Agenda Document Pack - Education, Children and Families Committee - 10/09/2024
North Lanarkshire Council · 10 September 2024
Back to Education, Children and Families Committee — 10 September 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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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, 10 September 2024 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 M McBride, B Baudo, 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, 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, P Patton, J Reddin, G Robinson, A Smith, A Stubbs, J Toner, N Wilson.M Clarkson, G McCormick, M McCrossan, I Scott. Page 1 of 134
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Agenda 1 Declarations of Interest In Terms of the Ethical Standards In Public Life Etc. (Scotland) Act 2000 2 Minute - Education Employee Appeals Sub- Committee - 7 June 2024 Submit Minute of Education Employee Appeals Sub- Committee held on 7 June 2024 for approval. 5 - 6 Operational 3 Educational Psychology Standards and Quality Highlights 2023-24 Submit joint report by the Chief Officer (Education - North) and Chief Officer (Education - South) summarising the work of the Educational Psychology Service in session 2023/24. 7 - 24 4 1140 Early Learning and Childcare Update Submit joint report by the Chief Officer (Education - North) and Chief Officer (Education - South) providing an update on the 1140 Hours Early Learning and Childcare (ELC) expansion programme within North Lanarkshire. 5 Resilient People and Brighter Furtures - Progress in Relation to Community Learning and Developement Activity Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) providing an update on the progress in relation to community learning and development activity for 2023/24. 25 - 92 6 Getting It Right for Children in Conflict with the Law Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) setting out the approach to supporting young people in conflict with the law. 93 - 104 Page 3 of 134
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7 Embedding the United Nations Convention on the Rights of the Child (UNCRC) and Realising Children's Rights in North Lanarkshire - Update Submit report by the Chief Social Work Officer (Children, Families, Justice and Integrated Practice) providing an update on activity to support and strengthen the realisation of Children's Rights in North Lanarkshire. 105 - 116 Financial 8 Annual Bad Debt Write-Off Exercise Submit report by the Chief Officer (Education - North) seeking approval to write off outstanding debtor accounts over the value of £500. 117 - 122 9 Revenue Budget Monitoring Report Submit report by Chief Officer (Education - North) providing a summary of the financial performance of the Education, Children and Families Service for the period from 1 April to 21 June 2024 - Period 3 and highlighting major variances in accordance with the Council's approved Financial Regulations. 123 - 134 Page 4 of 134
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EDUCATION EMPLOYEE APPEALS SUB - 7 JUNE 2024 1 7 June 2024 at 10 am. A Meeting of the EDUCATION EMPLOYEE APPEALS SUB-COMMITTEE PRESENT Councillor McBride, Convener; Councillor Baudo, Vice-Convener; Councillors Ballinger, Costello, Currie, Jarvie, Larson, McManus and A. Stubbs. CHAIR Councillor McBride (Convener) presided. IN ATTENDANCE The Chief Officer (Legal and Democratic) and Democratic Co-ordinator. APOLOGIES Councillors Beveridge, Brannan-McVey and Kelly. 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 – 1/2024 2. There was submitted intimation of an appeal against dismissal by Appellant 1/2024, together with a report by the Chief Officer (Education – North) and representations and submissions from Appellant 1/2024. Thereafter, both parties withdrew from the meeting. Both parties were then re-admitted to the meeting. Decided: That the grounds of the appeal had been substantiated and the appeal be upheld. Item 2 Page 5 of 134
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref GMcL/BS/AH/NF Date 10/09/24 Educational Psychology Standards and Quality Highlights 2023- 24 From Gerard McLaughlin, Chief Officer (Education North) / Barry Smedley Chief Officer (Education South) E-mail fergusonn@northlan.gov.uk Telephone 01236 812269 Executive Summary This report summarises the work of the Educational Psychology Service in session 2023- 24. It details how North Lanarkshire Educational Psychologists deliver their statutory core functions (i.e. consultation, assessment, intervention, training and research) to improve outcomes for children and their families. This paper evidences the high quality of service delivery during 2023-24 and provides a focus for continued work going forward. Educational Psychologists have made adaptations to their psychological offers in session 2023-24 in response to rising levels of additional support needs (ASN) and the continued impact of the pandemic. North Lanarkshire Council Educational Psychology Service (NLCEPS) provides support at the universal, additional and intensive level within all establishments and clusters to meet the needs of all children and young people, including those with specific additional support needs. In session 2023-24 intensive work i.e. direct work with children and young people as part of the team around the child, accounted for the largest proportion of service delivery. There was also a significant demand for universal work (e.g. coaching, consultation and training) to enhance professionals and families’ ability to support children. Well-established self-evaluation mechanisms were utilised to measure the impact of the multi-faceted work of the Service. These enabled Psychologists to make responsive adjustments to their service delivery to improve outcomes for children and young people. This paper reports on the positive impact of a wide number of Educational Psychology interventions for children, families, practitioners and families. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the content of this report. The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Item 3 Page 7 of 134
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1. Background 1.1 The work of the Educational Psychology Service is directly focussed on improving outcomes for children, young people and their families in North Lanarkshire. This report provides a summary of the wide range of work delivered in session 2023-2024 and charts the outcome and impact data. Statutory function of Educational Psychology 1.2 Every education authority must maintain a Psychological Service, Education (Scotland) Act 1980 s.4. Educational Psychologists in North Lanarkshire are registered professionals regulated by the Health and Care Professionals Council and their role in Scottish local authorities is determined by law in Scotland (Education (Additional Support for Learning) (Scotland) Act, 2009). The core functions of educational psychologists are consultation, assessment, intervention, training and research. 1.3 Educational Psychologists use psychology as a vehicle to deliver a Service. In North Lanarkshire, a team of experienced Chartered Psychologists work directly (and with partners) to improve outcomes for all children and young people. 2. Report Range of work covered by the Educational Psychology Service in 2023-24 2.1 NLEPS provides a link Psychologist and a regular visiting pattern to every NLC establishment (n=181). Educational Psychologists provide input at the Cluster level, undertake casework in Early Years Partnership Nurseries and carry out key functions at an Authority level e.g., Fostering and Adoption, Out of Authority casework. 2.1.1 Annual Planning Reviews were conducted with 165 establishments in June 2024. This is one method used by the Educational Psychology Service to document work undertaken, to record the impact of this work and to gather feedback about service delivery. These reviews also facilitate on-going professional dialogue with establishments allowing Psychologists to respond to the changing needs of stakeholders. 2.1.2 In session 2023-24, Educational Psychologists delivered training, conducted research, undertook casework, and provided consultation and advice at all levels of the system. Data reveals that the most commonly requested core function in 2023-24 was consultation. Some examples of this included advice about the implementation of whole school literacy approaches and the provision of advice to support individual children with additional support needs. 2.1.3 Annual Planning Review data revealed that Educational Psychologists conducted work at a universal, additional and intensive level within establishments (see figure 1). Intensive level work was the most prevalent. This entails direct work to support individual children. This trend was also evident in 2022-23. 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 8 of 134
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477 382 1233 0 200 400 600 800 1000 1200 1400 Universal Additional Intensive Frequency of Educational Psychology Offers at each Level 2023- 24 Universal Additional Intensive Figure 1: Frequency of Educational Psychology Offers at each Level 2023-24 2.1.4 Approximately 1650 children’s cases are currently open to the Educational Psychology Service with the majority located in SIMDs 1-4 (~63%). 55% of open cases are primary aged children, 21% secondary and 24% early years. Figure 2: Open cases to Educational Psychology Service by SIMD 2.1.5 At the universal level the EPS delivered a significant amount of staff development in session 2023-24 e.g. over 1,200 evaluations returned, with participants representing 150 establishments. Over half of the training was delivered from existing psychology offers while 42% were new topics tailored to individual establishments (see figure 3). NLCEPS will monitor these new requests and if required conduct further development and evaluation work with a view to including these new areas into their existing portfolio. Figure 3: Training delivered by Educational Psychologists in session 2023-24 Over 1,200 Evaluations Returned Staff from over 150 separate Establishments involved Staff reported increase in confidence following CLPL offer Staff rated CLPL offers as 9/10 for overall effectiveness 58% Service Offers 42% Bespoke Offers Page 9 of 134
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Staffing figures 2023-24 2.2 In session 2023-24 NLEPS had a staffing establishment of 24.6 FTE Educational Psychologists. 2.2.1. There is approximately 1 psychologist for every 2,000 children and young people (age 2-18). This is based on June 2024 staffing figures. Educational Psychology Support at the Universal Level 2.3 Educational Psychologists delivered a range of psychological offers at the universal level. Data from a cross section of these offers are detailed below. 2.3.1. Over 700 participants attended a range of health and wellbeing staff development sessions in 2023/24. These included Nurturing Approaches, Resilience Planning Toolkit, Relationships and Brain Development, Wellbeing: Stress and Anxiety, Restorative Approaches and Healthy Sleep. This represents 90 establishments from early years, primary and secondary, We Aspire, and ASN schools. Nurturing Whole Establishment Approaches 2.4 Since 2015 almost two thirds (102) of establishments have completed nurture focussed improvement work facilitated by Educational Psychologists. This session a further 33 establishments engaged in training on Nurturing Approaches. The modules include a range of areas, for example, input, coaching and mentoring in ‘all behaviour is communication’. Following support participants reported a 30% increase in knowledge and confidence. Figure 4. Type of whole – establishment nurture work undertaken by establishments Audit of NLC Establishments Health and Wellbeing Implementation 2.5. An audit and mapping exercise in session 2023-24 of NLC establishments’ health and wellbeing implementation was undertaken. This tracks establishments’ implementation progress and has allowed further evaluation to be completed. For example, case study data from a primary school implementing nurturing approaches revealed a significant increase in attendance for individual pupils i.e. 44% to 78% for a target child. Significant gains were also noted in attainment i.e. 50% to 70% increase in ACEL data for literacy and numeracy. 18% 66% 16% Type of Nurture Training undertaken Introduction to Nurture Introduction to Nurture and Nurture Principle Training Nurture Principle Training Page 10 of 134
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Relationships and Brain Development 2.6 This year 67 Early Years staff from 18 establishments took part in staff development in the area of Relationships and Brain Development. Since March 2021 a total of 402 have participated in this training. Evaluations showed that participants had a better understanding of how children’s brains develop and what they can do to support positive child development. Relationship Based Approaches 2.7 To support establishments with the delivery of the relationship-based approaches promoted within the strategy document Education and Families, Health and Wellbeing Roadmap to Recovery a suite of training resources have been finalised. These focus on Solution Oriented Approaches and Restorative Approaches and have been piloted in establishments. Restorative Approaches test of change 2.8 Across primary and secondary sectors 92 staff from 5 establishments attended level one training in Restorative Approaches. Evaluations indicated their confidence increased in using the techniques by 39% (see figure 5). Changes to practice were also identified: “I will .. use restorative conversations to find solutions to the problems arising between children in the class.” Figure 5. Restorative Approaches – mean staff confidence ratings. Solution Orientated Approach test of change 2.9 A piece of research was undertaken using the Solution Oriented Approach - Working on What Works (WOWW). It was facilitated within a primary setting to support class cohesion and positive relationships. Both teacher and pupil set targets were exceeded (see figure 6) and there was a gain of 28% in ACEL data for listening and talking. 6.1 8.5 0 2 4 6 8 10 Pre-Training Post-Training Mean Staff Confidence Ratings Page 11 of 134
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Figure 6. Improvement in peer relationships, focus and behaviour following solution-oriented intervention Critical Incidents and Suicide Prevention 2.10 Overall, 541 staff from Education, Health, Community Learning and Development and Social Work (SW) have now attended Critical Incidents and Lifelines Lanarkshire workshops since 2022. 2.10.1 In 2023-24, 43 staff attended 4 Critical Incidents and Lifelines Lanarkshire workshops. Confidence ratings for staff in responding to children and young people at risk of suicide and self-harm showed a 21% increase and a 77% increase for responding to Critical Incidents. 2.10.2 Sessions were rated highly effective with 90% staff indicating a high rating for Lifelines Lanarkshire and 87% for Critical Incidents workshops. 2.10.3 The Lifelines Lanarkshire workshop was also delivered to 35 staff from the 5 Children’s Houses and 28 staff from the Fostering and Adoption and Kinship Care panels and associated SW teams. Evaluations were very positive, and staff felt it would support practice. Strengths and Difficulties Questionnaire 2023-24 2.11 The Strengths and Difficulties Questionnaire (SDQ) was administered to all primary and secondary schools between April and July 2023. NLCEPS played a key role within the project team. Educational Psychology produced a full technical report in October 2023, detailing the data analysis, resulting trends and key messages. The Educational Psychology Service then offered information sessions to all schools. School staff were also provided with updated documents and resources to support data analysis and planning at school level. 2.11.1 For the whole primary and secondary school populations, the 2023 data showed a similar picture to that of the 2021 (see figure 7). Comparison of the 2021 and 2023 whole school population data highlighted the stability of wellbeing scores in the years following COVID. 2.69 5.15 4.5 7.72 8.65 8.25 0 2 4 6 8 10 We will choose classmates other than out besties for partner work We can display good focus and attention and stay on task We can be kind and respectful to our friends Targets WOWW Children's Targets After Week 3 After Week 6 Page 12 of 134
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Figure 7. Percentage of pupils scoring in total difficulties score categories for Primary and Secondary – 2021 & 2023 Play-based pedagogy – a practitioner enquiry 2.12 Since 2022, 26 establishments have engaged in this Educational Psychology play- based pedagogy offer. In 2023-24, six CLPL workshops were jointly delivered on developing and implementing play pedagogy in primary classrooms to 22 teachers from 7 schools (including an ASN establishment). 2.12.1 Final evaluation indicates: • 70% increase in teacher confidence from pre to post participation. • 66% of teachers achieved or exceeded their expected professional practice goals such as playfully experimenting with teaching practices, justifying their pedagogical choices, and reflecting on innovative practice ideas. • 83% of teachers achieved or exceeded their goals in relation to impact on children’s learning i.e. improved social skills, problem-solving and collaboration as well as greater engagement in and enthusiasm for learning. Executive Function consultancy offer 2.13 Requests for additional training, resources and mentoring in the area of Autism and ADHD was a theme Educational Psychologists were identifying in establishments. As a result, in 2023-24 the Executive Function training/consultancy offer was extended to include specific information for neurodivergent learners such as Autism and ADHD. All Educational Psychologists received training and the materials are available to establishments through SharePoint. In session 2023/24 24 participants requested input/coaching on this extended offer. Data from evaluations indicates that practitioners feel more confident to understand pupil need and differentiate learning. Educational Psychology Support at the Additional Level Wellbeing, Stress and Anxiety Interventions for staff and pupils 2021 Primary 2023 Primary 2021 Secondary 2023 Secondary Very High 5% 6% 17% 18% High 3% 4% 9% 8% Slightly Raised 7% 8% 15% 15% Close to Average 85% 82% 59% 59% 0% 20% 40% 60% 80% 100% Total Difficulties - % of pupils in each category across 2021 and 2023 Page 13 of 134
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2.14 In response to an increase in requests for support in the area of wellbeing, stress and anxiety Educational Psychologists developed a suite of materials for use in training and case work in 2019. In 2023-24 a further 48 practitioners attended these sessions. 2.14.1 Staff evaluations showed a 26% increase for knowledge of body and brain responses to stress and anxiety, and 20% increase in how to calm their bodies and brains (see figure 8). This will allow them to better support children, young people and families. Figure 8: Impact on children of wellbeing, stress and anxiety interventions 2.14.2 Other work included direct work with young people. For example a group of secondary pupils participated in a workshop and reported a 32% increase in knowledge and understanding, and a 72% increase in their knowledge of how to calm their bodies and brains. Staff and pupil evaluations highlighted the positive impact of the sessions. Supporting children and young people with grief, loss and change (Seasons for Growth) 2.15. To date, over 550 Companions have been trained to deliver Seasons for Growth to support children and young people, parents/carers, and adults experiencing significant change or loss. Pupils have seen gains in building positive relationships, managing emotions, and improving confidence. 2.15.1 In 2023-24, 18 practitioners attended Seasons for Growth Children and Young People Companion Training sessions, gaining skills, knowledge, and confidence to begin facilitating groups to support children and young people. 2.15.2 In addition, 21 practitioners attended the Adult Programme Training and a further 4 attended the Parent Programme Training. Reconnector sessions allowed 12 trained practitioners to share practice and reinforce their knowledge. Healthy Sleep Workshops 2.16 Good sleep is critical for overall functioning and has a direct impact on learning, mental health and attendance. To date, 100 parents, 91 young people, and 93 practitioners have attended Educational Psychology healthy sleep workshops. Participants come from across the estate e.g. We Aspire outreach, ASN, primary, secondary, and early years including partnership nurseries. In addition, direct intensive level work has been delivered to 13 children and young people. 2.16.1 In 2023-24, 22 parents/carers and 18 practitioners attended the workshops. There was a 59% increase for practitioners and a 32% increase for parents in their knowledge and 6.6 8.3 0 2 4 6 8 10 PRE POST Mean staff knowledge ratings of how the body and brain responds when you feel stressed and anxious 7 8.4 0 2 4 6 8 10 PRE POST Mean staff knowledge ratings of how to calm your body and brain when you feel stressed and anxious Page 14 of 134
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understanding of the importance of healthy sleep for learning and development. Parental feedback included: ‘I’ll put into practice some of things we spoke about – winding down at night, less screen time, reading a book to my child before she goes to sleep’. ‘I will turn devices off earlier’. Literacy intervention (Wave-3) 2.17 Educational Psychology co-delivered the Literacy Intervention Wave 3 with colleagues from the Innovation and Improvement Hub to 18 teachers (6 cluster teachers) from 17 establishments. 2.17.1 Immediate evaluation confirms increase in practitioner confidence (from 3.51 to 8.44) in use of literacy assessment and intervention approaches. 2.17.2 Medium term evaluation indicates at least 33 children have received Wave 3 since April 2024 reporting improvements in reading levels, recognition of initial letter sounds, knowledge of high frequency words, application of reading strategies and enhanced confidence in reading. Autism – Supporting Neurodiversity 2.18. Recent research shows the that 86% of autistic children attend mainstream schools in Scotland (Maciver et al, 2023). 2.18.1. NLCEPS have a range of offers from authority, establishment and individual level to support the presumption of mainstream as shown in figure 9. In 2023-24 328 participants across 57 establishments have participated in NLCEPS offers supporting neurodiversity. Educational Psychology Autism Work 2023-24 Authority Wide Establishment Support • P1 teachers CLPL "Lets Not Just See How It Goes" • SCERTS Practitioner Forum • Probationer teacher CLPL • Pilot Parent SCERTS workshop • Autism CLPL for early years, primaries and secondaries supporting inclusion • Individual casework Supporting implementation of Social Communication Emotional Regulation Transactional Support (SCERTS) Figure 9. NLCEPS Autism Strands 2023-24 Autism - Collaborations with National Bodies 2.19. NLEPS collaborated with the National Autism Implementation Team (NAIT) to deliver CLPL to teachers for pupils starting P1 in August 2024. Page 15 of 134
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2.19.1 NAIT‘s P1 professional learning module “Let’s Not Just See How It Goes” was piloted by NLEPS to 36 teachers from 28 establishments in June 2024. This contributed to an Autism Professional Development Day delivered alongside colleagues from a Language and Communication Support Centre, (LCSC), the Neurodevelopmental Team, Speech and Language Therapy and EF Inclusion CIOs. Figure 10: P1 practitioners confidence following autism training 2.19.3 This training increased practitioner confidence (from 6.36 to 8.45) to receive neurodivergent pupils into their mainstream classes (see figure 10). 2.19.4 In June 2024 30 NLC Educational Psychologists were also introduced to the materials to support future delivery. 100% of EP evaluations indicated they were likely to deliver this to their establishments, with some sessions scheduled. Fostering, adoption and kinship care 2.20. Educational Psychologists from NLCEPS continue to be core members of North Lanarkshire’s Fostering and Adoption Panel. This multi-agency decision making panel meets fortnightly and makes important decisions in relation to North Lanarkshire’s fostering and adoption cases. 2.20.1. Educational Psychologists were represented on 38 Fostering and Adoption and Kinship Care Panels that were held over the last year, 2023-24. 2.20.2. NLCEPS continue to provide support and development for potential foster carers and adopters, current foster carers and adopters and Children’s Carer and Kinship Care teams. Educational Psychology Support at the Intensive Level 2.21 At the intensive level Educational Psychologists work in partnership to provide consultation, assessment and interventions to our most vulnerable children and families. Resilience Planning Toolkit – improving outcome planning for children 2.22 In 2023-24 107 staff took part in training in the use of the Resilience Planning Toolkit to support GIRFEC assessment and planning. Practitioners attended training and coaching refresher sessions. Training increased their knowledge and confidence by 49% and the refreshers by 93%. 0 2 4 6 8 PRE POST Practitioner P1 Teacher Confidence "Lets Not Just See How It Goes" Page 16 of 134
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Figure 11: Resilience Planning Toolkit Training session 2023-24 Figure 12: Mean Staff Confidence Ratings following training sessions 2.22.1 Staff commented that: “The toolkit allowed us to pinpoint areas of strength and development for the young people. We were then able to make more specific and manageable targets for the term and input these into the GIRFME plans. The toolkit also highlighted to teachers some specific areas to explore and resources which could be used and implemented in class.” Assessing Children’s Development (using Teaching Talking resource) 2.23.1 In 2023-24 152 practitioners from 33 establishments were provided with training & coaching sessions to assist them in assessing child development. 2.23.2 Across all CLPL models, practitioners' confidence in assessing children’s development increased from 3.7 to 8.5 (out of 10) following training. 4.4 8.5 0 2 4 6 8 10 Pre-Training Post-Training Mean Staff Confidence Ratings Resilience Planning Toolkit Refresher Sessions 82% 9% 9% Resilience Toolkit Training Delivery Session 2023-24 Training Refresher training Coaching Page 17 of 134
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Figure 13: Comments from practitioners following training and coaching sessions 2.23.2 Data from EP’s reveal that Teaching Talking is frequently used in establishments to support practitioners’ understanding of children’s needs. Video Interaction Guidance (VIG) 2.24 A total of 453 children and families across North Lanarkshire have now benefited from accessing this therapeutic intervention, with 23 new clients from August 2023. 2.24.1 In line with previous data 100% of clients report that VIG was worthwhile, that it effectively improved communication and relationships and helped achieve personal goals for their child. One parent noted: Figure 14: Feedback from a parent following the VIG intervention 2.24.2 Commitment to delivery of high-quality support remains high with VIG practitioners actively engaging with CLPL offers at local and/or national level. Video Enhanced Reflective Practice (VERP) 2.25 The power of VERP as an effective coaching and mentoring programme is recognised across NLC and beyond. VERP is a central component of the NHS Lanarkshire / NLC Early Speech Language and Communication Project aligned with the Scottish Government’s priority of promoting and supporting early childhood language development. “The sessions were extremely informative and lots of knowledge was shared about how the Teaching Talking toolkit can support us in the continuous assessment of our children, identifying barriers and strengths in their learning and inputting the appropriate targeted “How can we use the assessment to support our children. It helps us to see clearer children’s strengths and areas of development and support them accordingly.” ‘I know about body language and the little things I do now that makes our time together better’ Page 18 of 134
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2.25.1 20 practitioners across 7 early years establishments have successfully engaged with the programme over the session 2023-24, giving a total of 1,010 participants. 2.25.2 All participants reported making changes to their practice which they feel have had a positive impact on the children with whom they work. Most commonly participants reflected on the importance of giving children time and space. For example, one participant noted that as a result of the training. Figure 15: A comment from a practitioner following VERP training sessions 2.25.3 Feedback in terms of longer-term impact is encouraging with 83% of participants noting plans to continue to use VERP as an ongoing self-reflection and planning tool. Impact of Educational Psychologist’s individual casework 2.26 In July 2024 approximately 1,650 cases were open to the Educational Psychology Service and approximately 750 of these were new cases opened during the 2023-24. Figure 16: Open cases to Educational Psychology Service role or presenting issue 33% 26% 9% 12% 8% 12% EPS Open Cases in 2023-24 by role or presenting issue Assessment Emotional/Behavioural Speech/Communication Learning/Educational Transition / Alternative placement Others (Multiple Categories) ‘I give children more time to react / engage, and I take more time to think about how I react in certain situations’ Page 19 of 134
