Agenda reports pack
Argyll and Bute Council · 28 August 2025
Back to Community Services Committee — 28 August 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Argyll and Bute Council Comhairle Earra-Ghàidheal Agus Bhòid Executive Director: Douglas Hendry Kilmory, Lochgilphead, PA31 8RT Tel: 01546 605522 DX 599700 LOCHGILPHEAD 21 August 2025 NOTICE OF MEETING A meeting of the COMMUNITY SERVICES COMMITTEE will be held ON A HYBRID BASIS IN THE COUNCIL CHAMBER, KILMORY, LOCHGILPHEAD AND BY MICROSOFT TEAMS on THURSDAY, 28 AUGUST 2025 at 11:00 AM, which you are requested to attend. Douglas Hendry Executive Director BUSINESS 1. APOLOGIES FOR ABSENCE 2. DECLARATIONS OF INTEREST 3. MINUTE (Pages 3 - 6) Community Services Committee held on 5 June 2025 4. POLICE SCOTLAND ARGYLL & BUTE PERFORMANCE SUMMARY REPORT - REPORTING PERIOD: APRIL - JUNE 2025 (Pages 7 - 18) Report by Divisional Commander for Argyll and Bute, West Dunbartonshire Division, Police Scotland 5. SCOTTISH FIRE AND RESCUE SERVICE - ARGYLL & BUTE PERFORMANCE SCRUTINY GROUP 2025-26 Q1 SCRUTINY REPORT (Pages 19 - 34) Report by Local Senior Officer, Scottish Fire and Rescue Service 6. ARGYLL & BUTE HEALTH & SOCIAL CARE PARTNERSHIP - PERFORMANCE REPORT FQ3 2024/25 (Pages 35 - 50) Report by Senior Manager, Performance and Improvement, Argyll and Bute Health and Social Care Partnership 7. ARGYLL AND BUTE EDUCATION SERVICE PROGRESS AND IMPACT 2024- 2025 AND STRATEGIC PLAN 2024-2026 (Pages 51 - 106) Report by Executive Director with responsibility for Education Public Document Pack
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8. SQA SCHOOL EXAMINATION RESULTS 2025 (Pages 107 - 130) Report by Executive Director with responsibility for Education 9. DEVELOPING THE YOUNG WORKFORCE 2024-25 (Pages 131 - 152) Report by Executive Director with responsibility for Education 10. STRONE PRIMARY SCHOOL - MOTHBALLING (Pages 153 - 158) Report by Executive Director with responsibility for Education 11. TOBERMORY 2-18 CAMPUS - UPDATE AND NEXT STEPS (Pages 159 - 164) Report by Executive Director with responsibility for Education, Legal and Regulatory Support and Commercial Services 12. SCOTTISH LANGUAGES ACT 2025 - UPDATE (Pages 165 - 174) Report by Executive Director with responsibility for Education and Executive Director with responsibility for Customer Support Services 13. GAELIC LANGUAGE PLAN PROGRESS REPORT DECEMBER 2023 - DECEMBER 2024 (Pages 175 - 194) Report by Executive Director with responsibility for Customer Support Services 14. LIVE ARGYLL - COMMUNITY LEARNING AND DEVELOPMENT REPORT 2024- 2025 (Pages 195 - 208) Report by Executive Director with responsibility for Education REPORTS FOR NOTING 15. EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT (Pages 209 - 218) Report by Executive Director with responsibility for Education 16. COMMUNITY SERVICES COMMITTEE WORK PLAN 2025/2026 (Pages 219 - 222) Community Services Committee Councillor Gordon Blair Councillor Maurice Corry Councillor Audrey Forrest (Chair) Councillor Amanda Hampsey Councillor Daniel Hampsey Councillor Graham Hardie Councillor Anne Horn Councillor Fiona Howard Councillor Jennifer Kean Councillor Paul Donald Kennedy Councillor Dougie McFadzean (Vice-Chair) Councillor Julie McKenzie Councillor Yvonne McNeilly Councillor Iain Paterson Councillor Gemma Penfold Councillor Dougie Philand Margaret Anderson Lorna Stewart Daniel Semple Reverend Dorothy Wallace Contact: Fiona McCallum Tel: 01546 604392
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MINUTES of MEETING of COMMUNITY SERVICES COMMITTEE held ON A HYBRID BASIS IN THE COUNCIL CHAMBER, KILMORY, LOCHGILPHEAD AND BY MICROSOFT TEAMS on THURSDAY, 5 JUNE 2025 Present: Councillor Audrey Forrest (Chair) Councillor Gordon Blair Councillor Maurice Corry Councillor Amanda Hampsey Councillor Daniel Hampsey Councillor Graham Hardie Councillor Anne Horn Councillor Fiona Howard Councillor Jennifer Kean Councillor Paul Donald Kennedy Councillor Dougie McFadzean Councillor Gemma Penfold Councillor Dougie Philand Margaret Anderson Attending: Douglas Hendry, Executive Director Jen Crocket, Head of Education: Wellbeing, Inclusion and Achievement Wendy Brownlie, Head of Education: Performance and Improvement Stuart McLean, Committee Manager Chief Superintendent Gary I’Anson, Police Scotland Chief Inspector Lee Page, Police Scotland Chief Inspector James McArthur, Police Scotland Group Commander Barrie McCutcheon, Scottish Fire and Rescue Service The Chair extended her congratulations to the Council’s catering service who recently won two awards for the wild venison in schools project by picking up winner of the Best Sustainability Project in the UK at the Public Sector Catering Awards and the winner of the Sustainability award at the ASSIST 2025 Scottish National Awards. The catering team in collaboration with Education, Procurement and local business Wild Jura introduced venison to the menu for children and young people on Jura and Islay. The Chair then advised members that a new online newsletter providing news and updates from Argyll and Bute schools and the central Education team had been developed and the second edition had recently been sent to members. 1. APOLOGIES FOR ABSENCE Apologies for absence were received from Councillors Julie McKenzie and Yvonne McNeilly, and Daniel Semple and Lorna Stewart. 2. DECLARATIONS OF INTEREST There were no declarations of interest. 3. MINUTE The Minute of the Community Services Committee held on 6 March 2025 was approved as a correct record Margaret Anderson joined the meeting during consideration of the following item of business. Page 3 Agenda Item 3
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4. POLICE SCOTLAND - ARGYLL & BUTE PERFORMANCE SUMMARY REPORT - REPORTING PERIOD: APRIL 2024 - MARCH 2025 With the aid of power point slides, Chief Superintendent Gary I’Anson presented the Argyll and Bute Performance Summary Report of Police Scotland’s Policing Priorities for April 2024 – March 2025 and responded to questions asked. Decision The Community Services Committee reviewed and noted the content of the report. (Reference: Report for April 2024 – March 2025 by Divisional Commander for Argyll and Bute, West Dumbarton Division, Police Scotland, submitted) Councillor Corry joined the meeting during consideration of the following item of business. 5. SCOTTISH FIRE AND RESCUE SERVICE - ARGYLL & BUTE PERFORMANCE AND SCRUTINY GROUP 2024-25 Q4 SCRUTINY REPORT With the aid of power point slides, Group Commander Barrie McCutcheon presented a report highlighting Scottish Fire and Rescue Service’s review of local performance within Argyll and Bute for Q4 (1 January 2025 – 31 March 2025) and responded to a number of questions asked. Decision The Community Services Committee reviewed and noted the contents of the report. (Reference: Q4 2024/25 Report by Local Senior Officer, Scottish Fire and Rescue Service, submitted) 6. ARGYLL & BUTE HSCP - PERFORMANCE REPORT FQ3 2024/25 (OCTOBER - DECEMBER) A report detailing performance for FQ3 (October - December) 2024/25 for Argyll & Bute Health & Social Care Partnership was before the Committee for consideration. Decision The Community Services Committee agreed to continue consideration of the report to the next meeting of the Committee. (Reference: Report by Senior Manager, Performance and Improvement, Argyll and Bute HSCP dated 5 June 2025, submitted) 7. SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 - RELOCATION OF TOBERMORY 2-18 CAMPUS The Committee gave consideration to a report detailing a draft Proposal to relocate the current Tobermory 2-18 Campus to a new purpose-built 2-18 campus school building in accordance with the requirements of the Schools (Consultation) (Scotland) Act 2010. Decision Page 4
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The Community Services Committee agreed to adopt the draft Proposal, as set out in Appendix 1 of the report, as a “Relevant Proposal” that would now proceed to a statutory consultation under the Schools (Consultation) (Scotland) Act 2010, in accordance with the timeframe as set out with the draft Proposal Paper. (Reference: Report by Executive Director with responsibility for Education dated 14 May 2025, submitted) 8. EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT The Committee gave consideration to a report detailing all external education establishment inspection reports received across Argyll and Bute Education Service during the period March 2025 to June 2025. Decision The Community Services Committee agreed to note – 1. the content of the report; 2. this quarterly report would be presented on an ongoing basis to the Community Services Committee detailing all establishment inspections conducted and published by Education Scotland within that period; and 3. that Ward members would receive copies of school inspection reports for schools within their area as published by Education Scotland. (Reference: Report by Executive Director with responsibility for Education dated May 2025, submitted) 9. COMMUNITY SERVICES COMMITTEE WORK PLAN 2025 - 2026 The Community Services Committee work plan for 2025 - 2026 was before the Committee for information. Decision The Community Services Committee noted the contents of the work plan. (Reference: Community Services Committee Work Plan 2025-2026, submitted) Page 5
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OFFICIAL OFFICIAL x Argyll & Bute Performance Summary Report Reporting Period: April to June 2025 Total Crime 403 Crimes Incidents 4759 Overall Dishonesty 214 Domestic Abuse Inc 172 +4.4% +11% +6.2% -0.8% +52.5% -50%* Road Deaths & Serious Injuries 8 -10.4%* Sexual Crime 90 -390*PYTD, -654*5YR AVG +8*PYTD, +18*5YR AVG +21*PYTD, +29*5YR AVG +10*PYTD, +10*5YR AVG -2*PYTD, +42*5YR AVG +31*PYTD, +30*5YR AVG -8*on PYTD -49*PYTD Violent Crime 256 Missing People 40 Counter Terrorism +11*PYTD +37.9%* -7*PYTD, -6*5YR AVG Common Assault 190 -36.8% Housebreaking 12 Disorder Complaints 424 The National Terrorism Threat level is SUBSTANTIAL This means that an attack is likely. *PYTD = Previous Year to Date *5YR = 5 year average +26.8% -7.6% Page 7 Agenda Item 4
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OFFICIAL OFFICIAL SECTION PAGE NUMBER Introduction 2 Executive Summary 3 Demand Analysis 4 Acquisitive Crime 5 Public Protection 6 Road Safety 7 Serious Organised Crime 8 Violence 9 Antisocial Behaviour 10 Public Confidence - Complaints & Allegations 11 Introduction I am pleased to present this performance summary report to Committee for its information and consideration. The Reporting Period for this report is cumulative for Quarters 1 to 4 of 2024/25, with available figures being shown from 1st April 2025 through to 30th April 2025. Please note that all data included in this report are management information and not official statistics. All data are sourced from Police Scotland internal systems and are correct as of date of publication. Unless stated otherwise numerical comparisons are against the previous year to date and the previous five year average for the same data period specified. Crimes and offences are grouped under recognised categories for statistical purposes. The Scottish Government defines these categories, as follows: Group 1 - Non Sexual Crimes of Violence Group 6 – Anti-social offences Group 2 - Sexual Crimes Group 7 – Miscellaneous Offences Group 3 - Crimes of Dishonesty Group 8 – Road traffic offences Group 4 – Damage and reckless behaviour PYTD - Previous Year to Date Group 5 – Crimes against society CYTD - Current Year to Date Page 8
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OFFICIAL OFFICIAL PRIORITY AREA EXECUTIVE SUMMARY Acquisitive Crime At the end of Qtr.1, acquisitive crimes have seen an increase of 11% from 193 to 214 crimes. This has largely been driven by an increase in common thefts throughout Argyll and Bute (+53%), while shopliftings (-5) and housebreaking offences (-7) have both seen slight reductions year on year. Public Protection Group 2 sexual crimes have also risen by 52.3% from 59 to 90 crimes. This is largely due to an increase in sexual assaults (+19), while rape offences have also risen marginally (+3). Group 2 figures continue to be influenced by a rise in non-recent reporting, which continues to account for a significant proportion of both crime types. Road Safety & Road Crime We continue to record a positive reduction in the number of casualties involved in road traffic collisions within Argyll and Bute compared to last year. The number of fatal road traffic collisions within Argyll and Bute has reduced marginally from 2 to 1 as at the end of Qtr. 1. Road traffic collisions involving serious and slight injuries have also decreased from 14 to 7 and 20 to 14 respectively. Serious Organised Crime At the end of Qtr. 1, drug supply offences have reduced slightly with 4 crimes compared to 9 the previous year, whilst possession charges have shown a notable increase of 52.3% from 88 to 134. Across Argyll & West Dunbartonshire 12 crimes linked to persons associated with serious and organised crime have been recorded and £17,910 has been seized under POCA since 1st April 2025. Violence & ASB At the end of Qtr. 1 2025, Group 1 crimes of violence have reduced marginally with 256 crimes compared to 258 the previous year to date, while anti-social behaviour (ASB) related crimes have increased by 24.8% from 242 to 302 crimes. 1. Acquisitive Crime 2. Public Protection 3. Road Safety & Road Crime 4. Serious Organised Crime 5. Violence & Anti-social behaviour ARGYLL & BUTE POLICING PRIORITIES 2023-2026 Page 9
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OFFICIAL OFFICIAL CRIME PYTD CYTD INCIDENTS PYTD CYTD Total Crimes & Offences 1604 2034 Total number of incidents 5149 4759 DEMAND ANALYSIS - * PYTD - PREVIOUS YEAR TO DATE CYTD - CURRENT YEAR TO DATE * * * * The total volume of crimes and offences recorded within Argyll and Bute has increased by 26.8% from the previous year and is currently above the previous 5 year average (1712). With the exception of a marginal reduction in Group 1 crimes of violence all crime types have experienced a notable rise in figures compared to the position in 2024/25 as at the end of Qtr. 1. Road traffic offences have seen the highest increase (+209) followed by Group 5 crimes against society (+93) and anti-social offences (+60). Page 10
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OFFICIAL OFFICIAL ACQUISITIVE CRIME Common thefts have experienced the highest increase in terms of acquisitive crime from 49 to 75 crimes, which is currently above the 5 year average (59). In Argyll various thefts have occurred in/around Oban town centre relating to thefts of used cooking oil, while various thefts of machinery, power tools and construction materials have also been recorded at building sites and marinas throughout the local authority. The detection rate for common theft has reduced from 24.5% to 17.3%, however there is marginal change to the position in terms of the number of crimes detected. Shoplifting crimes have reduced by 10.2% with 44 crimes recorded compared to 49 the previous year. The current figure remains above the previous 5-year average (37) however. The detection rate has reduced slightly from 71.4% to 64%, which equates to a decrease of 7 crimes detected. Fraud has increased slightly in Argyll and Bute compared to last year, from 40 to 46 recorded crimes. Both social engineering and investment type frauds have recorded slight increases compared to last year while bank account takeovers and frauds pertaining to stolen debit cards have seen marginal reductions. The detection rate for fraud has increased marginally from 30% to 32.6%. Two, more organised elements, have been the primary contribution to this rise. The first relates to a series of thefts of used cooking oil from restaurateurs. This was the result of an organised crime group, based in England, who were committing crimes continuously all over the UK. We are pleased to advise that through work done locally, we were able to identify vehicles involved, leading to the arrest of 2 males and seizure of one of the vans involved within Scotland. There is a wider criminal framework, but for now the thefts have abated within Argyll & Bute. The other developing trend relates to mechanical plant, tools and diesel thefts from remote work sites. Again, such activity is normally more organised in nature and tends to be committed by offenders from outside of Argyll. On the 24th July we apprehended a group of 3 males targeting a site in Taynuilt, where they were found in the process of trying to steal diesel. All males have been charged and released with conditions not to enter Argyll. The rise in Frauds is harder to counter, as most occur online, with people interacting with offenders from the comfort of their home. Education for the residents of Argyll & Bute is key to driving this figure down. To help drive this, as well as regular communication and advice on social media and in the printed press, the Communities Team have been undertaking Fraud Awareness in towns to help engage the public and give protective advice, the latest being in Tesco Car Park, Oban, in July, to catch those that might not read media. Page 11
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OFFICIAL OFFICIAL An increase in this area is to be expected and follows wider patterns of growth across the UK. Many factors contribute to the increase, which include better reporting mechanisms, increased trust in Police to report sexual offences, wider third-party support for victims leading to disclosures, as well as Scottish Crime Recording Standards, where multiple crimes will be generated from one victim engagement. Consequently, sudden spikes are not cause for concern, but often correlate with the reporting of more complex cases, where one person could account for tens of crimes. Whilst the data shows a marked increase in child missing person reports, including those in care, we would expect to see this reduce in the next quarter’s results. This is down to the fact that our Missing Person Coordinator and Concern Hub review commonalities and preventative measures after each occurrence and liaise with stakeholders to prevent reoccurrence. The focus on Missing Persons, especially children, is heightened owing to the need to mitigate risk and future potential risk to the child involved, and the resource implications associated with thorough response to the incident. At the end of Qtr. 1, Group 2 crimes have increased by 52.5% with 59 crimes recorded compared to 90 (+31) in the same period last year. Much of the increase is due to a rise in sexual assaults from 18 to 37 crimes (+19) year on year, while ‘rape’ offences have also risen marginally by 3 crimes. Crimes relating to indecent images/communications have also risen from 20 to 31 crimes with approx. 84% being committed via online platforms. Approximately 66% of sexual assaults occurred in a private setting and 76% were committed by persons known to the victim. Much of the increase is due to a rise in non-recent reporting with nearly half of all crimes (47%) relating to non-recent reports, which is notably higher than 39% the PYTD. Similarly approx. 82% of rape offences occurred within a private space and 94% were committed by persons known to the victim. Domestic abuse incidents have seen a slight increase of 6.2% compared to last year from 162 to 172, while the number of crimes recorded has also risen slightly from 164 to 175. The detection rate for domestic abuse crimes has increased from 48.2% to 76% year on year. A total of 40 missing person reports had been recorded within Argyll and Bute as at end of Qtr. 1, which is an increase of 38% from last year (+11). MP reports relating to adults have reduced from 22 to 18 (-4), while reports relating to children and children in care have seen an increase from 7 to 21 (+14) year on year. PUBLIC PROTECTION Page 12
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OFFICIAL OFFICIAL At the end of Qtr. 1, the number of fatal RTC’s recorded in Argyll and Bute has seen a marginal reduction from 2 to 1 year on year. RTC’s resulting in both serious and slight injuries have also decreased from 14 to 7 (-7) and 20 to 14 (-6), respectively. Road traffic offences have seen a considerable increase of 43.5% from 481 to 690 (+209). Speeding offences have experienced the highest increase (+69) followed by unlawful use of motor vehicle such as licence, insurance and registration offences (+57) and vehicle defect such as construction and lighting offences (+45). The increase in vehicle offences is largely a testament to proactive policing within Argyll and Bute during Qtr. 1. Road Traffic Casualties 2024/25 2025/26 Number of persons killed on our roads 2 1 Number of persons seriously injured 14 7 Number of persons slightly injured 20 14 Number of children seriously injured 0 0 The road network throughout Argyll & Bute continues to be something that galvanises engagement from Community Councils and their elected representatives, with regard to safety, speeding and antisocial behaviour from motorbikes and campervans. This concern from residents is understandable when it is noted we continue to see a significant increase in the volume of traffic on our main trunk roads throughout this first quarter, up by 80% compared to November 2024. Given the increase in traffic, the reduction in injuries is a welcome indicator of the pro-active policing taking place to ensure the safety of all that use our networks. One part of this is exemplified through enforcement, with the 43.5% increase in Road Traffic Offences. These stem from our officers patrolling the networks and ensuring they deal with any offences that are taking place, providing a visible deterrent on out arterial routes, positively influencing driver behaviour. Enforcement needs to be undertaken in conjunction with education. We previously highlighted the work of localised Road Safety Hubs, educating and supporting adult drivers, which continue to run. More recently, the Communities Team have undertaken their ‘Young Driver Presentation’ at the following schools around Argyll & Bute: Campbeltown, Oban, Tobermory, Tarbert, Lochgilphead, Rothesay, Dunoon, and Helensburgh. This input was targeted at S6 pupils, to help prevent issues before they develop. The initial feedback from schools has been very encouraging for repeating the programme next year. This input involves a case study of 4 drivers racing on a road leading to 2 fatalities, with the lesson plan reviewing the factors leading to the tragic outcome, including analysis of the ‘Fatal Five’ factors that lead to deaths on the road: driving under the influence of drink/drugs, no seatbelt use, speeding, fatigue and distraction (i.e. use of mobile phone). The problem of motorbikes, through safety, speeding and noise, during the Summer months continues to be something that galvanises complaints to Police through elected members, and will undoubtedly be of note to certain partners. We continue to work with stakeholders where possible and educate on what we can and cannot do as an agency, i.e. there is a general misconception that Police Scotland are responsible for Average Speed Cameras. It is to be noted that the A85 and A83 are continually raised as requiring Average Speed cameras, or heightened presence by Safety partnership Camera Vans, as well as other road processes/furniture to help control and drive down speeds. We will continue to be proactive with our enforcement measures, using designated Motorbike Officers for certain routes, but will happily engage with partners to help review any other options to strengthen road safety for the community. ROAD SAFETY AND ROAD CRIME Page 13
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OFFICIAL OFFICIAL Across Argyll & West Dunbartonshire, 12 crimes linked to persons associated with serious and organised crime have been recorded and £17,910 has been seized under POCA since 1st April 2025. At the end of Qtr. 1, drugs supply charges show a slight reduction compared to last year from 9 to 4 crimes, which is also below the previous 5-year average (10). Drug possession charges however have seen a 52.3% increase from 88 to 134 and are also considerably above the previous 5-year average (108). Organised crime continues to be a factor for our local officers to be aware of and directly tackle. We have already discussed elements of it within the ‘Acquisitive Crime’ section and the positive results that took place. Whilst the above graph could be interpreted that there has been a drop off in arrests for supply offences, it is important to consider it in context. Firstly, this quarter comes on the back of a drive at the start of the year, which flushed some supply activity out of places like Campbeltown, where we would expect to have less crime of a particular type after it’s been targeted. Secondly, the data shows the clear work ongoing in rebuilding the intelligence picture to map out activity for future warrants, exemplified with the increased rate of drug possession charges, with the Stop Search results correlating an increase, matching this proactive drive. Lastly, the charges for supply that have occurred, in part, relate to 3 large Cannabis Cultivations connected with Organised Crime Groups. Two of these were located in Dunoon and one was located in Oban. One site comprised an abandoned hotel, leading to complex scene management and evidence recovery. These warrants have resulted in close to £1 million worth of Cannabis being taken off the streets of Argyll and Bute. Those suspects recovered from the sites have been charged and further work is ongoing in reviewing the evidence collated to ascertain if other criminality can be identified and proactively moved upon, i.e. proceeds of crime, other cultivation localities, the wider criminal network. Quite often the initial warrant is just the start of the wider work that takes place to dismantle an organised crime group. SERIOUS & ORGANISED CRIME Page 14
