area where the national driver for transformation and improvement is the Promise, a 10-year transformation programme, and the Promise Plan (21-24). Both the previous, and new, multi-agency Children’s Services Plan for North Lanarkshire are built around the foundations of the Promise and the United Nations Convention on the Rights of the Child (UNCRC), with oversight by the Children’s Services Partnership Board which includes Elected Member representation. New National Guidance for Child Protection in Scotland published in 2021 also frames multi- agency practice and the delivery of statutory children and families social work services. This guidance reflects the wider context of child protection services as a continuum encompassing whole family support and actions to tackle child poverty and extra- familial harm. Children’s Social Work in working across all of these areas is uniquely placed to drive and connect the key strands of work required to support the ambitions of the Promise and the required transformation of systems, outcomes and experience for children and families. 2.7 It is important to note however that the specific data reflected in Appendix 1 of this report is for the period 2021/22 and therefore this reflects a period heavily impacted by COVID during which demand for some areas of statutory activity were supressed. Demand on children’s social work services has since surpassed pre-pandemic levels with referrals for 2022/23 13 % higher than for 2018/2019. This is perhaps unsurprising given the evidence that the pandemic and subsequent cost of living crisis have impacted disproportionately on those families who already faced the greatest adversities. More specifically increased complexity of need and risk relating to older young people, alongside the national transfer scheme for Unaccompanied Asylum Seeking Young People is creating some upwards pressure on the demand for residential care, counter to a longer term downwards trend and which, whilst not evident in the 2021/22 data, may be reflected in future data sets. Recent performance highlights 2.8 1.0% of North Lanarkshire’s population (aged 0-17) were experiencing care through the local authority in 2021/22 , a 5.7% decrease compared to the previous year and lower than the national average of 1.2%. Whilst across Scotland pandemic related factors continued to have some impact on the numbers of children and young people experiencing care at home over this period due to impacts on the Children’s Hearing System, North Lanarkshire’s relatively high performance despite the impact of deprivation has continued to be built around strong partnership working, strengths and relationship-based practice and strong focus on both early and intensive family support, 2.9 Although 2021/22 saw a slight drop in the proportion of children and young people experiencing care who were cared for in community settings, this in part reflects the decrease in children experiencing care (subject to supervision requirements) at home as referenced above. Nonetheless the Council ranked 3rd in Scotland on this ‘balance of care’ measure supporting a significantly higher proportion of young people in community settings that both the national and family group average. The term community setting in referring only to family placements also does not fully reflect the experience for young people as most young people in North Lanarkshire who Page 504 of 522
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experience residential care are supported within small children’s houses within North Lanarkshire in line with our Close to Home agenda. As of 31st March 2023 33, young people were supported in children’s houses within North Lanarkshire, with only 9 young people in residential placements/schools outwith the authority area, 2.10 The need for a safe, stable place to live and ongoing secure relationships are central to a child’s plan. Figures for 2021/22 show that 6.9 % of our children had more than one placement move in the last year compared to a national average of 15.9% and family group average of 13.3 %. The council has consistently performed in the top quartile on this indicator and has remained ranked at 1 for the last eight years, Whilst there was a slight rise in the percentage of children experiencing more than one move over the previous year the exceptionally low figure for 2020/21 is likely to reflect. at least in part, pandemic impacts on care planning and the slowing for a period in realisation of permanence plans, Areas of performance requiring improvement 2.11 The figure of £6,910 for the gross weekly costs of residential care for North Lanarkshire suggests a deterioration in performance in this area with, as in the 