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Figure 17: Parent / carer feedback themes 2.26.1 Cases were opened for a variety of needs (see figure 16). The highest (33%) were requests for Educational Psychologists to contribute to the GIRFEC assessment process. This is where elements of the child’s needs are still being determined. The second most prevalent reason for referral is emotional/behavioural (26%). 2.26.2 Evidence of the impact of Psychologists’ casework is gathered through a few mechanisms e.g. intervention data, Annual Planning Reviews, parent/carer surveys and casework evaluation forms. Parent/carer(s) survey responses indicated positive outcomes in the themes captured in figure 17. 2.26.3 Positive outcomes for children reported in casework evaluations included: reduced stress and anxiety, enhanced relationships, and increased attendance. Counselling in Schools 2.26 North Lanarkshire Council receives funding from The Scottish Government to provide a counselling service in schools to all children and young people aged 10 and above. Oversight of this work sits with the Educational Psychology Service. 2.27.1 A total of 3,127 children and young people were supported between July 2023 and June 2024. 2.27.2. Evaluations highlighted that 89% of children and young people supported say that counselling has helped them to identify issues and set goals to work towards, and 83% of children and young people supported say that they have had an increased confidence to manage their issues after finishing their counselling. 2.27.3. Staff evaluation shows 76% of staff agree that counselling has improved outcomes for individual children and young people, and 70% of staff agree that themes from referrals and issues addressed in counselling have impacted on planning for supporting children and young people in school. Page 20 of 134
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Figure 18: Staff agreement ratings of counselling improving outcomes for children and young people, and issues addressed impacting on planning for children and young people. Educational Psychology Priorities for 2024-25 2.30 Analysis of outcome data collected by the Educational Psychology Service and a recent Service audit using the newly published Association of Educational Psychology (ASPEP) performance indicators have been used to identify improvement priorities. These include: 2.30.1 To continue to develop and refine mechanisms to measure the impact of the educational psychology service offers / interventions and make adjustments where required. 2.30.2 To contribute to ‘tests of change’, working collaboratively with colleagues in establishments, the SAC Team, the Learning Hub, and National bodies with a focus on improving children’s expressive language, literacy, numeracy and implementation of restorative approaches. 2.30.3 To develop existing offers and interventions based on self-evaluation from 2023-24 e.g., solution-oriented approaches. 2.30.4 To scope new interventions in response to self-evaluation data and local priorities e.g., implementation of Social Communication Emotional Regulation Transactional Support (SCERTS). 3. Measures of success 3.1 The purpose of the work of the Educational Psychology Service is to improve outcomes for children and young people. As demonstrated in this report a variety of measures are used to capture progress in key areas of health and wellbeing and learning and teaching. Measures of success include: • Improvement in staff and carers confidence, knowledge and skills enabling them to better support children and young people. • Progress against individual targets for children. 0% 10% 20% 30% 40% 50% 60% 70% 10% 65% 25% Counselling has improved outcomes for individual children and young people? Strongly Agree Agree Neutral Disagree Strongly Disagree 0% 10% 20% 30% 40% 50% 60% 10% 60% 25% 5% Themes emerging from referrals and issues addressed in counselling have impacted on planning for supporting children and young people in school? Strongly Agree Agree Neutral Disagree Strongly Disagree Page 21 of 134
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• Provision of a link Educational Psychologist to all NLC establishments. • Contribution to improved attainment and attendance figures. Gerard McLaughlin Barry Smedley Chief Officer (Education – North) Chief Officer (Education – South) 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 Page 22 of 134
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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? 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? Page 23 of 134
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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 work of the Educational Psychology Service is underpinned by UNCRC and is intended to strengthen NLCs GIRFEC approaches. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 24 of 134
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North Lanarkshire Council Report Does this report require to be approved? ☒ Yes ☐ No Ref Date 10/09/24 Resilient People and Brighter Futures: Report on progress in relation to community learning and development activity From Alison Gordon, Chief Social Work Officer (Children, Families, Justice and Integrated Practice) E-mail GordonAl@northlan.gov.uk Telephone 01698 332001 Executive Summary This report provides an overview on progress in relation to community learning and development activity for the year 2023/24. This includes both universal and targeted work with an emphasis on engagement with vulnerable people living in the lowest 20% data zones in Scotland and other vulnerable groups as reflected within the national self- evaluation framework for community learning and development. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the contents of this report. The Plan for North Lanarkshire Priority Enhance participation, capacity, and empowerment across our communities Ambition statement (6) Raise attainment and skills for learning, life, and work to enhance opportunities and choices Programme of Work Resilient People Education, Children and Families Committee Item 5 Page 25 of 134
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1. Background 1.1 The Programme of Work to 2028 (Policy and Strategy Committee, 16th March 2023) contains seven interdependent and cross cutting themes. Community learning and development activity is key to many of the actions outlined in the Programme of Work and its recently updated Delivery Plan (Policy and Strategy Committee, 14th March 2024), particularly within the priorities of Resilient People and Brighter Futures. 1.2 As in previous years, this report will summarise progress and performance in relation to community learning and development activity, including both universal and targeted work with an emphasis on engagement with vulnerable people living in the lowest 20% of Scottish data zones and other vulnerable groups as reflected within the national self- evaluation framework for community learning and development (CLD). 1.3 This report reflects the ongoing actions carried out within the current Community Learning & Development Action Plan for 2022-2025 (Appendix 1) which merged the previous Adult Learning, Family Learning, Youth Work and Recovery plans into one plan to ensure a connected and cohesive approach to delivery. 1.4 This report also highlights performance for the year 2023/24 against the following Community Learning & Development (CLD) reportable indicators within the Strategic Performance Framework: • Percentage of children aged 0-7 participating in CLD programmes from the 20% most deprived datazones in Scotland (SIMD 1 & 2) • Percentage of young people aged 8–15 participating in CLD programmes from the 20% most deprived datazones in Scotland (SIMD 1 & 2) • Percentage of adults aged 16 and over participating in CLD programmes from the 20% most deprived datazones in Scotland (SIMD 1 & 2) • Number of national qualifications gained by learners 16 and over participating in CLD programmes • Number of distinct learners 16 and over participating in CLD programmes who have gained national qualifications • Number of literacy, numeracy and digital learning outcomes achieved by participants in CLD programmes • Number of English for Speakers of Other Languages (ESOL) learning outcomes achieved • Number of youth work outcomes achieved through CLD programmes • Number of youth accredited learning awards achieved through CLD programmes • Number of distinct individuals achieving youth accredited learning awards through CLD programmes • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes • Number of family learning outcomes achieved by learners 0-15 in family learning programmes 1.5 These indicators, along with a wider suite of data not reported within the Strategic Performance Framework, assist Community Learning & Development in assessing impact alongside qualitative information such as feedback from learners and partners. Page 26 of 134
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1.6 In addition to this process of self-evaluation, CLD provision is also subject to The Requirements for Community Learning and Development (Scotland) Regulations 2013 and associated guidance for local authorities. Outcomes, improvement activity and the demonstration of positive impact are captured through the How Good Is Our Community Learning & Development? (4th Version) evaluation framework from Education Scotland. HM Inspectors evaluate and report on the quality of CLD provision across all local authorities in Scotland through local inspection and progress visits. The most recent visit by HM inspectors took place in December 2023, with North Lanarkshire receiving the highest level of evaluation. Further details are outlined below. 2. Report Continued Recovery 2.1 Since the removal of COVID restrictions in 2021, the number of unique learners engaging with CLD has continued to increase for the past three years in a row. As detailed below, at total of 8630 distinct children, young people and adults engaged in CLD programmes during the year 2023/24. Trend data shows that enrolment in CLD programmes has not only recovered in recent years but is now actually 15% higher than it was prior to the pandemic (reporting year 2019/20). Engagement in CLD Programmes 2.2.1 In 2023/24, 8630 individuals engaged with Community Learning and Development. This is a 12% increase on the previous year’s figure (7710), which itself was a 40% increase from the year before. This figure records the number of unique learners on CLD programmes (i.e. learners counted once per year regardless of how many times they engage). 2.2.2 The Scottish Index of Multiple Deprivation (SIMD) is used to identify datazones in North Lanarkshire where the highest deprivation occurs. Around 34% of the datazones in North Lanarkshire are classed as being in the most deprived 20% of datazones in Scotland (SIMD 1 & 2), accounting for just under 33% of the local population (SIMD - 2020). Although CLD provision is targeted using SIMD data, it is not confined solely to those datazones as deprivation and a lack of life chances can affect people wherever they live. 2.2.3 Over the past year 3390 adults, aged 16 and over, enrolled in CLD programmes (up from 2981 adults in 2022/23). Of those learners, 45% lived within the 20% most deprived areas in Scotland. This is an increase of 1 percentage point on last year. 2.2.4 A total of 4304 young people aged between 8 and 15 engaged in CLD provision (up from 3829 young people in previous year), with 40% living within the 20% most deprived national datazones. This is a slight fall of 3 percentage points from the previous year. 2.2.5 CLD provision included 936 children (up from 900 children in 2022/23), with 48% coming from postcodes ranked in the lowest 20% of Scottish datazones (SIMD). This is a decrease of 2 percentage points from last year, although still above the service target of 45.5%. Page 27 of 134
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2.2.6 On average, this meant that 43% of all CLD participants (children, young people and adults) were from the most deprived datazones in Scotland. This is similar to the 44% recorded last year. As 33% of North Lanarkshire’s general population live in SIMD 1 and 2 datazones, this shows that CLD provision continues to effectively target those who may face the most barriers. Given the overall increase in learners over the past year, this means that CLD supported over 300 more learners from SIMD 1 & 2 areas compared to the previous year. 2.2.7 CLD’s social media accounts have continued to actively promote the work of Community Learning & Development and recognise the achievements of learners and participants. Since being streamlined in 2021/22, social media channels have focused on the key CLD themes of Adult Learning & Resettlement, Family Learning & Parenting and Youth Work, complemented by specific channels for focussed areas of work such as community-based Gaelic. 2.2.8 Youth Work social media accounts, across platforms such as Twitter, Facebook and Instagram, Twitter have a total of 8144 followers, which is an increase of 14% on the previous year (7160). Family Learning channels have seen a 37% increase in followers over the last year, rising from 2058 to 2810 followers. Adult Learning channels have 1539 followers, which is a 41% increase on the previous year (1094). In total, CLD social media channels have a following of 14053 people, an increase of 20% on last year. 2.2.9 In addition to social media, Community Learning & Development regularly update learners and partner organisations through the use of other digital tools and traditional media. Information is also communicated through reports, newsletters and Sway documents, including the Council’s We Aspire update and CLD’s own newsletters. An example of a CLD report (Summer 2023) can be found at https://bit.ly/CLDsummer23 and a recent CLD Newsletter at https://bit.ly/CLDspring24 for information. 2.2.10 The key CLD engagement figures for the year 2023/24 are therefore, in summary: Engaged with 8630 individuals Up 12% from 2022-23 • Children (0-7 years): 936 individuals Up 4% from 2022-23 • Young People (8-15 years): 4304 individuals Up 12% from 2022-23 • Adults (16+): 3390 individuals Up 14% from 2022-23 3693 individuals engaged from SIMD 1 & 2 datazones Up 301 from 2022-23 14053 total social media followers Up 20% from 2022-23 2.2.11 The next section of the report provides an outline of some of the particular programmes and learning opportunities provided during 2023/24 and their related performance indicators. Page 28 of 134
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Adult Learning & Resettlement 2.3.1 CLD staff continue to provide a range of nationally accredited learning programmes for adults including core skills in areas such as literacy, numeracy, IT, communications, working with others and problem solving. Nationally recognised qualifications include SQA (Scottish Qualifications Authority) units and awards. A total of 488 SQA units and awards were achieved this year via the CLD team. This is a substantial increase of 336% compared to last year’s figure of 112. This increase has been partly due to additional courses in ESOL and Adult Numeracy via externally- funded projects such as Resettlement and Multiply (Sum It Up). 2.3.2 In addition to SQAs delivered solely by the CLD team, a further 104 SQA units were achieved by learners during 2023-24 in partnership between CLD and other local providers such as schools and colleges. This means that a total of 592 SQAs were achieved by CLD learners. 2.3.3 To better reflect the range of other awards achieved by adults, which can include non- SQA qualifications such as First Aid, REHIS Food Hygiene, Adult Achievement Award, Discovery Award and others, this indicator was recently widened to include all national qualifications. 2.3.4 Overall, including SQAs and the other awards noted above, 484 unique learners over the age of 16 gained a total of 651 national qualifications. During the previous year (2022/23), 169 learners gained 238 qualifications. This represents substantial increases during 2023/24 of 186% and 174% respectively. 2.3.5 For the second year running, there has been a large increase in the provision of English for Speakers of Other Languages (ESOL) during 2023/24. CLD responded to the needs of 546 unique learners whose first language is not English and supported them to achieve 3964 learning outcomes. This is a 19% increase in the number of individuals taking part and a 34% increase on the ESOL outcomes previously recorded in 2022/23 (2957). These figures include work with those under the age of 16 where relevant. 2.3.6 The multi-agency Resettlement Team sits within the remit of Community Learning & Development. In addition to existing ESOL provision, the support given by the Resettlement Team to Ukrainian learners over the past two years has increased these figures, along with continued to support to those resettled through previous schemes relating to Syria, Afghanistan and other countries. 2.3.7 As of 31st July 2024, there are 251 properties occupied in North Lanarkshire by over 550 known Ukrainian Displaced People. Accommodation is provided via local hosts (57 guests in 25 hosting arrangements) and Council arranged properties, including High Coats in Coatbridge (309 people in 144 properties) and Birkshaw Tower in Wishaw (121 people in 53 properties). 2.3.8 The Adult Learning & Resettlement Team also support families here through the Afghan Relocation and Assistance Policy and to date have resettled 30 people (7 households) and also support 8 families, totally 27 people, through the UK Resettlement Scheme. The team also work in partnership with Social Work colleagues to support the learning and integration offer for Unaccompanied Asylum Seeking Children. Personal Integration Plans are developed with individuals detailing learning and integration opportunities including ESOL and Health & Wellbeing classes. Page 29 of 134
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2.3.9 To compliment the current ESOL classes already available in six North Lanarkshire venues, additional targeted ESOL & Employability courses have now been offered to support residents looking for work. In addition, six Chat Cafés have been launched across North Lanarkshire to support integration and community connections. 2.3.10 Using a Community Learning & Development approach to working with resettled families, youth provision has been developed further by the Adult Learning & Resettlement Team. The Connect Youth Group, for young people from resettled backgrounds, now meets twice per week and a separate junior group has been developed for young people under the age of 16. Over the past year, the team have worked with partners including Police Scotland, Scottish Fire Service and Active NL to enrich the learning programme for young people. 2.3.11 Community Learning and Development provides support to adults aged over 16 to improve their literacy, numeracy and digital skills. In 2023/24 a total of 687 unique participants engaged with adult literacy, numeracy and digital programmes, which is more than double the learners in the previous year (313 learners). These learners achieved 3405 learning outcomes (up from 1339 in 2022/23) representing an increase of 154%. These outcomes, which now far exceed pre-COVID levels, have been supported by the introduction of Multiply adult numeracy funding via the UK Shared Prosperity Fund (UKSPF). Further details on the CLD team’s Multiply programme, known locally as ‘Sum It Up’, can be found of the Sum It Up pages on the NLC website. 2.3.12 CLD also contributes to the Council's Gaelic Language Plan through a range of programmes, classes and support to communities. 136 unique learners attended Gaelic programmes during 2023/24. This is an increase of 72% on the previous year (79 individuals). Family Learning 2.4.1 Community Learning and Development plays a key role in raising the attainment of children and young people in North Lanarkshire through work with parents, carers and families. CLD teams are directly involved in school-based family learning, through Homelink Workers (Nursery), CLD Workers Schools (Primary) and Home School Partnership Officers (Secondary). Parents benefit from using learned family learning techniques at home and their children directly benefit from increased parental skills, confidence and ambition. 2.4.2 During 2023/24, 1992 unique individuals (an increase of 2% from 2022/23) took part in family learning programmes and 973 learners participated in parenting support programmes. 2.4.3 Parents, carers and children benefit from a range of family learning and parenting programmes with progress measured through thematic learning outcomes. In 2023/24, 3709 family learning outcomes were achieved by adults aged 16 and over (an increase of 4%) and 1365 outcomes were achieved by children and young people aged 15 and under (an increase of 34%). In total, 5074 family learning outcomes were achieved, which is an increase of 497 (11%) on the previous year. 2.4.4 Requests for Assistance (RFAs) are received by the CLD team from colleagues in education establishments, health, social work and other services, seeking intensive family learning and parenting support for specific families. During 2023/24 a total of 635 unique individuals requiring intensive family support were referred to the CLD Family Learning team from schools, other council services and external agencies. This was increase of 129% (more than double) from the previous year in 2022/23 (277 individuals). Page 30 of 134
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Youth Work 2.5.1 The delivery of youth work services is based on a hybrid model of universal and targeted provision. This includes provision such as community-based youth groups, thematic groups, work with schools, individual support and diversionary work with young people. 2.5.2 Community Learning & Development has continued to target work with young people based on need, including young carers, young people with additional support needs, those with health issues and those who are experiencing, or have had experience of, care. Support is carried out by CLD staff within schools, geographic communities and communities of common interest across North Lanarkshire. Staff work directly with young people and, where appropriate, their families in addition to providing general information about wider youth services and support available through partnership working, signposting of provision and communication through social media. 2.5.3 In addition to quantitative measures of engagement, achievement and attainment for young people, a suite of National Youth Work Outcomes has recently been updated as part of the wider Youth Work Outcomes and Skills Framework. These seven youth work outcomes describe the key overarching impacts of youth work. During the initial testing of the new process in 2022/23, 9346 youth work indicators, supporting these outcomes, were recorded by young people across North Lanarkshire. Over the past year, like for like indicators substantially increased to 39,574 (around four times the previous figure). In order to track more manageable data, only full outcomes achieved will now be recorded. A total of 6064 youth work outcomes were achieved by 1534 young people in 2023/24, which will be our baseline moving forward. 2.5.4 CLD has continued to ensure that the voices of young people are heard by supporting local youth forums, the North Lanarkshire Youth Council and Members of the Scottish Youth Parliament (MSYPs). The views of young people have been fed into Council and local partnership discussions such as Community Board meetings, and national consultations through Scottish Youth Parliament Members’ motions. A total of 287 unique young people were formally involved in CLD led youth voice programmes in 2023/24, up by 3% from the previous year. 2.5.5 Young people have continued to gain skills and knowledge throughout 2023/24 by participating in a range of youth accredited learning awards including the Duke of Edinburgh’s Award, Youth Achievement Award, Dynamic Youth Award, North Lanarkshire Challenge, Saltire Award, Hi5 Award and Outdoor Discovery Awards. 2.5.6 During 2023/24 a total of 1738 unique individuals received 2310 youth accredited learning awards. This represents a large increase of 70% in learners achieving (was 1024) and a 96% increase in the number of awards achieved (was 1181) over the past year. The number of youth accredited awards achieved has therefore almost doubled in the past year. 2.5.7 Youth accredited learning awards are tailored to suit young people’s needs and abilities. A wide range of options are therefore available, but the largest categories of awards over the past year have been Dynamic Youth (644), Saltire Award (497), Duke of Edinburgh’s Award (373) and North Lanarkshire Challenge (265). Of those completing their Duke of Edinburgh’s Award, 18 achieved the highest level (Gold) which is more than double the previous year’s total of 8. Page 31 of 134
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Health & Wellbeing 2.6.1 As set out in the Community Learning & Development Action Plan for 2022-2025 (Appendix 1) there are a number of cross cutting themes delivered across Community Learning & Development including equality, diversity, the environment and health and wellbeing. As part of CLD’s learning offer, a range of CLD opportunities are specifically designed to improve health and wellbeing, including the promotion of positive mental and physical health, in response to the needs of learners. 2.6.2 Mental health and wellbeing is supported across youth work and all other parts of CLD provision. Across Community Learning & Development activity in 2023/24, 6099 people took part in programmes aimed at promoting positive mental health including stress management, confidence building, emotional literacy and coping with bereavement or loss. This was an increase of 25% from the previous year (4887 people). 2.6.3 Many of the mental health and wellbeing programmes delivered are nationally recognised courses. A total of 599 individuals attended Living Life to the Full programmes exploring cognitive and behavioural approaches, 112 people took part in Seasons for Growth programmes, dealing with bereavement and loss and 163 individuals participated in Let’s Introduce Anxiety Management (LIAM) programmes, looking at early interventions for young people around low-level anxiety. 2.6.4 Physical health and wellbeing are also supported across CLD activity through programmes designed to explore topics such as nutrition, sleep, exercise and sexual health or raising awareness of the impact of smoking, alcohol and substance misuse. In total 1546 people attended CLD health-related courses or programmes over the past year. 2.6.5 Again, wider physical health programmes delivered by CLD staff also include nationally endorsed courses such as sleep awareness for families (Sleep Scotland) and baby massage (International Association of Infant Massage). 148 people took part in sleep awareness programmes in 2023/24 and 462 participated in baby massage. How Good Is Our Community Learning & Development? (HGIOCLD) 2.7.1 In addition to the internal reporting and evaluation noted above, CLD provision is also subject to The Requirements for Community Learning and Development (Scotland) Regulations 2013 and associated guidance for local authorities. The improvement of outcomes and the demonstration of positive impact is captured through the How Good Is Our Community Learning & Development? (HGIOCLD) evaluation framework from Education Scotland. 2.7.2 As with other sectors, such as schools and colleges, HM Inspectors of Education (HMIe) evaluate and report on the quality of CLD provision across all local authorities in Scotland through local inspection and progress visits. Inspections are based on the quality indicators outlined in the HGIOCLD framework noted above. Although full, one-week, CLD inspections have been put on hold while HMIe undergoes restructuring, shorter 3-day progress visits have taken place instead. 2.7.3 The most recent visit by HM inspectors took place in December 2023 and was published in February 2024, with North Lanarkshire receiving the highest level of evaluation. Page 32 of 134