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OFFICIAL OFFICIAL VIOLENCE Whilst the percentage of recorded crime increased, recording of violent crime has remained reasonably stable. It is still the case that, unless drink related in a nighttime economy setting, the involved parties are usually known to one another. This is one of the factors that helps to drive the detection rate and it is good to see it return to above 70%, which would be a realistic target for this crime type. When the rate falls below 70% this is normally indicative of increased domestic assaults within dwellings, which are harder to prove if there is lack of corroborating evidence. There have been 12 Serious Assaults within this first quarter with 100% detection rate, with 6 having the perpetrator held to present before the court and 6 with the party released on Undertaking to present before court in the future. This figure is artificially high after an organised fight in Rothesay where all parties involved sustained injury. This is thankfully rare and was an isolated incident between parties that were feuding, with no wider risk to the public. Prevention is central to the goal of effective Policing and, across LB and LD areas, Summer Patrol Plans are in place, to help mitigate both ASB and violence. Analytics help drive the selection of areas to patrol as problem localities are identified. Should a licensed premise be contributing to this disorder meetings will take place with our Licensing Department to address the issue. Currently LD are engaged to help manage the activity of a couple of licensed premises that are contributing to disorder in the area. Again, education is central to this, working with the businesses to improve practice first, rather than penalise. Crimes of violence occurring within Argyll and Bute have marginally reduced from 258 to 256 (-2) year on year while the current figure remains 20% above the previous 5-year average (256). Crimes were largely spilt 60/40 public/private space with just over half (54%) of all public space crimes being committed by persons known to the victim. With the exception of a slight increase in common assaults from 182 to 190 crimes (+8) the majority of Group 1 crimes of violence have experienced marginal change compared to the position at the end of Qtr. 1 last year. Approx. 57% of common assaults occurred within a public space setting and 43% within a residential premise. In 60% of public space crimes offenders were known to the victim and just over half of all private space crimes were domestic related. Common assaults on police and emergency workers have seen a notable reduction from 38 to 27 crimes year on year. The detection rate for crimes of violence overall has increased by 7% from 66.6% in 2024/25 to 73.6%. This equates to an additional 21 crimes detected in number terms. The detection rate for common assaults has also risen marginally from 62.5% to 65%. Page 15
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OFFICIAL OFFICIAL Across the recording period the number of ASB related incidents in Argyll and Bute have seen a slight decrease of approx. 5.3% (-35) compared to last year. Group 6 crimes, which include ASB related offences have increased by 24.8% with 302 crimes recorded compared to 242 the previous year. This is largely attributable to a rise in breach the peace/threatening and abusive behaviour from 224 to 274 crimes (+50) year on year. ANTI-SOCIAL BEHAVIOUR The increase in Stop Searches, above, is an expected correlation with the increase in Drug Possession charges on pg 8. Stop Search is an area of Policing that rightly gathers attention from community groups and the media, owing to the impact of it. However, the figures demonstrate that the work being undertaken by our officers is evidence led, with positive searches underpinning the possession charges. Such work is central to developing intelligence to undertake warrants against those that would supply drugs. Whilst there is no clear pattern that explains the rise in crimes within Group 6 (i.e. Threatening & Abusive Behaviour), factors that have contributed to the increase include, stronger enforcement of drinking in designated places (in contravention of local bye-laws) and an increase in crimes relating to threatening retail workers, with an increase observed in both LB and LD areas. It is notable that this crime type is focused in and around main population hubs where public houses are present. Further, threatening and Abusive Behaviour unfortunately goes hand in hand with abuse to and the resisting of the efforts of our officers. Consequently, it is no surprise that to find that ‘Resisting Arrest’ has seen a pronounced increase in LD area, with these offences nearly always correlating with verbal abuse to our officers. As explained on pg. 6, incidents can create anomalies in data owing to how they’re recorded. The increase in ‘Resisting Arrest’ offences will have contributed to this artificial spike in Threatening and Abusive Behaviour. Continuing preventative work is being undertaken to deal with ASB. On example of which can be found in Dunoon, the Rose Gardens, which had seen increased misbehaviour and calls. Following joint Police action with the Community Council, the area has had some minor landscaping and been tidied, leading to a decrease in calls to the locality. An example of where small changes can have a tangible impact. Page 16
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OFFICIAL OFFICIAL PUBLIC CONFIDENCE: COMPLAINTS & USER SATISFACTION Overall satisfaction with Police Scotland User Satisfaction results show that locally, public confidence levels remain high within Argyll and West Dunbartonshire with overall satisfaction levels at 82%, which is above the position as at the end of Qtr. 1 during the 2024/25 reporting period (68.1%). Notable work and outreach that is also worthy of mention, exemplifying the efforts of Argyll & Dunbartonshire Police to proactively seek engagement with community includes: Inveraray Road Safety Day on May 18th – where the Community Engagement Team, supported by the Road Policing Unit, National Motorcycle Unit, Safety Camera Partnership, Institute of Advanced Motorists Road Smart and SFRS, got together to help motorcyclists advance their skills and knowledge accompanied members of the public on various routes to teach advanced motorbike methodology. The resulting feedback was very positive. Girls’ Running Club, Dunoon Grammar – Police Scotland in partnership with Active Schools offered weekly running club for S1-S3 girls, providing resources and advice to progress their fitness goals, but to also build confidence, friendships and confidence. Drug Education – 2 drug education boxes have been purchased and are starting to be used in schools by our Youth Engagement Officers, to aid with preventative measures, diverting our children away from harmful substances. Through strict governance processes we continue to drive up standards of customer service, whilst incorporating a learning culture, to ensure that we share learning of mistakes made to prevent them happening again. This business as usual and drive on standards, is one of the factors that has contributed to this increase. In the pages before we have described numerous outreach processes in the community, as well as proactivity, ensuring that we’re ‘seen’ by the public to be serving them in the way they would expect. One such initiative has been seen recently in the area of Dunoon, Helensburgh & Rothesay, where the new Mobile Police Station has been touring population areas to ensure access opportunities, face to face, with their local Police. This initiative is being reviewed for rollout in more rural localities like Mid Argyll and Kintyre. Though technically outside of this reporting period, at the beginning of July, the reception to the way the Royal Visits and Tiree Music Festival were Policed help exemplify the statistics here, with Tiree Community Council advising, regarding the latter, “the tone of engagement was perfect.” 82% Satisfied/Very Satisfied Total of 152 responses Page 17
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Scrutiny Report 2025-26 Q1 Argyll & Bute Performance and Scrutiny Group Argyll and Bute Page 19 Agenda Item 5
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202504/08/25 © Scottish Fire & Rescue ServiceReport generated on About the statistics within this report The activity totals and other statistics quoted within this report are published in the interests of transparency and openness. They are provisional in nature and subject to change as a result of ongoing quality assurance and review. Because all statistics quoted are provisional there may be a difference in the period totals quoted in our reports after local publication which result from revisions or additions to the data in our systems. The Scottish Government publishes official statistics each year which allow for comparisons to be made over longer periods of time. Page 3 Page 4 Page 5 Page 6 Page 7 Page 8 Page 9 Page 10 Page 11 Page 12 Page 12 Page 13 Page 14 Summary Trends Accidental Dwelling Fires (ADFs) Accidental Dwelling Fire Casualties Non-Fire Casualties Deliberate Fires Non-Domestic Fires Unwanted Fire Alarm Signals (UFAS) Road Traffic Collisions (RTCs) Home Fire Safety Visits (HFSVs) Fire Safety Enforcement Community Safety & Engagement Glossary of Terms 1 2 3 4 5 6 7 8 9 10 11 12 13 Contents Scrutiny Report 2025-26 Q1 Argyll & Bute Performance and Scrutiny Group Argyll and Bute Page 20
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1. Summary 130 Fires 80 184 False Alarms 394 7 0 0 Fire Fatalities 9 6 59 UFAS 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Non-Fire Incidents People Rescued by Firefighters People Receiving First Aid or Hospital Treatment (Non-Fire) People Receiving First Aid or Hospital Treatment (Fires) Non-Fire Fatalities Top 10 Incident Types Fire (Outdoor) False Alarm (Due to … False Alarm (UFAS) False Alarm (Good I… Inter-Agency Fire (Building) Other Non-Fire Vehicle (Non-fire) Fire (Vehicle) Flooding / Water Res… Humanitarian 101 68 59 56 33 20 15 14 9 7 7 2025-26 Q1 Fire Safety AuditsHome Fire Safety Visits Total Incidents (Incl. Incompletes) In this report, the Scottish Fire and Rescue Service (SFRS) demonstrates a strong commitment to public safety through its response to a wide range of operational incidents, as outlined above. Home fire safety remains a key priority, with updates on our referral pathway provided in section 12 of this report. Fire safety audits and community engagement initiatives continue to be proactive measures that contribute to making our communities safer places to live, work, and visit. The overall trend reflects consistent management of incidents, with seasonal variations influencing activity levels. Accidental dwelling fires are closely monitored, and efforts to reduce deliberate fires and non-fire incidents remain ongoing. The data presented highlights a well coordinated approach to fire prevention and emergency response. Page 21
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2. Trends 202505/08/25 © Scottish Fire & Rescue ServiceReport generated on Accidental Dwelling Fires 2021-22 Q2 2021-22 Q3 2021-22 Q4 2022-23 Q1 2022-23 Q2 2022-23 Q3 2022-23 Q4 2023-24 Q1 2023-24 Q2 2023-24 Q3 2023-24 Q4 2024-25 Q1 2024-25 Q2 2024-25 Q3 2024-25 Q4 2025-26 Q1 17 11 24 10 10 24 22 13 13 17 1616 18 12 18 20 Deliberate Fires 2021-22 Q2 2021-22 Q3 2021-22 Q4 2022-23 Q1 2022-23 Q2 2022-23 Q3 2022-23 Q4 2023-24 Q1 2023-24 Q2 2023-24 Q3 2023-24 Q4 2024-25 Q1 2024-25 Q2 2024-25 Q3 2024-25 Q4 2025-26 Q1 25 42 5 40 6 11 22 16 9 812 13 21 18 11 8 Non-Domestic Fires 2021-22 Q2 2021-22 Q3 2021-22 Q4 2022-23 Q1 2022-23 Q2 2022-23 Q3 2022-23 Q4 2023-24 Q1 2023-24 Q2 2023-24 Q3 2023-24 Q4 2024-25 Q1 2024-25 Q2 2024-25 Q3 2024-25 Q4 2025-26 Q1 7 4 11 2 3 10 10 4 7 6 8 7 5 6 8 4 Unwanted Fire Alarm Signals 2021-22 Q2 2021-22 Q3 2021-22 Q4 2022-23 Q1 2022-23 Q2 2022-23 Q3 2022-23 Q4 2023-24 Q1 2023-24 Q2 2023-24 Q3 2023-24 Q4 2024-25 Q1 2024-25 Q2 2024-25 Q3 2024-25 Q4 2025-26 Q1 147 59 209 56 142 189 75 65 6677 150158 185 6968 168 Road Traffic Collisions 2021-22 Q2 2021-22 Q3 2021-22 Q4 2022-23 Q1 2022-23 Q2 2022-23 Q3 2022-23 Q4 2023-24 Q1 2023-24 Q2 2023-24 Q3 2023-24 Q4 2024-25 Q1 2024-25 Q2 2024-25 Q3 2024-25 Q4 2025-26 Q1 21 17 26 12 26 15 13 18 13 15 12 16 20 20 17 19 Previous 16 quarters (4 years) Page 22
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3. Accidental Dwelling Fires Extent of Damage Incidents Not applicable 8 Limited to room of origin 2 Limited to item 1st ignited 1 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Source of Ignition (Top 10) Cooking appliance Electric Lighting Electricity supply Other Other domestic style appliance 7 1 1 1 1 Trend by Quarter (4 years) 10 15 20 11 Accidental Dwelling Fires in this period 2025-26 Q1 Incidents by Ward Oban South & the Isles Cowal Helensburgh & Lomond South Isle of Bute Kintyre & the Islands Lomond North Oban North & Lorn South Kintyre 4 1 1 1 1 1 1 1 SFRS is dedicated to reducing accidental dwelling fires in domestic properties across Scotland. This commitment is evident through our proactive measures, community engagement, and continuous improvement strategies. SFRS employs a range of proactive measures to prevent fires before they start. One of their key initiatives is the HFSV program, where Community Action Teams(CAT) and Operational Crews visit homes to assess fire risks and provide tailored advice on fire prevention in a domestic setting. These visits often include the installation of smoke alarms and heat detectors to comply with Scottish Government legislation thus ensuring that homes are equipped to detect fires early. Over this quarterly reporting period we seen a decrease in accidental dwelling fires from 16 to 11. Page 23
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4. Accidental Dwelling Fire Casualties Non-Fatal Casualties 0 Fatal Casualties 0 Nature of Injury/Cause of Death Casualties 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Casualties by Ward Trend by Quarter (4 years) 0 2 4 0 People Rescued by Firefighters Extent of Harm (Non-Fatal) 0 0 First Aid Given at Scene Hospital Slight Injuries 0 Hospital Serious Injuries 2025-26 Q1 SFRS is committed to reducing accidental dwelling fire casualties across all communities in Scotland. This dedication is reflected in our comprehensive reduction strategies, community focused initiatives, and continuous efforts to improve fire safety. Through strategic initiatives, community engagement, a data-driven approach, support for vulnerable groups, and continuous improvement, we strive to make every home in Scotland safer. Our efforts not only save lives but also promotes a culture of fire safety awareness and prevention within our communities. Over this reporting period there were no accidental dwelling fire casualties to report. Page 24
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5. Non-Fire Casualties 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Casualties by Ward Oban North & Lorn Mid Argyll Kintyre & the Islands Lomond North Cowal Isle of Bute 6 3 2 2 1 1 Trend by Quarter (4 years) 10 20 30 40 Non-Fatal Casualties 9 Fatal Casualties 6 7 People Rescued by Firefighters Extent of Harm (Non-Fatal) 0 8 First Aid Given at Scene Hospital Slight Injuries 1 Hospital Serious Injuries Nature of Injury/Cause of Death Casualties Not known 5 Chest / Abdominal injury 3 Drowning 2 Other 2 Other medical condition 2 Back / Neck injury (spinal) 1 2025-26 Q1 During this reporting period, we responded to a range of non-fire-related incidents, including road traffic collisions, water rescues, and other specialist operations. Tragically, there were six incidents involving fatal casualties during this reporting period. Our crews were primarily mobilised to support partner agencies such as Police Scotland, HM Coastguard, and the Scottish Ambulance Service. The majority of these responses involved assisting with out of hospital cardiac arrests, along with two water related incidents on Jura and Loch Lomond. Page 25
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6. Deliberate Fires Property Type Incident Grassland, woodland and crops 25 Refuse 9 Other outdoors (including land) 6 Dwelling 1 Road Vehicle 1 Hour of Day 0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Incidents by Ward Lomond North Dunoon Cowal Helensburgh & Lomond South Isle of Bute Oban South & the Isles Helensburgh Central Mid Argyll Oban North & Lorn 16 5 4 4 4 4 2 2 1 Trend by Quarter (4 years) 0 20 40 42 Deliberate Fires in this period 2025-26 Q1 We are committed to reducing deliberate fire setting, recognising the significant dangers it poses to communities and the environment. Deliberate fires can endanger lives, cause property damage, and divert valuable resources away from genuine emergencies. We have several strategies to reduce this type of incident including: Community Engagement: We actively engage with communities to raise awareness about the risks and consequences of deliberate fire setting. This includes educational programs aimed at children and young people across Argyll & Butes schools. Collaboration with Partners: We collaborate with various partners, including Police Scotland, Community Wardens and with local school. Reporting and Prevention: We encourage the public to report any suspicious activities or build up of rubbish that could potentially be set on fire. Over this reporting period we continue to see a reduction over the 4 year trend highlighted in the graph above. We have seen an increase in deliberate fire setting over this period, particularly in Lomond North, which we will continue to actively monitor. In April our Community Action Team(CAT) attended Hermitage Academy to deliver a presentation on anti-social behaviour and deliberate fire-setting. Page 26
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7. Non-Domestic Fires Top 15 Property Types Property Type Incidents Education 1 Entertainment and culture 1 Hospitals and medical care 1 Residential Home 1 4 (100.0%) Accidental Deliberate 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Incidents by Ward South Kintyre Cowal Oban South & the Isles 2 1 1 Extent of Damage Limited to item 1st ignited Not applicable 2 2 Trend by Quarter (4 years) 5 10 4 Non-Domestic Fires in this period 2025-26 Q1 We are dedicated to reducing non-domestic fires, recognising the significant impact these incidents can have on businesses, public buildings, and the wider community. Non-domestic fires can lead to substantial economic losses, disrupt services, and pose serious risks to public safety. Our local Fire Safety Enforcement(FSE) team acts as an enforcing authority for fire safety legislation in non-domestic premises. This includes regular inspections, ensuring compliance with fire safety regulations. Our enforcement team also provide support and education to duty holders, including building owners, managers, and staff, to help them comply with current legislation Over this recording period we have seen a decrease in Non-Domestic fires from 11 to 4. . Page 27
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8. Unwanted Fire Alarm Signals Top 15 Property Types Property Type Incidents Hotel/motel 17 Residential Home 13 Sheltered Housing - not self contained 9 Hospitals and medical care 3 Other holiday residence (cottage, flat, chalet) 3 Other Residential Home 3 Laboratory/research Establishment 2 Offices and call centres 2 Retail 2 Boarding House/B&B other 1 Boarding School accommodation 1 Entertainment and culture 1 Industrial Processing 1 Student Hall of Residence 1 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Incidents by Ward Isle of Bute Mid Argyll Oban South & the Isles Helensburgh Central Oban North & Lorn Lomond North Cowal Dunoon Kintyre & the Islands South Kintyre 9 9 9 8 7 6 4 4 2 1 Trend by Quarter (4 years) 0 100 200 59 Unwanted Fire Alarm Signals in this period 2025-26 Q1 SFRS introduced a new policy in 2023 aimed at reducing Unwanted Fire Alarm Signals (UFAS). This policy is part of our ongoing commitment to enhance community safety and improving the use of resources across Scotland. UFAS are false alarms triggered by automatic fire alarm systems. These false alarms can be caused by various factors, including break of manual call points, cooking fumes, dust, or lack of maintenance. UFAS incidents divert fire crews from genuine emergencies, leading to unnecessary costs and potential delays in response to real fires. Since the implementation of our revised policy, we continue to see a reduction in this type of incident, which is highlighted in this report. Page 28
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9. Road Traffic Collisions 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Incidents by Ward Oban North & Lorn Mid Argyll Cowal Oban South & the Isles Helensburgh & Lomond South Helensburgh Central Kintyre & the Islands Lomond North 5 4 2 2 1 1 1 1 Trend by Quarter (4 years) 15 20 25 17 Road Traffic Collisions in this period Non-Fatal Casualties 8 Fatal Casualties 1 1 People Rescued by Firefighters Extent of Harm (Non-Fatal) 0 8 First Aid Given at Scene Hospital Slight Injuries 0 Hospital Serious Injuries Property Type Incidents Car 12 Bus/coach 1 Minibus 1 Motorcycle 1 Multiple Vehicles 1 Other 1 2025-26 Q1 Incident Type Incidents Vehicle (Non-fire) 14 Other Non-Fire 2 Fire (Vehicle) 1 The SFRS is committed to reducing the number of Road Traffic Collisions (RTC) across Scotland's road network. We recognise the devastating impact these incidents can have on individuals, families and communities. We have implemented a range of strategies and initiatives aimed at prevention and effective response. We work closely with Police Scotland and at tend the 'L' Division Road Safety Governance group on a quarterly basis. This meeting allows key stakeholders to identify new and existing risks and coordinate joint road safety strategies across Argyll & Bute. In this report the total number of RTC incidents remain unchanged from last quarters report. Page 29
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10. Home Fire Safety Visits 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on 11. Fire Safety Enforcement 2025-26 Q1 Update as of 2024-25 Q4: Statistics for Home Fire Safety Visits are not available due to a system change. The Business Intelligence Team is actively working in collaboration with Digital and Technology Services and the Community Safety Team to ensure suitable quality for future reporting. We apologise for any inconvenience this may cause. Update as of 2024-25 Q4: Enforcement data is currently not available due to data quality issues. The Business Intelligence Team is actively working to ensure suitable quality for future reporting. We apologise for any inconvenience this may cause. Page 30
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202531/07/25 © Scottish Fire & Rescue ServiceReport generated on 2025-26 Q112. Community Safety & Engagement Fire Skills Relaunch Event We were proud to relaunch our Fire Skills program in May. The course is aimed at young people between the ages of 12-18. It includes a range of sessions based on firefighter drills and can help to develop key skills such as problem solving, first aid & CPR, team working, leadership and communication. Our thanks to the inspirational young people who took part, their enthusiasm, teamwork, and dedication made this course truly special. Our next course will be taking place at Oban Community Fire Station in September. (Pictured - Area Commander Joe McKay with course members. Also pictured, operational crews detailing practical drills during the course) Summer Safety In preparation for Summer, SFRS, Police Scotland, Loch Lomond & The Trossachs National Park Authority came together to strengthen our multi-agency efforts and raise awareness of the dangers of wildfires, while promoting our Wildfire Strategy. Our Community Action Team(CAT) engaged in delivering our Summer Safety messaging across the national park and beyond. Pictured here, CSAs Johnstone and Reed provided vital wildfire and water safety advice to local residents and businesses. Education Engagements Over the past quarter, the CAT has been actively supporting engagements across all of Argyll & Bute’s secondary schools. This included delivering Water Safety Scotland’s Spring Workshop, aimed at helping young people stay safe around bodies of water. We also took the opportunity to present a dedicated wildfire safety session, highlighting the dangers these incidents pose during the warmer summer months. We were proud to host our second Emergency Services Workshop on Mull, showcasing the vital work of our partner agencies. A big thank you to all the staff, pupils, and partners who attended and contributed to the success of the event. In partnership with MCR Pathways, we recently welcomed a young person to spend a day at Oban Fire Station, where he gained hands on experience and learned vital CPR skills. Page 31