2020/21 period the Council ranked 30th and significantly higher on costs than both the national and family group averages, at £4,702 and £ 4,977 respectively. Whilst inflationary factors in both external and internal placement costs are relevant to increasing costs over time, this does not explain comparative performance and is counterintuitive given our steady reduction in the number of children and young people placed in independent out-of- authority residential settings which carry a cost premium. Since this issue came to light we have further analysed the baseline figures for tis calculation which have indicated there has been a data quality issue, with an error in figures used with respect to the number of young people in residential placement which has effectively inflated the average costs. Work is being undertaken to rectify this and ensure the accuracy of figures going forwards. 2.12 Whilst the percentage of children and young people whose names were re-registered on the Child Protection Register within 18 months fell very slightly from the previous year 11.6% to 11.2 % this has remained above the national average of 8.8%. Whilst the actual numbers underpinning this remain relatively small given North Lanarkshire’s lower than average registration rates this is a potential area of concern. Feedback from Child Protection Conference chairs suggest this may in part reflect complexity of circumstances and risks impacting on families as well as our commitment to support as many children as possible remain with families where there may be requirements for intensive support. In order however to ensure that there is no adverse impact on children being removed too early from the Child Protection Register the service along with the Child Protection Committee is undertaking further analysis and audit activity in this area. Next steps 2.13 As noted in paragraph 1.5, the Strategic Performance Framework is supported by a Performance Reporting Schedule. This sets out the arrangements for service, statutory, and Strategic Performance Framework reporting to committee. In this respect the relevant Committee can expect to receive the following in respect of Children’s Social Work and Protection areas of work during 2023/24. Page 505 of 522
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Report Description Committee Committee cycle Annual Report of the Chief Social Work Officer The Chief Social Work Officer (CSWO) of each local authority is required to provide an annual report and a standard template for this purpose is issued by the office of the Chief Social Work Advisor to the Scottish Government. The North Lanarkshire CSWO report provides information on the delivery of statutory functions, and performance and improvement activity across the range of social work services over the last year. • Latest report in February 2023: https://mars.northlanarkshire.gov.uk/egenda/image s/att100042.pdf Education, Children and Families Committee / Adult Care and Social Work Committee Cycle 1 in 2023 reverting back to cycle 4 in 2023 annually thereafter 3. Measures of success 3.1 Measures of success include: • Regular oversight and monitoring of performance across the organisation to gain assurances in terms of governance and accountability. • Regular review and challenge processes to scrutinise the performance of the council to ensure effective use of resources and that resources are directed in accordance with agreed policy and according to priorities, while ensuring sound decision making and clear accountability for the use of resources in achieving improved outcomes for service users and the local community. • Performance monitoring, management, and reporting arrangements that support the demonstration of improved performance in local services and outcomes, and the delivery of Best Value. 4. Supporting documentation 4.1 Appendix 1 - High-level performance overview Alison Gordon Chief Social Work Officer (Children, Families, Justice, and Integrated Practice) Page 506 of 522
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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 507 of 522
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Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Managing and monitoring service performance supports the ongoing monitoring of the service’s risk register. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. 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? As this report is a reflective analysis of performance no impact assessment is required. Areas of related activity and plans for future delivery such at the Children’s Services Plan will be subject to CRWIAs as appropriate Yes ☐ No ☒ Page 508 of 522