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2.7.4 The report noted that CLD staff were making “sufficient progress with their CLD plan and have the capacity to continue to improve”. The report highlighted positive work around the local vision for CLD, effective partnership working, strong use of data and target setting and “Clear pathways to volunteering, achievement and employment” including the provision of awards and accreditation for young people and adults. 2.7.5 As a result of the positive inspection, no further actions or follow up visits are required by HMIe until the next round of inspections begin. 2.7.6 Two areas of practice were highlighted by HMIe during their progress visit for sharing nationally on the Education Scotland website. These examples were focussed on the safeguarding of young people and the team’s well-embedded approach to developing local staff and volunteers, particularly through the use of accreditation. Review of CLD Service Delivery, Including the Provision of Youth Diversionary Activities 2.8.1 In line with the Council’s decision to achieve a Year 2 (2025-26) budget reduction, a saving of £883k is required within the Community Learning & Development team, including the provision of Saturday night diversionary activities. In addition to the Year 1 (2024-25) saving of £163k, this totals £1.046m from the current core budget of £5.1m (20% reduction). The 20% reduction was agreed by the Council in February 2024 and was noted as a ‘Review of CLD service delivery, including the provision of youth diversionary activities’. 2.8.2 As part of this ongoing review, the Community Learning & Development team have met with staff and stakeholders to look at current provision, available intelligence and opportunities for improvement. A further stakeholder engagement session regarding diversionary youth work provision on Saturday nights is due to take place in August 2024. This, along with other feedback, will inform a formal Options Appraisal exercise to review saving options across the CLD service. A report on the Options Appraisal exercise and proposals for the delivery of the outstanding saving requirement will be considered by the Corporate Management Team prior to presentation at the next cycle of the Education, Children and Families Committee in November 2024 3. Measures of success 3.1 Strategic Performance Framework outcomes and indicators for 2023/24. 4. Supporting documentation Appendix 1 - Community Learning & Development Action Plan for 2022-2025 Alison Gordon Chief Social Work Officer (Children, Families, Justice and Integrated Practice) Page 33 of 134
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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 34 of 134
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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 35 of 134
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COMMUNITY LEARNING AND DEVELOPMENT ACTION PLAN 2022 – 2025 Page 36 of 134
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June 2022 - December 2022 Stakeholders consulted / date Status of document consulted upon Consultation Record (for most recent update) March 2025 Review date Next review date Document Control Title Community Learning and Development Action Plan 2022-2025 Owner Education and Families Contact Chief Social Work Officer (Education, Families, Justice and Integrated Practice Governance Group Education and Families Author Community Learning and Development Contact Community Learning, Development and Resources Manager Revision History Number Originator Date Review Commenced Revision description / record of change Document approvals Number Governance Group Date approval granted Date approval to be requested (If document still draft) Strategic Alignment Improve economic opportunities and outcomes. Support all children and young people to realise their full potential. Improve the health and wellbeing of our communities. Enhance participation, capacity and empowerment across our communities Page 37 of 134
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Community Learning and Development Action Plan 2022-2025 3 Contents page Introduction 04 CLD during 2020-2022 05 What is Community Learning and Development? 09 The Action Plan 17 Adult Learning and Resettlement 17 Family Learning 24 Youth Work 30 Appendix 1 41 Page 38 of 134
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Community Learning and Development Action Plan 2022-2025 4 “Being in my youth group is very fun and creative, giving us lots of new experiences to try. We get to take part in games, group work, go outdoors and it gives us a range of opportunities to take part in” Introduction Community Learning and Development service in North Lanarkshire is structured across 5 delivery teams: Adult Learning, Youth Work, Family Learning, Resettlement and Learning and Improvement. The teams work well together to improve outcomes for children, young people, adults, and families through learning, with a particular focus on engaging learners from more vulnerable communities. The workforce is made up of 52% full time posts and 48% part time posts (196 staff) with over 75% of the workforce living in North Lanarkshire. Page 39 of 134
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Community Learning and Development Action Plan 2022-2025 5 CLD during 2020-2022 CLD during 2020-2021 The COVID-19 pandemic has had significant impact on North Lanarkshire’s communities with a particular negative impact on mental health and wellbeing and digital inclusion. Many staff were immediately involved in a partnership-led response, through the provision of urgent supplies, personal support and local programmes, including practical daily support, seven days per week, for the children of keyworkers and the most vulnerable local families and individuals. CLD continued to offer support to the most vulnerable children, young people, adults, and families by adapting engagement methods and how the service operated. This approach has seen the service moving from one that functioned predominately through face-to-face delivery and group work provision, to online, telephone, doorstep and outside learning supports and services. Successful adapted interventions included: CLD workers made over 6,500 engagements with vulnerable young people, adults and families between January and February 2021 over 2700 unique young people aged 8 – 15 engaged with CLD during 2021 – 22 over 2200 unique adults aged 16 and over engaged with CLD during 2021 – 22 over 460 unique children aged 0 – 8 engaged with CLD during 2021 – 22 50 young people volunteered in the hubs during summer 2020 170 digital devices and MiFi data connectivity boxes were secured by CLD for local individuals and households as part of Phase 1 of Connecting Scotland. CLD has since supported Council colleagues in Education and Families and Health and Social Care to secure a further 703 devices and MiFi boxes. Every participant was given access to a trained Digital Champion through the Digital North Lanarkshire partnership, CLD has helped to coordinate and score Connecting Scotland applications from a range of local organisations, with a total of 2437 devices coming into the area so far Page 40 of 134
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Community Learning and Development Action Plan 2022-2025 6 In 2020 – 21 100 adult learners completed 193 SQA qualifications 19 weekly ESOL (English as a second or other language) classes took place online over 800 young people participated in the Big Sleep Out In 2020 North Lanarkshire Duke of Edinburgh’s Award participants had a 5% higher completion rate than the national average. In 2020 the number of young people starting Duke of Edinburgh’s Award was 12% higher than the national average. In addition, 175 young people completed their Certificates of Achievements. completion of Hi5 Awards doubled in 2020 (156 in 2019 and 348 in 2020) over 1,000 Learning Bags distributed to families, adults, and young people to enable participation in blended learning programmes and learning at home. They covered a range of topics including STEM, cookery and mental health and wellbeing. 8 staff trained in Sleep Counselling and 14 in Sleep Awareness enabling 190 distinct clients to benefit from the Sleep Scotland programme Throughout the recovery phase, Community Learning and Development continued to provide direct support to communities whilst meeting COVID regulations in place at the time. This has led to new ways of working for many, including online learning, and an increase in existing methods of engagement to meet the needs of learners and participants such as telephone support, outdoor education, and detached work. The workforce has become far more agile as a result. Page 41 of 134
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Community Learning and Development Action Plan 2022-2025 7 CLD during 2021-2022 The post-COVID recovery of local CLD provision continued throughout 2021-22. Many of the CLD programmes directly affected by restrictions were re- established alongside the continuation of alternative opportunities developed over the past two years (such as virtual group sessions, online learning and outdoor activities). These developments led to an increase in the number of unique learners engaging with CLD and will be further strengthened following the removal of most remaining COVID restrictions after April 2022. CLD delivery during 2021-22 included highlights such as: • 5504 individuals engaged with CLD (a 72% rise on the previous year). This figure records the number of unique learners on CLD programmes (i.e. learners counted once per year regardless of how many times they engage) • 2271 adults, aged 16 and over, enrolled in CLD programmes (up from 1851 adults in 2020/21). Of those learners, 41% lived within the 20% most deprived areas in Scotland (as defined by SIMD). • 2744 young people aged between 8 and 15 engaged in CLD provision (up from 1141 young people in previous year), with 42% living within the 20% most deprived national datazones. • CLD’s social media accounts were streamlined to help engage communities by age group and learning theme. Separate social media channels focus on Adult Learning, Family Learning and Youth Work, in addition to accounts dedicated to Gaelic and the Young Person’s Guarantee programme. • CLD staff continued to provide a range of Scottish Qualifications Authority (SQA) accredited learning programmes including core skills in areas such as literacy, numeracy, IT, communications, working with others and problem solving. • The service responded to the needs of 296 learners whose first language is not English (a rise of 60%) and supported them to achieve 799 learning outcomes. • 201 participants engaged with adult literacy and numeracy programmes (up from 147 the previous year). • 1208 parents (up from 367 in 2020/21) engaged in family learning programmes and achieved 1203 learning outcomes. This easing of access restrictions in schools and other educational establishments enabled more parents to take part in learning programmes. • 195 individuals requiring intensive family support were referred to the CLD Family Learning team from schools and other council services. This was supported by the roll out of a new CLD system to deal with Requests for Assistance (RFAs) from schools. • 44 people attended CLD’s Gaelic programmes during 2021/22. This contributed to the Council’s Gaelic Language Plan through a range of programmes, classes and support to communities. • 169 people participated in the Discovery Award programme for people aged 50 and over during 2021/22, up from 21 the previous year. • 120 adults were supported as part of the Adult Achievement Award (AAA), which gives adult learners the opportunity to gain a nationally recognised award for learning undertaken in the community, at work, in the home, or in volunteering programmes. • The voices of young people continued to be heard through CLD’s support of local youth forums, the North Lanarkshire Youth Council and local Members of the Scottish Youth Parliament (MSYPs). In November 2021, North Lanarkshire registered the highest number of votes in the Scottish Youth Parliament elections with 8,506 votes. • 780 young people achieved 952 youth accredited learning awards (107 more young people and 258 more awards than the previous year). These included Youth Achievement, Dynamic Youth, North Lanarkshire Challenge, Saltire, Hi5, and John Muir Awards. • In addition to the wider achievement awards noted above, young people gained 307 Duke of Edinburgh’s Awards (245 Bronze, 36 Silver and 26 Gold Awards), which was an increase from 277 awards achieved in 2020/21. Page 42 of 134
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Community Learning and Development Action Plan 2022-2025 8 • CLD continued to provide opportunities designed to improve health and well- being, including mental health and coping with stress. 115 individuals attended Living Life to the Full programmes and, in total, 1815 people attended CLD health-related courses and workshops with a focus on topics such as reducing the impact of smoking, addressing substance misuse and promoting healthy diet and weight. • Approximately 800 young people continued to attend diversionary activities each weekend, through Friday Night and Saturday Night Projects for young people across nine venues, including the popular Street Soccer programme. Young people participate in free physical activity and youth work programmes leading to improved health and wellbeing outcomes. Page 43 of 134
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Community Learning and Development Action Plan 2022-2025 9 “Youth Work has improved my communication skills, my ability to speak up and join in a conversation or debate and has allowed me to make some amazing new friends. I owe a lot of the confidence I’ve gained in the last year to youth work and the opportunities it has given me” Existing plans To respond to changing needs during the pandemic, thematic plans were developed in 2021 to meet the ambitions of the previous CLD Partnership Plan and respond to the needs of communities. These can be consulted on the links below: Family Learning Plan and update Adult Learning plan and update Youth Work plan and update To ensure a connected and cohesive approach to delivery, these plans will be merged into this one CLD Action Plan 2022 to 2025. Page 44 of 134
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Community Learning and Development Action Plan 2022-2025 10 What is Community Learning and Development? Community Learning and Development (CLD) is described nationally as: A distinct sector of education alongside early years, primary, secondary, further and higher education A discipline using a distinct set of competencies that can be utilised by staff in a range of settings across the public sector and third sector A process of supporting disadvantaged or vulnerable groups and individuals of all ages to engage in learning, with a focus on bringing about change in their lives and communities An area of activity, undertaken in a wide range of settings, that promotes the national outcomes for community learning and development. The Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) continues to underpin national CLD policy in Scotland. The Guidance notes that CLD is ‘a distinctive process of engagement and support, with a learning content that is negotiated with learners.’ CLD ‘plays a central part in ensuring individuals, families and communities across Scotland reach their potential through lifelong learning, mutual self-help and community organisation - and that the available support and opportunities are community-led, built around people’s aspirations.’ The Purpose of CLD, as defined by the Scottish Government, is to empower people, individually and collectively, to make positive changes in their lives, and in their communities, through learning. The Community Learning and Development approach is based on a commitment to the principles of: Empowerment - Increasing the ability of individuals and groups to influence matters affecting them and their communities Participation - Supporting people to take part in decision-making Inclusion, equality of opportunity and anti- discrimination - Recognising some people need Reach Course! It was a good opportunity to learn new skills……. Working as a team Page 45 of 134
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Community Learning and Development Action Plan 2022-2025 11 additional support to overcome the barriers they face Self-determination - Supporting the right of people to make their own choices Partnership - Ensuring resources, varied skills and capabilities are used effectively. Page 46 of 134
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Community Learning and Development Action Plan 2022-2025 12 Local and national context Community Learning and Development operates within the parameters of national and local acts, strategies and plans. National context - a short summary The Scottish Government has created a National Performance Framework (NPF) to provide a clear vision for public services and to enable progress to be monitored across the country. Five overarching strategic objectives guide the development of all public services in an integrated way. These objectives are: Wealthier and Fairer - Enable businesses and people to increase their wealth and more people to share fairly in that wealth. Smarter - Expand opportunities for Scots to succeed from nurture through to lifelong learning, ensuring higher and more widely shared achievements. Healthier - Help people to sustain and improve their health, especially in disadvantaged communities, ensuring better, local and faster access to health care. Safer and Stronger - Help local communities to flourish, becoming stronger, safer places to live, offering improved opportunities and a better quality of life. Greener - Improve Scotland’s natural and built environment and the sustainable use and enjoyment of it. The relationship between the national and local context is described fully in the CLD Partnership Plan 2021–24. UK and Scottish Government Strategies, Policies and Acts Scottish Government National Performance Framework Local Outcome Improvement Plans CLD Action Plan CLD Partnership Plan Programme of Work The Plan for North Lanarkshire Have lots of information now to think about. Very inspired with the range of services, support, and organisations available in my area. I will follow up on these.’ Page 47 of 134
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Community Learning and Development Action Plan 2022-2025 13 Underpinning these strategic objectives are 11 national outcomes: 1 We grow up loved, safe and respected so that we realise our full potential 2 We live in communities that are inclusive, empowered, resilient and safe 3 We are creative and our vibrant and diverse cultures are expressed and enjoyed widely 4 We have a globally competitive, entrepreneurial, inclusive and sustainable economy 5 We are well educated, skilled and able to contribute to society 6 We value, enjoy, protect and enhance our environment 7 We have thriving and innovative businesses, with quality jobs and fair work for everyone 8 We are healthy and active 9 We respect, protect and fulfil human rights and live free from discrimination 10 We are open, connected and make a positive contribution internationally 11 We tackle poverty by sharing opportunities, wealth and power more equally National plans and strategies can be accessed in Appendix 1. Page 48 of 134
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Community Learning and Development Action Plan 2022-2025 14 Local context – a short summary The Plan for North Lanarkshire sets the direction for partners, the council, stakeholders, communities and people who live, learn, work, invest, and visit within North Lanarkshire. It is a Plan with a vision of inclusive growth and prosperity, with a shared ambition that aims to ensure the benefits reach all North Lanarkshire communities with a fairer distribution of wealth. Five Priorities are key elements of the Plan and Community Learning and Development’s input supports all of them in a variety of ways: Improve economic opportunities and outcomes. Support all children and young people to realise Adult learner attending a First Aid course said: A Gaelic learner said: “The Gaelic class has become the highlight of my week due to the other people there, whose friendship, support and patience have become a valued part of my life. We also have the best tutor, who ensures everyone is involved, understands what teaches us, and encourages us to converse with each other in Gaelic. Direach sgoinneil, tha mo gaol orra tha uile” Page 49 of 134
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Community Learning and Development Action Plan 2022-2025 15 their full potential. Improve the health and wellbeing of North Lanarkshire’s communities. Enhance participation, capacity, and empowerment across North Lanarkshire’s communities. Improve North Lanarkshire’s resource base. Page 50 of 134
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Community Learning and Development Action Plan 2022-2025 16 CLD Partnership The North Lanarkshire Community Learning and Development Partnership was formally established in its current form in 1999. The CLD Partnership brings together a wide range of local and national organisations involved in the development of learning, skills and community capacity building across North Lanarkshire. It is recognised that the three national CLD priorities around youth work, adult learning and family learning and community capacity building are delivered by many different local organisations, ranging from small voluntary sector projects to large public sector agencies. Whilst each member organisation continues to have its own specific purpose, the North Lanarkshire CLD Partnership aims to bring stakeholders together, as equal partners, to jointly assess needs, plan services, review outcomes and develop practice for the benefit of local learners and participants. The North Lanarkshire CLD Partnership works on behalf of the wider North Lanarkshire Partnership and delivers against the community planning partnership’s ongoing commitment to the Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012). Local Outcome Improvement Plans Local Outcome Improvement Plans (LOIPs) have been produced for the following Community Boards. Airdrie Cumbernauld Northern Corridor Bellshill Kilsyth Shotts Coatbridge Motherwell Wishaw The plans provide a focus for local planning and delivery which: Outline the priorities highlighted by local people and support partnership action and approaches. Provide a focus for the work of the Community Board. Ensure that people have the opportunity to shape, influence and benefit from the vision and ambition outlined in the Plan for North Lanarkshire. They provide frameworks for local delivery across the nine Community Board areas. These are based on the needs and aspirations of local communities as well as an evidence-based understanding of each area. The overarching aim of the Local Outcome Improvement Plans is to ensure better use of shared resources to support the most disadvantaged people in local communities and tackle the inequalities that exist in North Lanarkshire as a result of poverty and social-economic disadvantage. They outline the key priorities for each Community Board area that have been identified through an extensive stakeholder engagement programme which was undertaken throughout 2020. Further details on the CLD Partnership and its Plan for 2021-24 can be found on: https://www.northlanarkshire.gov.uk/ sites/default/files/2022-04/North%20 Lanarkshire%20CLD%20Partnership%20 Plan%202021-24_.pdf Page 51 of 134
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Community Learning and Development Action Plan 2022-2025 17 Programme of work The Programme of Work is the key resource for delivering and sustaining the long-term vision set out in The Plan for North Lanarkshire. It provides a clear roadmap for work across all council services and with partners and allows for plans of action to be developed that inform the projects, activities, services, technologies and resources that need to be harnessed in order to seize opportunities to deliver on the long-term strategy, while achieving value for money. CLD will continue to contribute to the annual Programme of Work by identifying aspects of the service which particularly relate to the five priorities of the Plan for North Lanarkshire. The document is refreshed annually, and the latest version can be found on MARS. Local plans and strategies can be accessed in Appendix 1. Emerging cross cutting themes Within the five priorities in the Plan for North Lanarkshire, several cross-cutting themes have assumed significance for CLD services over the last year. Some of these are: poverty, mental health and wellbeing, employability and family support. CLD contributes to all of these themes through programmes and initiatives. Tackling Poverty In the last 2 years CLD has contributed to tackling poverty through locally accessible learning programmes and other targeted projects. Some examples are: free bus travel cards issued to people aged 5 - 21 in North Lanarkshire (over 40,000 in 2022 – 23) over 5,000 young people in North Lanarkshire are Young Scot members #YSAttain Project targeted at young people disadvantaged by poverty and other impacts Duke of Edinburgh’s Award costs met for young people actively participating in the Award (1123 in “Getting the opportunity to organise and Awards Presentation was an absolutely amazing experience, and I would love to Page 52 of 134
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Community Learning and Development Action Plan 2022-2025 18 2021 – 22) free entry to Time Capsule Takeover events (500 young people in 2022) free school prom outfits donated to the Prom Shop (70 young people benefitted in 2022) free physical activity in 8 venues every Friday and Saturday evening (900 young people in 2022) free summer learning programmes (2058 individuals attended in 2022) referrals to welfare support agencies including Financial Inclusion, food banks, Citizen’s Advice, grant awarding bodies and clothing banks. (66 referrals in 2022) Page 53 of 134
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Community Learning and Development Action Plan 2022-2025 19 The following targets for participation by learners residing in the lowest 20% of Scottish datazones in the SIMD data have been set for the years 2022/23, 2023/24 and 2024/25: Participation targets 22/23 23/24 24/25 % of adult learners enrolled from the lowest 20% of Scottish datazones 48.5% 49% 49.5% % young people aged 8 - 15 participating in CLD programmes from the lowest 20% of Scottish datazones 46% 47.5% 48% % children aged 0 - 7 participating in CLD programmes from the lowest 20% of Scottish datazones 45% 45.5% 46% All CLD staff will make referrals to relevant council services and local organisations that can provide support. Through work with adults and young people CLD will provide financial education and money management skills. Health and Wellbeing Mental and physical health and wellbeing is a prominent theme of CLD service delivery. Living Life To The Full (LLTTF), Let’s Introduce Anxiety Management (LIAM), health walks, Mens’ Space and outdoor learning are some of the activities that have helped participants cope with the challenges of 2020 and 2021. Consultation with adults, young people and families has identified health and wellbeing as a continuing priority and therefore will remain an overarching theme of CLD service delivery during the life of this plan. Some examples of actions are: Offer SQA wellbeing modules Establish a health and wellbeing subgroup in Family Learning Increase the number of health and wellbeing outcomes achieved through family learning and parental engagement programmes Provide youth focused information on the North Lanarkshire Young Scot webpages and social media Increase participation in LLTTF Offer school and community-based Seasons for Growth groups people. I have learned the skills you need Page 54 of 134
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Community Learning and Development Action Plan 2022-2025 20 Attainment and Employability Over 29,000 North Lanarkshire residents of working age (16 – 64) have no formal qualifications. This is 13.6% of the population and is 4.9 percentage points higher than the Scottish average. To help address this CLD has provided opportunities for participants to engage in accredited learning programmes such as SQA units and group awards, food hygiene awards (REHIS), Youth Achievement Awards, First Steps to Youth Work, Duke of Edinburgh’s Award, John Muir Award, Saltire Awards, and Adult Achievement Awards. In 2021 – 22 64 participants gained 84 SQA units, 307 Duke of Edinburgh’s Awards were achieved, and 780 individuals gained 980 accredited learning awards Nineteen young people were employed as Assistant Support Workers through the Scottish Government funded Young Person’s Guarantee Programme in 2021 – 22 with all progressing to positive destinations of employment, training or further education. Fifty young people took up the opportunity to volunteer at the summer hubs in 2021. Adult learner attending a First Aid course said: Page 55 of 134