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202531/07/25 © Scottish Fire & Rescue ServiceReport generated on 2025-26 Q1 Home Fire Safety Visits New Home Fire Safety Visit Referral Process Launched On February 12th, we launched a new referral process for Home Fire Safety Visits, designed to better identify and support individuals at higher risk. This update introduce s a streamlined digital referral system and enhances collaboration through a new Data Sharing Framework (DSF). To support the roll out, SFRS is providing ongoing training and guidance to partner organisations, ensuring they can effectively use the new system. These improvements reflect our continued commitment to enhancing fire safety and reducing fire-related incidents across Scotland. Community Events Thank You for Joining Our Fire Station Open Days! We’d like to extend a heartfelt thank you to everyone who attended our recent open days at Helensburgh, Tobermory, and Oban fire stations. A huge thanks to our partners and volunteers who helped make the days run smoothly, and to all who kindly donated to the various charities we support, your contributions will make a real difference in our local communities across Argyll & Bute. In May, Oban Fire Station firefighters joined fellow emergency services for the final day of the RNLI’s May Day Mile challenge. Thanks to a fantastic effort from the Oban lifeboat crew, the station ranked among the top fundraisers nationally, a brilliant show of teamwork and community spirit! A big thank you as well to everyone who visited our stall at the Carrick Castle Summer Fayre. Our Lochgoilhead crew had a fantastic time sharing practical advice on road safety, outdoor safety, and how to stay safe at home. SFRS Service Delivery Review (SDR) The Service Delivery Review (SDR) is a strategic process undertaken by the Scottish Fire and Rescue Service to assess and improve how fire and rescue services are delivered across Scotland. Focusing on ensuring resources are aligned with community risk, enhancing operational effectiveness, and supporting national resilience. The SDR helps SFRS adapt to changing demands, improve public safety, and deliver value through evidence based decision making. We will be holding a public engagement to discuss SDR on Tuesday the 26th August 6 - 8pm at the Victoria Halls, Sinclair St, Helensburgh, G86 8TU Page 32
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13. Glossary of Terms Term - What it means ADF Accidental Dwelling Fire. HFSV Home Fire Safety Visit. PDIR Post Domestic Incident Response, a term used to indicate actions taken following attendance at a fire or other incident in the home. PDIRs include amongst things the offer of a free follow up home fire safety visit. RTC Road Traffic Collision. Special Service Calls to incidents which are not fires or false alarms such as RTCs, rescues, flooding, incidents involving hazardous materials or the provision of assistance to other agencies. UFAS Unwanted Fire Alarm Signals. When an automatic fire detection and alarm system is activated as a result of anything other than an actual fire the activation is classed as a false alarm. If an attendance is made to such an event by the Scottish Fire and Rescue Service, then the event is recorded as an UFAS incident. UFAS Policy Change In response to COVID, on the 6th May 2020, the SFRS decided to send 1 pump to UFAS premises that did not have their own Predetermined attendance (PDA). As of 1st July 2023, the COVID interim 1 pump response was ended and a new UFAS policy was implemented. The new policy is to call challenge all UFAS incidents with the intention of non-attendance. Hospitals, care homes, and sleeping risk premises are all exempt and receive either 2 pumps or their premise specific PDA. 202504/08/25 © Scottish Fire & Rescue ServiceReport generated on Page 33
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Design, figures and charts by the Business Intelligence team. Page 34
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1 Community Services Committee Date of Meeting: 28 August 2025 Title of Report: Argyll and Bute HSCP - Performance Report – FQ3 2024/25 (October – December) Presented by: Charlotte Craig – Interim Head of Strategic Planning, Performance & Technology The Committee is asked to: • Acknowledge performance for FQ3 2024/25 (October - December) • Acknowledge performance update on the National Health & Wellbeing Outcomes and Ministerial Steering Group Integration Indicators (Appendix 1) • Note Delayed Discharge Sitrep as of 06 January 2025 (Appendix 2) EXECUTIVE SUMMARY This report details performance for the Financial Quarter (FQ) 3 2024/25 (October - December), the performance outputs are taken from the Integrated Performance Management Framework (IPMF) Reporting Dashboard with the focus on twelve key service areas. Overall performance for FQ3 notes 42 of 84 measures reporting as on target (50%). The report details performance against each of the service areas and the 84 supporting Key Performance Indicators. National Health & Wellbeing Indicators performance is included alongside latest performance from the National Delayed Discharge Sitrep. The use of the new performance Dashboard within SharePoint is designed to offer a more focused approach to the access and analysis of data, offering scope for self-service. In consideration of the report the committee is reminded of the role of the Clinical and Care Governance Committee in providing more in depth scrutiny of performance. To ensure timely consideration for the IJB a high level report has been presented to the IJB ahead of this with update to follow in the next minute. 2. RECOMENDATIONS The committee are asked to acknowledge current FQ3 24/25 performance. 3. DETAIL OF REPORT The report details the HSCP (Health and Social Care Partnership) performance for FQ 3 2024/25 (October - December) highlighting key performance trends across the 84 KPIs (Key Performance Indicators). The latest performance against the National Health and Wellbeing Outcomes Indicators is reported (Appendix 1). Also included is the latest national update on Delayed Discharges Page 35 Agenda Item 6
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2 (Appendix 2). 4. RELEVANT DATA & INDICATORS 4.1 FQ3 2024/25 (October - December) Performance Summary Overall performance for FQ3 notes that 84 KPI’s are scoring against target, with 42 (50%) reporting as on-track. This is a decrease of 8% from FQ2 position, where 49 KPI were on track (58%). The KPI’s report performance against the target and include the target, actual and variance and is a mix of both quantitative and qualitative indicators. The use of the green, amber and red graphics within the Dashboard is used to give an overview of the HSCP’s total performance for each of the twelve services and 84 KPI’s. The use of only green and red for the KPI’s is used to focus delivery with regards to sustaining performance on or above target. 4.2 Analysis of Key Performance This analysis identifies performance across the 12 service reporting categories within the Integrated Performance Management Framework (IPMF). 4.2.1 Children & Families Performance across 7 KPIs, Children & Families and Justice notes 4 (57%) on track, with 4 (43%) off track, against the targets set for Q3 24/25. This is consistent with 57% noted as on track in FQ2. Performance on or above target: • The percentage of Child Protection Register (CPR) cases that have an allocated Social Worker remains on target at 100% for FQ3, with no change noted from FQ2 position. Page 36
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3 • The number of teams that have delivered 75% or more of the Universal Health Visiting Pathway (UHVP) reports 87% for FQ3, up from 78% FQ2. • FQ3 Number of Public Sector staff who have received at least basic training in how to identify and respond to women and children affected by Violence Against Women & Girls reports cumulative 250 against cumulative target of 90. • Percentage of Criminal Justice social work reports submitted 2 days before court reports is noted at 91% in FQ3, against 90% target and an increase from 82% reported in FQ2 Performance below target & areas for improvement: • The percentage of Child Protection Planning Meetings (CPPM's) held within 28 days of the initial referral reports 33% in FQ3 against 90% target and increase from 17% noted in FQ2. • Mental Health Services (CAMHS) children and young people seen within 18 weeks of referral reports 39% FQ3 against 85% target and a decrease from 73% reported in FQ2. • The number of statutory individual Health Assessments commenced within four weeks of coming into care in FQ3 reports 75% down from 100% for FQ2 4.2.2 Telecare and Digital Performance across 13 Key Performance Indicators (KPIs) for Strategic Planning, Performance & Technology Services shows 4 KPIs (31%) on track, with 9 KPIs (69%) reported as off track against the targets set for FQ3 24/25. Performance on track reports a decrease of 7% from the reported FQ2 24/25 position (38%) It should be acknowledged that nationally waiting time breaches are measured against a zero target. Local targets have been set to monitor progress and improvements to reduce the number of patients on waiting lists across varied health specialties. Performance on or above target: • The implementation of Just Checking activity monitoring equipment was successfully completed in 8 homes, down slightly from 9 in FQ2 but remains above the target (7) for FQ3. • Digital blood pressure monitoring in Primary Care continues to be rolled out, with 79 unique patients using the service by FQ3 against a target of 42, consistent with FQ2 levels. • Currently, 45% of telecare clients have enhanced packages, which are on target and an increase from 42% noted in FQ2. Further work is needed to accurately track this metric. • The e-health department resolved 100% of IT support requests during Q3, up from 99% in FQ2. Performance below target & areas for improvement: • FQ3 reported 169 new clients to Telecare, a 23% decrease compared to the previous quarter (219) and below the target of 200. • Progress in the digitalisation of telecare equipment has increased by 11% to 65% for FQ3, however this is below the 70% target set for the end of the period. • Consultations delivered via Near Me have continued to decline, from 999 in FQ2 to 888 in FQ3, against the quarterly target of 1025, showing no growth. • The number of telecare clients overdue for their annual review has decreased to 51%, below the 50% target. Work is continuing to improve data quality around this measure. Page 37
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4 • There were zero Silvercloud referrals reported in FQ3, a fall from 57 in FQ2 against the quarterly target of 60. • 96% of FOI requests were completed within the statutory timescale, against 100% and down from 100% noted in FQ2. • Waiting times for cancer appointments at 31 and 62 days reported 15 cases, an increase from 12 in FQ2 against a target of zero. • New outpatient waiting times breaches over 12 weeks were noted at 49%, compared to the 46% target, no change from FQ2. • Outpatient long waiting times (over 52 weeks) were noted at 4.8%, an increase from 3.3% in FQ2 and above the target of 2.8%. 4.2.3 Primary Care Performance across 10 Key Performance Indicators (KPIs) for Primary Care shows 6 KPIs (60%) on track, with 4 KPIs (40%) reported as off track against the targets set for FQ3 24/25. This is a reported decrease of 10% from 70% on track in FQ2 24/25. Performance on or above target: • 81% of children who received Fluoride Varnish treatment did not require further dental treatment, consistent with FQ2 levels. • 54% of eligible residents have so far received their Winter Covid 19 booster. This is 7% higher than the national average and up from 4% noted at FQ2 end. • Across the HSCP GP practices operated the duration of FQ3 without resorting to contingency measures. Decease from 55 instances noted in FQ2. • GP practices remained at level zero during FQ3 resulting in no reduction in services provided. • 4.5% of consultations by GPs and other HSCW within the primary care setting were done digitally, meeting the target set (4.5%) • Primary Care Out-of-Hours Services covered 50% of all recorded out of hour consultations during FQ3, an increase from 46% in FQ 2 and exceeding their 45% target. Performance below target & areas for improvement: • 2 GP practices were returned to HSCP Control during FQ3, above a zero target and an increase from FQ2 (0). • 93% of children at 12 months of age received their 6 in 1 vaccination missing the 95% national target, down from 96% reported at FQ2. (data for this indicator is 1 quarter behind due to availability of statistics) • The Oral Health Improvement Team only managed to deliver 94% of their planned activity, down from 95% in FQ2 and against a target of 100%. • HSCP Dental services utilised 61% of clinic appointments, missing their 90% target. This is an improved position from 48% noted in FQ2. 4.2.4 Public Health Performance across 5 Key Performance Indicators (KPIs) for Public Health shows 4 KPIs (80%) on track against the targets set for FQ3 24/25. Performance on track reports a decrease of 20% from the reported FQ2 24/25 position (100%). Performance on or above target: Page 38
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5 • Increase the monthly number of quit dates set, supported by NHS smoking cessation advisors or jointly through shared care with pharmacy, by people in the most deprived 40% areas in Argyll. Performance this quarter has significantly exceeded the target, with 28 quit dates achieved against a target of 10. Whilst significantly above target it shows a 3% decrease compared to FQ2. • Increase the number of engagement activities delivered in communities and supported through Living Well Networks. Performance continues to be above target, with an actual of 29 against a target of 20. This represents a 12% increase compared to FQ2. • Increase the number of referrals to community link workers supported by “We Are with You”. Performance this quarter achieved approximately 44% above the target, with an actual performance of 145 against a target of 101. The actual number of referrals is above target but 32% less than FQ2. • Number of instances working with Scottish Government or National Agencies on National Strategy and Policy Development. This is a new measure for 24/25 with a target initially set as 1. FQ3 noted 13 instances of working with Scottish Government or National Agencies on National Strategy and Policy development. Performance below target & areas for improvement: • Increase the number of people in Argyll and Bute attending training in the following areas, Money Counts, Behaviour Change, Mental Health and Suicide Prevention. The rolling target from 23/24 continues into 24/25, with the expectation of 17 additional clients each quarter. In FQ3 we fell 4% short of our target with 114 attendances, against a target of 119. 4.2.5 Finance Performance across 6 KPIs for Financial services notes 1 (17%) on track, with 5 (83%) off track against the targets set for Q3 24/25. This is a reported decrease of 66% from FQ2, where 5 (83%) of KPIs were on track. Performance on or above target: • Older People External Residential actual spend reports 95%, this is 5% below projected target in FQ3, with variance of 23% from the FQ2 position. Performance below target & areas for improvement: • Costs for Hospital Delayed Discharges in FQ3 report £453,500 (43%) over the target of £317,000 and an increase from £306,500 in FQ2. • GP prescribing expenditure notes actual spend being £126,000 (0.6%) over the projected spending target in FQ3. This is an improved position from FQ2, where performance was noted as 2% over the target. • Agency and Locum staffing expenditure reports a reduction of 1%, failing to meet the target reduction of 10%. However, this is an improvement on the FQ2 position, where a 6% increase was recorded. • Older People Internal Residential actual spend notes being over projected target by 8% for FQ3. This has increased from FQ2 position where 83% actual was noted. • FQ3 Older People Homecare actual spend reports being 4% above the projected target. This is an increase from the FQ2 position, where actual was below projected 92% Page 39
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6 4.2.6 Carers Performance across 4 Key Performance Indicators (KPIs) for Carers shows 3 KPIs (75%) on track, with 1 KPI (25%) reported as off track against the targets set for FQ3 24/25. Performance on track is consistent with the reported FQ2 24/25 position. Performance on or above target: • The number of Unpaid Carers Supported across A&B’s Carers Centres continues to be over the target of 3000 per quarter, with a slight increase to 3483 (4%) noted from previous FQ2. • The ACSP reviews, which now include welfare contacts, are well above target of 700 per quarter with 1739 achieved in FQ3 compared to 1396 in FQ2. • Young Carer Statements completed in FQ3 notes 53, is up from 35 recorded in FQ2 and remains above the target of 4 Performance below target & areas for improvement: • The number of Adult Carer Support Plans completed saw a significant increase this quarter (+11%), rising from 114 to 127 - just below the target of 133. 4.2.7 Allied Health Professionals Performance across 7 Key Performance Indicators (KPIs) for Allied Health Professionals shows 4 KPIs (57%) on track, with 3 KPIs (43%) reported as off track against the targets set for FQ3 24/25. Performance on track reports a decrease of 14% from the reported FQ2 24/25 position (71%). It should be acknowledged that nationally waiting time breaches are measured against a zero target. Local targets have been set to monitor progress and improvements to reduce the number of patients on waiting lists across varied health specialties. Performance on or above target: • MSK Outpatient Referral waits breaching >4 weeks are slightly up in FQ3 to 1029 (+6%) and meeting target of 1120. • Outpatients waiting over 12 weeks for AHP services continue their trend downwards in FQ3 – with a reported total of 467 against the target of 500. • Community Patient Discharges saw a slight decline in FQ3, dropping from 2,034 to 2,027, while still exceeding the target of 1,632. • The percentage of New versus Return Outpatient Physio AHP Referrals remains above the 30% target, with 31% noted in FQ3. Performance below target & areas for improvement: • AHP Priority 1&2 referrals breaching > 4 weeks in FQ2 reported 55 against a target of 48. • Priority 3 and 4 Community Patient Referrals breaching over 12 weeks have increased quarter on quarter, with FQ3 reporting 770 against a target of 400, up 35% from 558 noted in FQ2. Page 40
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7 • AHP Outpatient Completed Waits decreased by 10% in FQ3, with 929 reported, just missing the target of 945. However, this remains part of an overall upward trend over the past year. 4.2.8 Delayed Discharges Performance across 6 Key Performance Indicators (KPIs) for Delayed Discharges shows 2 KPI (33%) on track, with 4 KPIs (67%) reported as off track against the targets set for FQ3 24/25. Performance on track reports a decrease of 50% from the reported FQ2 24/25 position (83%) For FY 2024/25 Delayed Discharges KPIs, we use a count at the end of quarter census point instead of full month data, as this aligns better with national reporting. It should be acknowledged nationally Delayed Discharges are measured against a zero target. Local targets have been set to monitor progress and improvements to reduce the number of patients showing as a Delayed Discharge. Performance on or above target: • Reduce the Number of people delayed in hospital with AWI code at Monthly Census Point. Performance was above target having achieved actual of 4 against a maximum target of 6. In this quarter, the number of people delayed with AWI code recorded remained at 3 in October and November and increased to 4 in December. • At the end of Q3, the number of people delayed in hospital awaiting assessment (Codes 11A and 11B) was 5, which is 14% of census clients, against a target of 10. The target was based on the average for the previous four quarters of 23/24, which ranged from 9 to 11. This is a noted reduction of 29% from FQ2 position which reported 7. Performance below target & areas for improvement: • The overall number of people delayed in hospital at Monthly Census Point as at the end of Q3 was 35, against the target of 31. This reflects an increase of 13% compared to FQ2 position (31). The target was set based on the average over the last four quarters of 23/24, where client numbers ranged between 29 and 34. • At the end of Q3 census point, the overall length of stay in a hospital (Delayed Discharge Bed Days) at Monthly Census Point was 907 against the target of 634. This represents an increase of 48% with 613 recorded in FQ2. The target was set based on the average bed days over the past four quarters of 23/24, which ranged from 598 to 695. • The number of people delayed awaiting a Care Home Placement was 10, compared to a target of 4, 150% over the target. The actual number of people waiting has increased by 900% (1 to 10) from FQ2 to FQ3. The target was set based on the average from the previous four quarters of 23/24, which ranged from 0-5. • At the end of FQ3, the number of people delayed in hospital awaiting care at home availability was 15, representing 43% of census clients, compared to a target of 12. The target was based on the average of the last four quarters of 23/24, which ranged from 8 to 14. This has decreased by 25% compared to FQ2 position (20). Page 41
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8 4.2.9 Adult Social Care Performance across 4 Key Performance Indicators (KPIs) for Adult Social Care shows 3 KPIs (75%) on track, with 1 KPI (25%) reported as off track against the targets set for FQ3 24/25. Performance on track reports an increase of 25% from the reported FQ2 24/25 position (50%). Performance on or above target: • Reduce the number of Unplanned Admissions to A&B hospitals directly from a care home has remained steady at 16 in both FQ2 and FQ3, which is below the target of 36. • Increasing the occupancy rates across A&B Care Homes has remained steady at 96% across FQ1, FQ2 and FQ3 and 2024/25. This KPI is now measured against available places (previously all empty beds). • The FQ3 performance was looking to reduce the value of assessed unmet need for care at home. FQ3 actual was £14,718.26, which is £1,960.78 (12%) below the target. Target is set at previous quarter’s value. Performance below target & areas for improvement: • Increasing the % of Older People who had their homecare monitoring review completed within 6 months was noted at 40% for FQ3, against a target of 49%, which is 18% below target. Compared to FQ2, where the actual was 37%, this represents a 3% increase (40%). 4.2.10 Community Hospitals Performance across 5 Key Performance Indicators (KPIs) for Community Hospitals shows 4 KPIs (80%) on track, with 1 KPI (20%) reported as off track against the targets set for FQ3 24/25. Performance on track has remained consistent, with an 80% track record across both FQ2 and FQ3. Performance on or above target: • The average length of stay for inpatients in A&B Community Hospitals was reduced to 7.4 days across the quarter, against the target of 7.8 days. This represents a 4% improvement compared to FQ2, where the average length of stay was 7.7 days. • A&E attendances meeting the 4 hrs wait target reached 95.1%, exceeding the 95% target by 0.1%. This is a slight reduction of 2% from FQ2, where performance was noted as 97.1%. • Maintain A&B Community Hospitals Bed occupancy rates below 80% target. Bed occupancy rates remained well below target at 70.6% for FQ3, marking a slight increase of 1.3% from 69.3% in FQ2. • Reduce the number of falls being reported in a Community Hospital setting in A&B. In FQ2, we reported 38 falls, well below the target of 54. This showed an increase of 1 fall from FQ2 (3%). Performance below target & areas for improvement: • Reduce the rate of unplanned admissions to Community Hospitals for 65+ population. This KPI reported 490 admissions, 8% above the target of 452 for FQ3. This represents approximately 1% increase compared to FQ2. Page 42