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Appendix 1 Children’s Social Work and Protection High-level performance overview - as at September 2023 (Note, some indicators with national comparisons are based on a return that records figures as at July each year, for this reason 2022/23 results will not be available until July 2024.) Page 509 of 522
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☐ Yes ☒ No Ref: GMcL / TO’H Date 21/11/23 Revenue Budget Monitoring Report From Gerard McLaughlin – Chief Officer (Education – North) E-mail McLaughlinG@northlan.gov.uk Telephone 07793 599 269 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 15 September 2023 (Period 6). 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 Service 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 Programme of Work Statutory / corporate / service requirement Item 15 Page 511 of 522
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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 the end of the financial year. Further analysis of major variances is provided within Section 2.2 of this report. 2.1.3. On 12 September 2023, an initial inspection at Motherwell Concrete Hall and Theatre found that Reinforced Autoclaved Aerate Concrete (RAAC) was present within the roofing structure of this venue. Therefore, upon this discovery, this venue was closed for operations with immediate effect. The financial consequences of this disruption, from a revenue budget monitoring perspective, have not yet been fully substantiated, however, initial projected impacts have been reflected in the current reported position at Period 6. Future monitoring reports will provide updates on the financial impact on the overall Service revenue budget position with regards to this matter in the current financial year. 2.1.4. The current 2023/24 budget incorporates £1.226m of savings previously approved by the Council on 23 February 2023. Further information regarding the composition and status of approved savings are included within this report at Appendix 5. Analysis of Significant Variances 2.2.1 The Service has a total employee budget of £388.634m and currently anticipates a projected underspend of £3.256m. The underspend reflects actual and projected vacancies across the Service, 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 underspend of £0.947m within Supplies & Services which incorporates the projected reduction in expenditure linked to the closure of Motherwell Page 512 of 522
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Concert Hall and Theatre (£0.663m) along with the cumulative value of minor underspends across the Service (£0.284m). 2.2.4 The Service is anticipating an overspend of £1.025m within Transport & Plant which reflects ongoing costs pressures within ASN transport (£0.816m) and mainstream transport contracts aligned to Gaelic provision (£0.300m) along with minor underspends across the Service (£0.091m). 2.2.5 The Service is anticipating an underspend of £0.399m within Administration Costs due to reduced expenditure as a result of the closure of Motherwell Concert Hall and theatre (£0.130m) and minor underspends across the Service from the curtailment of non- essential expenditure (£0.269m). 2.2.6 The Service is anticipating an underspend of £0.094m within Payments to Other Bodies primarily due to underspends in relation to fostering / adoption fees and allowances (£0.793m) and other minor underspends across the Service (£0.100m) partially offset by overspends for external placements within the ASN sector (£0.699m) and payments aligned to Gaelic provision (£0.100m) as outlined in Appendix 3. 2.2.7 The Service is anticipating an under-recovery of income of £3.808m in relation to membership fees and site admissions within the Active & Creative Communities estate (£2.263m), projected lost income as a result of the closure of Motherwell Concert Hall and Theatre (£1.012m) along with reduced cross-boundary ASN placements within NLC educational settings (£0.296m) and Leadership Courses (£0.200m) and other minor income under recoveries across the Service (£0.037m). 2.2.8 In addition, the Service is also anticipating minor underspends within subjective budgetary categories of Property Costs, Transfer Payments along with a balanced budget position across 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. In line with financial planning and modelling assumptions, this reserve has been transferred from the Service to Treasury & Capital effective 1 April 2023. In addition, £1.518m has also been redistributed to the Chief Executives Service in relation to 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 £33.749m of allocated earmarked reserves in the current financial year. This utilisation reflects the re-phasing of resources (£9.809m) 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 use of these reserves during 2023/24, and future financial years if applicable, as outlined in Appendix 4. Page 513 of 522