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Community Learning and Development Action Plan 2022-2025 21 Actions are included in this plan which will support the Council’s priority to improve economic opportunities and outcomes. Some examples are: To deliver a varied digital learning programme with clear progression routes to develop better ICT skill for life and work Implement a development plan focused on delivering numeracy learning to adults aged 19 and over to meet the objective of the UK Shared Prosperity Fund Multiply programme To develop and deliver a programme of training and paid work experience that meets the Scottish Government’s Young Person’s Guarantee Increase the number of core skills outcomes achieved through family learning and parental engagement programmes Provide volunteering opportunities and work experience options for young people Increase the number of qualifications, awards and accreditations achieved by young people Support for individuals and families The CLD team takes a whole systems approach to supporting individuals and families to ensure that barriers to learning are removed. Through referrals from internal colleagues and external partners staff are able to tailor relevant support to each individual or family which can include one-to-one support, home visits, nurturing approaches, and onward referrals to other services. Support is available to families and individuals at key transition points and to groups with specific needs such as care experienced young people, people with disabilities or health issues, those whose first language is not English and those who have resettled in North Lanarkshire through government supported schemes. Care experienced young people and their families receive support from CLD as part of the Council’s commitment to The Promise and through the local Getting it Right For Every Child (GIRFEC) planning pathways. Parents receive additional support in areas such as breastfeeding, improving children’s sleep routines and attachment. Environment North Lanarkshire Council recognised the urgent need to tackle climate change and adverse environmental impact caused by human activity when it declared a climate emergency in June 2019 and in the report to Policy and Strategy Committee in December 2021, The Challenge: Net Zero by 2030 Post CoP26 Delivery of Meaningful Climate Action As part of CLD consultation events, climate change and the environment feature as a matter of concern, especially among young people. Over the last two years Youth Climate Ambassadors have been taking local action and raising awareness of these topics. CLD teams have been involved in outdoor learning, participation in the John Muir Award and inter- generational gardening projects. Page 56 of 134
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Community Learning and Development Action Plan 2022-2025 22 Some of the actions identified in the plan for 2022 – 25 which reflect this theme are: Roll out environment themed workshops in youth work provision and schools Continue to support the North Lanarkshire Youth Climate Ambassadors to raise awareness of climate change and environmental issues. Continue to promote outdoor learning and train staff in Forest School provision Equality and diversity In the past 2 years there have been a number of projects aimed at increasing participation from under-represented groups or those facing barriers to participation: LGBT+ youth groups Work with New Scots families, particularly those coming to North Lanarkshire as part of resettlement programmes ESOL (English as a second or other language) classes Men’s Space project for those who have become isolated during the pandemic Development Officers have delivered training on United Nations Convention on the Rights of the Child (UNCRC) to colleagues in CLD and other Council services. Page 57 of 134
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Community Learning and Development Action Plan 2022-2025 23 During the life of this plan CLD intends to: deliver a programme by the resettlement team that encompasses the integration of all New Scots families into communities and includes their community learning, education, employability, health and social needs implement a revised ESOL offer organise events for young people on the theme of equality and diversity adults and young people will be involved in raising the profile of UNCRC Workforce development CLD has a continuing commitment to upskilling, training and developing the workforce. Staff training will be recorded through the CLD staff training matrix, the Performance Review and Development (PRD) process and LearnNL. All CLD staff will complete the mandatory training units and will receive training in Cognisoft IO where appropriate. The youth work team will continue to lead on UNCRC and deliver training both to CLD staff and other council services as required. All staff will undertake contextualised safeguarding training. This multi-agency training will be facilitated by North Lanarkshire Social Work. Training in outdoor learning and Forest Schools will continue for those already undertaking training with the intention of extending this throughout the life of the plan. Staff will be given training opportunities based on their required skills. This will include Numeracy, SQA assessment and verification, Health Issues in the Community (HIIC), Certificate of English Language Teaching to Adults (CELTA), internet safety, Relax Kids, LIAM, Sleep Scotland, forest schools, STEM, the Professional Development Awards (PDA) Introduction to Tutoring Adult Literacies Learning (ITALL), and Support Adult Literacies Learning (SALL). Other staff development opportunities will include LLTTF, drug and alcohol awareness, suicide prevention, Seasons for Growth and other aspects of equality and diversity including social media accessibility. Awareness raising sessions and training around the Young Scot National Entitlement card will also be offered. First Steps to Family Learning is new course created by CLD which is in the final stages of gaining SCQF Level 4 accreditation approval, supported by New College Lanarkshire. Having been successfully piloted by participants on the Young Person’s Guarantee Programme, this course will be used to upskill CLD staff and partners across the authority. people” Page 58 of 134
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Community Learning and Development Action Plan 2022-2025 24 Targeted provision and place- based programmes. CLD has systems in place to respond to the need for targeted provision and is able to respond to emerging needs through the work of the CLD Partnership, CLD staff involvement in Community Board meetings, the development of Local Outcome Improvement Plans (LOIPs) and GIRFEC planning pathways. Consultation Over 600 participants, as well as partner agencies and staff, have taken part in consultation events during 2021 and 2022. Online surveys and focus groups were used to gather participants’ opinions and several topics emerged which are reflected in the action plan below and in the emerging cross cutting themes highlighted above. These were: Mental and physical health and wellbeing, drugs and alcohol awareness Poverty, the cost-of-living crisis and money management Equality and diversity The environment and climate emergency Youth participation and engagement - having your voice heard Employment, training, awards, accreditation and qualifications Information and activities for young people Page 59 of 134
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Community Learning and Development Action Plan 2022-2025 25 The Action Plan Adult Learning and Resettlement The Adult Learning and Resettlement team works with adults across North Lanarkshire to develop better skilled, educated, confident and empowered people contributing to connected and inclusive communities. The CLD Adult Learning and Resettlement manager leads a team of CLD Development Officers, CLD Adult Learning and Resettlement Workers, Support Workers and Assistant Support Workers who all contribute to ensuring that the needs of adult learners are met. The Adult Learning and Resettlement Delivery Plan sets out actions to improve life chances for adult learners across North Lanarkshire. It focuses on both local and national priorities, with key themes including community based adult learning, health and wellbeing, Young Persons’ Guarantee, Multiply Project, health and Resettlement. The Adult Learning and Resettlement Team works with Syrian, Afghanistan and Ukrainian individuals and families who are part of UK and Scottish Government programmes and have resettled in North Lanarkshire after fleeing war in their own countries. The team provides ESOL classes and combined ESOL / Employability courses across North Lanarkshire supporting refugees and displaced people to improve on their English language skills, thereby increasing opportunities for learning, employment, and integration into local communities. Working closely with partner organisations and residents the team facilitates community activities, volunteering opportunities and provides links to community groups and local charities. As part of the wider Resettlement Team, the CLD Resettlement team works with other NLC services to ensure that all resettled people have access to suitable housing, health, and local schools, as available to all North Lanarkshire residents. Page 60 of 134
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Community Learning and Development Action Plan 2022-2025 26 Theme: Expanding and Extending Adult Learning The Adult Learning and Resettlement team wants adult learning to be available, accessible, and meaningful with more people understanding the value and impact of adult learning. The CLD Adult learning programme contributes to all 7 National CLD Outcomes as stated in the NL CLD Partnership Plan 2021-24 and Programme of Work. The team provides adult learning opportunities that are lifelong, learner centred and cover all areas of life – personal, work, family and community. Objectives • Development and delivery of a programme which meets objectives of National Strategies and NLC Plans which offers connected adult learning opportunities across North Lanarkshire communities and organisations, targeting the most excluded and disadvantaged. • To put learner needs, experiences and voice at the heart of adult learning and increase learner awareness around community engagement and in relation to the 9 town boards. • A varied programme with clear progression routes, including accreditation, to develop better ICT skills for life and work. • Family learning is available and accessible to help impact on raising attainment and closing the poverty-related attainment gap. • Adult learners are confident and capable to progress in life through achieving qualifications that are relevant to them. To develop skills and confidence and increase economic opportunities for adults through qualifications. To offer a broad programme of accreditation which provides progression routes and links from community-based education to further educational opportunities. • To create an ambition and delivery plan in line with Multiply Programme objectives. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of literacy, numeracy and digital learning outcomes achieved. • Number of ESOL (English for Speakers of Other Languages) learning outcomes achieved Actions Milestones Evidence Learners’ Voice – support regular consultation with learners and communities to empower learners to join the Adult Voice and influence the decisions that affect their lives. • Establish an initial range of NL Learner Forums by June 2023. • Visit CLD Parent Voice by March 2023 to discuss pathway into Learner Voice. • Survey results • Creation of 6 locality learners’ forums • Attendance of learners participating in forum • Staff attendance at CLD Parent Voice Digital – Deliver a varied programme with clear progression routes, including accreditation, to develop better ICT skills for life and work. • Completed review of current digital programme by March 2023. • Revised digital learning offer to begin Aug 2023. • Review digital learning offer every term from Dec 2023. • Create new materials and courses to reflect changes. • Learner consultation and review by June 2024 and June 2025. • Increased number of learners achieving SQA / national qualification in ICT/Digital Skills to pre-COVID levels of 52 by March 2023 and an annual 10% increase by March 2024 and 2025. • Continue to work with partners such as Digital North Lanarkshire and Driving Digital Locally to remove barriers to digital inclusion through increasing the number of sessions linked to digital learning outcomes. • Results of completed learner consultation. • New Online Programme in place across NL. • Shared resource bank available online. • Number of SQA qualifications achieved. • Increased attendance figures on Cognisoft IO. • Number of digital learning sessions. Page 61 of 134
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Community Learning and Development Action Plan 2022-2025 27 Young person who attended Connect Youth Group said: I love coming to the group, it is a place for me to meet new people and try new things. I like helping others and it is great to help other young people to settle in Scotland. I am looking forward to coming to the group every week. Theme: Expanding and Extending Adult Learning Family learning – support the delivery of family learning/ intergenerational learning by working with CLD Family Learning Team to promote family. • Staff involved in co-delivery and promotion of family learning events. • Number of Referrals made to CLD Family Learning Team. • Family Learning opportunities are delivered across localities. • Number of family learning outcomes achieved. Accreditation and Quality Assurance – through consultation with learners, develop a programme of accredited learning that provides progression routes and links from community-based education to further educational opportunities and employment. • Participation levels increased across CLD adult learning offer to pre-COVID levels by March 2025 to 300 adult learners each year. • Completion of standardised SQA assessment packs by June 2023. • Increase number of Discovery Award learners enrolled to pre-COVID levels by June 2024 to 156 and by 10% by March 2025. • Increase number of Discovery Awards achieved to 25 by June 2024 and a 10% increase by 2025. • SQA qualifications • Discovery awards gained • SQA assessment packs standardised Multiply – create and implement a development plan focused on delivering numeracy programmes to adults ages 19+ to meet objectives of Multiply/UK Prosperity fund. • Project Lead and plan in place by March 2023. • Full Multiply team in place by March 2023. • Baseline exercise completed by March 2023. • 405 adults achieving levels 2/3 maths qualifications by March 2024 and again by March 2025. • 135 adults achieving levels 4/5 maths qualifications by March 2024 and again by March 2025. • 1250 adults participating in maths courses by March 2025. • Increase number of adults into sustained employment and/or education by March 2025. • Multiply development plan • Attendance on numeracy courses • Number of qualifications achieved. • Staff Team in place. • Tracking of participants on exit and post course. Page 62 of 134
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Community Learning and Development Action Plan 2022-2025 28 Theme: Connecting the Adult Learning Journey The Adult Learning and Resettlement team wants adults to have access to the right information, advice, and guidance. This should be at all stages of learning. It should be accessible and fair to everyone. Objectives Develop and deliver a programme of training and paid work experience that meets the Scottish Governments Young Person’s Guarantee to provide young adults aged between 16 and 24 with the opportunity of employment, further/higher education or training. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of literacy, numeracy and digital learning outcomes achieved. • Number of ESOL learning outcomes achieved Actions Milestones Evidence Young Person’s Guarantee – Develop and deliver a programme of training and paid work experience that meets the Scottish Government’s Young Person’s Guarantee to provide young adults aged between 16 and 24 with the opportunity of employment, further/higher education, or training. Work closely with every YPG participant to move towards a positive destination; employment, further/higher education or training depending on individual ambition. • All participants will have completed at least 5 new training courses relating to their current role with NLC by June 2023. • Participants will show improved core/transferrable skills in IT, Communication, Numeracy, Working with Others and Problem Solving by March 2023. • Every participant can reflect on their learning journey, articulate progression and has developed personal goals and plans. • SQA certificates, Participation records and certificates. • SQA certificates, Completion of NLC internal modules. No One Left Behind reports. Placement feedback sheets and evaluation forms. Adult Achievement Award (AAA) and Youth Achievement Award (YAA). Adult Learning Outcomes achieved • AAA, YAA, PRD and evaluation day Adult Learning Networks – The Adult Learning and Resettlement team will identify and participate in local, regional and national adult learning network events/groups. Cascade learning to colleagues and embed knowledge in adult learning groups and classes. Shared resources and partnership working – ensure an effective system of operational networks that makes best use of skills and experience across North Lanarkshire. Review and re-establish partner networks across adult learning. • A visible presence with 5 posts per week across networks including Twitter and Facebook by March 2023. • A connected workforce with local organisations and communities • Staff will present at the West Alliance in Feb 2023. • Staff to deliver West CLD Alliance Workforce Development workshop by February 2023. • A programme of engagement with partner organisations developed and in place by March 2025. • Shared resources, referral pathways and good practice established through partnership working. • Attendance at West Partnership, Learning Links. • Increased staff participation in networking events. • Increased knowledge base. • Posts on social media Page 63 of 134
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Community Learning and Development Action Plan 2022-2025 29 Theme: Access, Diversity and Inclusion Remove barriers to make sure support can be accessed and ensure adults are aware of learning opportunities. Objectives • Address effects of lockdowns and pandemic on mental health and increase participation in lifelong learning to create a positive impact on wellbeing and social integration. • Ensure there is a CLD Gaelic programme that meets the needs of learners across North Lanarkshire and the commitments set out in the NLC Gaelic Language Plan by providing increased opportunities for Gaelic learners to practise and use the language within community and social settings. • Deliver an ALN programme that positively impacts learners and their families within their everyday lives. • Ensure all ESOL learners, including New Scots, have access to provision in their locality. ESOL provision meets the needs of learners in all areas of their lives. • New Scots acquire language skills developed at the appropriate level to help them navigate their home/family and work life. ‘Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications. • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. Actions Milestones Evidence Health and Wellbeing – Increase participation on Health and Wellbeing programmes by upskilling CLD workers and expanding the learning offer across localities built in SQA Wellbeing Modules. Address the impact of climate change and the cost-of-living crisis by working with partners to offer a holistic learning programme to learners that will provide financial literacy skills and improved Health and Wellbeing outcomes. Increase opportunities for learners, including New Scots, to interact with local community services through signposting, information sharing events and embed within existing groups. • Health and wellbeing working group established by March 2023. • Promote referral pathway with partners by June 2023. • Regular meetings and correspondence with statutory organisations, health services and voluntary organisations. • A timetable of ‘connecting’ events have taken place by March 2023 to tackle Cost of Living Crisis. • Accredited learning offers for health and wellbeing established by June 2023. • Each locality to deliver Health Issues in the Community course (HIIC) by June 2023. • 2 staff will have completed Forest Schools training by June 2023. • Number of learners on health and wellbeing courses • Health and wellbeing courses delivered in each town board. • Number of “Connecting” events across NL. • Forest Schools qualification gained. • Number of qualifications gained for health and wellbeing courses. Gaelic Language – Develop and implement a Gaelic Language Plan in consultation with Gaelic learners, designed to ensure that there are opportunities for a sustainable future for Gaelic by raising its status and profile and creating practical opportunities for its use. • Delivery of the Gaelic Language Act Implementation Fund funding bid commitment by 2023. • Gaelic Development Officer in place by March 2023. • Review methods of delivery to include online groups, activities and classes by March 2023. • Plan events to coincide with “World Gaelic Week” in Feb 2023 - 25. • Introduce Beginners Gaelic class by March 2023. • Increase and improve social media presence. • Offer Introduction to Gaelic for staff by March 2023 and plan a programme over 2 years. • Programme of classes developed • Attendance • Social Media Posts • Staff Training Matrix/Calendar • Events for World Gaelic Week 2023. Page 64 of 134
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Community Learning and Development Action Plan 2022-2025 30 Theme: Access, Diversity and Inclusion Adult Literacy and Numeracy – Establish a working group to embed literacies and qualifications within project work and broader adult learning opportunities. Raise awareness of ALN opportunities locally and through partners. Develop ALN volunteer training programme and expand use of volunteers to allow more 1 to 1 learning. Develop and source new materials and develop workshop packs. Identify opportunities and integrate the Multiply Programme. • Working group established by March 2023. • Review current ALN provision by March 2023. • Revised ALN learning offer to begin Aug 2023. • Review ALN learning offer every term from Dec 2023. • ALN Spotter Training Session delivered by Feb 2023. • Progression plan and training packs developed by Aug 2023. • Increase number of learners attending ALN classes to pre- COVID levels of 507 by March 2024 and a 10% increase by March 2025. • Increased numbers of learners achieving qualifications in core skills of communications and numeracy by 10% to 165 by March 2024 and a further 10% by March 2025. • Attendance at groups • Number of ALN learning outcomes being achieved. • Number of qualifications being achieved. • Number of referrals received. • Training matrix • Training packs developed • Updated materials and SQA packs. ESOL – Ensure all ESOL learners, including New Scots, have access to provision in their locality. Evaluate and refresh ESOL provision to meet current and local needs. Build volunteering capacity within ESOL groups aiding integration and learners’ progression. Recruit more volunteers and provide ESOL training. Promote volunteering as an option for ESOL learners to build skills and confidence Ensure ESOL learners are actively involved in community events improving connections and relationships by working in collaboration with ESOL services and support agencies to benefit learners across North Lanarkshire. Formation of an ESOL network across North Lanarkshire to create access pathways. Signposting and information sessions delivered by relevant partners. • Review current ESOL provision by March 2023. • Review ESOL learning offer every term from Dec 2023. • Full complement of ESOL staff in place by March 2023. • 3 staff to complete Certificate of English Language Teaching to Adults (CELTA) by Dec 2022. • Increased number of ESOL learning outcomes being achieved by 10% to 1650 by March 2024 and a further 10% by March 2025. • ESOL Volunteer training delivered by Feb 2023 • ESOL network established by March 2025. • Number of ESOL Learning outcomes achieved. • Number of qualifications achieved. • Number of SQA and AAA qualifications gained. • Learner attendance • Placements completed • Completed ILP’s • Approval received for Level 4 • Minutes of ESOL network • Referrals Resettlement – Deliver a resettlement programme led by the Adult Learning and Resettlement Team, that encompasses the integration of all New Scots families into the communities and includes their community learning, education, employability, health and social needs. Refresh current resettlement support to ensure best practice and further develop outcome focussed resettlement. • An established New Scots Network by March 2024. • All New Scots families have an Integration Plan (IP) in place within one month of arrival. • ESOL offer reviewed and revised programme implemented by March 2023. • Employability programme re-introduced in consultation with partners by March 2023. • Pathways to further education and employment established by March 2024. • Increased referrals made to other CLD groups. • Connected partnership with up-to-date knowledge of resources. • Number of outgoing referrals. • Number of learners on CLD programmes. • Implementation of revised ESOL programme for resettled families. • Number of resettlement network events. • Number of New Scots in employment or training. • Number of New Scots gaining qualifications. Page 65 of 134
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Community Learning and Development Action Plan 2022-2025 31 my home country, women are not allowed Theme: Workforce Development Adult learners have learning opportunities provided by skilled staff. Objectives • A professional, skilled adult learning workforce with good knowledge of ALN and ESOL that leads to better outcomes for learners. • CLD Adult Learning at the forefront of local, regional and national learning networks and organisations. • Strengthen networks with local stakeholders to encourage participation in Community Boards. • An effective system of operational networks that makes best use of skills and experience across North Lanarkshire. • North Lanarkshire is a place where everyone can volunteer, more often and throughout their lives. Volunteers are well educated, skilled and able to contribute to their local community. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of literacy, numeracy and digital learning outcomes achieved. • Number of ESOL learning outcomes achieved Actions Milestones Evidence Upskilling CLD Staff – Ensure personal and professional development is supported through support and supervision and PRD by identifying training needs and developing a training programme across staff levels. • All staff to have had PRD by March 2023. • Deliver ALN spotter and referrer training to partners by January 2023. • HIIC training scheduled for January 2023. • Support and Supervision offered every 8 weeks. • Cognisoft IO refresher training offered each quarter. • All staff to undertake UNCRC training by June 2023. • Regular completion of Support and Supervision and PRD. • Completion of Training Matrix. • Staff certificates from attendance. Volunteering – Review volunteering practice and establish induction processes, training courses matched to skill set and interest. Recognise and celebrate the contributions already being made and encourage everyone who wants to take part. Engage with Voluntary Action North Lanarkshire (VANL) and public sector partners to support volunteering and community involvement, working collaboratively with learners. • An established working group responsible for all aspects of volunteering established by June 2023. • Celebrate volunteers at a Celebration of Learning in 2023. • Volunteers Week is celebrated in June 2023. • Integrate pathway to volunteering within adult learning to include accreditation. • Increased number of volunteers within CLD. • Increase opportunities for development of adult learning volunteers Page 66 of 134
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Community Learning and Development Action Plan 2022-2025 32 Family Learning The Family Learning Team consists of Homelink CLD, CLD Worker (Schools) and CLD Support Workers (Family Learning). The team works directly with parents and carers to provide parental engagement and with the parent and children together in a Family Learning context. Learning and engagement programmes recognise a parent’s and carer’s role as primary educators and the importance of their full engagement as equal partners in their child’s learning. This principle is a key driver in achieving improved outcomes for children, raising attainment for all, and closing the poverty related attainment gap. This approach has its roots in the ethos underpinning Getting it Right for Every Child (GIRFEC). Parental engagement is about parents’ and families’ interaction with their child’s learning in the home, at school or in the community. Success is vested in the quality of the parent’s engagement with their child’s learning and the consequential positive impact that it can have through the interaction and mutual development that will occur. The interventions are relationship based, incorporating nurturing principles, which place the adult and child at the centre of learning. Those who are most vulnerable are targeted, using Scottish Index of Multiple Deprivation (SMID) data, the Request for Assistance process, and participation in the Education and Families Empowering Cluster model. Learning programmes involve groupwork or targeted work if a family requires that type of input. Partnership working is fundamental and key partners are: health, Early Years, Primary Schools, Psychological Services, Social Work, Virtual Schools and the Tackling Poverty team, 3rd sector regional and national organisations as well as the wider community me understand that behaviour is coming from feelings and that I had to change my behaviour to the way I dealt with things. Page 67 of 134