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9 4.2.11 Adults with Long Term Conditions / Adult Support & Protection / Alcohol Drugs Partnership Performance across 8 Key Performance Indicators (KPIs) for Adults with Long Term Conditions Services shows 3 KPIs (38%) on track, with 5 KPIs (62%) reported as off track against the targets set for FQ3 24/25. There is no change from FQ2 24/25. It should be acknowledged that nationally waiting time breaches for New Mental Health Outpatients (12 weeks) and Psychological Therapy (18 Weeks) are measured against a zero target. Local targets have been set to monitor progress and improvements to reduce the number of patients on waiting lists across varied health specialties Performance on or above target: • 10 Adults are on the dynamic support register with a category red or amber status, in line with Q3 target of 10, and down from 12 reported in FQ2. • FQ3 noted 30 Adults waiting for a psychological therapy service against the target of 175 or fewer, and a reduction from 40 in the previous quarter. • 90.8% of individuals referred to Alcohol and Drug treatment services were seen within the target waiting period, above the 90% target and an increase from 89.6% at FQ2. Performance below target & areas for improvement: • 12% of Adults with a Learning Disability were reported as overdue their annual review, up from 7% in FQ2 and above the 3% target. • 502 Adults were waiting for a Mental Health outpatient service, missing the target of 390 or less. And in increase of 13% from FQ2 position (446). • FQ3 noted 30% of Adult Support and Protection 'duty to inquire' procedures were completed within the 5 working day target, below 70% target and no change from FQ2. • Only 30% of Adult Support and Protection inquiries requiring investigative powers were completed within the 15 working day target (70%), down from 55% reported in FQ2. • 79% of Case Conferences began within 20 days of referral or within 12 weeks of the initial conference for review, an improvement on previous FQ2 (53%), but below the 100% target. 4.2.12 Rural General Hospitals (Lorn & Island Hospital) Performance across 9 Key Performance Indicators (KPIs) for Rural General Hospitals (LIH) shows 4 KPIs (44%) on track, with 5 KPIs (56%) reported as off track against the targets set for FQ3 24/25. Performance on track reports an 11% increase from the reported FQ2 position. Performance on or above target: • Reduce the rate of unplanned admissions to LIH 65+ population. FQ3 performance noted the actual number of unplanned admissions was 322, down 16% from 383 in FQ2, meeting the target set of 345. • Reduce the number of LIH A&E Attendances that result in an unplanned admission. The FQ3 performance for reducing unplanned admission from A&E attendances was on target with both actual and target 19.2%. This is a decrease of approx. 1% from FQ2, where the rate was 19.8% and off target. Page 43
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10 • Reduce the number of falls being reported in a hospital setting in LIH. FQ3 performance noted the actual number of falls was 26 against a target of 26. This reflects a 21% reduction in falls from FQ2, where 33 Falls were reported. • Reduce the number of instances of tissue viability in Lorn & Islands Hospital. The target was to reduce the number of tissue viability instances to no more than 4. FQ3 performance on actual instances was 2, a reduction of 4 (67%) reported in FQ2. Performance below target & areas for improvement: • Reduce the total number of unplanned bed days in LIH. The actual number of unplanned bed days reported was 3327, 4 above the target of 3323, based on the 23/24 average. This represents a 12% increase from FQ2 of 2969. • Reduce the Average Length of Stay for inpatients in LIH. FQ3 Performance noted we achieved an actual rate of 5.3, against the target of 4.8. This is up 26% from 4.2 noted in FQ2. • Maintain LIH Bed Occupancy Rates below 90% target. FQ3 performance noted an actual rate of 92.4%, approx. 7% increase from 85.8% noted at FQ2. • Reduce the number of medication errors in LIH. The quarterly indicative target was set at no more than 6 per reporting period, 6 based on 2023/24 average. In FQ3 we noted an actual of 12, an increase of 3 (33%) from FQ2. 4.2.13 National Health & Wellbeing Outcome Indicators & Ministerial Steering Group Integration Indicators The National Health and Wellbeing Outcomes provide a strategic framework for the planning and delivery of health and social care services. This suite of outcomes serves to focus on improving the experiences and quality of services for people using those services, carers, and their families. These indicators form the basis of the annual reporting requirement for Health and Social Care Partnerships across Scotland. The national indicators will be updated and reported within A&B HSCP’s Integrated Performance Management Framework to provide the national performance position alongside the local service Key Performance Indicators suite. The latest data in relation to 26 HWBOI and MSG Indicators reports 50% on track, with 13 on track and 13 off track. An overview of A&B HSCP’s latest performance against the 26 measures is reported in Appendix 1. It should be noted that reporting periods vary across the suite of national indicator measures, with some measures reported quarterly affected by national reporting data lag. Page 44
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11 5. CONTRIBUTION TO STRATEGIC PRIORITIES The monitoring and reporting against Key Performance Indicators using the Integrated Performance Management Framework and Dashboard ensures the HSCP can deliver against key strategic priorities. This in-turn is aligned with the Strategic Plan and key objectives. 6. GOVERNANCE IMPLICATIONS 6.1 Financial Impact Financial performance is evidenced within the IPMF Dashboard ensuring best value as well as evidencing the impact and performance against organisational budget savings. 6.2 Staff Governance Key performance indicators within the IPMF ensure that staff governance requirements continue to be progressed and developed include health and safety, wellbeing and new service redesign and working practices. 6.3 Care and Clinical Governance Clinical Governance and patient safety remain at the core of prioritised service delivery against the new IPMF Dashboard and National Health & Wellbeing Outcomes Indicators. The new governance structure supporting the IPMF ensures that the Clinical & Care Governance Committee remain central to performance improvement. The development of the IPMF is focussed on moving away from previous traditional styles of reporting to a fully collaborative approach with Head of Service and Service Lead commentary. 7. PROFESSIONAL ADVISORY Data used within the performance dashboard is fully accessible in SharePoint with data trends and forecasting are identified to give wider strategic context. This provides the HSCP professional advisors with self –service performance information to inform their role in maintaining professional standards and outcomes. 8. EQUALITY & DIVERSITY IMPLICATIONS The Integrated Performance Management Framework captures relevant indicators used to inform the HSCP E&D work. 8.1 PROTECTED CHARACTERISTICS Performance detailed within this report acknowledges the rights of the Child (UNCRC), Islands. Fairer Scotland, Socio-economic Duty, Equalities - protected characteristics. 9. GENERAL DATA PROTECTION PRINCIPLES COMPLIANCE Data use and sharing within this report and IPMF performance dashboard is covered within the Argyll and Bute Council & NHS Highland Data Sharing Agreement 10. RISK ASSESSMENT Risks and mitigations associated with performance data sources and reporting are managed and identified within the monthly Performance & Improvement Team- Work Plan. Page 45
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12 10.1 STRATEGIC, OPERATIONAL OR CLIMATE RISK Performance reports are used by operational management to identify service delivery risk and to inform mitigation action accordingly. 11. PUBLIC & USER INVOLVEMENT & ENGAGEMENT Performance reporting is available for the public via Argyll and Bute Council and NHS Highland websites. The IPMF dashboard utilises SharePoint to support manager and staff access across the HSCP. 12. CONCLUSION The committee is asked to consider and acknowledge FQ3 2024/25 (July - September) performance as detailed in the IPMF Dashboard. The committee should also note that the 2025-26 review of KPI’s has commenced. 13. DIRECTIONS Directions required to Council, NHS Board or both. Directions to: tick No Directions required x Argyll & Bute Council NHS Highland Health Board Argyll & Bute Council and NHS Highland Health Board 14. PREVIOUS REVIEW OF THE REPORT Meeting Title of report Date Output (if relevant) Integration Joint Board Health & Social Care Partnership - Performance Report – FQ3 2024/25 (October – December) 26/03/2025 Clinical and Care Governance Committee Health & Social Care Partnership - Performance Report – FQ3 2024/25 (October – December) 1/05/2025 REPORT AUTHOR AND CONTACT Author Name: Douglas Hunter- Senior Manager Performance & Improvement Email: douglas.hunter@argyll-bute.gov.uk Page 46
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13 Appendix 1 – HWBOI & MSG Integration Indicators. Core Suite of Integration Indicators Data notes 67% (6 of 9) HWBOI Outcomes measures reporting as above the national Scotland Rate. It is worth noting that performance will be influenced and vary in line with the total number of respondents participating in this voluntary survey. As such, caution should be noted with regards to previous comparison and trends Page 47
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14 HWBOI - Performance Data notes 55.5% (5 of 9) HWBOI Performance measures reporting as above the national Scotland Rate. *Indicators 12, 13, 14, 15, 16, 18 Calendar year 2023 is used here as a proxy for 2023/24 due to the national data for 2023/24 being incomplete. This is in line with guidance issued by Public Health Scotland which was communicated to all Health and Social Care Partnerships. Using more complete calendar year data for 2023 should improve the consistency of reporting between Health and Social Care Partnerships. Page 48
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15 Ministerial Steering Group Integration Indicators Data notes 25% (2of 8) MSG Indicators reporting as above the national Scotland rate. MSG Indicators data notes that all MSG measures have increased in the last reporting year. Activity around Emergency Admissions, Unplanned Bed Days, A&E attendances and Delayed Discharge Bed Days all noted performance exceeding pre –Covid levels. This highlights the necessity to consider approaches to alleviate systems pressures around Urgent and Unscheduled Care and expedite hospital flow. Page 49
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16 Appendix 2 - Delayed Discharge Sitrep – 6th January 2025 Page 50
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 ARGYLL AND BUTE EDUCATION SERVICE PROGRESS AND IMPACT REPORT 2024-2025 AND STRATEGIC PLAN 2024-2026 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to update Committee on the progress made by the Education Service in achieving the priorities included in the Argyll and Bute Strategic Plan for 2024-26 (2024-25 update) presented at Community Services Committee in August 2024 and outline priority actions for 2025-2026. 1.2 It is recommended that the Community Services Committee: • Note the progress made with respect to priority actions within the 2024-2026 Education Strategic Plan (2024-2025 update) outlined in the Education Service Progress and Impact Report 2024-2026. • Approve the Education Service Progress and Impact Report 2024-2025 and Strategic Plan 2024-2026 (Appendix 1). • Approve the publishing of the Education Strategic Plan 2024-2026 and The Education Service Progress and Impact Report 2024-2025 on the Council Website. • Approve the submission of the Education Strategic Plan 2024-2026 and The Education Service Progress and Impact Report 2024-2025 to Scottish Government Page 51 Agenda Item 7
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 ARGYLL AND BUTE EDUCATION SERVICE PROGRESS AND IMPACT REPORT 2024-2025 AND STRATEGIC PLAN 2024-2026 2.0 INTRODUCTION 2.1 Section 13 of the statutory guidance of the Standards in Scotland’s Schools etc. Act 2000 (‘the 2000 Act’) as amended by section 4 of the Education (Scotland) Act 2016 (‘The 2016 Act’), enables the Scottish Ministers to issue guidance to education authorities in relation to their functions under sections 3 to 8 of the 2000 Act, and education authorities are required to have regard to this guidance in discharging these functions. 2.2 The guidance focuses in particular on education authority duties which are designed to enhance equity and support improvement within schools and across education authorities. 2.3 Sections 3F, 3H and 6 of the 2000 Act: impose duties on education authorities in relation to the annual planning and reporting; namely the publishing of an Annual Education Plan. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee • Note the progress made with respect to priority actions within the 2024-2026 Education Strategic Plan (2024-2025 update) outlined in the Education Service Progress and Impact Report 2024-2026. • Approve the Education Service Progress and Impact Report 2024-2025 and Strategic Plan 2024-2026 (Appendix 1). • Approve the publishing of the Education Strategic Plan 2024-2026 and The Education Service Progress and Impact Report 2024-2025 on the Council Website. • Approve the submission of the Education Strategic Plan 2024-2026 and The Education Service Progress and Impact Report 2024-2025 to Scottish Government Page 52
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4.0 DETAIL 4.1 The Education Service must prepare and publish an annual plan setting out the steps we have taken, over the course of the planning period: • to reduce inequalities of outcome experienced by pupils as a result of socioeconomic disadvantage, including the use of Strategic Equity Funding (SEF) and Pupil Equity Funding (PEF) • to comply with the duties imposed on it by section 3B(3) (to seek and have regard to the views of the persons listed in section 3B(4) and to provide any advice and support the authority thinks appropriate to those persons in relation to its consideration of decisions of a strategic nature about the carrying out of its functions relating to school education; • in pursuance of the National Improvement Framework for Scottish Education; and • to set out any educational benefits for pupils that the Authority considers have resulted from taking these steps. 4.2 The Education Strategic Plan 2024-26 and Education Service Progress and Impact Report 2024-25 has been prepared in compliance with the statutory guidance and contains the following sections: • Progress towards achieving the priorities of the National Improvement Framework. • Education Service Strategic Plan 2024-26 • Local Authority Stretch Aims 2023-26. 4.3 In light of the national reform agenda for education, our plan and report take into account the recommendations from recent national publications including: • It’s Our Future- Independent Review of Qualifications and Assessment, • All Learners in Scotland Matter: Findings from the National Discussion on Scottish Education, • Putting Learners at the Centre: Towards a Future Vision for Scottish Education, • OECD Independent Review of Curriculum for Excellence, • Support for Learning: All our children and All their potential, • Fit for the Future: developing a post-school learning system to fuel economic transformation, • Upper-secondary education student assessment in Scotland • Pupil Equity Funding 2025 Report • National Summary Report – Impact of the Attainment Scotland Fund 4.4 The plan and report also take account of the findings from our Collaborative Improvement Activity with the Association of Directors of Education in Scotland Page 53
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(ADES) and Education Scotland, the HMIE Thematic Inspection on local authority approaches to school improvement planning, scrutiny activity led by the Education Team, and external scrutiny of settings carried out by HMIE. Link to Collaborative Improvement Report: Argyll-and-Bute-Report.docx Link to Thematic Inspection Report: Local authority approaches to supporting school improvement | National thematic inspections | HM Chief Inspector reports and guidance | Inspection and review | Education Scotland 5.0 CONCLUSION 5.1 The planning and reporting processes at school and Education Service levels are designed to produce robust, consistent and transparent data of the work of the Education Authority, to improve our understanding of what works well and, ultimately, drive forward priorities that will improve outcomes for the children and young people of Argyll and Bute. 5.2 The Education Strategic Plan 2024-26 and Education Service Progress and Impact Report 2024-25 presented to Community Services Committee has been prepared in compliance with the requirements set out in the Statutory Guidance accompanying the Standards in Scotland’s Schools etc. Act 2000 taking full account of the requirement to • Analyse the interim outcomes of the 2024-2026 Education Strategic Plan (2024-25 update) and prepare and publish the annual report of progress and impact as soon as possible after 28 August 2025; • Enables us to respond to the national context for education and in particular the anticipated reform agenda and associated reviews and publications. 6.0 IMPLICATIONS 6.1 Policy - The development of the Education Strategic Plan 2024-26 and Education Service Progress and Impact Report 2024-25 supports the central purpose of the Scottish Government and the delivery of national outcomes. The framework supports delivery on the National Improvement Framework priorities, the Argyll and Bute Corporate Plan 2023-27 priorities and the Our Children, Their Future – Thriving Together key priorities. 6.2 Financial - none 6.3 Legal – The Council is required to prepare and publish the Education Strategic Plan annually as directed within the Standards in Scotland’s Schools etc. Act 200, set out within the supporting Statutory Guidance published March 2017 6.4 HR - none 6.5 Customer Service - This report provides elected members with an overview of service performance for 2024-2025 and priorities for 2024-2026 Page 54
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6.6 Risk - There are potential reputational risks for the Council should they fail to deliver the legislative requirements set out within the Standards in Scotland’s Schools etc. Act 2000 statutory guidance of March 2017 6.7 Climate Change - none 6.8 Fairer Scotland Duty - none 6.9 Equalities - protected characteristics - The Education Strategic Plan sets out the Council’s response, delivered by Education Services to section 3B of the 2000 Act which imposes duties on education authorities which are designed to promote a reduction in inequalities of educational outcome experienced by pupils as a result of socioeconomic disadvantage. 6.10 Consumer Duty 6.11 Island Communities 6.12 Children’s Rights and Wellbeing - Our children and young people are at risk of being educationally disadvantaged if we cannot deliver on the priorities set out in the Strategic Pan 2024-26. Douglas Hendry - Executive Director with responsibility for Education Policy Lead for Education - Councillor Audrey Forest 17th July 2025 For further information contact: Jennifer Crocket Chief Education Officer/Head of Education – Wellbeing, Inclusion and Achievement Jennifer.Crocket@argyll-bute.gov.uk Wendy Brownlie Head of Education – Performance and Improvement Wendy.Brownlie@argyll-bute.gov.uk APPENDICES Appendix 1 – Argyll and Bute Education Service Progress and Impact Report 2024- 2025 and Strategic Plan 2024-2026 Page 55
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Argyll and Bute Education Service Progress and Impact Report 2024-2025 Strategic Plan 2024-2026 1 Appendix 1 Page 57
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Contents Page Contents Page Section 1: Foreword and Introduction Councillor Audrey Forrest Douglas Hendry Policy Lead for Education Executive Director, Community Services 3 SECTION 4: Education Service Strategic Plan 2024-26 Priority Mapping Overview 35 36 Section 2: Glossary of terms and acronyms Background information Information about this document Our Children, Their Future – Thriving Together 4 5 6 6 Strategic Plan - National Improvement Framework (NIF) Priority 1 37-38 Section 3: Report on Impact and Progress 2024-2025 7 Strategic Plan - National Improvement Framework (NIF) Outcome 2 39-40 National Improvement Framework (NIF) Priority 1 Placing the human rights and needs of every child and young person at the centre of education. 8-10 Strategic Plan - National Improvement Framework (NIF) Outcome 3 41-42 National Improvement Framework (NIF) Outcome 2 Improvement in children and young people’s health and wellbeing. 11-15 Strategic Plan - National Improvement Framework (NIF) Outcome 4 43-44 National Improvement Framework (NIF) Outcome 3 Closing the attainment gap between the most and least disadvantaged children and young people. 16-22 Strategic Plan - National Improvement Framework (NIF) Outcome 5 Improvement in achievement, particularly in literacy and numeracy. 45-46 National Improvement Framework (NIF) Outcome 4 Improvement in skills and sustained, positive school-leaver destinations for all young people. 23-26 Appendix 1: Stretch Aims 2023-2026 47-50 National Improvement Framework (NIF) Outcome 5 Improvement in achievement, particularly in literacy and numeracy. 27-34 2 Page 58
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Douglas Hendry Executive Director As Executive Director for Education, I am pleased to add a Director’s perspective to the Policy Lead for Education’s foreword to Argyll and Bute Council’s Education Progress and Impact Report for 2024-2025 and Strategic Plan 2024-26. We want Argyll and Bute to be a place of opportunity—a place where families can live, work, and thrive. Education is at the heart of that vision. It is central to ensuring that our children and young people have the best possible start in life and that our communities continue to grow and flourish. Our Strategic Plan for Education sets out our commitment to providing high-quality learning experiences that equip our young people with the skills, confidence, and ambition to shape their own futures. Through Our Children, Their Future – Thriving Together, we are building an education system that not only supports learners but strengthens the communities they call home. We know that great schools and early learning settings are essential to attracting and retaining families in Argyll and Bute. That’s why our plan prioritises ambition, equity, and resilience. By working together—schools, families, employers, and communities—we can contribute to the Council’s priorities for our area and help ensure that Argyll and Bute is a place where people choose to stay, put down roots, and build their futures. I look forward to working with you as we continue to deliver an education service that makes a lasting difference, both to our children and young people and to the future of Argyll and Bute. Douglas Hendry Councillor Audrey Forrest Policy Lead for Education As Policy Lead for Education, I am pleased to present Argyll and Bute Council’s Education Service Progress and Impact Report for 2024-25, alongside our Strategic Plan for 2024-26. This document reflects our shared commitment to ensuring that every child and young person in Argyll and Bute flourishes in their learning, their lives, and their future aspirations. At the heart of our vision is Our Children, Their Future – Thriving Together, our updated and renewed Education Vision and Strategy. This framework sets out our ambition to create nurturing, inclusive, and inspiring learning environments, where every learner is supported, challenged, and empowered to reach their full potential. It aligns with national and Council priorities and, crucially, has been shaped by the voices and experiences of our children and young people. Our Education Service continues to work with passion ensuring that all children and young people benefit from the highest quality education. The Progress and Impact Report highlights the progress we have made, while the Strategic Plan sets out our next steps, built around the key priorities of our Education vision. Through collaboration, innovation, and a relentless focus on improving outcomes for all of our children and young people, we will continue to deliver on our commitment: enabling every learner in Argyll and Bute to thrive, today and in the future. Audrey Forrest Section 1: Foreword and Introduction 3 Page 59
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Section 2 Glossary of Terms and Acronyms ABEP Argyll and Bute Employability Partnership EY Early Years PEF Pupil Equity Fund ABSTEM Argyll and Bute Science Technology Engineering and Maths FLP Flexible Learning Plan PT Principal Teacher ACEL Achievement of a Curriculum for Excellence Level FSM Free School Meal Q1 Quintile 1 ADES Association of Directors of Education in Scotland GIRFEC Getting it Right for Every Child Q5 Quintile 5 ADP Alcohol and Drug Partnership GM Gaelic Medium QI Quality Improvement ANA Addressing Non- Attendance GME Gaelic Medium Education RRS Rights Respecting Schools APM Annual Participation Measure HMIE His Majesty's Inspectorate of Education SAC Scottish Attainment Challenge ASL Additional Support for Learning HSCP Health and Social Care Partnership SCILT Scotland’s National Centre for Languages ASN Additional Support Needs HWB Health and Wellbeing SCQF Scottish Credit and Qualifications Framework BGE Broad General Education KSB Keep Scotland Beautiful SEF Strategic Equity Fund CECYP Care Experienced Children and Young People LfS Learning for Sustainability SIMD Scottish Index of Multiple Deprivation CfE Curriculum for Excellence LGBT Lesbian, Gay, Bisexual, Transgender SPA Single Point of Access CLD Community Learning and Development LTA Learning Teaching Assessment SQA Scottish Qualifications Authority CLPL Career Long Professional Learning MCR Motivation, Commitment, Resilience STEM Science, Technology, Engineering, Maths CPD Continuing Professional Development NIF National Improvement Framework TIE Time for Inclusive Education DYW Developing the Young Workforce OCTF Our Children, Their Future UHI University of the Highlands and Islands ELC Early Learning and Childcare OCTNE Our Children, Their Nurturing Education UKSPF United Kingdom Shared Prosperity Fund ES Education Scotland PAG Parental Advisory Group UNCRC United Nations Convention on the Rights of the Child 4 Page 60