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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 initial 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 6, 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 The Service will continue to review and implement actions, through to financial year end, to minimise and mitigate in-year burdens and cost pressures. These actions include the following: 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 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 Appendix 1: Objective Analysis Appendix 2: Subject Analysis Appendix 3: Payments to Other Bodies Appendix 4: Status of Earmarked Reserves Appendix 5: Savings Gerard McLaughlin Chief Officer (Education – North) Page 514 of 522
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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 515 of 522
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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 516 of 522
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APPENDIX 1 [1] [2] [3] [5] [6] [7] Early Years 34,801,353 34,801,353 0 0.0% 0 Balanced Budget Primary Schools 142,413,510 142,413,510 0 0.0% 0 Balanced Budget Secondary Schools 134,720,415 134,720,415 0 0.0% 0 Balanced Budget Special Schools 22,926,000 22,926,000 0 0.0% 0 Balanced Budget Education Service Delivery 88,128,569 89,621,163 (1,492,594) ADV (1.7%) 266,391 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 41,207,975 39,475,407 1,732,568 FAV 4.2% 282,568 Underspends within employee costs due to establishment vacancies; and fostering / adoption fees and allowances Justice Services 97,399 (177,034) 274,433 FAV 281.8% 74,433 Underspend within employee costs aligned to grant synergies Active & Creative Communities 27,861,906 28,933,151 (1,071,245) ADV (3.8%) (1,189,995) Income under-recovery in membership fees and site admissions partially offset by underspends within employee costs across Leisure and Culture venues along with the net impact of the closure of Motherwell Concert Hall and Theatre following the discovery of RAAC Employability 4,957,328 4,377,880 579,448 FAV 11.7% 579,448 Underspends within employee costs due to establishment vacancies Community Learning 5,407,040 5,299,607 107,433 FAV 2.0% 117,198 Underspends within employee costs due to establishment vacancies Tackling Poverty 1,956,882 2,086,925 (130,043) ADV (6.7%) (130,043) Overspends within employee costs and external payments to third parties 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 06 (01 April 2023 - 15 September 2023) Education, Children & Families DIVISION OF SERVICE ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 517 of 522
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APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 388,634,217 385,378,426 3,255,791 FAV 0.8% 1,044,614 Underspend primarily due to phasing of external funding; recruitment reflecting the academic session rather than the financial year; and Service vacancy management PROPERTY COSTS 78,533,945 78,448,324 85,621 FAV 0.1% 335,621 Minor underspend SUPPLIES & SERVICES 21,887,691 20,940,464 947,227 FAV 4.3% 947,227 Underspend includes projected reduced expenditure as a result of the closure of Motherwell Concert Hall and Theatre along with cumulative value of minor underspends across the Service TRANSPORT & PLANT 21,614,995 22,639,929 (1,024,934) ADV (4.7%) 90,708 Overspend in relation to ongoing cost pressures linked to ASN and Gaelic service delivery and market increase for aligned transport contracts ADMINISTRATION COSTS 6,108,561 5,709,072 399,489 FAV 6.5% 399,489 Underspend includes projected reduced expenditure as a result of the closure of Motherwell Concert Hall and Theatre along with curtailment of non-essential expenditure across the Service PAYMENTS TO OTHER BODIES 42,452,271 42,357,788 94,483 FAV 0.2% 143,673 Underspends within fostering / adoption fees and allowances and other inor underspends partially offset by overspends in relation to external ASN placements and Gaelic provision TRANSFER PAYMENTS 4,337,704 4,287,704 50,000 FAV 1.2% 50,000 Minor underspend 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 39,863,644 39,863,644 0 0.0% 0 Balanced Budget TOTAL EXPENDITURE 647,864,363 644,056,686 3,807,677 FAV 0.6% 3,011,332 As stated above INCOME (143,385,985) (139,578,308) (3,807,677) ADV 2.7% (3,011,332) Under-recovery of income in relation to Active & Creative Communities membership fees and site admissions along with the impact of the closure of Motherwell Concert Hall and Theatre following the discovery of RAAC; and fewer cross-boundary ASN placements within NLC settings. NET EXPENDITURE 504,478,378 504,478,378 0 0.0% 0 Balanced Budget [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 06 (01 April 2023 - 15 September 2023) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 518 of 522