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Community Learning and Development Action Plan 2022-2025 33 Theme: Family Learning CLD Family Learning offers opportunities within communities to improve outcomes for children and families, encouraging family members to learn together and help adults learn how to support their children’s learning. Objective 1 Increase participation in Family Learning programmes from the 2021-2022 figure (613 unique clients) by 50% by March 2025 Reportable indicator/s to which this objective contributes: • % children aged 0-7 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • % young people aged 8-15 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning. • Number of family learning outcomes achieved by learners 0 – 15 in family learning programmes. Actions Milestones Evidence Engage with internal and external partners to build upon and strengthen partnership working. Work alongside parents and families to ensure learning offers are responsive to need. • Review representation and engagement in internal and external structures January 2023 • Dissemination of refined and updated referral pathway March 2023 • Minutes from meetings • Excel tracker that logs referrals being made. • System reports/ Number of referrals made to CLD • System report - number of distinct clients who are participating in Family learning programmes. • Increased number of Referrals made to CLD Family Learning Team. Review the Family Learning offer within the secondary school establishments with a focus on S1/S2. • Establish a baseline of provision by January 2023 • Deliver Solihull Foundation Training by June 2023 • Deliver Family Learning STEM training by June 2023 • Provide opportunities on a quarterly basis for cross service professional learning • Attendance records of staff who have completed training • System report – Number of distinct clients participating in family learning within Secondary school establishments. • Training Matrix/ Training Calendar Increase the number of outcomes achieved by families participating in Family Learning programmes. • Review the outcomes on a quarterly basis. • System reports - Distinct number of outcomes achieved. Family Learning opportunities are delivered at a variety of days, times and venues including after school and during holiday periods. • Minimum of 2 after school Family Learning programmes per locality by December 2023. • Family Learning programme delivered in each locality outwith the school term including Easter, Summer and October school holidays on an annual basis • Evaluation reports • System reports- number of projects running over the summer. • Reportable indicators • Non reportable indicators Page 68 of 134
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Community Learning and Development Action Plan 2022-2025 34 both thoroughly enjoyed the experience who sometimes is impacted by anxiety. His confidence is definitely growing and it was great to see him interacting more with other children as the sessions went on. Lovely that the whole family can learning. Theme: Family Learning Objective 2 Increase youth accredited learning opportunities for children aged 5 – 15 years with Family Learning programmes. Reportable indicator/s to which this objective contributes: • % children aged 0-7 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • % young people aged 8-15 participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of youth accredited learning awards achieved. • Number of distinct individuals achieving youth accredited learning awards. Actions Milestones Evidence Provide appropriate training for Family Learning staff • Hi 5 training delivered to CLD worker (Schools) by April 2023 • Agency assessors appointed and trained by June 2023. • Attendance records of staff who have completed Hi5 and Dynamic Youth training • Training calendar • Attendance records of staff who have completed Agency Assessors training Provide opportunities for families to participate in Youth accreditation within Learning at Home activities • Learning at Home youth accreditation materials developed and produced by April 2023 • Consented portfolios as examples of good practice • Celebration of learning events • Certification • Reportable indicators – Number of young people who have achieved a youth accredited award. Page 69 of 134
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Community Learning and Development Action Plan 2022-2025 35 Theme: Parental Engagement CLD Parental Engagement offers opportunities within communities to parents to learn about the importance of their role, and nurture positive relationships with children and within families. Objective 1 Increase participation in parental engagement from the 2021-2022 figure (448 unique clients) by 10% by March 2025 Reportable indicator/s to which this objective contributes: • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning. • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • Number of literacy, numeracy and digital learning outcomes achieved. Actions Milestones Evidence Engage with internal and external partners to build upon and strengthen partnership working. Work alongside parents and families to ensure learning offers are responsive to need. • Review representation and engagement in internal and external structures January 2022 • Dissemination of refined and updated referral pathway January 2023. • Minutes from meetings. • Excel tracker that logs referrals being made. • System reports/ Number of referrals made to CLD • System report- number of distinct clients who are participating in parental engagement programmes. • Increased number of Referrals made to CLD Family Learning Team. Review the Family Learning offer within the secondary school establishments with a focus on S1/S2. • Establish a baseline of provision by January 2023 • Deliver Solihull Understanding Your Child training Feb. 2023 • Provide opportunities, quarterly, for cross service professional learning • System reports - Distinct number of outcomes achieved. Theme: Parental Engagement Objective 2 Provide accredited learning opportunities for adults aged 16 + Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications • Number of literacy, numeracy and digital learning outcomes achieved. • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones Actions Milestones Evidence Provide opportunities for parents to receive national accreditation awards as part of a paternal engagement learning offer. • AAA familiarising session completed by April 2023 • AAA verification training completed by December 2023. • All staff attend at least 1 SQA internal meeting per year • Staff completed SQA Internal Verification. training by June 2024. • Attendance records of staff who have completed training • Training calendar • Report – number of adults achieving awards Page 70 of 134
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Community Learning and Development Action Plan 2022-2025 36 Theme: Health and Wellbeing Families can access learning opportunities that promote positive physical and mental health and wellbeing. Including the importance of attachment, building nurturing relationships, resilience, and benefits of physical activity for individuals, families, and communities. Objective Increase participation in Health and Wellbeing programmes within parental engagement and family learning. Reportable indicator/s to which this objective contributes: • % children aged 0 - 7 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes • Number of family learning outcomes achieved by learners 0 - 15 in family learning programmes Actions Milestones Evidence Increase the availability of learning that strengthens emotional and physical well-being of children, adults, and families Work alongside parents and families to ensure learning offers are responsive to need. Increase the number of Health and Wellbeing outcomes achieved through family learning and parental engagement programmes. • Establish a Health and Wellbeing subgroup by February 2023 to develop professional learning and sharing of good practice. • Review Health and Wellbeing programmes and identify any gaps March 2023. • Establish baseline and targets for each programme by March 2023 • Baby Massage • LIAM ( family programme) • Relaxed Kids • Seasons for Growth (adult) • Sleep Scotland • Solihull • Outdoor Learning • System reports – number of participants engaging in Health and Wellbeing programmes. • System reports – number of Health and Wellbeing outcomes achieved • Monitor and track – quarterly reviews Family Learning Team refer appropriately to other services including Financial support. • Establish baseline information February 2023 • Provide quarterly opportunities for cross services internal and external for professional learning • System reports - number of outgoing referrals made for welfare supports • Training matrix • Team meetings Page 71 of 134
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Community Learning and Development Action Plan 2022-2025 37 Theme: Wider Community CLD Family Learning Team works alongside parents and families to enable them to be effective partners within a range of networks and structures and build community capacity, confidence, and resilience. Objective Expand opportunities for parents to be actively participating in a range of community networks in relation to issues affecting them. Reportable indicator/s to which this objective contributes: • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes Actions Milestones Evidence Increase participation in CLD Parent Voice • Review consultation with Parent Voice February 2023 • Refine and introduce operational model June 2023 • Quarterly events • Attendance figures • System reports – Number of distinct clients • You Said We Did action reports Opportunities for parents to participate in a range of meetings / structures to share their views and experiences. • Ongoing review of parents’ participation across a range of structures including Voice Task Group • System report – number of outcomes achieved in Wider Communities (FL Outcomes) Develop role of breastfeeding champions to encourage a positive message of breastfeeding across North Lanarkshire – Antenatal and postnatal. • Champions to roll out breastfeeding awareness training by December 2023 within wider CLD service • Attendance figures from breast feeding friendly training • Training Matrix Theme: Core Skills CLD Family Learning Team contributes to the Adult Learning Strategy (2022-27) through embedding accredited learning opportunities for adults 16* within parental engagement and family learning programmes. Objective Increase participation of parents engaging in core skills learning opportunities. Reportable indicator/s to which this objective contributes: • Number of National Qualifications gained by learners over 16 participating in CLD programmes. • Number of distinct learners 16 and over gaining national qualifications. • Number of literacy, numeracy and digital learning outcomes achieved. • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones. • Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes Actions Milestones Evidence Increase number of core skills outcomes achieved through family learning and parental engagement programmes • Establish baseline of core skills embedded within delivery • Identify training needs March 2023 • Training programme established June 2023 • Provide opportunities twice yearly for cross service professional learning • System reports – participation – Number of distinct learners • System reports – number of outcomes and accreditation achieved • Training matrix Page 72 of 134
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Community Learning and Development Action Plan 2022-2025 38 Youth Work North Lanarkshire CLD youth work is delivered across all North Lanarkshire localities, in a range of contexts and settings including schools, community centres and outdoor learning. The Youth Work team is led by the CLD Youth Work Manager. The Youth Work team consists of CLD Youth Workers including Home Schools Partnership Officers, Support Workers and Assistant Support Workers. The service is supported by Youth Work Development Officers who drive forward both strategic and operational priorities. Staff plan and deliver engaging youth work programmes according to the needs and aspirations of young people, using a youth work approach, incorporating the values and principles of youth work as outlined in the “nature and purpose of youth work” statement. There is a strong emphasis on providing opportunities for young people to gain awards and accreditations, which are built into youth work programmes to support young people’s attainment and achievements. Youth workers build partnerships across communities and work both locally and nationally with relevant agencies and organisations to ensure the best delivery of the service and to improve outcomes for young people. All CLD youth work practitioners uphold the values and principles of youth work and deliver on the national youth work outcomes and skills framework. The plan detailed below focuses on the themes of health and wellbeing, poverty and the cost-of-living crisis, youth voice, and equality and diversity, in addition to the climate crisis and universal youth work delivery on a range of issue-based topics. These themes came to the fore during consultation with young people and stakeholders, so we can be confident that we are meeting the needs of young people in developing this plan. “Youth work has opened up opportunities of public speaking and people work I wouldn’t have had otherwise. I have made many friends and have been invited on multiple fun trips thanks to youth work. It is something I always look forward to and is always a positive environment.” Page 73 of 134
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Community Learning and Development Action Plan 2022-2025 39 Theme: Health and Wellbeing North Lanarkshire’s Youth Work service will work in a range of settings, using a youth work approach to improve outcomes for young people’s health and wellbeing. Objective To improve the health and wellbeing of young people through CLD youth work provision in North Lanarkshire. Reportable indicator to which this objective contributes: • % Young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % Adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Create a pathway of support for young people seeking to improve their health and wellbeing. • Develop and enhance partnerships with external and internal agencies. • Promotion of universal and additional CLD services • Introduce a referral system for agencies and organisations to engage young people in CLD services. • System established to monitor and evaluate the referral pathway. • Presentation at relevant forums about CLD services • Promotional materials • Participation on relevant working groups • Referral form and guidance • Cognisoft IO evidence of young person’s journey • 6 monthly reports to the Children and Young People Mental Health and Resilience steering group To provide strategic and operational guidance within the multi- agency children and mental health and resilience task group as part of the Children Services Partnership • Enhanced funding to support the role out of Living Life to the Full and mental health community-based solutions. • Improved partnership with key stakeholders such as Child and Adolescent Mental Health Services (CAMHS); school-based councillors; social work and schools to improve pathways • 6 monthly quarterly reports and case studies • Children and Young People Mental Health and Resilience steering group steering group action notes. Provide youth focused health and wellbeing information via the North Lanarkshire Young Scot web pages and social media. • Published content, reviewed regularly • Promotion of universal and additional CLD services • Number of new and updated articles on Young.Scot • Number of page views, and social media engagements. Increase participation from 96 young people (June 2022) in our Living Life to Full programmes by upskilling CLD youth work staff and increase our wellbeing groups from two to seven. • Recruitment of new staff to develop and deliver Living Life to the Full and wellbeing groups. • Staff training will be completed by all staff on Living Life to the Full and Suicide prevention. • New wellbeing groups established by Summer 2023. • Staff in post • Staff training completed. • Cognisoft IO action plans for each group. • 6 monthly reports to the Children and Young People Mental Health and Resilience steering group Provide school and community-based Seasons for Growth groups. • Increase the number of Youth Workers trained in Seasons for Growth by end of 2023. • Increase the number of Seasons for Growth delivered within the community by 2024. • Number of participants completed Seasons for Growth • Number of trained staff in Seasons for Growth Youth work programmes will include information about healthy and active lifestyles. • All Duke of Edinburgh’s Award expedition preparation will include advice about food and nutrition. • Friday and Saturday diversionary activities will provide access to free physical activity. • Number of people taking part in expeditions. • Camp craft checklist • Quarterly Reports from operational group on Friday and Saturday diversionary work Page 74 of 134
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Community Learning and Development Action Plan 2022-2025 40 Theme: Health and Wellbeing Resources on a range of health and wellbeing topics are collated by the health and wellbeing working group and made available to all youth work staff. • Resource packs are developed, piloted and distributed by 2023. • Staff training on drugs and alcohol is completed by June 2023 • Drugs and alcohol workshops are delivered in all diversionary activities by end of June 2023. • Training sessions for staff completed • Session plans and via Cognisoft IO • Diversionary Friday and Saturday night project reports • Alcohol and Drugs Partnership report template Provide an outdoor learning offer as part of youth work services in recognition of the benefits to young people’s health and wellbeing. • Launch the outdoor classroom at the @Home Centre spring 2023 • Forest schools established by Autumn 2023 • An increase in number of National Navigation Awards Scheme, John Muir Award and Outdoor Discovery awards from 2021/22 figures. • Outdoor classroom launch • Staff training concluded and Forest school programme established. • Cognisoft IO reports • Number of awards presented. • Number of young people in receipt of certificates. “Throughout the past few years, youth work has been a big part of my life, from going to groups to volunteering. I have made friends through these groups and have gotten to be a part of so many opportunities such as my Duke of Edinburgh’s Award, etc.” “Being a part of youth work has helped me in so many ways, with gaining experiencing things i would never have Page 75 of 134
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Community Learning and Development Action Plan 2022-2025 41 Theme: Tackling Poverty North Lanarkshire’s youth work service will use a range of strategies to reduce the impact of poverty. Objective Provide youth work provision that does not financially impact on young people and families in North Lanarkshire. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Increase the number of young people engaging in youth work opportunities from the lowest 20% SIMD datazones from 49% (2021) to 55% in 2023. • Production of Youth Work Team locality action plan • Reallocation of resources where necessary • Number of youth work participants from lowest 20% SIMD datazones. Increase the number of Young Scot National Entitlement Cards issued for free bus travel. • 38,000 cards issued by end of Dec 2022. Increase to 45,000 by end of 2024. • Number of staff training sessions and awareness raising sessions about the cards. • Application reports from Card Management system. • % uptake tracker • Number of staff training and awareness sessions to CLD staff, young people and partners. Continue to promote Young Scot discounts and secure more local deals. • Increased number of discounts and rewards available in 2023 and further increase in 2024. • Number of Young Scot discounts available • Uptake report Provide information on budgeting and money management through group work and other methods. • Session plans available and rolled out to staff • 100 Sessions delivered across the CLD Youth Work Teams • Add tag on Cognisoft IO - budgeting • Number of sessions Provide access to free outdoor equipment via the CLD Store to enable young people to take part in outdoor activities, including Duke of Edinburgh’ Award expeditions • Updated store inventory • Increase access to equipment for young people with additional support needs. • Bookings forms • Tracking of use and equipment Youth work staff will signpost and refer young people and families to local and national financial sources of assistance. • System established to record referrals by March 2023 and implemented in April 2023. • Number of referrals. • Young Scot partnership agreement actions Page 76 of 134
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Community Learning and Development Action Plan 2022-2025 42 “I really like playing games with my pals. staff and it helps us to learn things while Theme: Climate Emergency (Youth Work) North Lanarkshire CLD youth work service recognises the importance of the climate emergency and will support young people to expand their knowledge, take action, and have their voices heard on this issue. Objective Deliver Youth Work activities that enable young people to have greater awareness of the climate emergency and take environmental action in their local communities. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Support the roll-out of environment-themed workshops within youth work provision and schools. • Development of workshops • Delivery of 100 workshops by end of 2024. • Addition of Cognisoft IO flag • Number of sessions and projects delivered Support the North Lanarkshire Youth Climate Ambassadors group to raise awareness of climate change and environmental issues. • Peer education programme established by spring 2023 • New action plan for group established spring 2023 • Weekly meetings recorded on Cognisoft IO • New members • Events and activities • ACT Now key milestones Create an audit tool to support youth groups to undertake a green audit of their activities. • Audit tool developed by spring 2023 • Roll out to youth groups summer 2024 • Number of audit tools completed • Number of key actions implemented across the CLD Youth Work Service Support young people to engage in dialogue with decision makers about environmental issues. • ACT Now partnership youth representatives • ACT Now action plan and report Support young people to participate in local environmental action. • Add environmental flag to Cognisoft IO for reporting in 2023 / 2024. • Number of environmental activities Page 77 of 134
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Community Learning and Development Action Plan 2022-2025 43 Theme: Equality and Diversity Promoting inclusion and equality is crucial for our youth work service to ensure that everyone is treated fairly; with dignity and respect; that discrimination is tackled; that barriers to participation are removed; and that the learning and support opportunities provided are open to all. Objective To increase awareness of equality, diversity and human rights through issue-based youth work and to ensure participation and engagement of underrepresented groups is improved. Reportable indicator to which this objective contributes: • % young people aged 8 - participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved Actions Milestones Evidence Deliver issue-based youth work on equality, diversity and human rights. • Resources compiled on one drive and padlet by spring 2023 • United Nations Convention on the Rights of the Child peer led sessions delivered to youth groups by spring 2023. • Cognisoft IO sessions – number of sessions carried out. • Reports on relevant work • Evaluation of young people’s knowledge and understanding of relevant issues. • Partnerships with relevant agencies Organise youth events on the theme of Equality and Diversity to celebrate and raise awareness. • Events planned throughout 2023 and 2024. • Report and evaluation of events Improve social media and information provision to ensure it is accessible. • Staff trained in social media accessibility • Guidelines circulated to all staff • Number of accessible social media posts Provide training and development opportunities for staff on equality and diversity issues. • Training and CPD opportunities circulated to staff with CPD agreed for 2023 and 2024. • Number of staff attending relevant courses • Number / type of courses attended • CPD logs • Partnerships with relevant agencies Provide strategic and operational guidance within CLD and NLC Sections on the Equality Impact Assessments and Children’s Rights and Wellbeing Impact assessments (CRWIA). • Assessments on delivery plan themes carried out by April 2023, and the findings evaluated and implemented. • Further CPD sessions planned as part of the Corporate Management Team to raise awareness of UNCRC and Equality Impact Assessments by October 2023. • Equality impact assessments • CRWIA impact assessments Page 78 of 134
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Community Learning and Development Action Plan 2022-2025 44 As I got to see how my daughter used her creativity and how much Theme: Employability and Training North Lanarkshire CLD youth work service will create and support opportunities for young people to progress their skills, learning, employability and training pathways. Objective To deliver a range of opportunities and offer a variety of accreditation that enhances young people’s skills for learning, life and work. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Provide volunteering opportunities and work experience options to young people to enhance their skills and experience. • Recruitment and open day that includes training options in spring 2023 and 2024 • Local opportunities promoted • Number of work placements • Number of youth volunteers • Number of volunteering related youth accreditations Increase the number of qualifications, awards and accreditations achieved by young people. • Increase of award and accreditation by 10% by end of 2024 • Number of youth accreditations • Number of Duke of Edinburgh’s Awards • Number of SQAs Increase the number of young people from underrepresented groups achieving youth awards and accreditations. • Improve recording of protected characteristics and other underrepresented groups for 2023 and show an increase in 2024. • Promote and target young people from underrepresented groups. • Remove barriers to participation • Number of youth accreditations • Number of Duke of Edinburgh’s Awards • Number of SQAs Review all Youth Accreditation and Awards to improve pathways for quality assurance and certification. • Review group established Jan 2023. • North Lanarkshire Challenge SCQF levelled through 3rd party credit rating Summer 2023. • Improved quality processes for Dynamic Youth Award and Youth Achievement Award, Summer 2023. • Feedback from review group. • Credit rating awarded. Page 79 of 134
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Community Learning and Development Action Plan 2022-2025 45 Theme: Youth Voice Youth participation and engagement is key to the delivery of North Lanarkshire CLD youth work services. We will support young people to ensure they have a voice on decisions that impact on them. Objective Our objective is: To support a diverse group of young people to be key stakeholders in the decision-making process at all levels within the youth work service and beyond. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes from the 20% lowest datazones • % adults aged 16 and over participating in CLD programmes from the 20% lowest datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Provide strategic leadership and direction for the Voice Task group on behalf of the Children Services Partnership • Terms of reference established and approved by the membership January 2023. • Young Person approved as Co-Chair of the task group spring 2023. • Agreed action plan established on behalf of the group, spring 2023. • Terms of reference • Young person as co-chair supported by chair • Action plan agreed and delivered on Develop training sessions with young people on the incorporation of UNCRC and Equality Impact Assessments. • Co-produced session with young people on UNCRC established spring 2023. • Sessions co-delivered with young people to NLC services and partners on UNCRC April – December 2023. • Peer education sessions on UNCRC delivered April 2023 - April 2024. • Number of sessions on UNCRC delivered by young people to NLC services • Number of sessions on UNCRC delivered using a peer education approach Provide further training and awareness within CLD, other NLC services and partnership on methods of engagement and participation to enable the involvement of young people in co-production and decision making under UNCRC article 12. • Co-produced session with young people developed spring 2023 • Session co-delivered by young people to multi-agency stakeholders April 2023 – April 2024. • Evaluation of sessions and feedback received. Provide strategic and operational direction on the implementation of the youth participation structure. • Publish and promote the youth engagement and participation infrastructure January 2023. • Develop key actions and a Red Amber Green (RAG) system and report spring 2023. • Records of meetings • Cognisoft IO action plans • Photos of activity • Committee reports Support young people to take on leadership roles within their own youth groups, develop their own programmes, local projects and initiatives. • Offer young leader roles • Support young volunteers • Co-production of youth work programmes • Youth accreditation • Cognisoft IO action plans • Photos of activity Page 80 of 134