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Background Information * Excerpt from Argyll and Bute Corporate Plan 2023-2027 Scottish Index of Multiple Deprivation As a local authority comprising of large areas of rural and remote rural populations it is difficult to measure elements of rural deprivation. The Scottish Index of Multiple Deprivation (SIMD) is a tool used by the Scottish Government to identify areas in Scotland that are experiencing different levels of poverty or disadvantage. It looks at things like; income, employment, education, health, access to services, crime and housing. These are combined to give an overall picture of how deprived each area is. Argyll and Bute is made up of 125 SIMD data zones. • 10 of these data zones are ranked within the 15% most deprived in Scotland. • 8 of these zones are in the 15% most deprived in regard to employment. • 13 of these data zones are in the 1% most access deprived. • Coll and Tiree are ranked as the most access deprived. * Data from Scottish Index of Multiple Deprivation 2020 Overview of the Education Service Resourcing Our Plan: The Education Service Budget * The increase in Pupil Support is due to the transfer of School Hostels into Education, resulting in a budget increase of £1.85m Service Area 2024-25 2025-26 Additional Support for Learning 11,787,495 13,016,151 Central/Management Costs 1,906,158 2,032,473 Early Learning & Childcare 17,497,317 18,570,560 Primary Education 40,496,298 43,332,268 Pupil Support* 2,418,849 4,407,979 Schools - Central Services 2,376,547 2,510,955 Secondary Education 37,264,437 41,833,086 Grand Total 113,747,101 125,703,472 5 Page 61
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About this document Evidence for the Progress and Impact Report is gathered through a range of activities designed to provide challenge and support to schools and ELC settings. Evidence for the 2024-25 report has been informed by the following sources: The report and updated plan are also informed by: The information contained within this report will also help to inform the Education Service report on progress we are making towards addressing the National Improvement Framework (NIF) priorities and our National Improvement Framework Plan for 2025-26. The Education Plan has been prepared in compliance with the requirements set out in the Statutory Guidance, accompanying the Standards in Scotland’s Schools etc. Act 2000. Our Children, Their Future – Thriving Together Scotland’s vision for education is a “globally respected, empowered, and responsive education and skills system with clear accountability at every level that supports children, young people and adult learners to thrive.” (NIF outcome 1) This vision is directly echoed in the refreshed Argyll and Bute education service vision and values Our Children, Their Future – Thriving Together. In December 2023, we began a comprehensive consultation on the Education Service vision and strategy. Over the following 15 months, leading up to its approval by the Community Services Committee in March 2025, we undertook a robust and inclusive consultative process involving pupils, parents, staff, and key partners. Their feedback, along with alignment to key national policies— including the UN Convention on the Rights of the Child, Getting it Right for Every Child, the National Improvement Framework, The Promise, and Curriculum for Excellence—shaped the development of the refreshed vision and strategy. Our Children, Their Future has five key priority areas at its core: • Best Start for Learners – Every learner has inspiring learning environments that build curiosity, confidence and the love of learning. • Ambitious Learners – Every learner is supported and challenged to aim for their best. • Nurtured Learners – Every learner has the opportunity to thrive in a safe, happy and supportive space. • Connected Learners – Every learner is active in their local and global community. • Lifelong Learners – Every learner benefits from opportunities to seek knowledge, value challenge, welcome change and keep learning throughout life. Each key priority area is presented on a dedicated page, featuring learner-perspective statements which describe what that priority looks like in a school or early years setting. Pupils were excited to see how their feedback influenced the document and shared that they feel represented on every page. • HMIE Thematic Review report • Responses to our Service Vision and Strategy refresh • Reports on Early Learning and Childcare settings by Care Inspectorate Scotland • School and Service Improvement Plans and Standards and Quality Reports, • Engagement groups with children and young people from a number of establishments in different contexts across Argyll and Bute • Feedback from our Education Service Vision and Strategy refresh • Performance and questionnaire data • Feedback gathered through the Parental Advisory Group (PAG) • Intelligence and review reports on schools and Early Learning and Childcare settings from the Central Education Team • Feedback from our Collaborative Improvement activity in association with ADES and Education Scotland • Feedback from our HMIE Thematic Inspection on Local Authority Approaches to School Improvement • Inspection reports and triannual reports by Education Scotland • Argyll and Bute Council Corporate Plan 2023-2027 • Argyll and Bute Children and Young People’s Services Plan 2023-2026 • Argyll and Bute Local Outcomes Improvement Plan 2024-2034 • Argyll and Bute Education Service strategy and vision Our Children, Their Future – Thriving Together • Scottish Government’s National Improvement Framework and Improvement Plan • Scottish Government’s GIRFEC wellbeing indicators • Scottish Government’s Curriculum for Excellence • Education service self-evaluation activities and evidence • Recent national publications including: It’s Our Future- Independent Review of Qualifications and Assessment, All Learners in Scotland Matter: Findings from the National Discussion on Scottish Education, Putting Learners at the Centre: Towards a Future Vision for Scottish Education, OECD Independent Review of Curriculum for Excellence, Support for Learning: All our children and All their potential, Fit for the Future: developing a post-school learning system to fuel economic transformation, Upper-secondary education student assessment in Scotland 6 Page 62
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SECTION 3: Report on Progress and Impact 2024-2025 National Improvement Framework (NIF) Outcomes and Priorities Scotland’s refreshed National Improvement Framework sets out a bold vision for a world-class, equitable education and skills system. It outlines seven key outcomes and five priorities focused on empowering learners of all ages to thrive through a system that is accountable, inclusive, and responsive. These outcomes and priorities emphasise collaborative working across services. NIF 2025 Priorities • Placing the human rights and needs of every child and young person at the centre of education. • Improvement in children and young people’s health and wellbeing. • Closing the attainment gap between the most and least disadvantaged children and young people. • Improvement in skills and sustained, positive school-leaver destinations for all young people. • Improvement in achievement, particularly in literacy and numeracy. NIF 2025 Outcomes 1. A globally respected, empowered, and responsive education and skills system with clear accountability at every level that supports children, young people and adult learners to thrive. The system enables the development of their knowledge, skills, values and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy. 2. Young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the GIRFEC approach. 3. Inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, and shape a sustainable future, while celebrating and supporting progression for all. 4. High levels of achievement across the curriculum for all learners, with action to close the poverty-related attainment gap. 5. Highly skilled teachers and school-leaders driving excellent learning, teaching and assessment for all, especially those with additional support needs. 6. Improving relationships and behaviour, and attendance, with increased engagement in learning and a culture of dignity and respect for all. 7. An education system engaging in digital technology to enhance all aspects of learning and teaching, supported by a digitally skilled workforce and tackling digital inequality. National Improvement Framework (NIF) Outcome 1 A globally respected, empowered, and responsive education and skills system with clear accountability at every level that supports children, young people and adult learners to thrive. The system enables the development of their knowledge, skills, values and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy. The Education Service priorities, developed as part of a two-year improvement cycle, are all integral to actively supporting and driving the first outcome of the NIF and will be evidenced across the reporting against the NIF priorities within this progress and impact report and strategic plan. The achievement of NIF Outcome 1 - a globally respected, empowered, and responsive education and skills system - relies on strategic Education Service priorities that drive system-wide improvement and leadership. • Promoting children’s rights, inclusion, and diversity ensures that our education system remains equitable and accessible, fostering a culture of respect and empowerment. • Supporting health and wellbeing through targeted approaches underpins the ability of children, young people, and adult learners to fully engage with their education, recognising that wellbeing is fundamental to success. • A data-driven approach to addressing disadvantage and informing targeted support strengthens accountability by ensuring that interventions are tailored to the needs of learners, closing attainment gaps and promoting equity. • Strengthening partnerships and career pathways ensures a responsive system that aligns education with the evolving skills landscape, enhancing opportunities for lifelong learning and economic contribution. • Improving learning and teaching, tracking literacy and numeracy attainment, and enhancing professional development builds capacity at every level, equipping educators with the tools to deliver high- quality teaching. • Embracing educational reform and digital advancements drives system-wide innovation, ensuring that Argyll and Bute’s education infrastructure is future-ready. These Education Service priorities collectively support system accountability, leadership, and continuous improvement, reinforcing the responsive and internationally respected education system envisioned in NIF Outcome 1. 7 Page 63
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SECTION 3: Report on Progress and Impact 2024-2025 National Improvement Framework (NIF) Priority 1 Placing the human rights and needs of every child and young person at the centre of education. Education Service Strategic Priority 1.1: We will protect and promote Children’s Rights through the promotion of inclusion and celebration of diversity for all of our learners. Progress and Impact Rights Respecting Schools (RRS) Support and Accreditation Education settings have received extensive support on their Rights Respecting Schools (RRS) journey. This includes accreditation workshops for Bronze and Silver levels, which have strengthened staff knowledge and confidence to progress through the accreditation process. Regular network meetings provide peer support tailored to accreditation stages, fostering ongoing assistance and professional dialogue. As a result, every school in Argyll and Bute have achieved RRS accreditation at Bronze, Silver, or Gold levels. Leadership capacity has also expanded, with the strategic lead increasing the Silver accreditation team to four members. The Rights Respecting Schools work has increased commitment to embedding rights in education practice and ensuring staff, pupils and parents/carers are rights aware. Pupils are more aware of their own rights as well as understanding how to respect and advocate for the rights of others. These are important aspects of ensuring that we meet our legislative requirements. Rights-Based Policy and Professional Learning Our Relationships Policy Guidance has embedded a rights-based approach that links children’s rights with Nurture and GIRFEC practices. This framework supports settings in developing their own policies, bolstered by professional learning aimed at senior leaders. This has ensured that settings are supported in the development of their own Relationship Policy, meeting an Education Scotland expectation. Additionally, all staff have access to relevant children’s rights training through the LEON professional learning platform, extending learning opportunities beyond education staff. Completion reports demonstrate increasing participation across children’s services, highlighting the growing reach of this training. The impact of this is evident in increased engagement with children and young people on community issues that impact them. This is ensuring that children and young people’s voice is being considered and have the opportunity for meaningful participation across a range of local authority development areas. Partnerships and Funding Support for Children’s Rights Partnership working has been enhanced through a CORRA grant award focused on promoting children’s rights. Various activities funded by this grant are documented in the CORRA Foundation Grant Report. One notable outcome is the creation of a child-friendly UNCRC one-page plan, which has been featured as a case study on the Improvement Services website, showcasing innovative local practice in rights promotion. Child-friendly Reporting in Argyll & Bute Council | Improvement Service. Inclusion and Diversity Initiatives Inclusion and diversity have been further promoted through achievement of the Silver LGBT Youth Charter by Oban High School, with Hermitage Academy, Rothesay Joint Campus, and others progressing towards this award. Participation in Time for Inclusive Education (TIE) Training has increased by 22% among users from Argyll and Bute council over the past year, alongside a 25% rise in completion of stage 1 of the e-learning module. Feedback from pupil focus groups indicates that the charter has fostered a more inclusive school environment, with both staff and students demonstrating greater confidence in using respectful and inclusive language. Thirteen schools have registered with the Carers Trust for the Young Carers Challenge, marking initial engagement with this new award. This programme helps schools meet legislative requirements for young carers and ensures appropriate support systems are in place. Young People’s Voice and Participation Young people’s voice and participation have been strengthened, with Youth Voice group meetings in Argyll and Bute Council increasing in regularity following young people’s feedback in June 2024. Meeting minutes reveal engagement across a wide range of issues, further evidenced in the CORRA Foundation Grant Report related to Rights Grant funding. The expansion of Rights Respecting Schools also supports the development of children and young people’s voice, which is a requirement for Silver accreditation. This commitment is reflected in the local authority’s work, including the Geography Network where young people’s opinions have been recorded on the Aspiring Places website. This platform not only allows young people to influence community development but also provides Geography students with valuable resources for project work. 8 Page 64
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Early Years – Children’s Rights, Family Engagement and Collaboration Increased levels of collaboration centrally have produced an infographic overview of how children’s rights are supported in a multiagency approach across Argyll and Bute. This has been shared with all ELC settings, supporting workforce understanding of rights-based practices in relation to community services. Parents also have access to this information, enabling them to access services which support their children. Our collaboration with Glasgow University to increase parental engagement in learning outdoors is underway. This initial stage will deliver essential data to enhance our outdoor CLPL programme to include family learning. We will then be able to build learning for sustainability into a wider community delivery model. Youth Leadership and Participation: Young Scot Ambassadors Argyll and Bute are the pilot local authority for the introduction of Young Scot Ambassadors in Scotland. S3 pupils from each secondary school have been trained to deliver information pertaining to being a Young Scot and specifically the benefits of using the Young Scot card. Our ambassadors will deliver this information to P6/7 pupils within their clusters, as well as to all pupils in their own secondary schools. It is the intention that this will also be extended to include delivery to students from UHI Argyll College. The Young Scot Ambassadors have worked with Young Scot to create the materials they will use. This has ensured that they feel empowered and that their voices are listened to, valued and acted upon. Learning for Sustainability (LfS) Development An LfS working party has been formed. Teachers from across sectors and representation from the wider Council have begun to form a draft strategy and actions. An LfS survey was conducted with 38% of primary schools responding and two secondary schools. Nearly all schools had LfS within their School Improvement Plan (SIP), rationale, or as part of staff development. A few schools have engaged with Keep Scotland Beautiful (KSB) resources and all schools have engaged with Rights Respecting Schools. A smaller sub-group is developing Argyll and Bute’s outdoor learning statement and a skills progression framework linked with outdoor learning. This will be shared with schools in August 2025, and engagement with outdoor learning will be monitored for impact. Schools have been given regular updates and communication on access to sustainability resources through the monthly STEM newsletter, emails including information from partners such as KSB, and through input at area Head Teacher meetings. The LANDS25 event in March 2025 offered online live lessons related to sustainability. Fourteen practitioners from nine primary schools engaged in Climate Ready Classrooms with KSB. As a result, fifteen schools have now engaged with Climate Ready Classrooms. Thirty-two establishments have received Nature Restoration Grant funding. This is supporting schools to focus on sustainability, citizenship, and outdoor learning, with activities including tree planting, biodiversity projects, and composting. Schools have completed their reports and evaluations, which were submitted at the end of June. 9 Page 65
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What are we going to do now? Professional Learning and Rights-Based Practice • Expand Early Years outdoor learning CLPL to include family learning within a place-based model, helping to extend LfS across local communities. • Deliver CLPL to build practitioner understanding of rights-based practice and increase the number of Early Learning and Childcare (ELC) settings achieving their Bronze Rights Respecting Award. • Develop approaches and mechanisms to provide children and young people with meaningful opportunities to be empowered and actively shape their education. • Support establishments to co-construct curriculum design and rationale with stakeholders to reflect their unique contexts. Wellbeing, Rights, and Relationships • Continue to develop local authority guidance and approaches in line with recommendations from the Behaviour in Scottish Schools Research and forthcoming Scottish Government documents, including the Fostering a positive, inclusive and safe school environment guidance. • Further develop The Rights Respecting Schools programme with a focus on embedding rights within learning and teaching. • Increase participation in TIE training over the next year to meet national expectations on LGBT Inclusive Education. • Further promote and embed UNCRC awareness across services and communities through the Keeping Our Eye on Rights Award, developed by young people in Argyll and Bute. • Increase engagement with the Young Carers Challenge to ensure universal understanding of statutory obligations and equitable access to support for all young carers across Argyll & Bute. • Work in collaboration with the project team on the new Tobermory Campus focussed on enhancing an improved learning environment to support improved attainment. • Celebrate inclusion, diversity, achievement and attainment through increased social media presence. • Engage with the national Educational Psychologists Anti-Racism training. Learning for Sustainability (LfS) • Continue to promote training opportunities, partnership support, and key resources to help all establishments develop the three aspects of Learning for Sustainability: outdoor learning, sustainability, and citizenship. • Early Years outdoor learning CLPL delivery will include family learning, within a place-based model, to begin to build learning for sustainability across communities. 10 Page 66
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SECTION 3: Report on Progress and Impact 2024-2025 National Improvement Framework (NIF) Priority 2 Improvement in children and young people’s health and wellbeing. Education Service Strategic Priority 2.1: We will support improvement in children and young people's health and wellbeing through the use of targeted approaches and understanding of learning and learners to enhance experiences in different contexts, which will support attainment and achievement across the four capacities. Progress and Impact Wellbeing, Rights and Relationships All Argyll and Bute secondary schools are trained to deliver the Mentors in Violence Prevention (MVP) Programme, supported by a team of four trainers, to ensure sustainability across settings. This programme has provided valuable leadership opportunities for senior pupils and enhanced peer education within the PSHE curriculum. Feedback from the Argyll and Bute Youth Voice group highlights a positive impact on reducing incidents of bullying, with further evidence expected from Education Scotland’s School Impact Survey. We have been early adopters of the MVP Primary and Early Learning and Childcare Programme, with four trainers completing professional learning in March. This foundation will enable us to expand MVP as part of the Respect for All development work next session. Central monitoring of bullying and equalities data has been improved, enhancing our awareness of training needs related to incident recording and targeting areas of concern identified by the data. Alongside this, the Alcohol and Drug Partnership (ADP) School Support Services have strengthened their provision for secondary school students affected by drug and alcohol use. Following a comprehensive service review, support is now available to all schools in Argyll & Bute, with contract monitoring in place to measure impact during the two-year pilot phase. Planet Youth activity has increased across the five participating school areas due to grant-funded staffing supporting coalition development. This progress is detailed in the Planet Youth evaluation report for Argyll and Bute and is reflected in improved health and wellbeing data from the Planet Youth Surveys. This data underpins strategic planning across services and is cited in the Children and Young People’s Service Plan, Sexual Health Strategy Group minutes, and Police Scotland’s Local Policing Plan. Furthermore, new Mobile Phone Guidance has been introduced for primary and secondary schools, aligned with the Behaviour In Scottish Schools Report recommendations, with ongoing monitoring planned to assess its impact. Our Children, Their Nurturing Education (OCTNE) Table 1 - Our Children, Their Nurturing Education (OCTNE) Stretch Aim Significant strides have been made in embedding trauma-informed practices and nurturing approaches throughout the authority, aligning with our strategic goal of providing appropriate support for children and young people. The OCTNE framework currently supports fifty-eight establishments, including fifty-two schools and six partner providers of Early Learning and Childcare, fostering nurturing school environments. The Educational Psychology Service has facilitated whole-school nurturing approaches through OCTNE, delivering the fifth cohort of leadership training and empowering Nurture Teachers to lead their schools into the forthcoming accreditation cycle. These efforts have led to improved emotional wellbeing and resilience among learners. Ongoing professional development has been a priority, with training in Lego Therapy and nurturing principles equipping educators, especially newly qualified teachers, with skills to support students’ mental health and wellbeing. This commitment to continuous learning promotes a culture of reflective practice and proactive support across our schools. 11 Argyll and Bute – ‘Our Children, Their Nurturing Education’ Overall Confirmed Data (June 2023) 64.45% (N.B 2023 Stretch Aim = 60%) Interim Stretch Aim 2023/24 64% Confirmed Data (June 2024) 66.67% Interim Stretch Aim 2024/25 67% Confirmed Data (June 2025) 69.19% Final Stretch Aim 2025/26 70% Page 67