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APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 7,311,887 7,385,820 (73,933) ADV (1.0%) 26,067 Payments in relation to Gaelic provision partially offset by minor underspends across service areas Additional Support Needs 8,538,893 9,238,083 (699,190) ADV (8.2%) (500,000) Net overspend in relation to external ASN placements Early Years 13,668,678 13,668,678 0 0.0% 0 Balanced Budget Voluntary Organisations 1,321,944 1,317,516 4,428 FAV 0.3% 4,428 Minor underspend Family Placements 11,388,583 10,595,958 792,625 FAV 7.0% 542,625 Underspend in relation to fostering / adoption fees and allowances Children's Services - General 222,286 151,733 70,553 FAV 31.7% 70,553 Minor underspends within sectional payments and assessment and planning TOTAL EXPENDITURE 42,452,271 42,357,788 94,483 FAV 0.2% 143,673 As stated above [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 06 (01 April 2023 - 15 September 2023) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 519 of 522
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward (DSM) 3,724,000 0 3,724,000 2,482,667 3,724,000 100.0% 0 0 3,724,000 Full spend projected Supporting Education Service Delivery (including temp. teacher recruitment) 15,970,000 (1,675,588) 14,294,412 13,742,730 14,294,412 100.0% 0 0 14,294,412 Multiple-year EMR approval. Phasing reflective of utilisation of EMR. Pupil Equity Fund (PEF) Carry Forward 3,851,000 0 3,851,000 3,634,547 3,851,000 100.0% 0 0 3,851,000 Full spend projected Early Learning & Childcare 7,312,000 (2,148,796) 5,163,204 760,967 5,163,204 100.0% 0 0 5,163,204 Multiple-year EMR approval. Phasing reflective of utilisation of EMR. Children & Young People Mental Health Wellbeing (CYPMHW) Framework 302,000 0 302,000 261,302 302,000 100.0% 0 0 302,000 Full spend projected Shotts Prison SLA 92,000 0 92,000 28,308 92,000 100.0% 0 0 92,000 Full spend projected Whole Family Wellbeing Fund 2,584,000 (2,000,000) 584,000 317,595 584,000 100.0% 0 0 584,000 Multiple-year EMR approval. Phasing reflective of utilisation of EMR. Employability Initiatives 1,191,000 0 1,191,000 126,290 1,191,000 100.0% 0 0 1,191,000 Full spend projected Operating Delivery Model 225,000 0 225,000 88,479 225,000 100.0% 0 0 225,000 Full spend projected Developing the Young Workforce 593,000 (129,000) 464,000 19,310 464,000 100.0% 0 0 464,000 Multiple-year EMR approval. Phasing reflective of utilisation of EMR. Supporting Children & Families Service Delivery 236,000 0 236,000 100,217 236,000 100.0% 0 0 236,000 Full spend projected Scottish Equity Fund (SEF) Carry Forward 695,000 0 695,000 695,000 695,000 100.0% 0 0 695,000 Full spend projected Resettlement and Unaccompanied Minors 5,699,000 (3,673,800) 2,025,200 492,254 2,025,200 100.0% 0 0 2,025,200 Multiple-year resettlement team and aligned service provision. Phasing reflective of utilisation of EMR. CLD and Voluntary Organisations Youth Work Initiatives 301,000 (57,000) 244,000 117,711 244,000 100.0% 0 0 244,000 Multiple-year EMR approval. Phasing reflective of utilisation of EMR. Tackling Poverty Initiatives 250,000 0 250,000 13,483 250,000 100.0% 0 0 250,000 Full spend projected Active & Creative Communities (External Grants & Funding) 533,000 (125,000) 408,000 138,023 408,000 100.0% 0 0 408,000 Multiple-year EMR approval. Phasing reflective of utilisation of EMR. TOTAL 43,558,000 (9,809,184) 33,748,816 23,018,883 33,748,816 100.0% 0 0 33,748,816 Spend to Date NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 06 (01 April 2023 - 15 September 2023) Education, Children & Families FINANCIAL YEAR - 2023/24 DESCRIPTION OF EARMARKED RESOURCE Reserve Allocation Profiled in Future Years Approved Reserve Total Projected Spend Reprofile to Future Years No Longer Required Reserves Required In Year Commentary Regards Usage Page 520 of 522
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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 Period 06 (01 April 2023 - 15 September 2023) Revenue Budget Monitoring Report - Savings NORTH LANARKSHIRE COUNCIL Education, Children & Families DESCRIPTION OF APPROVED SAVING Target Value Value Deliverable Savings Gap APPROVED SAVINGS REPLACEMENT SAVING / FUNDING Reasons for Savings Gap DESCRIPTION Value Revised Savings Gap Commentary Page 521 of 522
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