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Community Learning and Development Action Plan 2022-2025 46 work team have always given me somewhere my everyday life at work, it has offered me the school exams and has connected me with a diverse group of people! I have been able to experience things like residentials with these groups and these have been absolutely amazing as it lets me forget about any troubles having at home or with family. These groups have played a critical role in my life since Theme: Youth Voice Support young people to engage in dialogue with decision makers by undertaking representative roles locally, authority-wide and nationally. • FutureNL firmly established • Members of the Scottish Youth Parliament (MSYPs) attending national sittings 3 times per year. • 9 local youth forums with local action plans April 2023 and completed / reviewed for April 2024. • Examples of activity: • Scottish Youth Parliament (SYP) activity • West Partnership • Children’s Services Partnership • Act Now • Education Reference Group Further develop engagement opportunities in order to increase participation and inclusivity in youth voice groups. • Design social media campaign by April 2023. • Engage with partners and third sector organisations by December 2023. • Promotion of SYP elections from June-November 2023. • Social media, promotional tools and other forms of engagement with schools, partner organisations and the wider community. Page 81 of 134
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Community Learning and Development Action Plan 2022-2025 47 Theme: Diversionary Youth Work A range of community-based activities provided during evenings, weekends and holiday periods, based on a universal, additional and intensive approach. Objective To provide diversionary activities for young people in partnership with key strategic stakeholders. Reportable indicator to which this objective contributes: • % young people aged 8 - 15 participating in CLD programmes residing in the lowest 20% of Scottish datazones • % adults aged 16 and over participating in CLD programmes residing in the lowest 20% of Scottish datazones • Number of youth work outcomes achieved • Number of Youth Accredited Learning Awards achieved • Number of distinct individuals achieving Youth Accredited Learning Awards Actions Milestones Evidence Provide strategic and operational guidance as part of the diversionary multi-agency steering group. • Secure enhanced funding from Alcohol and Drug Partnership January 2023. • Implementation of the operational model around ADP funding key actions. April 2023 • Improved governance and reporting January 2023. • Minutes of the meetings • Quarterly reports to steering group Development and implementation of detached youth work. • Staff recruited and trained Summer 2023. • Number of engagements • Service reports Provide youth work engagement and activities as part of Friday and Saturday night projects • Planned topic-based youth work sessions in each quarter April 2023 • e.g. Drug and Alcohol sessions; Living Life to the Full sessions • Creation of “chill out spaces” for young people not participating in physical activity. April 2023 • Number of youth work sessions provided • Number of young people attending • Number of young people signposted to other community- based activities. Create national and international partnerships with the view to plan and deliver international youth work experiences. • Partnerships and collaborations established 2023 / 2024. • Funding opportunities explored and secured for 2024 / 2025. • Ocean Youth Trust experience completed as part of Gold Duke of Edinburgh’s Award residential summer 2023 • Action plan created • Ocean Youth Trust Experience completed Deliver universal and targeted youth work holiday programmes during Easter, Summer and October breaks. • Locality delivery action plans established prior to each holiday period. April 2023 • Cognisoft IO: • Reports generated on programme participation and activity. • Case studies and programme evaluations To explore new strategies within Early Effective Intervention (EEI) as part of Youth Justice Review, including Contextualised Safeguarding • CLD Youth Work identified as part of the Youth Justice review recommendations with reference to EEI strategies. April 2023. • Increased participation of CLD Youth Workers in Children’s Services Partnership (CSP) meetings. December 2023 • NLC Youth Justice Review recommendations • CSP meeting notes and actions Explore existing and new strategies to support young people using a youth work approach in schools. • Participation and actions as identified through cluster attainment reviews and empower clusters. • Youth Work Team locality plans established April 2023 • Locality Plans • Project action Plans • Clear evidence of links to School Improvement Plan and strategies Page 82 of 134
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Community Learning and Development Action Plan 2022-2025 48 Reviewing the action plan Progress will be evaluated during the time frame of this action plan using: Place based reviews developed around Community Board areas Thematic reviews based around the themes of Adult Learning, Family Learning and Youth Work Ongoing self-evaluation and discussion within teams and localities. How Good Is Our Community Learning and Development? will continue to be the scrutiny framework used to evaluate the service. Reports to committee as required by the Programme of Work Performance The management information system, Cognisoft IO, is used by staff to record learning projects that clients attend, contacts made with them, and outcomes they achieve. Data reports from the system are used both by managers in service development and review, and to report CLD performance to council committee: The following indicators will be reported internally on a quarterly basis and annually to council committee: Number of National Qualifications gained by learners over 16 participating in CLD programmes. Number of distinct learners 16 and over gaining national qualifications % children aged 0 - 7 participating in CLD programmes from the 20% lowest datazones % young people aged 8 - 15 participating in CLD programmes from the 20% lowest datazones % adults aged 16 and over participating in CLD programmes from the 20% lowest datazones Number of literacy, numeracy and digital learning outcomes achieved. Page 83 of 134
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Community Learning and Development Action Plan 2022-2025 49 Number of ESOL learning outcomes achieved Number of youth work outcomes achieved. Number of distinct individuals achieving Youth Accredited Learning Awards Number of Youth Accredited Learning Awards achieved Number of family learning outcomes achieved by learners 16 and over in parenting and family learning programmes Number of family learning outcomes achieved by learners 0 - 15 in family learning programmes Service indicators will continue to be reported internally on a quarterly basis. Examples of these are: Number of participants in age groups 0 – 7, 8 – 15 and 16 and over. Number of participants engaging in programmes related to SQA units Number of participants engaging in programmes on specific topics identified as Curriculum Topics on IO. Number of participants engaging in programmes related to accredited learning awards. CLD contributes data to the CLD Managers Scotland National Key Performance Indicators which are reported annually to the Scottish Government. These thirteen indicators are grouped thematically under: Adult Learning Youth Work Health and Wellbeing Community Development Wider Engagement CLD will report performance and outcomes to external funders as required by the terms of the funding agreement. Examples of programmes to which this applies are: Youth Guarantee Programme Page 84 of 134
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Community Learning and Development Action Plan 2022-2025 50 Multiply Resettlement Scottish Attainment Challenge. Page 85 of 134
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Community Learning and Development Action Plan 2022-2025 51 Appendix 1 – Local and national plans, policies and strategies National Policies – links to documents and website Achieving Excellence and Equity: 2021 National Improvement Framework and Improvement Plan (2021) Adult Learning in Scotland Statement of Ambition (2014) Adult Literacies in Scotland 2020 (2010) Children and Young People (Scotland) Act (2014) Climate Change Plan 2018-2032 (2020 Update) Community Empowerment (Scotland) Act (2015) Culture Strategy for Scotland (2020) Curriculum for Excellence (2004 onwards) Developing the Young Workforce: Scotland’s Youth Employment Strategy (2014) Equality Act (2010) Equally Safe: Scotland’s Strategy to Eradicate Violence Against Women (2018) Every Child, Every Chance: Tackling Child Poverty Delivery Plan 2018-22 (2018) Page 86 of 134
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Community Learning and Development Action Plan 2022-2025 52 Future Skills Action Plan (2021) Getting it Right for Every Child (2010 onwards) National Action Plan on Parental Involvement, Engagement, Family Learning and Learning at Home 2018-21 (2018) National Performance Framework National Youth Work Strategy 2014– 2019 New Scots: Refugee Integration Strategy 2018- 22 (2018) No One Left Behind: Next Steps for Employability Support (2018) Requirements for Community Learning and Development (Scotland) Regulations (2013) Scotland’s Careers Strategy: Moving Forward (2020) Scottish Attainment Challenge (2015 onwards) Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) United Nations Convention on Rights of the Child Volunteering for All: National Framework (2019) Welcoming Our Learners: Scotland’s ESOL (English for Speakers of Other Languages) Strategy 2015–20 (2015) Working and Learning Together to Build Stronger Communities (2004) “Being at youth groups has had such an amazing impact on my life. I have met so Page 87 of 134
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Community Learning and Development Action Plan 2022-2025 53 Local Plans – links to documents and websites Community and Voluntary Sector Strategy for North Lanarkshire Glasgow and Clyde Valley Strategic Development Plan (Clydeplan) Health and Social Care NL Strategic Plan 2016- 2026 (& Strategic Commissioning Plan 2020-23) Page 88 of 134
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Community Learning and Development Action Plan 2022-2025 54 Lanarkshire Colleges Regional Outcome Agreement 2019-22 Lanarkshire Mental Health and Wellbeing Strategy 2019-2024 North Lanarkshire Children’s Services Plan North Lanarkshire Community Safety Strategy 2020-25 North Lanarkshire Equality Strategy 2019-24 Page 89 of 134
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Community Learning and Development Action Plan 2022-2025 55 North Lanarkshire Gaelic Language Plan 2016-21 North Lanarkshire Local Policing Plan 2020-23 North Lanarkshire Physical Activity Strategic Framework 2020-2024 North Lanarkshire Tackling Poverty Strategy 2020-23 (& Child Poverty Action Report) Strategy for Carers in North Lanarkshire 2019-24 West Partnership Plan 2020-23 (Glasgow City Region Education Improvement Collaborative) Page 90 of 134
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Produced by NORTH LANARKSHIRE COUNCIL Community Learning and Development Education and Families c/o Coatbridge Community Centre Old Monkland Road Coatbridge, ML5 5EA e. cld@northlan.gov.uk NORTHLANARKSHIRE.GOV.UK CC_2022_0399 Page 92 of 134
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North Lanarkshire Council Report Education Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/AG Date 10/09/24 Getting It Right for Children in Conflict with the Law From Alison Gordon, Chief Social Work Officer (Education, Families, Justice & Integrated Practice) E-mail Telephone Executive Summary This report provides an update on actions to support young people in conflict with the law (youth justice) further to the decisions taken by Committee in February 2023 to integrate Early and Effective Intervention (EEI) with our approach to Getting It Right for Every Child and to develop an in-house youth work response to EEI to enhance holistic supports to young people and their families. The report also summarises some of the key changes introduced by the Children (Care and Justice) (Scotland) Act 2024 and their implications for children and young people. The Act defines a child as anyone under the age of 18 and therefore extends the benefits and the protections of the welfare-based children’s hearing system to 16 and 17 year olds. This will remove most children from the adult court system. This is welcome and aligns well with the values of trauma-informed and rights-based working that underpin the way we work in North Lanarkshire as articulated in our Children’s Services Plan 23-26. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse the approach to supporting young people in conflict with the law as set out in section 2 of this report The Plan for North Lanarkshire Priority Support all children and young people to realise their full potential Ambition statement (7) Enhance collaborative working to maximise support and ensure all our children and young people are included, supported, and safe Programme of Work Resilient People Item 6 Page 93 of 134
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1. Background National Context 1.1 The overarching principle underpinning youth justice in Scotland is a welfare approach. Based on this, the primary role of youth justice in Scotland is to improve the life chances of children and young people, and to work with children, their families, and communities holistically to prevent offending. This approach has been the central tenant of the Children’s Hearing system since its inception, following Kilbrandon’s recognition of the importance of focusing on needs, not deeds. In recent years, this approach has been strengthened by the Whole Systems Approach, which has created the policy framework for diverting children in conflict with the law from statutory measures, prosecution and custody through early intervention and community alternatives. In response to the call in the Promise to avoid the criminalisation of care experienced young people and the increased emphasis on children’s rights, enshrined in the incorporation of UNCRC, the Scottish Government published a vision for youth justice: A Rights-Respecting Approach to Justice for Children and Young People (2021). This has now been revised with three overarching priorities: upholding rights, participation and engagement and data and evidence. Children (Care and Justice) (Scotland) Act 2024 1.2 The Children (Care and Justice) (Scotland) Act 2024 received royal assent on 4 June 2024. The Act brings the Scottish care and justice system in line with the UNCRC principle that all people under age 18 are children. It also acts on The Promise which advocated maximising use of the children’s hearings system and ending the detention of children in Young Offenders Institutions (YOI). Local Context 1.3 The Plan for North Lanarkshire has set a clear strategic direction to ensure support to children and families is available at an early stage for them to fulfil their potential. In the context of this, and the national developments outlined above, a review of the approach to youth justice was established in 2021 to evaluate how effectively the service was supporting young people in conflict with the law. The review was reported to committee in February 2023 making recommendations for improvements in two key areas: Early and Effective Intervention (EEI) and the support children receive when referred to a children’s hearing on offence grounds. 1.4 Early and Effective Intervention (EEI) is a national initiative and was developed as a mechanism to support children who come to the attention of the police for offending behaviour at an early stage. Its oversight sits within Children's Services Planning as specified in the Children and Young People (Scotland) Act 2014. It is a voluntary process where concerns regarding a child's wellbeing have arisen in response to their alleged involvement in an incident which has brought them into conflict with the law. 1.5 In February 2023, committee agreed to some fundamental changes in the way we deliver EEI in order to • Strengthen children, young people’s and families’ views and participation in planning when young people are in conflict with the law. • Focus on children’s strengths and capacities as a means of promoting desistance, restoration and inclusion. • Ensure children and young people’s rights to access universal support and services are upheld. Page 94 of 134
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• Embed the principles of trauma-informed practice by giving children and young people greater choice, collaboration, safety, choice and trust. 1.6 To achieve these ambitions committee agreed to integrate EEI with the GIRFEC pathway meaning that the named person (in schools), or their designate, would take a lead role in engaging with the young person and their family to plan an appropriate response, taking account the child’s whole circumstances and wellbeing. Committee also agreed to bring the dedicated EEI service in-house to allow us to create a youth work approach that moves away from behavioural orientated casework to one of rights and relationships, aligned with Rights Respecting and trauma principles. These changes have been fully implemented since January 2024. 1.7 Committee also endorsed plans for an initiative in partnership with The Scottish Children’s Report Administration (SCRA) and South Lanarkshire Council to make improvements to young people’s experiences of statutory intervention when referred to a children’s hearing on offence grounds. 2. Report 2.1 The changes committee agreed to outlined in 1.4-1.6 were fully implemented from January 2024 following work with school staff to integrate EEI with GIRFEC and our Empowering Cluster approach and recruitment to the new EEI youth work service. Young people were involved in developing the EEI youth work service, the Compass Project, and developed the following vision: The Compass Project needs to meet the young people where they are at, they can't be defined by their actions, they need to be supported to improve their outcomes. Relationships are key to this being a success. Up to June 2024 the service has worked with 39 young people using a range of different approaches including: • Tailored sessions using an Imagine Man Toolkit to think about positive masculinity • Outdoor activity and learning to engage hearts, heads and hands • The Living Life to the Full programme to build on strengths and assets and promote resilience • Building relationships through choice of activities such as baking, cooking, independent living skills and hair and beauty skills 2.2 Even within this relatively short period this has led to significant achievements for young people with 11 young people successfully completing SQA Units and 5 young people gaining an outdoor learning award and moving on to universal support and youth work programmes. 2.3 We have also taken a strategic overview of themes and issues arising from EEI referrals and wellbeing meetings allowing planning for specific group work tailored to groups of young people across a range of issues such as sexuality, wellbeing, gender, violence and life skills. 2.4 An analysis of the 8 EEI referrals dealt with by schools through the GIRFEC pathway over March and April 2024 highlighted that in all cases the schools were already aware of the incident of concern and had put support in place. In two cases, the EEI referral prompted a wellbeing meeting resulting in individual support from the Pathways Programme and the Compass Project. Initial findings indicate that the GIRFEC pathway is well placed to promote a strengths-based approach that leverages and builds on existing strengths within the child, and the systems surrounding them, to shift Page 95 of 134
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away from a deficit-based/offence focused model. A similar analysis of EEI referrals where a social worker is allocated as lead professional is underway. 2.5 The overall number of referrals to EEI decreased in 23/24 as illustrated in the table below. Positively, the number of children re-referred with a further offence reduced by 35% from 22/23-23/24. Over the same period, however, the proportion of children referred to the Children’s Reporter on offence grounds increased to 13.0 per 1000, remaining higher than the national average. Now the new EEI service is established, the Youth Justice Steering Group will continue to promote and build confidence in our approach to EEI to divert as many children as possible to early intervention, diverting children and young people away from statutory intervention. Statutory Intervention: Children’s Hearings 2.6 In February 2023 we also advised committee of our findings of a review of cases where young people were in conflict with the law. Two key findings were that plans focused on the offence and social work intervention, but could be strengthened by a more holistic, or family support, approach. In addition, young people told us that they did not always understand the processes they were involved to participate effectively. To address these areas for improvement, we partnered with SCRA and South Lanarkshire over 23/24 to pilot an approach to hearings to improve the experiences and outcomes for children referred to hearings on offence grounds by increasing their understanding of their rights, improving relationships and ensuring supervision orders are tailored to the plan of support. The pilot comprised: • A dedicated senior social worker and Reporter to oversee the work • Additional support work staff (funded via the ADP) to provide holistic support working alongside intensive services and the locality social worker • Reallocation of resource to provide a dedicated speech and language service to give advice to social workers and families and, where appropriate, deliver direct support to young people to address unmet need and help them express their views in hearings • Strengthen relationships through panel member continuity where possible • Ensure that measures written into a young person’s Compulsory Supervision Order give effect to their plan with the aim supporting the young person see their progress Page 96 of 134
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2.7 10 young people were involved with the pilot which is being evaluated by the University of the West of Scotland (forthcoming). All the young people faced considerable challenges including fragile family circumstances, risk of exploitation and/or peer violence as well as coming into conflict with the law. In the face of these significant difficulties, the offending of young people did not necessarily reduce in all cases. However, initial findings by the researchers have highlighted the impact of the focus on relationships and we have found that an important outcome is young people building more trust in services and support that may lead, in the longer term, to a reduction in offending. The researchers found that the support worker roles went beyond offence- focused interventions to encompass a comprehensive family support approach. This included accompanying young people to the hearings, providing practical advice, facilitating access to education or employment opportunities, and most importantly building trusting relationships that helped to understand the young person's perspective better. This perspective was supported by young people on the project who discussed the importance of the relationship-based practice that they engaged in which helped build relationships with their own families, communities and education. 2.8 Research has highlighted that 65% of care experienced young people have specific speech, language and communication needs (SLCN) (McCool and Stevens, 2011). To support social workers recognise and take account of the communication needs of young people in conflict with the law, the speech and language therapist provided consultations for social workers and specific training and reflective sessions. From these consultations, direct speech and language assessment and therapeutic support was offered to 6 young people (3 of whom formally became part of the pilot). Language ability is not fixed and in times of stress, such as a Children’s Hearing, it can be harder for young people to access language skills. The speech and language therapist therefore gave workers and young people’s families strategies to support the young person, including in Children’s Hearings. This is vital to help young people exercise their rights. One young person gave feedback: “I like working with you [the speech and language therapist]. After I work with you my brain feels less fuzzy”. Next Steps 2.9 The pilot has formally come to an end and the dedicated Reporter has reverted to their substantive position. Pending the formal evaluation, as a service we are taking forward a number of actions to consolidate what we know already has worked: • We are in discussion with NHS Lanarkshire to continue the dedicated speech and language support for the small number of young people referred to a Children’s Hearing on offence grounds. • The dedicated senior social worker post has been reconfigured to have integrated responsibilities for contextual safeguarding and youth justice. This ensures support and interventions recognise both harms and risks to young people as well as the harms they may cause others. • Our intensive services and Youth Bridges Project provide intensive support to young people in conflict with the law across 7 days a week, including whole family support, 1:1 emotional support and a range of group work interventions. • We have secured funding from The Promise Partnership to create a peer mentoring service that will not only provide mentoring for young people in conflict with the law but will also provide training and employment pathways for the mentors (see Appendix 1). The peer mentors commenced employment on 29 July 2024. Page 97 of 134
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• After a review of patterns of need, the support workers funded by Employability and the ADP will provide a complimentary service that is preventative and focuses on young people whose offending is beginning to escalate (see example in the words of a worker below) 2.10 The innovations and improvements are, to a significant degree, dependent on temporary funding streams. This creates a risk to the sustainability of the range of holistic supports we are seeking to achieve. To mitigate this risk, the supports and services noted in 2.9 are included in the review of family support being taken forward through the Resilient People Programme of Work. The aim of the review is to take a council-wide and strategic approach to family support to bring forward a sustainably funded family support offer delivered in line with the council’s operating model. Children (Care and Justice) (Scotland) Act 2024 2.11 Central to the Act is the recognition that all under 18s are children. It therefore raises the maximum age of referral to the Principal Reporter to 18 – for care and protection and offence cases alike. This will ensure 16 and 17s will benefit from the welfare approach enshrined within the hearing system, including greater participation in decision making for young people and a holistic focus to support the young person and their family. This important legislation also fulfils the government’s commitment to keep the specific call in The Promise to end the use of YOIs for under 18s. This provision of the Act will be implemented in September 2024. 2.12 The sentencing or remanding of children to YOIs has decreased significantly over recent years. Nineteen 16-21 year olds from North Lanarkshire were newly admitted to a YOI in 23/24, two of whom were under 18. While still a significant number, this is the lowest number to date. We have, however, seen an increase in the use of secure care for reasons of care and protection in the last three years. In large part this is due to an increase in young people being at risk of violence in the community and/or criminal and sexual expliotation. Similar trends are seen elswhere in the UK (Jay, 2024). 2.13 At the time of writing, no under 18s from North Lanarkshire are in a YOI. We therefore do not anticipate any of our young people being impacted once the ending of use of YOIs for under 18s comes into force. Our Youth Bridges staff will continue to work with all young people aged 18-21s who have their liberty restricted in partnership with prison, health and other staff to support the young people and arrange family contact prioritising building relationships with young people, so they have a trusted worker to support them through the transition back to the community. The ending of use of YOIs for under 18 will allow more capacity Youth Bridges staff to work intensively in the community with this group and support young people coming out of secure care as illustrated in the brief case example below: ‘I attended the court with a young person and his Dad to support through what was going to be a traumatising experience. This YP had never spent anytime in court and trying explain this all to him with his learning difficulties was a challenge in itself! However I managed to calm him and made sure he was feeling ok however his anxieties were over and above because his solicitor was running late so reassuring him that I would be with him at all times seemed to help. When his solicitor turned up we spoke with the PF and I asked if this could be heard through the Children’s hearing as he should not be in a dock? The solicitor has also agreed with this. The YP was given a date to return to court to give the crown time to speak with the reporter. This is a service that is very much needed to try and keep out YP out of courts and being able to use the relationships I have with the likes of PF, Sheriffs and solicitors paid off’ Page 98 of 134