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Addressing Non-Attendance (ANA) Our implementation of the ANA programme continues to focus on improving pupil attendance and engagement. The pilot project has gained notable recognition, with an article on the approach set for publication in the British Psychological Society’s Educational and Child Psychology journal in June 2025, highlighting its evidence-based nature and positive potential outcomes. Currently, 70% of secondary schools have engaged with ANA training. The Education Psychologists will collaborate with school leaders in the coming session to address this gap. While ANA training has been accessible on the LEON platform for primary schools since November 2024, uptake remains below expectations. To address this, Educational Psychologists and the Education Manager for Wellbeing, Rights and Relationships are actively raising awareness at Primary Headteacher meetings. This effort emphasizes early intervention, prevention, and understanding risk factors to strengthen engagement and promote proactive attendance strategies. This work is closely coordinated with the Education Manager for Wellbeing, Rights and Relationships and the Education Scotland Attainment Advisor to ensure alignment with national strategies and avoid duplication, thereby enhancing support for schools. Six schools are engaging in the Quality Improvement Programme for Attendance led by Education Scotland which aims to improve school attendance across Scotland, particularly considering the challenges posed by the COVID-19 pandemic. This program emphasizes a whole-school approach, early intervention, and collaborative working to address barriers to attendance and support learner re-engagement. As of May 2025, the overall rate of persistent absence (less than 90% attendance) has fallen by 4 percentage points against 2023-24. Persistent absence amongst FSM pupils has also fallen by 3.3 percentage points. The percentage of all pupils with attendance over 90% has increased by 3.8 percentage points in primary and 2.8 percentage points in secondary. Table 2 – Attendance in Primary Table 3 - Attendance in Secondary Free School Meal registered and Non-Free School Meal Registered Free School Meal registered and Non-Free School Meal Registered 12 HWB – Attendance in Primary - Free School Meal registered and Non-Free School Meal Registered Overall FSM Registered Not-FSM Registered Gap (FSM/Not- FSM) Stretch Aim 2023-24 93.5% 89.25% 93.5% 4.25pp Actual 93.0% 89.6% 93.6% 4.00pp Stretch Aim 2024-25 93.7% 90.25% 94.25% 4.00pp Data Pickup (June 2025) 93.8% 90.3% 94.5% 4.2pp HWB – Attendance in Secondary - Free School Meal registered and Non-Free School Meal Registered Overall FSM Registered Not-FSM Registered Gap (FSM/Not- FSM) Stretch Aim 2023-24 90.0% 82.0% 89.5% 7.5pp Actual 87.4% 82.4% 88.3% 5.9pp Stretch Aim 2024-25 89.7% 83.5% 90.75% 7.25pp Data Pickup (June 2025) 87.8% 82.3% 89.1% 6.8pp Page 68
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Table 4 – Exclusions Data * Exclusions data updated as of June 2025 Inclusion and Equality Data analysis through PERS100 returns has identified schools requiring training in co-regulation and de-escalation to better manage dysregulated behaviour. Schools participating in CALM training report increased confidence in supporting learners experiencing dysregulation, resulting in changed and improved approaches that better meet learner needs. Additionally, CIRCLE training has been widely offered to primary and secondary schools, contributing to good practice in creating environments that effectively support learners. Feedback from settings highlights the positive impact on pupils as articulated by staff. The development of four new Learning Centres, along with increased provision in existing Learning Centres across Argyll and Bute, has improved equitable access to specialist support. This expansion is reflected in a growing number of children receiving Specialist Provision placements for the 2025-26 session, supported by additional staffing and environments designed to meet their specific needs. Early Years Additional Support Needs (ASN) locality networks continue to attract strong participation and facilitate practice sharing across localities. Feedback indicates that these networks are effectively developing workforce understanding of strategies to support children with additional support needs. The multiagency involvement within these networks is particularly valuable in areas where Health and Social Care Partnership (HSCP) partners are experiencing staffing shortages, ensuring ELC staff have access to allied health professional expertise despite service challenges. 13 Exclusion data shows a positive downward trend linked to the authority wide interventions across health and wellbeing, attendance, relationships and learning and teaching. Table 4 illustrates the exclusions data which details a decrease in the number of pupils excluded, the number of exclusion incidents and the number of days pupils have been excluded. Notably the work to support attendance and engagement of care experienced children and young people at school has resulted in no exclusions for this population of pupils this session. Page 69
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Curriculum Development and Access to Senior Phase We continue to support progress in attainment and achievement through the continual review of Secondary School curriculum offers. Subject offers are regularly reviewed with consideration of pupil choice to ensure personalisation and breadth. We have widened access to the Senior Phase curriculum by offering courses virtually between schools. This approach has improved the resilience of our Senior Phase offer in response to the challenges faced by our Secondary schools across Argyll and Bute. A commonality of timetable is maintained through a joint shared column structure across all secondary schools. This allows courses available in one school to be accessed by pupils in others where the same course may not be offered. In 2024-25, Advanced Higher Mathematics, Biology, Physics and Maths were delivered virtually between schools, supporting five young people to access courses unavailable in their base school. This virtual offer has ensured equity of opportunity and removed the barrier to achievement that rurality can create. Enhancing the Curriculum through Wider Achievement All secondary schools and Parklands Specialist Provision have made extensive use of their share of the £125,000 UK Shared Prosperity Funding. Children and young people from S1 to S6 have engaged in a wide range of activities and opportunities. These have included Cycle Maintenance, Sports Leaders, Outdoor Education, Film Making, a German Exchange experience, Leadership Awards, Dynamic Youth and Saltire Awards, STEM experiences, Wild Water Swimming certificates, and Enterprise and Employability opportunities. These projects have delivered meaningful wider achievement opportunities and enhanced the curriculum on offer. Corporate Parenting and Support for Care Experience Children and Young People (CECYP) Comprehensive training, such as Keeping the Promise and Designated Manager training, is supporting increased awareness of CECYP needs and how best to support this cohort. This has resulted in an authority-wide commitment, including from our Chief Officers Group, to continue working towards Keeping the Promise and maintaining high aspirations for our CECYP. Effective partnership working through Corporate Parenting Board attendance and wider Education Service priority meetings continues to be refined. This has enhanced the support available to our CECYP, particularly when considering post-school destinations. The positive impact is evident, with 94% of CECYP leavers in 2023-24 achieving a positive destination and 83% sustaining it in 2024-25. Strategic commitment to GIRFEC, The Promise, and OCTF has led to greater awareness across settings of the value of bespoke approaches, early intervention, and trauma-informed support. This has contributed to a year-on-year decrease in exclusions since 2020. As a result, zero CECYP were excluded in 2023-24, and as of May 2025, none have been excluded in the current academic session. Authority-wide policies and training such as Maximising Attendance, OCTNE, RRS, and We Promise are leading to earlier intervention and targeted attendance support for CECYP. These include multi- agency approaches and whole-family support, with pupil voice evidencing positive impacts on wellbeing and inclusion. Argyll and Bute participated in the testing phase of the Scottish Government’s Improving Education Outcomes for CECYP framework. The authority worked with the government to refine the measures, which will now support schools in setting local targets and positively impacting outcomes. A Data Protection Impact Assessment to support information sharing, along with a refreshed transition needs analysis document, has increased transition support for young people. With greater awareness of The Promise, schools are effectively sharing information throughout transitions, leading to greater consistency of support and nurture. This is evidenced by reductions in exclusions and improvements in individual attendance, attainment and wellbeing data. Curriculum Innovation and Professional Learning Cohort 2 of primary Head Teachers (representing eight schools) have been working with Education Scotland’s Curriculum Innovation Team through a series of face-to-face and online professional learning sessions. As a result, all Head Teachers in this cohort are currently reviewing their curriculum design and rationale. Head Teachers have reported that the dedicated time for professional dialogue and collaborative work has positively impacted their knowledge and confidence around curriculum design. They now feel more equipped to apply this learning within their schools to improve curriculum planning and refine rationale statements. A further session took place at the end of May with Education Scotland, bringing together Cohorts 1 and 2 along with senior leaders involved in Early Level curriculum design. Organised by Early Years with Education Scotland, these sessions supported continued professional learning and the development of practitioner networks. 14 Page 70
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What are we going to do now? Early Years • Continue collaboration to improve multiagency understanding of GIRFEC processes and procedures. • Return ASN locality networks to a locality-based format aligned with the Single Point of Access (SPA) model developed by Educational Psychology colleagues. • Review distribution of resources to support a reduced reliance on individual services and strengthen the staged intervention process at stages 1 and 2. Curriculum and Secondary Sector • Continue curriculum development through access to resources and professional development opportunities. • Develop practitioner and senior leader networks to support on-going curriculum design to meet learner needs within each establishment's unique context. • Expand the virtual curriculum offer through collaboration across secondary schools and explore broader opportunities to develop this work with partners across Scotland. • Support all secondary schools to refine and refresh their curriculum, offering meaningful pathways and opportunities for all learners. • Strengthen partnerships with local businesses and community organisations to enhance curriculum breadth and relevance. • Ensure UKSPF funding is targeted toward measurable opportunities, with timely evidence gathering and reporting. Relationships, Participation and Rights • Update our Anti-Bullying policy to align with national Respect For All guidance, supporting improved recording, monitoring, and local response to bullying incidents, alongside increased awareness of supporting resources. • Address the recommendations for the national Behaviour in Scottish Schools Research Report. • Continue to develop the Addressing Non-Attendance (ANA) approach following insights from the Education Scotland Quality Improvement Programme on Attendance. • Continue to use data sharing at HT cluster meetings to support upstream health and wellbeing approaches in primaries and transition planning. • Maintain training and monitoring of the ADP School Support Service to ensure consistent access and approach across the authority. Wellbeing, Inclusion, Equity and Achievement • Strengthen strategic collaboration, capacity building and professional learning for nurture and inclusion. • Integrate the attendance dashboard with the ANA framework for improved data insight and evidence-based decisions. • Support remaining secondary schools to implement ANA fully and raise awareness in primary schools on early risk identification and intervention. • Create a locality Place-based Model offering high-quality supports to schools, including professional learning to build capacity in universal and targeted approaches. • Develop a support network for Specialist Provision settings to improve curriculum, pedagogy, environment, and resources for children with complex needs. • Pilot a self-evaluation framework to support Specialist Provision and complex needs settings. • Monitor the impact of the ADP School Support Service to ensure greater consistency of approach across the local authority. • Share data with school leaders to inform upstreaming approaches to Health and Wellbeing in primary schools and consider appropriate transition planning. • Further develop the gathering and use of health and wellbeing data. • Continue to develop work on preventing Violence Against Women and Girls as an early adopter local authority. • Expand engagement in Equally Safe at School and roll out Gender-Based Violence & Early Intervention training across primary and ELC settings. • Align with the Scottish Government’s draft framework for improving education outcomes for CECYP. • Expand the training approach for co-regulation and dysregulation. • Increased percentage of settings achieving the We Promise and Designated Manager training completion. • Address barriers to education through development of the SPA and deployment of Family Liaison Officers. • Continue to deliver trauma training with multiagency partners. • Continue to lead the implementation of Our Children, Their Nurturing Education across settings and develop capacity to support ongoing implementation. • Continue to develop and implement the Single Point of Access. 15 Page 71
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SECTION 3: Report on Progress and Impact 2024-2025 National Improvement Framework (NIF) Priority 3 Closing the attainment gap between the most and least disadvantaged children and young people Education Service Strategic Priority 3.1: We will address disadvantage and deprivation to close the attainment gap by analysing data to inform a strategic overview of attainment for disadvantaged groups across the Local Authority and allow effective, targeted interventions. Education Service Strategic Priority 3.2: We will use a data and research informed approach to provide targeted support to establishments across the Authority. Progress and Impact Curriculum Literacy This session, Quality Improvement in writing has continued offering professional learning and collaborative working for a further two cohorts of primary teachers. Over session 2024-25, this has involved nineteen primary schools and forty-seven primary teachers. A total of thirty-nine of primary schools that have now engaged with QI writing. Cohort 5 ran from August 24 to November 24, involving a total of 221 pupils. In August, 62% of children were identified as on track with their writing; by November this had risen to 82%. The impact on attainment has been positive. In most cohorts, children on track increased by an average of 42%. Two sessions were run for early level literacy professional learning, aimed at ELC practitioners and early level teachers. As a result of this professional learning, all practitioners reported that they felt more confident using benchmarks and progression planners. They recognized the importance of listening, talking, and skilled observation. Additionally, they reported that the professional learning opportunity had had a positive impact on their practice. High quality learning and teaching in writing was supported by two online sessions delivered to classroom teachers focusing on the stimulus-dialogue-model for writing pedagogy, with eight schools attending. As a result, all practitioners reported that they felt they had increased confidence to use best practice pedagogy and understood how this pedagogy could be transferred to their classroom practice. The Argyll and Bute Literacy planners, including Third and Fourth level, are accessible through the bespoke Staff Section tile on Glow. Some schools who require support to develop their planning have begun to use these planners. Numeracy The Counting on Excellence Frameworks are accessible to all education staff across Argyll and Bute via the Counting On Excellence website. Counting On Excellence promotes mastery by fostering deep understanding, robust skills, and confidence in reasoning and problem-solving. This initiative supports consistent pedagogy, shared expectations, and smooth transitions, enabling learners to build on their knowledge at every stage. For every child to excel in maths, a clear, consistent, and interconnected approach from the very start is required. The Counting On Excellence Framework champions and facilitates this vision. Numeracy and Mathematics frameworks will continue to be developed to ensure clear progression across all strands of mathematics in the BGE. The Principal Teacher (PT) for numeracy established engagement with secondary schools by initiating contact with PTs of Mathematics. As a result, 40% of secondary schools are now engaging with the Counting On Excellence programme at an initial introductory stage, with further collaboration planned. A social media feed is in place on X (formerly Twitter) that provides daily bulletins on Counting On Excellence to raise awareness of numeracy initiatives. The Counting on Excellence framework and associated support and training have been piloted with eleven primary schools and one secondary school. This has involved collaborative work and training on in- service days and online twilight sessions. A numeracy kit with high-quality resources has been distributed to these schools to support planned learning activities. Numeracy Ambassadors have been identified for each school to support embedding and sustainability in pedagogical approach and use of the framework. Professional learning has included two early years workshops followed by two online sessions introducing the framework to early years staff and explaining the role of the educator in numeracy. Throughout the year, online training sessions on different aspects of numeracy have been provided to further develop high quality learning and teaching. In total, 386 teachers have attended these sessions. This figure includes teachers attending more than one session and involved all teaching staff from the twelve schools participating in the pilot. 16 Page 72
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Early Years 16% of ELC settings received blocks of focused literacy interventions delivered by Early Years Excellence and Equity Leads, targeting children’s listening skills. In all settings, children’s listening skills improved as a result of the intervention, with almost all children’s skills progressing at pace, as evidenced through tracking and monitoring data. Practitioner feedback demonstrates increased confidence by almost all staff involved to continue delivering the focused intervention independently, leading to improved literacy attainment within this curriculum organiser for all children within the settings involved. 4% of ELC settings received blocks of focused numeracy interventions by Early Years excellence and equity leads, targeting the five principles of counting. Observation and tracking data showed that 100% of children engaged in the project improved their understanding of number and counting. Qualitative data from parental feedback reinforced this evaluation. In all three settings, practitioners reported that their understanding of teaching number concepts and counting had increased, and all were confident in their capacity to continue this work independently. Collaboration with health colleagues to deliver parental information sessions via community ‘buggy walks’ has increased. We now have regular sessions in almost all mainland urban towns. Parental engagement continues to grow in relation to the numbers of parents attending regular sessions. Feedback shows these sessions are delivering early support for parents in the areas of dental health, speech and language development, and parental mental health. Our Play on Pedals collaboration with Cycle Scotland is now being delivered across 75% of our localities. As a result, most children attending sessions with their parents are now able to cycle a bike with confidence. We anticipate this will ensure almost all children, where the programme is operational, will achieve age and stage appropriate development in relation to gross motor skills. Motivation, Commitment, Resilience (MCR) Pathways Mentoring Programme This senior phase mentoring programme matches young people with volunteer mentors, creating relationships which enable young people to realise their skills and potential, ultimately supporting their progress onto a post-school positive destination. We have three full-time MCR coordinators located in Dunoon Grammar School, Hermitage Academy, and Oban HS, and a part-time coordinator in Rothesay Joint Campus. Recruitment for a part-time coordinator who will manage the MCR programme across Campbeltown Grammar School and Lochgilphead Joint Campus will take place early in the 2025-2026 academic session. In 2024-25, there were 110 young people mentored through the MCR Pathways Programme across Dunoon GS, Hermitage, Oban HS, and Rothesay Joint Campus. In addition, 12 young people are supported on a one-to-one basis by Pathway coordinators, and 70 young people in S1 and S2 access group work, totalling 182 young people across Argyll and Bute in three secondary schools accessing support through MCR Pathways. The MCR programme commenced in Rothesay Joint Campus this session and there are nine S1 young people and eleven S2 young people participating in group work, with nine young people engaging in one-to-one mentoring supported by nine registered mentors. Of these, seven mentor-mentee pairs are matched, and two are ready to be matched. Highlights in 2024-25 have included seeing mentor relationships develop across each school involved, with some mentor pairs meeting regularly for over one year. Feedback from young people involved in MCR provision indicates that 87% feel there has been an improvement in their confidence, 81% feel they have been supported to identify goals, 90% feel their mentor encourages them to be the best version of themselves, and 92% feel they have built trusting relationships with their mentor. Mentors have reported that 93% feel they have helped their mentee feel good about themselves, 79% feel they have helped their mentee understand who they are and what their needs are, 79% feel they have supported their mentee to have more self-belief, and 86% feel they have created relationships which enable young people to talk about anything they feel they need to. This illustrates how the MCR mentoring programme enables young people to develop positive working relationships with their mentors, relationships which support young people to realise their skills and potential. Using Data for Improvement Several developments have been made this session to enhance the use of data for improvement across the service. The central team now has improved access to data through data dashboards which provide data on attendance, attainment, exclusions, tracking and monitoring and demographics. The dashboards allow managers and officers to explore data at authority, administrative area, school, class and stage level. This has allowed a fuller interrogation of data taking into consideration specific context. The data which schools receive from the central team has also been improved. A revised matrix for the Progress and Achievement system has led to more consistent teacher judgements of pupil progress across the authority furthering the collective understanding of expected progress within stages not included in Achievement of a Curriculum for Excellence Level (ACEL) returns. Technical improvements with how the central team provides data has meant that schools now have access to cohort level progress over time visuals as well as enhanced data sheets which allow schools to drill into their data to identify, and remedy, attainment gaps. 17 Page 73
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Attainment and Achievement Table 5 – Literacy (P1, 4, 7 Combined) and Stretch Aims Table 6 – Numeracy (P1, 4, 7 Combined) and Stretch Aims Overall attainment in literacy and numeracy has improved throughout the BGE. Performance in P1,4,7 combined literacy improved by 4.5 percentage points against 2022-23, whilst numeracy also increased by 3.8 percentage points. Strong progress was also experienced in S3, as illustrated in table 7. Fourth level attainment in literacy grew by 15 percentage points against 2022-23, and numeracy increased by 8 percentage points. Sustained progress in literacy and numeracy has occurred following the lows in attainment caused by pandemic-related disruption. P1,4,7 literacy is up 13.5 percentage points against 2020-21, whilst numeracy is 11.1 percentage points higher than 2020-21. Progress in closing the attainment gaps between SIMD quintiles 1 and 5 in literacy and numeracy is continuing. The gap of 15 percentage points in 2023-24 in both literacy and numeracy demonstrates sustained progress from amplified gaps experienced during the pandemic. In 2020-21, gaps of 33 percentage points in literacy and 29 percentage points in numeracy were experienced. As such, the attainment gaps in both curricular areas have been roughly halved. Table 7 – 3 Year Change in Percentage Achieved Table 8 – Change in Gap Authority Achievement Rate to National Achievement Rate 18 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) ACEL June 2022 62.4% 52.6% 80.0% 27.4pp ACEL June 2023 67.7% 67.7% 80.6% 13.9pp Stretch Aims 23-24 71.0% 70.0% 81.0% 11pp ACEL Data June 2024 72.2% 67.6% 82.6% 15.0pp Stretch Aims 24-25 73.5% 72.5% 83.0% 10.5pp Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) ACEL June 2022 72.7% 68.1% 85.9% 17.8pp ACEL June 2023 76.3% 75.6% 90.3% 14.7pp Stretch Aims 23-24 78.0% 73.0% 89.5% 16.5pp ACEL Data June 2024 80.1% 73.1% 87.5% 15.4pp Stretch Aims 24-25 80.5% 75.5% 90.25% 14.75pp 3 Year Change in Percentage Achieved (2022-24) Stage Reading Writing Listening and Talking Literacy Numeracy P1 6.7 10.5 4.8 11.0 6.7 P4 6.7 9.7 5.6 9.8 7.4 P7 9.7 13.4 9.3 12.6 11.4 P1,4,7 Combined 4.1 5.7 3.1 6.3 4.1 S3 (Third Level or Above) 0.9 0.5 1.6 2.4 4.3 S4 (Fourth Level) 17.4 17.9 18.1 18.2 6.8 Change in Gap to National (2022-2024) Stage Listening & Talking Literacy Numeracy Reading Writing P1 3.6 8.2 5.4 4.9 8.0 P4 6.8 8.4 8.3 6.8 9.6 P7 1.0 2.8 1.3 2.1 2.8 P1,4,7 Combined 3.8 6.3 5.0 4.5 6.6 S3 (Third Level or Above) 0.1 -0.4 3.0 -0.9 -1.8 S4 (Fourth Level) 8.8 7.7 0.9 8.4 8.4 Page 74
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Attainment and Achievement Progress towards Argyll and Bute Stretch Aims for 1 or more pass at SCQF 5, 1 or more pass at SCQF 6 is collated in tables 9 and 10. Secondary attainment meetings require headteachers to highlight areas for improvement and associated actions in relation to attainment and achievement , on consistency in moderation and understanding standards and on ensuring an aspirational presentation policy which enables all pupils to achieve their potential. The attainment paper template has proven an effective basis for improving reporting to the Executive Director and Elected Members through Community Services Committee on individual school attainment. In 2023-24, the percentage of school leavers attaining 1 or more pass at SCQF level 5 decreased from 2022-23 meaning that the stretch aim of 91.5% was not achieved. The number of school leavers in quintile 1 achieving 1 or more pass at SCQF level 5 increased by just under 2 percentage points. Secondary schools are continuing to track and monitor the progress of all learners in order to ensure that all young people are supported and challenged to achieve and attain at the highest possible level. In 2023-24, the percentage of school leavers attaining 1 or more pass at SCQF Level 6 increased by approximately 4 percentage points overall. Attainment of those in quintile 1 increased by just under 10 percentage points and the gap between Q1 and Q5 leavers reduced by approximately 4 percentage points. Continued work is underway at school level in order to further reduce the gap as it still much greater that the stretch aim. Table 9 - School Leavers with 1 or more pass at SCQF Level 5 Table 10 - School Leavers with 1 or more pass at SCQF Level 6 19 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Leavers Cohort 21-22 90.9% 83.6% 98.0% 14.4pp Leavers Cohort 22-23 89.1% 80.0% 96.4% 16.4pp Stretch Aims 23-24 91.5% 85.0% 98.5% 13.5pp Leavers Cohort 23-24 85.7% 81.7% 95.3% 13.6pp Stretch Aims 24-25 92.25% 87.0% 99.25% 12.25pp Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Leavers Cohort 21-22 66.0% 54.1% 82.4% 28.3pp Leavers Cohort 22-23 62.6% 38.8% 85.7% 46.9pp Stretch Aims 23-24 66.5% 57.0% 84.0% 27.0pp Leavers Cohort 23-24 66.7% 47.9% 90.6% 42.7pp Stretch Aims 24-25 67.75% 60.0% 86.5% 26.5pp Page 75
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Attainment and Achievement The Annual Participation Measure is released each year at the end of August by Skills Development Scotland (SDS). It reports on the number of 16 to19 year-olds across Scotland and in each local authority who are in education, employment or training. The data in table 11 below demonstrates that Participation figures for Argyll and Bute have been consistent over the last four years, placing the council in the top ten Scottish local authorities for Participation over that time. As part of the national drive to reduce the poverty-related attainment gap, the Council agrees targets with the Scottish Government relating to reducing the Participation gap between the most and least disadvantaged young people across Argyll and Bute. The data in table 11 demonstrates that since August 2022 we have seen a reduction in this gap in Argyll and Bute. In order to continue this trend, and to ensure as many young people as possible are participating through entering positive post-school destinations, the council is working effectively with partners in SDS, Developing the Young Workforce (DYW), Community Learning and Development (CLD), the Argyll and Bute Employability Partnership (ABEP) and with employers across Argyll and Bute to ensure all young people from all social backgrounds are ready to enter a fulfilling and sustained positive destination on leaving school. This involves supporting young people in finding high-quality, relevant work placements and contributing to the skills- development and employability curriculum in schools. Young people most at risk of not entering a positive destination are identified and receive bespoke support and interventions to ensure they enter a positive destination on leaving school. The progress of young people after leaving school is also tracked, to enable the council and its partner agencies to identify any young people who have been unable to sustain a positive post-school destination, and support them back into employment, education or training. Table 11 - Participation Measure – 16-19 Year Olds in Education, Training and Employment 20 Page 76
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Scottish Attainment Challenge Schools are being encouraged to consider more sustainable practices as we head into the final phase of this current Attainment Challenge. These include capacity-building in effective teaching and learning, leadership, and nurturing schools. This connects to strategic equity planning and is emulated across local authorities. Use of data and evidence has been central to these conversations. Approaches to tracking and monitoring have been refined, enabling officers and managers to present and share data in a more accessible and meaningful way. All data packs and charts offer the opportunity to make school comparisons against the Stretch Aims and SIMD attainment gaps at individual school and authority levels. Newly devised data dashboards have enabled school staff and the central team to obtain a clear, high-level overview of key data sets. Schools report feeling increasingly confident as a result of this refreshed system and through training and engagement. At the school level, Pupil Equity Funding (PEF) has been used to target areas including targeted support for literacy and numeracy learning and teaching initiatives, promotion of digital inclusion, support for pupil health and wellbeing, collaboration with third sector partners to support pupils and families facing specific barriers to school attendance and participation, and initiatives to reduce the cost of the school day. A number of case studies from across the authority, exemplifying effective impact, have been produced and shared with all schools. Further examples will be gathered and published to continue building this resource bank. PEF spend over the last four years shows an encouraging upward trend in overall investment spend, rising from 63% investment in 2021-22 to 84% investment in 2024-25. As PEF is reported within a financial year and schools operate the budget through an academic year, the remaining 16% is committed to costs and projections for further spend by September 2026, when a further improvement in percentage spend will be evident. A number of Secondary schools have been supported in the creation of data-informed intervention guidance. Secondary schools are using robust and ongoing data analysis to ensure appropriate interventions are in place. Identifying the need for targeted intervention as early as possible, alongside new robust tracking systems, is supporting schools to improve literacy and numeracy attainment throughout the BGE, reduce the poverty-related attainment and achievement gap, and sustain improvement in senior phase overall attainment. Tracking data between terms has already demonstrated a positive attainment increase in specific schools. Table 12 – Attainment versus Deprivation (Secondary) 21 The chart at table 12 shows the relationship between attainment and deprivation for secondary pupils in Argyll & Bute, compared with the national average in Scotland. The aim is to highlight how deprivation (measured using the Scottish Index of Multiple Deprivation) affects educational outcomes. SIMD deciles are recorded along the horizontal axis with decile 1 being the most deprive and decile 10 being the least deprived. The vertical axis shows the measurement of attainment measured by complementary tariff points. The red circles show the national data with the blue circles representing data for Argyll and Bute pupils. A positive correlation exists between SIMD decile and attainment in both Argyll and Bute and nationally, with pupils from higher deciles achieving more highly on average. Argyll and Bute generally performs in line with the National Average across most SIMD deciles. Page 77
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What are we going to do now? Curriculum • Continue to expand use of Quality Improvement (QI) writing including supporting new and existing cohorts, developing ongoing training for programme sustainability. • Support professional learning in early level literacy in partnership with Early Years. • Further develop professional learning opportunities to raise attainment in all aspects of literacy using data at authority level to identify gaps. • Engage with Learning to Read led by Education Scotland for early level professional learning. • Support further engagement by Secondary BGE with Counting on Excellence to raise awareness of the framework at BGE across the system and use of the framework to strengthen Primary to Secondary transition. • Continue to develop and offer professional learning through CLPL sessions aligned to the maths and numeracy framework and continued creation of high-quality resources to support key numeracy pedagogies. • Continue to support schools with access to STEM resources, professional learning and experiences to enhance curricular approaches. • Support parental engagement in literacy and numeracy through the development of high-quality resources. Early Years • Early Years Excellence and Equity Leads will continue to deliver and track impact of targeted Early Level Literacy and Numeracy interventions. • Continue to monitor feedback from community ‘buggy walk’ session to track impact in terms of early intervention support for speech and language development and dental health and begin to introduce family learning sessions in relation to toilet training. • Play on Pedals will be introduced into all mainland and island large towns, and we will continue to track the impact upon gross motor development. Attainment and Equity • Continue to focus on raising attainment across the BGE and Senior Phase though challenge and support for schools, ensuring a sharp focus on those in key equity groups to further reduce the poverty related attainment gap. • Continue to support secondary schools to develop approaches to raising attainment through early intervention, ensuring that all schools have robust approaches to interventions in place and that these are systematically tracked to ensure impact. • Continue to target SEF funding to areas where improvement is required with a focus on learning, teaching and assessment, literacy and numeracy support, support for schools around data and performance, specific support around PEF planning and reporting. • Continue to ensure that schools are utilising PEF appropriately by planning interventions and approaches that are informed by their data, are evidence based and have clear measures of success identified at the outset. • Challenge and support teachers and school leaders to become increasingly data literate and confident in using a range of data to identify and target gaps to improve outcomes for all learners. • Expand our MCR Pathways programme to reach and support an increased number of young people. • Support establishments development and use of STEM through resources, updates, and CPD opportunities via the ABSTEM website • Continue to build networks with partner organisations to support STEM in schools and establishments. • Work towards implementing the Service strategy for equitable access to digital technology across schools. 22 Page 78
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SECTION 3: Report on Progress and Impact 2024-2025 National Improvement Framework (NIF) Priority 4 Improvement in skills and sustained, positive school-leaver destinations for all young people. Education Service Strategic Priority 4.1: Through partnership working we will promote the development of skills, knowledge and understanding of learners to widen learning opportunities and career pathways for learners. Education Service Strategic Priority 4.2: We will further enhance our partnership with Developing the Young Workforce (DYW) to ensure all young people have the opportunity and successfully develop the skills for life and work required to attain sustained, positive destinations post-school. Progress and Impact Positive Destinations and Partnerships Education and Developing the Young Workforce (DYW) have continued to work in strong partnership with Skills Development Scotland (SDS), the third sector, and a growing range of employer partners to support young people in developing skills, shaping personalised learning pathways, and tracking progress toward and within positive destinations. This collaborative approach has contributed to 94.8% of school leavers in 2023-24 entering a positive destination. Additionally, 94.3% of all 16–19-year-olds in Argyll and Bute were in education, training, or employment, placing the authority 9th in Scotland according to the SDS Annual Participation Measure, which is published yearly in August. The distinction between the Annual Participation Measure and the School Leaver Initial Destinations should be noted. The SDS Annual Participation Measure records the status of all 16–19-year-olds in Argyll and Bute and identifies them according to the activity in which they spent the greatest part of the year between April 2023 and March 2024. This means that all pupils 16 and over in school are recorded as Participating, as are all school leavers who spent more than half of the year in employment, education or training. The School Leavers Initial Destination data, provided in Table 13 below, is a snapshot on 7th October 2024 of the destinations of all summer 2024 and December 2023 school leavers. A factor contributing to the reduction in positive initial destinations over the last two years has been the effects of Covid-19 on young people’s engagement and resilience. Also, there has been a 5% drop since 2021-2022 in the number of school leavers entering employment. In partnership with SDS and DYW, Secondary schools are working with young people and their families to ensure as many young people as possible enter and sustain positive destinations on leaving school. Schools and SDS are also tracking young people in the 12-18 months after leaving school, and continue to intervene to support back into work, education or training any young people who may fall out of a positive destination. Table 13 - Percentage of School Leavers in a Positive Destination Table 14 - Summary of Wider Achievement Awards 2023-2024 23 Page 79
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Work-Based Learning and Flexible Pathways Employer partnerships have grown significantly in 2024-25, resulting in 387 work placements, a 60% increase from the previous year. These placements have enabled young people to explore vocational pathways, build skills for life and work, and increase their confidence and resilience. Flexible Learning Plans (FLPs) have continued to provide tailored curricula across all secondary schools. Forty FLPs are currently in place, reflecting increased school capacity and commitment to planning personalised timetables. This has enabled vulnerable young people to re-engage with education and transition into sustained employment or training/apprenticeship opportunities. Senior Phase and College Partnerships The authority continues to work closely with UHI Argyll College to extend the Senior Phase offer. Virtual networked courses are available to all Senior Phase learners across Argyll and Bute, and each Secondary school also has bespoke face-to-face college arrangements. In 2024-25, twenty-five college courses at SCQF levels 3 to 6 were offered, providing 576 young people with access to tailored learning aligned to their interests and aspirations. Additionally, five networked courses were delivered virtually across all secondary schools, allowing 107 more young people to access subjects not available in their base schools. These opportunities are instrumental in building confidence, expanding curriculum experience, and supporting progression into positive destinations. Education has strengthened its partnership with Community Learning to expand both the Broad General Education (BGE) and Senior Phase curricula. As a result, 614 young people have engaged in seven accredited award programmes, while an additional 718 young people have participated in eight non-accredited learning activities. These include primary-secondary transition programmes, all of which support wider achievement and engagement. Early Years Modern Apprenticeships The Early Years service is successfully delivering a practitioner programme to six Modern Apprentices, all of whom are progressing well in their learning. Several previous apprentices are now employed within the service, demonstrating the success of this ‘grow our own’ approach, which enables young people to build careers in early learning without leaving the authority. Table 15 - Wider Achievement Level 4 Table 16 - Wider Achievement Level 5 Table 17 - Wider Achievement Level 6 Table 18 - Wider Achievement Level 7 24 Page 80
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Digital Learning and STEM Between April 2024 and April 2025, the Digital Learning team engaged over 1,600 pupils, including two cluster STEM events: STARS24 and LANDS25. The LANDS25 STEM event in March 2025 engaged 180 pupils from ten Mid Argyll schools in hands-on outdoor STEM activities, linking local industries to STEM careers. From Jan 2024 to Jan 2025, the Digital Learning Team delivered CLPL to 152 staff and ran workshops for over 690 pupils on topics like Micro:Bits, Spheros, and Green Screen. In partnership with the Primary Science Development Officer, the team supported the Climate Smarter Celebration (155 pupils, 12 schools) and led STEM transition events for 440 pupils in Hermitage and Oban. The STARS24 STEM event, in collaboration with DYW and Discover Space UK, highlighted the varied career paths within Scotland's space industry. The event featured interactive workshops, talks from industry professionals, and an exhibition with prominent Scottish space companies. A key highlight was the launch of a rocket that ascended to an altitude of one mile. The event saw participation from 235 students across ten Primary and two Secondary schools. Additionally, a mission patch logo competition received over 370 entries from twenty-one schools, with all entries flown on a space mission by Blue Origin. The Digital Learning Team partnered with the Primary Science Development Officer (PSDO) to enhance STEM engagement across the region. A major highlight was support for the Climate Smarter Celebration. This event successfully showcased pupil achievements from a Prosper-led project spanning twenty-three local authority schools. The event brought together 155 pupils forming 27 teams from 12 different schools. 25 Page 81
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What are we going to do now? Improving Sustained School Leaver Destinations and Participation • Secure an improvement in sustained school leaver destinations by developing and improving our interventions for young people at risk of a negative destination, or who have not been able to sustain a positive post-school destination. • Increase school leaver positive destinations through targeted partnership interventions by secondary schools and Skills Development Scotland for young people not sustaining a positive post-school destination. • Continue to expand the MCR Pathways programme across secondary establishments. • Further develop flexible learning plans to support vulnerable young people to access education and work toward positive destinations. Developing Employability Skills and Work-Based Learning • Improve the availability and bespoke nature of work placements for all young people who require them through increasing the number and quality of school-employer partnerships. • Develop and refine our approaches to work-based vocational learning Flexible Learning Plans as targeted interventions for young people at risk of disengagement from education. • Increase the range of personalised pathways open to young people and further increase the availability in all Secondary schools of accredited wider experience qualifications through partnership with Community Learning. • Review and refine approaches to partnership working with college in order to ensure that arrangements and provision meet the needs of our learners and lead to positive outcomes. • Explore opportunities to expand the range of networked courses delivered across Secondary schools. Curriculum • Strengthen partnership working to enhance the curriculum offer in schools. • Embed STEM approaches and link with partnership organisations. • Offer STEM opportunities and experiences for schools in coding and future job market skills. • Continue to support schools with access to STEM resources, professional learning and experiences to enhance curricular approaches. • Continue to offer a range of professional development for teachers on digital skills and programmes. • Establish STEM hubs in North and South Argyll and Bute to provide in person and remote STEM opportunities for school-age learners and teachers. Early Years Workforce Development • Further develop training opportunities to build upon current success in relation to growing our own practitioners. 26 Page 82
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SECTION 3: Report on Progress and Impact 2024-2025 National Improvement Framework (NIF) Priority 5 Improvement in achievement, particularly in literacy and numeracy. Education Service Strategic Priority 5.1: We will provide targeted support to schools to improve learning and teaching in order to improve outcomes for children and young people and develop systematic evaluation and sharing of high-quality materials and resources to support continuing professional development to support practitioners in addressing barriers and raising attainment in Literacy and Numeracy for our children and young people. Education Service Strategic Priority 5.2: We will track and monitor children and young people’s Literacy and Numeracy attainment, build capacity of senior leaders and practitioners in order to further develop their skills in data analysis to inform improvement. We will increase the use and range of data to improve outcomes for all children and young people. Education Service Strategic Priority 5.3: We will respond to and embrace educational reform in relation to approaches to inspection, curriculum development and qualifications. Progress and Impact Achievement of Curriculum for Excellence Levels The tables below indicate attainment of Curriculum for Excellence levels recorded in June 2024 for children and young people in P1,4,7. This data was submitted to Scottish Government in September 2024 and published in December 2024. Attainment for Numeracy (table 20) shows a 3.7 percentage point improvement placing Argyll and Bute in line with the National average. Whilst attainment for Literacy at P1, 4, 7, (table 19) where pupils have achieved all three organisers, has increased by 4.5 percentage points, we remain sitting slightly below the national average. Improvements have been made in the accessibility of data provided to schools and an increased confidence and capacity at school level in the analysis and use of data for improvement is being evidence by increased consistency of teacher professional judgement. A variety of universal and targeted work has been undertaken across session 2024-2025 as detailed within this plan with central team staff working closely with schools to establish areas of concern and next steps. We are confident that the actions and follow up work that has taken place this session, has had a positive impact on attainment in both literacy and numeracy for session 2025-26. Table 19 - Percentage Achieved Expected Level (P1, 4 and 7 Combined) in Literacy Table 20 - Percentage Achieved Expected Level (P1, 4 and 7 Combined) in Numeracy 27 Page 83