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2.14 The change in approach to 16 and 17 year olds initiated by the Act means all children can be referred to the Principal Reporter, if appropriate, where there are concerns for the child’s care or welfare, including the child’s involvement in offending behaviour. Currently, the service supports 16- and 17-year-olds in the justice system in range of different ways including children • diverted from prosecution by the Procurator Fiscal, • made subject to Community Payback Orders or Structured Deferred Sentences • subject to bail supervision • or sentenced. 2.15 We therefore do not expect an increase in the number of children being supported for reasons of offending by the service as a result of Act. Nevertheless, the way in which children are supported will change in line with the principles, requirements and ethos of the hearing system. While we welcome this change and increased flexibility it will afford us in the way we support young people, the service is looking at the resource implications of this to ensure we can deliver all the benefits of a holistic welfare approach. 2.16 It is also important to note that 16 and 17 year olds will be able to be referred to SCRA on care and protection as well as offence grounds. Indeed, Children’s Hearing Scotland believe this will be the largest reason for referrals. Undoubtedly, many young people in need of care and protection will already be involved with the social work service but there are a significant number of variables which make the resource and cost impacts of this change difficult to forecast. 3. Measures of success 3.1 Children and young people in conflict have their rights respected and are able to express their views in meetings and hearings D was a 17 year old who was admitted to secure accommodation following a Children’s Hearing due to concerns about high levels of offending, alcohol use and self-harm. The Youth Bridges worker met with him in the secure setting, building a relationship and was involved in the planning for discharge. On leaving secure care D was allocated temporary housing and intensive support was provided by Youth Bridges, working together this his social worker, to provide daily support including at weekends to help him manage his alcohol use, see his family and sustain his tenancy. Youth Bridges also involved the Tackling Poverty Team, Exchange Counselling within Intensive Services, support from Routes to Work, and helped D gain a CSCS card to access building work. The relationship based and practical approach has helped D maintain steps towards a more positive future with more healthy family relationships and avoiding conflict with the law. Page 99 of 134
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3.2 Reduction in numbers of children and young people re-referred into EEI processes. 3.4 Children and young people benefit from consistent relationships with social workers and other professionals 4. Supporting documentation Appendix one - Compass Project Progress Report 2024 Supporting documents - Justice for children and young people: vision and priorities 2024-26 - gov.scot (www.gov.scot) Alison Gordon Chief Social Work Officer Page 100 of 134
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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? Whilst there are no new specific financial proposals contained within the recommendations, the report highlights that ongoing demand for services and available resources will continue to be monitored and evaluated going forward. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☒ No ☒ If Yes, please provide a brief summary of the impact? The proposals for the review of family support were set out to Committee in May 2023 in a wider paper that outlined our integrated approach to whole family support. HR business partners are full participants in the review and development of whole family support. 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? Page 101 of 134
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Yes ☐ No ☒ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☒ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? Where the impact identifies a requirement for significant technology change, has an assessment been carried out (or is scheduled to be carried out) by the Enterprise Architecture Governance Group (EAGG)? Yes ☐ No ☐ 5.7 Environmental / Carbon impact Does the report / project / practice contain information that has an impact on any environmental or carbon matters? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.8 Communications impact Does the report contain any information that has an impact on the council’s communications activities? Yes ☐ No ☒ If Yes, please provide a brief summary of the impact? 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? An aim of the review of youth justice is to reduce the current risks that young people’s rights are not upheld and their needs are not met when in contact with the law. As well as risk to good outcomes for young people, there are compliance and reputational risks for the council if it does not ensure compliance with the new national standards for youth justice. 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 102 of 134
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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). If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 103 of 134
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North Lanarkshire Council Report Education, Children and Families Committee Does this report require to be approved? ☒ Yes ☐ No Ref AG/LB/AMCG Date 10/09/24 Embedding the United Nations Convention on the Rights of the Child (UNCRC) and Realising Children’s Rights in North Lanarkshire – Update From Alison Gordon, Chief Social Work Officer (Education, Families, Justice and Integrated Practice) E-mail GordonAl@northlan.gov.uk Telephone Executive Summary This report provides an update on activity to support and strengthen the realisation of Children’s Rights in North Lanarkshire and on the legislative underpinning and expectations of public bodies further to the commencement of duties under the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024 form 16th July 2024. As reflected in a previous report to committee in May 2023 on embedding UNCRC a focus on children’s rights is not new to North Lanarkshire and is already woven through strategic aims, action plans, professional standards and practice and examples of this are illustrated within this report. Internal systems to support this and to ensure the council meets the specific obligations under legislation and supporting guidance have however been strengthened. As previously highlighted a strong rights based approach is critical to our ambition to ‘support all children and young people to realise their full potential’ and to the approach to the new Resilient People programme of work which supports the plan for North Lanarkshire. Recommendations It is recommended that the Education, Children and Families Committee: (1) Endorse this report and, (2) Agree the Next Steps set out at 2.23. 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 Resilient People Item 7 Page 105 of 134
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1. Background 1.1 The United Nations Convention on the Rights of the Child (UNCRC) is considered the global ‘gold standard’ for children’s rights, and was ratified by the UK in 1991 and therefore already provides a framework for the consideration of children’s rights. In Scotland this is reflected in the national approach for supporting children, Getting it Right for every Child (GIRFEC) and in areas of existing legislation notably the Children and Young People (Scotland) Act 2014. It is noteworthy that the Bill received unanimous cross-party support. The UNCRC (Incorporation) (Scotland) Act 2024 heralds a significant step change in the commitment to children’s rights by incorporating the UNCRC into domestic law as far as this is compatible with the powers of the Scottish Parliament. 1.2 The timetable for enactment was impacted by a referral to the Supreme Court by the UK government who consider that some specific provisions within the Bill may encroach on reserved matters. This position was upheld by a supreme court judgement in October 2021. The Scottish Government addressed these issues by amending the Bill to incorporate the UNCRC into Scots Law as far as this is possible within devolved competence. 1.3 The Act promotes and ensure compliance with the rights of children under 18 in decisions, actions (and inactions), and makes these rights enforceable through the courts. Specifically, • Public authorities must not, in carrying out relevant functions, act incompatibly with the UNCRC requirements as set out in the Act. • Children, young people and their representatives will be able to use the courts to ensure their rights are recognised. • Legislation originating from the Scottish Parliament will have to be read in a way which is compatible with UNCRC requirements wherever possible. • There are remedial powers which would enable incompatibilities or potential incompatibilities, to be remedied as considered necessary by the Scottish Ministers. • The Children and Young People’s Commissioner Scotland and Scottish Human Rights Commission will have powers to take legal action to protect children’s rights. • The Scottish Government will publish a Children’s Rights Scheme and review this annually. • Public authorities listed in the Act will report every three years and Scottish Parliament will report annually, on the actions taken and planned, to secure, better or further the rights of children. 1.4 Whilst the UNCRC includes 42 wide ranging substantive articles, there are 4 general principles, critical to implementation: • apply rights without discrimination (Article 2) • best interests of the child to be a primary consideration (Article 3) • right to life, survival and development (Article 6) • right to express a view and have that view taken into account (Article 12) 1.5 The commitment to UNCRC and the promotion of children’s rights is fundamentally interwoven with the delivery of the Promise, to which full Council pledged its commitment in August 2020 and the Promise Plan 21-24 published in March 2021 and Page 106 of 134
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is embodied in the ‘foundation’ of ‘voice’ and the ‘fundamentals’ of ‘what matters to children and families’, ‘listening’, ‘poverty’, ‘children’s rights’ and ‘language’. The most recent planning guidance for Children’s Services Partnerships also places significant emphasis on UNCRC. 1.6 The Scottish Government Children’s Rights Unit has made available and promotes a range of resources to support public bodies progress the culture, systems and practice changes required to deliver on children’s rights in Scotland. These include. 1. Guidance for senior leaders in public services in Scotland, including information for elected members. 2. The Getting Ready for UNCRC framework which we have applied in North Lanarkshire to assess our readiness for incorporation. 3. A short animation with Carers Trust Scotland, Parent Network Scotland, Renfrewshire Youth and Partners in Advocacy to support children to understand their rights. 4. Participation guidance to support those who have to or want to engage with children and young people as part of their decision making. 5. The Children’s rights knowledge hub, an online community of people working to ensure that children's rights are realised in Scotland, with a particular focus on how public bodies are implementing the UNCRC. 1.7 A national programme to promote capacity within public authorities has a number of strands and we have engaged with this in NLC. There is statutory and draft statutory guidance and a national programme to support capacity building. 1.8 At a local level children’s rights are threaded through a range of improvement activity and is aligned with current and future programmes of work. Inputs to the Corporate Management Team and Operational Management Team have taken place and in January 2024 a cross-service Steering Group was established to support implementation. UNCRC is also a priority of North Lanarkshire Children’s Services Partnership and is reflected in the associated statutory planning and reporting. 1.9 Further to agreement by the Corporate Management Team and the endorsement given by Education, Children and Families in May 2023, Children’s Rights and Wellbeing Impact Assessments (CRWIAs) were introduced into the Council’s standard reporting framework and are, where relevant, highlighted in the impact section of committee reports. Whilst the use of CRWIAs is not itself a statutory requirement, adoption of this tool supports the Council meet its obligations in this area and also serves to promote awareness and ownership of children’s rights across all council services, recognising that duties in this area sit with the Council as a whole and not solely with Children’s Services. 1.10 Whilst new guidance and the commencement of legislative responsibilities is of course significant we retain an approach which focuses on realisation of children’s rights (rather than a purely technical approach to compliance) as a key contributor to the achievement of the Plan for NL. 2. Report Implementation of United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024 in North Lanarkshire 2.1 The legislation is in three parts and each part is supported by guidance. Page 107 of 134
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2.1.1 Part 1 Guidance is non statutory and aims to introduce, support and provide resources for public authorities to build on the foundations in place to implement a children’s rights based approach. The multi-agency Voice Task Group, a subgroup of our Improving Children’s Services Group have produced and shared a summary of the Part 1 Guidance for local use. 2.1.2 Part 2 Draft Guidance relates to the compatibility duty of public authorities (Section 6 of the Act). 2.1.3 Part 3 Draft Guidance relates to reporting duties of public authorities (Section 15 of the Act). 2.2 Part 2 and Part 3 Guidance are statutory and therefore Scottish Government were required to undertake a consultation process on this. North Lanarkshire Council produced a collective response, approved by the Corporate Management Team, in May 2024. The consultation document was widely circulated, and responses drawn from across services. 2.3 The NLC response largely endorsed the approach and the clarity set out in Part 3 Guidance which addresses the reporting duties of public authorities. A number of concerns were however noted in respect of the overall length and accessibility of the guidance both for non-legal professionals and children and young people as well as a number of specific concerns in respect of areas of Part 2 guidance, including: • How children and young people’s capacity to raise proceedings under the act will be realised and the interface with the Age of Legal Capacity (Scotland) Act 1991. • Lack of clarity on the definition of a public authority beyond local authorities and health boards and the implications for partner and commissioned services. • The limited examples provided of ‘functions of a public nature’ • The complexity introduced to the guidance as a result of the legislative framework imposed with respect to compatibility duties and the exclusion of legislation enacted out with or predating the Scottish Parliament. 2.4 It is hoped that these issues will be addressed within the final Statutory Guidance for Parts 2 and 3 which is due to be published in autumn 2024. 2.5 The effect of the UNCRC Incorporation (Scotland) Act 2024 has been to incorporate certain requirements of the UNCRC into Scots law. At the present time, this extends only to Acts of the Scottish Parliament. Acts of the UK Parliament, including notable examples such as the Education (Scotland) Act 1980 and Children (Scotland) Act 1995, are currently excluded. This creates a complicated legal landscape and in order to assist officers determine what this means for the Council, the advice and opinion of King’s Counsel (specialising in children’s rights law) has been sought. This has now been received and officers are considering its implications. 2.6 As outlined above the supporting structure for local implementation includes a Steering Group and in addition a wider Stakeholder Group with a focus on realising rights and not just legislative compliance. This wider group has used the Getting Ready For UNCRC Framework, as a benchmark tool to consider readiness for incorporation and to help identify any gaps and areas for improvement. This will inform an action plan which is in development. 2.7 As noted above Children’s Rights and Wellbeing Impact Assessments (CRWIA) have been adopted in North Lanarkshire from late 2023 to support planning and decision- Page 108 of 134
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making and as a vehicle to support and demonstrate consideration of children’s rights It is important to highlight that CRWIAs are relevant to all new policies and measures which may impact on children and not only to developments within children’s services. The process followed is in line with EQIA practice with an initial Stage 1 Screening to support a proportionate decision on the need for undertake a Stage 2 Assessment. A ‘champions’ model is in place and will be expanded to support 2.8 Advocacy and Complaints - With one aspect of the legislation being that children, young people and their representatives have the power to access the courts to ensure their rights are being upheld, we want to ensure that there are opportunities available to resolve matters at an earlier stage. It is our role as a public authority to ensure that children and young people have access to processes that support their voices to be expressed and heard and their rights protected and upheld. One aspect of this is through advocacy, commissioned through Children and Family Social Work and available to specific cohorts of children including care experienced children and young people, those involved in the child protection system and those with additional support needs. With respect to , the Scottish Public Services Ombudsman has been funded by the Scottish Government to develop a child-friendly way for public bodies to handle complaints. They have produced Child Friendly Complaints Handling Principles and Child Friendly Complaints Handling Process Best Practice Guidance to help organisations manage complaints in a way that upholds children’s rights under the UNCRC. Child Friendly Complaints | SPSO. A short life working group has been established to support any changes required in working towards best practice in this area locally and will take into account feedback from children and young people using our processes. The Council’s web-site has also been updated to reference child friendly complaints. 2.9 Awareness Raising - Community Learning and Development led a programe of awareness raising training across all the CLD staff teams. Consideration will be given to how this is rolled out into other areas as part of our action plan. This will also be informed by a previous poll taken across the Operational Management Team to assess the different levels of training and awareness raising that will be required. Email communication has gone out to all staff to highlight the enactment of the legislation from July and the profile of Children’s Rights will also continue to be raised by embedding this in a wide range of linked development activity. 2.10 Children’s Rights Budgeting involves thinking about through how children’s rights are impacted by the way that money is raised, allocated and spent. North Lanarkshire are one of six local authorities (Glasgow, Shetland. North Ayrshire, Inverclyde, Falkirk) participating in an Action Enquiry, a method of learning through examination of a complex challenge from different perspectives to increase understanding and knowledge and prior to action. The approach does not ask local authorities to be experts in children’s rights or to agree to undertake a full children’s rights approach to their budget immediately, rather it is about exploring what might enable the consideration of children’s rights in the budget process, understanding what is needed to support this and testing some approaches in a considered way. The process began in the summer and is expected to last for 6-8 months. Progressing children’s rights in North Lanarkshire- empowering children and young people 2.11 The Community Learning and Development Service continue to lead on an active and vibrant youth voice infrastructure in North Lanarkshire. The current structure within CLD Page 109 of 134
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is nine town-based youth voice groups to coincide with the nine town boards model. The young people in the groups nominate representatives to attend North Lanarkshire Youth Council. North Lanarkshire Youth Council (NLYC) is made up of the nine democratically elected Members of the Scottish Youth Parliament and 18 young people from each of the nine local youth voice groups. Additional groups include: • Those for care experienced children and young people supporting involvement in the Champions Board such as Today Not Tomorrow • West Partnership Ambassadors who engage in The West Partnership, a regional collaborative • School Pupil Voice offers meaningful opportunities for pupils to share their views and opinions about their school. 2.12 Over recent years work within Children’s Services in North Lanarkshire has had increasing focus on involvement and participation and embedding children’s rights in our processes and delivery of services. Whilst Community Learning and Development colleagues have been key to much of this work, this is now much more integrated across the full Children’s Service Partnership. 2.13 In 2018 the Children’s Services Partnership and young people worked together to develop a ‘Partnership Agreement’ marking the intention of moving away from episodic consultation with children and young people to a framework to support meaningful engagement and participation, built around 7 golden rules developed though the Children’s Commissioner’s office: understanding my rights; a chance to be involved; remember it’s my choice; value me; support me; work together, keep in touch. An action in the Children’s Services Plan for 2023-2026 is to review the Partnership Agreement. 2.14 There has previously been direct representation on the Children’s Services Partnership Board via North Lanarkshire Youth Council. However, it is accepted that the Board and meeting experience is not young person friendly, and an alternative model was sought. A paper was agreed in July 2024 to strengthen the connections with our Youth Voice structures such as NLYC and Today not Tomorrow, representing care experienced young people, by holding a youth summit every two years and Partnership Board and task groups representatives will attend a number of wider Youth Council meetings each year to engage on a range of topics and ensure priorities and actions in our planning and reporting are informed by the views of children and young people. The first summit is scheduled for November 2024. 2.15 The Voice Task Group is now well established, as part of the Children’s Services Partnership, with a remit to ensure ‘voice’ is embedded in all service development and improvement activity within the partnership, whilst the small team of Promise Development Workers created in 2021 have had a critical role in ensuring developments are informed by lived experience and in challenging stigma. 2.16 An example of action in response to feedback from young people was to involve children, young people, and families in developing a child and young person friendly addition to our CS Plan and Report. Young people requested ‘real stories from real people’ to highlight the work of the CS Partnership and have been directly involved in producing short videos from ‘stories’ gathered. 2.17 From a more individual perspective, multiple strands of work are being progressed to ensure all children and young people have the opportunity to be heard and involved in decisions which impact on their lives. This ranges from involvement in service Page 110 of 134
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development to the use of tools as part of GIRFEC practice and the Mind of my Own app to support young people express their views. 2.18 Increasingly best practice examples engaging children, young people and families are being shared with the Children’s Services Partnership Board. These include: 2.18.1 Mental Health and Wellbeing Framework, Mental Health Week 2024 involved young people in celebrating positive mental health & wellbeing for children and young people within our communities and across our organisations. The Mental Health and Wellbeing and Resilience task group created a video for Children’s Mental Health Week (5-11 February 2024) showcasing the theme of the week ‘My Voice Matters’. Ten young people volunteered to be interviewed and contributed their stories to the video. Feedback from the young people on the services offered was positive with them stating that by taking part in groups, they can see the benefits of sharing their experiences with both trusted adults, and a group of peers. 2.18.2 In June 2024 members of the Scottish Youth Parliament and North Lanarkshire Youth Council, worked together to score and evaluate the applications that were part of the current round of funding linked to our Community Mental Health and Wellbeing Framework. The young people met to form a pre panel where they read over, discussed, commented and scored the applications. Those involved feedback that it was a daunting prospect but once they were in the swing of it, they enjoyed contributing to the process. 2.18.3 As part of the North Lanarkshire Tackling Poverty Strategy, consultation with children and young people took place to gather their experiences and views on poverty and what can be done. This informed the Children’s Services Plan 2023-26 and offers a different view, directly from children and young people on the impact of poverty and how this might be mitigated. This has influenced work being progressed relating to financial education in schools and community settings. Progressing children’s rights in North Lanarkshire- work with children and young people 2.19 As reported previously in November 2020, North Lanarkshire Youth Council, contributed to the development of the Children’s Services Plan (2021-23) with a focus on UNCRC. A survey about UNCRC was completed by almost 400 young people and informed actions that were included in the Plan relating to raising awareness of UNCRC amongst children, young people and adults. During 2021, as part of Future Fridays, a group of young people co-produced the #MakeitRight campaign. With guidance from Corporate Comms they directed, produced and participated in developing campaign assets including a short film. The campaign which was launched in February 2022 has since gained recognition nationally as an example of good practice including by the Children’s Commissioner and a representative on the UN Committee on Children Rights. It is included in the Part 1 Guidance referred to above. The campaign has 15000 impressions, and the short film has had over 100,000 views since its launch. 2.20 Following this successful campaign the campaign assets have been applied to a peer education approach to further raise awareness through a workshop. In 2023-24 a group of UNCRC Ambassadors met over several months to explore the wide range of UNCRC workshop materials and exercises to create a workshop designed by young people for young people. This can be delivered through a peer education approach but is designed as a workshop that volunteers and staff can pick up and deliver supported Page 111 of 134
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with a ‘how to guide’ and resources required. From June 2024 this has been rolled out to locality Youth Voice Groups and other local groups and organisations. Youth Ambassadors presented their work to the Children’s Services Partnership in July 2024. Young people will continue to be involved in the work to raise awareness of UNCRC and a proposal is currently being prepared with a focus on children and young people who are furthest from their rights being respected, protected and upheld. 2.21 The Rights Respecting Schools Award is intended to put children’s rights at the heart of school life in the UK. The UK Committee for UNICEF (UNICEF UK) works with schools and establishments in the UK, using UNCRC as the basis, to deliver the award to schools and establishments which are inspiring places to learn, where children are respected, their talents are nurtured, and they are able to thrive. The Rights Respecting Schools Award recognise schools and establishments that have embedded these values in daily school life, gives children the best chance to lead happy, healthy lives and to be responsible, active citizens. There are now over 1.6 million children in the UK who go to one of 5000 schools and establishments working through the award. There is a journey to become fully Rights Respecting from the Bronze to Gold award. The Award recognises achievement in putting the United Nations Convention on the Rights of the Child into practice within the school and beyond. 2.22 In North Lanarkshire we have most schools now on the journey, and our ambition is to have all schools engaged in the process towards the award, with those who hold silver and bronze awards moving forward towards the gold award. In North Lanarkshire a further 16 schools registered for the award in 2023-24. The levels of accreditation, from March 2024, are: Gold 17 Silver 44 Bronze 56 Reaccreditation 6 Awaiting accreditation 26 Total 149 . Next Steps 2.23 As is clear from the information set out action to realise children’s rights through best practice, culture and system change will continue to be integrated across a range of improvement activity. It is planned however that key actions at this point include: • Development of the UNCRC Implementation Steering Group Action Plan prioritising and detailing how we implement the legislation and embed children’s rights. • Development of staff and member training inputs on UNCRC, building on work undertaken and drawing on national resources as appropriate. • Continued support for the roll out of the Rights Respecting Schools Award across all North Lanarkshire Schools. • Completion of the requirement to report on the delivery of children’s rights in North Lanarkshire over the period April 2023-March 2027 in line with Children’s Service Planning requirements. Page 112 of 134
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• Further engagement with young people to build on the work of the MakeitRight Campaign and peer education programme. 3. Measures of success 3.1 Improved awareness of UNCRC and Children’s Rights. 3.2 The council is well prepared to meet its legal duties under new legislation. 3.3 Number of CRWIAs completed. 3.4 External and internal evaluation and feedback from children and young people demonstrate progress towards fully realising children’s rights. 4. Supporting documentation 4.1 Appendix 1 UNCRC Introductory Guidance Children's Rights and the UNCRC in Scotland: An Introduction (www.gov.scot) Alison Gordon Chief Social Work Officer (Education, Families, Justice, and Integrated Practice) Page 113 of 134
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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 work described within this report indirectly supports the council in its equality and Fairer Scotland duties but as this is an overview report no impact assessment 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? Whilst this overview report does not have any direct financial impacts any costs arising from new duties will be monitored though the Steering Group. As noted at 2.11 any learning arising from initial work on children’s rights budgeting will also where relevant be considered in future financial planning processes 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? Legal Services are part of the Steering Group on UNCRC and as reflected at 1.4 have sought specific opinion from Kings Counsel to support an better understanding of the impact of the Act on specific legislative areas. 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ Page 114 of 134
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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? No direct impacts with respect to this report however where relevant specific strands of work eg the Make it Right Campaign have been supported . 5.9 Risk impact Is there a risk impact? Yes ☒ No ☐ If Yes, please provide a brief summary of the key risks and potential impacts, highlighting where the risk(s) are assessed and recorded (e.g. Corporate or Service or Project Risk Registers), and how they are managed? Adopting CIRWAs and the comprehensive cross service approach described in the report both supports the council in its own key ambitions and reduces vulnerability to potential challenges for non-compliance. 5.10 Armed Forces Covenant Duty Does the report require to take due regard of the Armed Forces Covenant Duty (i.e. does it relate to healthcare, housing, or education services for in-Service or ex- Service personnel, or their families, or widow(er)s)? Yes ☐ No ☒ If Yes, please provide a brief summary of the provision which has been made to ensure there has been appropriate consideration of the particular needs of the Armed Forces community to make sure that they do not face disadvantage compared to other citizens in the provision of public services. Page 115 of 134
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5.11 Children’s rights and wellbeing impact Does the report contain any information regarding any council activity, service delivery, policy, or plan that has an impact on children and young people up to the age of 18, or on a specific group of these? Yes ☒ No ☐ If Yes, please provide a brief summary of the impact and the provision that has been made to ensure there has been appropriate consideration of the relevant Articles from the United Nations Convention on the Rights of the Child (UNCRC). The activity described in this report is designed to support the realisation of all areas of Children’s Rights in North Lanarkshire, As this is an update report reflecting work already underway no CRWIA has been undertaken with respect to this report but these will be undertaken for specific strands of work where relevant. If Yes, has a Children’s Rights and Wellbeing Impact Assessment (CRWIA) been carried out? Yes ☐ No ☒ Page 116 of 134
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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 10/09/24 Annual Bad Debt Write-Off Exercise From: Gerard McLaughlin, Chief Officer (Education North) E-mail: McLaughlinG@northlan.gov.uk Telephone: 01698 812269 Executive Summary This report provides a summary of outstanding debtor accounts relating to previous financial years which are considered to be uncollectible following approved recovery procedures, or are not economically viable to continue pursuing. In accordance with Council’s Financial Regulations, a provision for expected credit losses has previously been established for the outstanding accounts. The total value recommended for write-off for 2024/25 is £15,755.58. Recommendations It is recommended that the Education, Children and Families Committee: (1) Acknowledge the decision of the Chief Officer (Education North) and Chief Officer (Financial Solutions), under delegated responsibilities, to write-off a total of £2,778.05 for outstanding debtors accounts under £500. (2) Approve the write-off of £12,977.53 for outstanding debtors accounts over £500. (3) Remit the content of this report to the Finance and Resources Committee. The Plan for North Lanarkshire Priority Improve North Lanarkshire's resource base Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning Programme of Work Statutory / corporate / service requirement Item 8 Page 117 of 134
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1. Background 1.1. Under delegated responsibilities, North Lanarkshire Council’s approved Financial Regulations require Chief Officers and the Chief Officer (Financial Solutions) to approve the write-off of outstanding accounts of less than £500. In addition, the aligned parent Committee is required to approve the write-off of outstanding accounts due to the Council which are greater than £500. 2. Report Chargeable Activities and Recovery Actions 2.1.1. The Education, Children and Families Service provide a range of chargeable activities such as, but not limited to, cross boundary and inter-authority charges for external pupils attending NLC schools and nurseries, educational leadership and training courses and nursery wraparound hours. 2.1.2. For context, during the 2023/24 financial year, the Education, Children and Families Service raised 520 invoices which had an aggregate total value of £2.801m. In conjunction with the Corporate Debt Recovery Team, every effort has been made by the Service to fully recover outstanding accounts including reminder correspondence, use of collection agents, and legal action. The value of the accounts identified for write- off in this report represent a small proportion (less than 1%) of the total value of invoices raised each year by the Service. 2.1.3. Despite these proactive actions, there are several accounts that have been deemed uncollectible and/or are considered not economically viable to engage in further collection initiatives. The annual process of assessing the likelihood of the non- recovery of debt conforms to accepted accounting best practice and is a realistic assessment of expected levels of future payment. Analysis of Write-Off 2.1.4. A critical and in-depth analysis of the outstanding balances was conducted resulting in a write-off total of £15,755.58 represented by £2,778.05 (accounts < £500) and £12,977.53 (accounts > £500) respectively. 2.1.5. There are several reasons why the outstanding balances have been identified for the purposes of the annual write-off process. These are aggregated as follows: 1) Deceased The debtor is deceased and there have been insufficient funds within the estate to meet the outstanding sum due. 2) Recovery Exhausted All available avenues have been pursued and there is no prospect of recovery of funds. 3) Uneconomic to Pursue Page 118 of 134
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There are insufficient funds and/or no realisable assets that are available to meet the debt and it is uneconomic to continue to seek the outstanding sum due. 2.1.6. For additional information, the tables below provide an analysis of the proposed write- off by value (Table 1) and cause (Table 2) in line with the categories described previously. Table 1 VALUE £ No of Accounts < £500 2,778.05 14 > £500 12,997.53 6 TOTAL 15,755.58 20 Table 2 CAUSE £ No of Accounts Deceased 0.00 0 Recovery Exhausted 15,697.48 16 Uneconomic to Pursue 58.10 4 TOTAL 15,755.58 20 2.1.7. There are no new financial implications linked to this report in relation to the current financial year. The write off costs will be supported via the relevant financial provision outlined in the Council’s Annual Accounts. 3. Measures of success 3.1. The Corporate Debt Recovery Team and the Service will continue to monitor and review the volume and value of outstanding debts and seek recovery of all sums owed to the Council. 4. Supporting documentation 4.1. Not Applicable. Gerard McLaughlin Chief Officer (Education North) Page 119 of 134
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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? Approval of Annual Bad Debt Write Off Request. 5.3 HR policy impact Does the report contain any HR policy or procedure impacts? Yes ☐ No ☒ If Yes, have all relevant HR impacts been discussed and agreed with People Resources? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.4 Legal impact Does the report contain any legal impacts (such as general legal matters, statutory considerations (including employment law considerations), or new legislation)? Yes ☐ No ☒ If Yes, have all relevant legal impacts been discussed and agreed with Legal and Democratic? Yes ☐ No ☐ If Yes, please provide a brief summary of the impact? 5.5 Data protection impact Does the report / project / practice contain or involve the processing of personal data? Yes ☐ No ☒ If Yes, is the processing of this personal data likely to result in a high risk to the data subject? Yes ☐ No ☐ If Yes, has a Data Protection Impact Assessment (DPIA) been carried out and e- mailed to dataprotection@northlan.gov.uk Yes ☐ No ☐ 5.6 Technology / Digital impact Does the report contain information that has an impact on either technology, digital transformation, service redesign / business change processes, data management, or connectivity / broadband / Wi-Fi? Page 120 of 134
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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? 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 121 of 134
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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 10/09/24 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 2024 to 19 July 2024 (Period 4). The report highlights the projected outturn position as at 31 March 2025, 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 £513.127m for the 2024/25 financial year. Incorporated within the revenue budget are approved savings totalling £9.595m. It is anticipated that £8.258m (86%) of these savings will be realised during the current financial year with Service management action addressing the in-year gap of £1.337m (14%). The Service is currently forecasting a balanced budget position for the 2024/25 financial year. Recommendations It is recommended that the Education, Children and Families Committee: (1) Review the financial position of the Education, Children and Families revenue budget. (2) Review the contents of the report. The Plan for North Lanarkshire Priority All priorities Ambition statement (25) Ensure intelligent use of data and information to support fully evidence based decision making and future planning Programme of Work Statutory / corporate / service requirement Item 9 Page 123 of 134
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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 15 February 2024, North Lanarkshire Council approved its General Fund Revenue Budget of £1,016.750m for the 2024/25 Financial Year, of which, £513.127m (50.5%) represented the approved net revenue budget for the Education, Children & Families 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. The current 2024/25 budget incorporates £9.595m of savings previously approved by the Council. Further information regarding particularly challenging savings, along with associated management actions and replacement in-year savings, are included within this report at Appendix 5. Analysis of Significant Variances 2.2.1 The Service has a total employee budget of £350.964m and currently anticipates a projected net underspend of £0.398m. The underspend reflects actual and projected vacancies, along with the roll out of finalised HQ, cluster, and school staffing structures offset by other employee cost pressures within the Service. 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 school/nursery staffing budgets for teaching and non-teaching posts are delegated to Head of Establishment management. Establishments receive budgetary allocations based on agreed formulas and distribution methods. 2.2.3 The Service is anticipating a net overspend of £0.319m within Property Costs primarily due to utility cost pressures within the education estate. 2.2.4 The Service is anticipating a net underspend of £0.187m within Transport & Plant in based on the current ‘Home to School’ contractual commitments across mainstream and ASN provision. 2.2.5 The Service is anticipating an underspend of £0.134m within Payments to Other Bodies. This underspend is partly explained by the level of demand for Family Placements in comparison to overall resources currently available following the receipt of an additional £1.162m Scottish Government funding for the start of the 2024/25 Page 124 of 134
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financial year. There are offsetting financial pressures within ASN pupil placements (£0.350m) and expenditure aligned to Gaelic provision (£0.209m) as outlined in Appendix 3. 2.2.6 The Service is anticipating an underspend of £0.095m within Other Expenditure which is aggregated across a number of budget areas including the music programme. 2.2.7 The Service is anticipating an under-recovery of income of £0.494m which reflects the ongoing trend in reduced cross-boundary ASN placements within NLC educational settings. 2.2.8 At this stage of the financial year the Service is anticipating a balanced budget position across several budgetary categories including Supplies & Services, Administration Costs, Transfer Payments, and Capital & Revenue Financing Costs as outlined in Appendix 2. Earmarked Reserves 2.3.1 In finalising North Lanarkshire Council’s annual accounts to 31 March 2024, the Education, Children and Families Service was given approval to earmark £95.265m of resources to fund key projects and initiatives. The largest reserve (£60.969m) is earmarked for future years commitments to school building / hub programmes. 2.3.2 Other specific reserves include Pupil Equity Fund (PEF) carry forwards; Devolved School Management (DSM) carry forwards; resettlement initiatives, Whole Family Wellbeing Fund; and ELC / 1140 funding. 2.3.3 The Service anticipates utilising £25.941m of allocated earmarked reserves in the current financial year. This in-year projection reflects the planned phasing of resources (£8.354m) to future years following the completion of strategic reviews in relation to the operational requirements and financial planning assumptions aligned to individual programmes. 2.3.4 Future monitoring reports will continue to provide updates on the planned use of reserves during 2024/25, and in future financial years, as outlined in Appendix 4. 2024/25 Budget Savings 2.4.1 Incorporating base budget adjustments and specific proposals, the Council previously approved total Service savings of £9.595m to be achieved during financial year 2024/25. The Service assesses a variety of records and management information to monitor and review the achievement of its approved budget savings. As at Period 4, it is anticipated that £8.258m (86%) of the approved in-year savings target will be realised in the current financial year. 2.4.2 The majority of the unmet in-year saving has resulted from the formal introduction of the Early Years restructure occurring at a later date than was envisaged in the original programme timeline. 2.4.3 Through a combination of utilisation of aligned EMRs and other management actions, the Service has identified replacement funding streams to fully offset the in-year savings gap of £1.337m (14%). Future monitoring reports will continue to provide updates on the deliverability of approved saving during 2024/25, and future financial years if applicable, as outlined in Appendix 5. Page 125 of 134
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Management Actions 2.5.1 Senior officers will review and implement actions through to financial year end with the aim of ensuring the Service continues to operate within its overall financial envelope. These actions will include: 1) Vacancy management 2) Creating efficiencies through the 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: Subjective Analysis Appendix 3: Payments to Other Bodies Appendix 4: Status of Earmarked Reserves Appendix 5: Savings Gerard McLaughlin Chief Officer (Education – North) 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? Page 126 of 134
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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 ☒ 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 Page 127 of 134
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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 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 128 of 134
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APPENDIX 1 [1] [2] [3] [5] [6] [7] Early Years 33,692,114 33,692,114 0 0.0% 0 Balanced Budget Primary Schools 151,898,243 151,898,243 0 0.0% 0 Balanced Budget Secondary Schools 143,360,986 143,360,986 0 0.0% 0 Balanced Budget Special Schools 25,083,889 25,083,889 0 0.0% 0 Balanced Budget Education Service Delivery 109,087,872 109,643,776 (555,904) ADV (0.5%) 0 Overspend in relation to external placements / income under-recovery within the ASN sector offset by 'Home to School Transport' efficiencies and establishment vacancies Children & Families 39,680,312 39,264,593 415,719 FAV 1.1% 0 Underspends primarily aligned to Family Placement Payments Justice Services 91,690 151,505 (59,815) ADV (65.2%) 0 Minor overspend Employability 3,164,086 3,089,086 75,000 FAV 2.4% 0 Minor underspend Community Learning 5,142,951 5,017,951 125,000 FAV 2.4% 0 Minor underspend Tackling Poverty 1,925,071 1,925,071 0 0.0% 0 Balanced Budget NET EXPENDITURE 513,127,214 513,127,214 0 0.0% 0 Balanced Budget [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Objective Analysis Period 04 (01 April 2024 - 19 July 2024) Education, Children & Families DIVISION OF SERVICE ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 129 of 134
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APPENDIX 2 [1] [2] [3] [5] [6] [7] EMPLOYEE COSTS 364,277,815 363,880,205 397,610 FAV 0.1% 0 Underspend primarily due to phasing of external funding; timing of recruitment to reflect operational requirements; Service vacancy management; offset by other employee cost pressures PROPERTY COSTS 53,169,915 53,489,242 (319,327) ADV (0.6%) 0 Overspend primarily due to utility costs within the education estate SUPPLIES & SERVICES 15,794,045 15,794,045 0 0.0% 0 Balanced Budget TRANSPORT & PLANT 22,810,180 22,623,338 186,842 FAV 0.8% 0 Underspend in relation to 'Home to School Transport' efficiencies ADMINISTRATION COSTS 3,776,573 3,776,573 0 0.0% 0 Balanced Budget PAYMENTS TO OTHER BODIES 46,590,217 46,456,182 134,035 FAV 0.3% 0 Underspend within Family Placement Payments offset by overspends in relation to external ASN placements and Gaelic Education provision TRANSFER PAYMENTS 4,251,029 4,251,029 0 0.0% 0 Balanced Budget CAPITAL FINANCING COSTS 41,096,297 41,096,297 0 0.0% 0 Balanced Budget REVENUE FINANCING COSTS 0 0 0 0.0% 0 Balanced Budget OTHER EXPENDITURE 21,143,094 21,048,094 95,000 FAV 0.5% 0 External grant synergies aligned to Music provision TOTAL EXPENDITURE 572,909,165 572,415,005 494,160 FAV 0.1% 0 As stated above INCOME (59,781,951) (59,287,791) (494,160) ADV 0.8% 0 Under-recovery of income in relation to ASN placements and service provision within NLC settings NET EXPENDITURE 513,127,214 513,127,214 0 0.0% 0 Balanced Budget [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Subjective Analysis Period 04 (01 April 2024 - 19 July 2024) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 130 of 134
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APPENDIX 3 [1] [2] [3] [5] [6] [7] General PTOBs 7,969,176 8,177,751 (208,575) ADV (2.6%) 0 Overspend in relation to payments aligned to Gaelic Education Additional Support Needs 8,596,956 8,946,956 (350,000) ADV (4.1%) 0 Net overspend in relation to external ASN placements Early Years 16,044,000 16,044,000 0 0.0% 0 Balanced Budget Voluntary Organisations 971,047 971,047 0 0.0% 0 Balanced Budget Family Placements 12,786,752 12,094,142 692,610 FAV 5.4% 0 Net underspend within Family Placement Payments aligned to fostering, kinship, and adoption fees and allowances Children's Services - General 222,286 222,286 0 0.0% 0 Balanced Budget TOTAL EXPENDITURE 46,590,217 46,456,182 134,035 FAV 0.3% 0 As stated above [4] NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Payments to Other Bodies Period 04 (01 April 2024 - 19 July 2024) Education, Children & Families CATEGORY ANNUAL BUDGET PROJECTED OUT-TURN PROJECTED OUT-TURN VARIANCE % PERIOD MOVEMENT ANALYSIS Page 131 of 134
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APPENDIX 4 Value % Service Specific Earmarked Reserves: School Carry Forward (DSM) 2,655,000 0 2,655,000 1,062,000 2,655,000 100.0% 0 2,655,000 Pupil Equity Fund (PEF) Carry Forward 2,153,000 0 2,153,000 2,122,936 2,153,000 100.0% 0 2,153,000 Supporting Education Service Delivery 6,497,000 (67,649) 6,429,351 5,572,317 6,429,351 100.0% 0 6,429,351 Early Learning & Childcare 5,213,000 (1,881,000) 3,332,000 1,877,553 3,332,000 100.0% 0 3,332,000 Developing the Young Workforce Initiatives 680,000 0 680,000 226,667 680,000 100.0% 0 680,000 Supporting Children & Families Service Delivery 40,000 0 40,000 20,313 40,000 100.0% 0 40,000 Children & Families - Whole Family Wellbeing Fund 4,417,000 (2,346,000) 2,071,000 616,500 2,071,000 100.0% 0 2,071,000 SEF / SAC Carry Forward 943,000 0 943,000 600,819 943,000 100.0% 0 943,000 Shotts Prison SLA 116,000 (84,000) 32,000 500 32,000 100.0% 0 32,000 Employability Initiatives (incl. 'NOLB') 2,784,000 0 2,784,000 927,999 2,784,000 100.0% 0 2,784,000 CLD & Voluntary Organisations Youth Work Initiatives 248,000 0 248,000 82,500 248,000 100.0% 0 248,000 Resettlement & Unaccompanied Minors 8,323,000 (3,976,000) 4,347,000 1,258,407 4,347,000 100.0% 0 4,347,000 Tackling Poverty Initiatives 227,000 0 227,000 56,750 227,000 100.0% 0 227,000 PPP/DBFM Contractual Commitments 60,969,075 (60,969,075) 0 0 0 0.0% 0 0 TOTAL 95,265,075 (69,323,724) 25,941,351 14,425,261 25,941,351 100.0% 0 25,941,351 No Longer Required Reserves Required In Year Commentary Regards UsageProjected Spend NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Status of Earmarked Reserves Period 04 (01 April 2024 - 19 July 2024) Education, Children & Families FINANCIAL YEAR - 2024/25 DESCRIPTION OF EARMARKED RESOURCE Approved Reserve Profiled in Future Years In-Year Reserve Total Spend to Date Page 132 of 134
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APPENDIX 5 £000 £000 £000 £000 £000 Base Budget Adjustments: - Reduction in Children's Services HQ Employee Costs Children & Families 117 117 0 0 Sub-Total Base Budget Adjustments 117 117 0 0 0 Approved Savings - Review of ELC: Single Status Employee Resources ELC 2,000 750 1,250 Gap primarily due to saving phasing asymmetry with majority of ELC staffing cohort ceasing employment with the Council at the end of June 2024. Phasing delay included within the financial modelling assumptions of the ELC EMR. 1,250 0 - Review of Staffing Turnover Within Schools Education 375 375 0 0 - School Transport (Move distance threshold to statutory limit) Education HQ 1,200 1,200 0 0 Sub-Total 2023/24 impact of previously approved savings 3,575 2,325 1,250 1,250 0 Approved Savings (Operational Decisions) 16ECF Removal of Early Years Absence Funding Education HQ 294 294 0 0 30ECF Contracts and Provisions (Under-utilised budgets) Education HQ 45 0 45 Awaiting confirmation of discrete allocation within in-scope budgets. Management action regarding curtailment of non-essential expenditure 45 0 42ECF Under-utilised corporate parenting discretionary budget Children & Families 21 21 0 0 43ECF Service redesign and efficiencies through transition to SDS Children & Families 24 24 0 0 44ECF Reduce discretionary spend in training Children & Families 54 54 0 0 66ECF Under-utilised budgets Children & Families 125 125 0 0 Sub-Total 'Operational Decisions' 563 518 45 45 0 Approved Savings (Budget Decisions) 28ECF Network Support - Removal of unutilised budget ASN 213 213 0 0 62ECF Service redesign and efficiencies through transition to SDS Children & Families 42 42 0 0 78-80ECF Review if service delivery across Youth Employability Hubs Employability 670 670 0 0 81ECF Review of CLD service delivery, including the provision of youth diversionary activities CLD 163 121 42 Awaiting confirmation of discrete allocation within in-scope budgets. Management action regarding curtailment of non-essential expenditure 42 0 87ECF Music Service - Reduction in staffing Music 140 140 0 0 88ECF Removal of extra curricular activity delivered by existing staff Club365 1,090 1,090 0 0 - Historic Recurring Underspends EC&F 3,022 3,022 0 0 Current financial modelling assumptions indicate that this saving will be achieved. This will be kept under review during the course of the financial year. Sub-Total 'Budget Decisions' 5,340 5,298 42 42 0 TOTAL 9,595 8,258 1,337 1,337 0 86.07% 13.93% 13.93% 0.00% Delivered Gap Replacement Revised-Gap Ref. DESCRIPTION OF APPROVED SAVING DIVISON Target Value Value Deliverable APPROVED SAVINGS REPLACEMENT SAVING / FUNDING NORTH LANARKSHIRE COUNCIL Revenue Budget Monitoring Report - Savings Period 04 (01 April 2024 - 19 July 2024) Education, Children & Families DESCRIPTION Value Revised Savings Gap CommentarySavings Gap Reasons for Savings Gap Page 133 of 134
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