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S3 Achievement of Literacy and Numeracy Levels Table 21 - Achievement of Third Level or Better Literacy (S3) Table 22 - Achievement of Third Level or Better Numeracy (S3) For S3 pupils, comparisons cannot be made to 2019-20 and 2020-21 as the data was not collected. Compared to 2018/19: • S3 Literacy (Third level or better) has improved by 2.5 percentage points when compared to 2019 ACEL data. • S3 Numeracy (Third level or better) has declined by 1.7 percentage points when compared to 2019 ACEL data but improved by 5.8 percentage points from 2023 ACEL data. Attainment in Literacy and Numeracy at Levels 4, 5 and 6 Scottish Credit and Qualifications Framework (SCQF) levels 4 and 5 Literacy and Numeracy are achieved via the passing of National 4 or 5 English or Maths, or through the completion of separate Literacy and Numeracy units at levels 4 and 5 which do not require an examination Table 23 - Literacy and Numeracy Achievement – All Leavers Table 23 shows the SCQF achievement for literacy and numeracy at level 4 and 5 for all leavers, this would include school leavers for all years (S4, S5 and S6). The number of S4 leavers has increased for Argyll and Bute for comparison on the next page table 24 shows the achievement for those pupils remaining through S6. For this cohort of pupils Level 4 Literacy has shown a slight decrease of 2 percentage points and remains below the virtual comparator. Level 4 Numeracy remains at 87% which remains below the virtual comparator. Level 5 Literacy has decreased by 1 percentage point and remains below the virtual comparator. Level 5 Numeracy has decreased by 1 percentage point and remains below the virtual comparator. 28 Page 84
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Table 24 - Literacy and Numeracy Achievement – S6 Leavers Attainment of Care-Experienced Young People (CECYP) The Promise states that by 2030 “schools and education establishments in Scotland will be ambitious for care experienced children and young people (CECYP) and ensure they have all they need to thrive, recognising they may experience difficulties associated with their life story.” Argyll and Bute continue to have high aspirations for our CECYP, evidenced through our ongoing commitment and investment in the work of the Virtual School. Our CECYP are supported to achieve their maximum potential in literacy and numeracy, which often involves overcoming significant barriers. Our support strategies included targeted one to one support, bespoke curriculums with enhanced nurture and wellbeing supports, attendance interventions and our team of Health and Wellbeing Family Liaison Officer (HWBFLO) working alongside settings. Each setting has a Designated Manager for CECYP who links with the Virtual Head Teacher (VHT), ensuring greater scrutiny, support and challenge. This is leading to greater awareness and understanding of how best to support our CECYP, evidenced through increased wellbeing and attainment for this cohort. Scottish Qualification – Authority Attainment Data 2023-2024 (CECYP) The following attainment data relates to care experienced learners across Argyll and Bute for the Table 25 - National Qualifications Pass Rates (CECYP) 2023-24 academic session. Table 24 shows the SCQF achievement for literacy and numeracy at level 4 and 5 for S6 leavers. The data for this cohort remains positive with 97% of S6 leavers achieving Level 4 Literacy and 93% of S6 leavers achieving Level 5 Literacy, although this remains slightly below the virtual comparator. 93% of S6 leavers achieved Level 4 Numeracy and 84% achieved Level 5 Numeracy. Achievement at Numeracy for Level 4 and Level 5 remain below the virtual comparator. 29 The data at table 25 represents National Qualification achievements at National 5, Higher and Advanced Higher for care experienced young people from S4-S6 across Argyll and Bute. It is important to note that some of our care experienced young people were able to undertake the coursework and present for examination, despite challenging circumstances. Additionally, we have maintained a 100% pass rate for National 4 results for CECYP young people this session. A B C D A-C Pass Rate A-D Pass Rate National 5 11.4% 12.9% 21.4% 28.6% 45.7% 74.3% Higher 0.0% 16.7% 16.7% 37.5% 33.3% 70.8% Advanced Higher 0.0% 0.0% 0.0% 100.0% 0.0% 100.0% Page 85
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Achievement in Literacy and Numeracy – National Comparison (Looked After) Tables 26, 27, 28 and 29 below evidence a national comparison of ‘looked after’ learners in S5 in relation to literacy and numeracy at SCQF levels 4 and 5, cumulative attainment by the end of S5 based on original S4 roll. They present a positive picture for most years, rather than a singular year. Caution should be given due to the extremely small cohort numbers in the authority Table 26 - Literacy Level 4 (Looked After) Table 27 - Numeracy Level 4 (Looked After) Table 28- Literacy Level 5 (Looked After) Table 29 - Numeracy Level 5 (Looked After) 30 Page 86
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Achievement in Literacy and Numeracy – Local Comparison (Looked After) Table 30 below shows the comparison between looked after young people and all leavers from 2020 to 2024 for Level 4 and Level 5 Literacy and Numeracy and the attainment difference at Authority level. The gap between looked young people after and all leaver young people in Literacy and Numeracy has closed over the last five sessions at both level 4 and level 5. This is a result of significant increases in looked after leavers achieving Literacy and Numeracy qualifications Table 30 – Literacy and Numeracy Achievement Comparison Achievement of Curriculum for Excellence Level (ACEL) – 4 Year Authority View By combining cohorts, we can compare Care Experienced (CE) and non-Care Experienced pupils at an authority level. Table 31 below evidences the three-year positive progress for our CE learners in P1, 4, and 7.This is a positive picture with attainment for CE pupils showing an increase in every area and illustrating a closing of the gap between CE and non-CE pupils in every area with CE pupils, who themselves have also improved. Table 32 includes the attainment for pupils in P1, 4, 7 and S3 which also shows a positive picture. Table 31 – ACEL Organiser Achievement Comparison (P1, 4 and 7) Table 32 - ACEL Organiser Achievement Comparison (P1, 4, 7 and S3) 31 Page 87
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Learning, Teaching and Assessment (LTA) The LTA Board of key managers and officers has been established, meeting monthly to drive improvement in LTA at a strategic level. As a result, strategy and planning relating to improvement of LTA across all schools is coherently and consistently understood, and the experience and context of all managers and officers has contributed to strategic direction. Improving Learning, Teaching and Assessment has been the key focus of the September 2024 HT Conference in Helensburgh, led by Bruce Robertson. The impact of this has strengthened the increased focus on high-quality pedagogy in schools; and pedagogy highlighted at the conference has been increasingly implemented by teachers, as demonstrated by observation of LTA in targeted schools. An Education Officer (0.6) has been appointed to support the Education Manager LTA and develop the Northern Alliance LTA Toolkit, adapting it to Argyll and Bute’s context. This has impacted positively, as targeted schools have employed the Northern Alliance LTA self-evaluation toolkit, resulting in the identification of clear improvement priorities around LTA leadership and practice. Schools are also employing the Logic Model toolkit to clarify actions around LTA which are measurable and have maximum impact. Observation of LTA across the Primary and Secondary sector has demonstrated that almost all practitioners employ Learning Intentions and Success Criteria in their practice. As a result, children and young people are beginning to understand and engage with their own learning in terms of challenge and relevance. All schools engaged in inter-school moderation of Literacy through the collaborative planning of high-quality assessments during the In-service Day in November 2024. As a result, understanding of assessment standards has increased, as demonstrated by teacher feedback and evaluation of the assessments. High-quality exemplars have also been collated and added to a resource bank to enable sharing of best practice. Professional Learning and Collaboration In a majority of schools, there is evidence of collaborative, enquiry-led professional learning around pedagogy, demonstrated through programmes of professional reading and collaborative improvement activities relating to LTA. In some schools, teachers observe and evaluate each other's practice, and in those schools, teachers are beginning to develop agency and leadership relating to pedagogy. Seven twilight online LTA CLPL sessions have been offered, with increasing attendance. As a result, observation of LTA in targeted schools has demonstrated improvement in key elements of LTA. Early Years Pedagogical Leadership Leaders from 51% of settings have now engaged in the Pedagogical Leadership programme, co-designed in response to insights from quality visits, leadership dialogue and national inspection feedback. Endorsed by a co-author of Realising the Ambition: Being Me, the programme aligns with Education Scotland’s model for networked learning. Feedback from 37 of 48 attendees across two cohorts shows that practitioners experienced a broadened perspective and deeper understanding of their pedagogical role. The programme has acted as a catalyst for reflective practice and change and sustained progress will be possible with continued leadership capacity investment. Digital Learning The Digital Learning Team offer a range of CLPL sessions to support inclusive teaching and have developed a dedicated Google Site featuring support materials, downloadable resources, and video examples to enhance delivery of computing outcomes. STEM This session, the Primary Science Development Officer delivered 83.4 hours of CLPL and direct support to 262 practitioners across 68% of establishments. Feedback from the RAiSE Local Authority Survey showed strong impact: 88% reported increased confidence and knowledge in STEM, 82% increased their involvement in STEM delivery, and 76% enhanced their leadership capacity in STEM. Direct work with schools to plan strategically against SIP aims, providing guidance, CLPL and modelling practice has taken place. STEM has been related to broader themes of effective teaching and learning and curriculum design highlighting effective formative assessment strategies, linking to skills progression and embedding STEM in wider curriculum design utilising IDL and PBL strategies. Developmental work has been informed by participation in Education Scotland working parties, Interdisciplinary Learning (IDL) Co-Design Group, Assessment and Moderation in BGE Sciences and the Curriculum Improvement Cycle in Science. Work has been taken forward as part of the RAISE network to view innovative practice, policy and curriculum development across various local authorities. Funding from the Royal Society of Chemistry (£500) and Drax (£2,000) supported resources for sustainable transition events. A two-day transition event held in Oban event will be shared as a model for transition. £8,000 from the RAiSE grant funded science inquiry kits for eight remote areas, and £1,700 supported the addition of a Sphero Indi class kit. Positive feedback from staff and pupils highlighted improved confidence, capacity, and engagement in STEM learning. 32 Page 88
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Languages and Literacy Development Live Lessons were delivered in partnership with other local authorities in Gaelic, French and Spanish to support professional learning and high-quality experiences for children. Over 90% of teachers surveyed reported increased pupil confidence in pronunciation and steady progress in language learning. Similarly, over 90% of teachers reported increased confidence in their own delivery and that their professional learning needs were met by this model. Gaelic had thirty-one teachers and 22 schools participating; French had 45 teachers across 26 schools; and Spanish had 7 teachers from 7 schools. Gaelic Language and Languages 1+2 Two teachers took part in the national Gaelic Language in the Primary Schools course, one attended twilight sessions from Highland Council, and four enrolled in National 5 and Higher Gaelic courses through e-Sgoil. In partnership with Highland, seven Gaelic literacy twilights were delivered, with all GME practitioners attending at least two sessions. These were funded by the Gaelic Specific Grant, which will continue next session. Maeve McKinnon from Education Scotland delivered CLPL on Gaelic, Dyslexia and pedagogy and continues to support quality assurance and improvement through school visits. Nearly all schools received a self-evaluation toolkit, and all GME Head Teachers reported improvements in teaching, learning and environment. The National Standardised Assessment team delivered an in- person session on understanding and using national assessment data to inform next steps. Nearly all GME schools had a representative attend, and all verbally reported improved understanding of standardised assessments and increased confidence in using data. Gaelic or French are delivered as L2 in schools. 46 schools delivered Gaelic as L2 or L3, with pupil numbers increasing from 2,121 in 2023-24 to 2,293 in 2024-25. Several schools also offer Spanish and British Sign Language as L3. The Gaelic Administrator in Furan supported five of seven GM settings this year, providing high-quality spoken Gaelic input, which correlates with increased pupil fluency and attainment. All GM pupils have access to online Mod tuition. Argyll & Bute also participated in inter-authority Gleans challenges, with many schools involved in the recent Seachdain na Gàidhlig challenge. A photo slideshow documented school participation which can be accessed here: Seachdain na Gàidhlig 2025. Language transition projects continued across the Islay & Jura, Oban, Lorne and the Isles and Cowal clusters. P7 pupils created Gaelic or French videos shared in a Google Classroom for teachers. Selected examples were used to create listening activities during transition visits and formed a body of evidence for moderation. This strengthened transition and staff understanding of language levels, while giving children an opportunity to apply their skills and celebrate their learning. Support from SCILT also included Arabic in three schools and Discovering China for one pupil. The British Sign Language Level 3 video course remains available on Glow, with plans to re-launch engagement via a training session from Sheila Lundberg. Leadership and Professional Learning The creation of a new Middle Leaders and Aspiring Middle Leaders programme, Support Staff Professional Learning Network and the refreshed Aspiring to Headship Programme has ensured that colleagues have the opportunity to develop their professional knowledge and understanding, increase their confidence within their role and access high quality relevant professional learning. The development of the Leadership Professional Learning Framework will provide increased leadership capacity in schools. The Framework ensures colleagues at each stage of their leadership journey access relevant professional learning which builds upon their prior knowledge and understanding. The Framework details progression through the various Leadership Programmes from Middle Leadership to Head Teachers and System Leaders. 33 Page 89
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What are we going to do now? Improving Learning, Teaching and Assessment (LTA) • Continue to develop the quality of Learning, Teaching and Assessment across all schools through the provision of high-quality CLPL. • Continue to improve the quality of Learning, Teaching and Assessment in targeted schools through high-quality engagement and support with school leaders and teachers. • Collaborative work with officers and managers to moderate approaches to observation of LTA to ensure consistency and coherence in the support being offered to schools and settings will take place. • Improve the capacity of schools to implement the Learning, Teaching and Assessment/Moderation Cycle to ensure high-quality planned learning experiences, a varied range of evidence from planned assessments, and consistent understanding of assessment standards. • Further develop staff leadership and agency at school level and improve the pace and sustainability of improvement in LTA through a collaborative, enquiry-led professional learning culture and collegiate activities. • Increased use of dynamic assessment in conjunction with the Educational Psychology Service. • Establish a cutting edge, technologically driven, digitally immersive classroom at Dunoon Grammar School to promote learning and wellbeing. • Support professional development in the use of digital tools to support learning. Language Learning and Development • Further raise awareness of language resources through inclusion in HT meetings. • A wide range of opportunities for language development for pupils and CLPL for staff will be offered. • Support transition through Early Years to Primary transition for L2 Gaelic and French as a component to local transition projects. Gaelic Education and Cultural Engagement • Continue school support from the Gaelic Administrator in Furan, funded through Bòrd na Gàidhlig, to maintain current engagement levels with schools and ELCs. • Continue to promote involvement and celebration of Gaelic language and culture, including local Mods and Gaelic Week. • Continue collaboration with partners (Communn na Gàidhlig, Fèis nan Gàidheal, e-Sgoil, Fèisgoil, Gaelic Language Learners consortium, Education Scotland) to support children’s language development and teacher training. • Increased focus on Gaelic attainment at secondary using data, dialogue with Education Scotland and Education Officer (Gaelic) support. • Provide high-quality professional learning specific to GME staff and increase capacity to deliver Gaelic as L2/L3. Early Years Leadership and Quality • Continue to deliver the Pedagogical Leadership programme to cohorts 3 and 4 during session 2025-26. • Collaborate with thought leaders on play as curriculum to support leadership of learning at Early Level. • Continue to develop quality assurance and scrutiny processes. • Support establishments in the development of context specific curriculum rationales. Leadership and Management • Pilot a self-improving schools’ group to co-construct an authority framework document. • Develop use of the support matrix to ensure appropriate deployment of central team resources to meet schools’ support requirements. • Create a suite of Professional Learning for Head Teachers and System Leaders. • Refresh the Newly Appointed Head Teacher programme in line with local and national priorities. 34 Page 90
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35 Priority Mapping Page 91
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SECTION 4: Education Service Strategic Plan 2024-26 The Education Service Strategic Plan 2024–2026 outlines the anticipated outcomes and impacts aligned with the National Improvement Framework priorities. It clearly demonstrates how these align with both Argyll and Bute Council’s overarching priorities and the Education Service’s Vision and Strategy — ‘Our Children, Their Future – Thriving Together’. This plan builds upon the progress achieved during session 2024–2025, setting out the key areas for ongoing improvement and detailing the strategic actions required to achieve meaningful and measurable outcomes. The purpose of the strategic plan is to provide a clear and supportive framework to assist individual schools, early years settings, and wider services in shaping their own improvement priorities. It is not intended to dictate specific improvements or prescribe exact methods, but rather to offer guidance that can be adapted to local contexts. Each team within the Education Service will produce a more detailed internal plan that captures the specific improvement actions they will undertake, alongside the expected impact. The table on page 35 illustrates how our strategic priorities align across the National Improvement Framework, Argyll and Bute Council Priorities, Education Service Priorities, and the five key ambitions outlined in Our Children, Their Future – Thriving Together. 36 Page 92
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NIF Priority 1: Placing the human rights and needs of every child and young person at the centre of education Education Service Strategic Priority 1.1: We will protect and promote Children’s Rights through the promotion of inclusion and celebration of diversity for all of our learners. Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Professional Learning and Rights-Based Practice • Expand Early Years outdoor learning CLPL to include family learning within a place-based model, helping to extend Learning for Sustainability across local communities. • Deliver CLPL to build practitioner understanding of rights-based practice and increase the number of Early Learning and Childcare (ELC) settings achieving their Bronze Rights Respecting Award. • Develop approaches and mechanisms to provide children and young people with meaningful opportunities to be empowered and actively shape their education. • Support establishments to co-construct curriculum design and rationale with stakeholders to reflect their unique contexts. Wellbeing, Rights, and Relationships • Continue to develop local authority guidance and approaches in line with recommendations from the BISSR and forthcoming Scottish Government documents, including the Fostering a positive, inclusive and safe school environment guidance. • Further develop The Rights Respecting Schools programme with a focus on embedding rights within learning and teaching. • Increase participation in TIE training over the next year to meet national expectations on LGBT Inclusive Education. • Further promote and embed UNCRC awareness across services and communities through the Keeping Our Eye on Rights Award, developed by young people in Argyll and Bute. • Increase engagement with the Young Carers Challenge to ensure universal understanding of statutory obligations and equitable access to support for all young carers across Argyll & Bute. • Work in collaboration with the project team on the new Tobermory Campus focussed on enhancing an improved learning environment to support improved attainment. • Celebrate inclusion, diversity, achievement and attainment through increased social media presence. • Engage with the national Educational Psychologists Anti-Racism training. • A positive, inclusive, rights-based culture in all services, settings and schools where diversity is celebrated and social justice is realised. • A workforce and communities who are committed to the rights of children and young people. • Enhanced partnership working that is centred around the rights of the child and that leads to increased number of schools and settings achieving Rights Respecting status. • Increased number of schools and settings receiving national recognition for work on diversity including LGBTQ+ • Children and young people who are empowered and feel that their voices and opinions are listened to, valued and acted upon. • Approaches to Learning for Sustainability are embedded and staff are knowledgeable and confident in this area. • Number of schools and settings with RRS status • Evaluation comments from professional learning opportunities • Questionnaire responses from thematic reviews, school reviews and external scrutiny. • Number of schools and settings who have achieved accreditation and/or recognition for work related to diversity and/or social justice. • School Improvement Plans • Standards and Quality Reports • School review findings/reports • HMIE inspection reports/national thematic visits. • School self evaluation evidence against key Q.Is • Social media analytics 37 Page 93
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Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Learning for Sustainability (LfS) • Continue to promote training opportunities, partnership support, and key resources to help all establishments develop the three aspects of Learning for Sustainability: outdoor learning, sustainability, and citizenship. • Early Years outdoor learning CLPL delivery will include family learning, within a place- based model, to begin to build learning for sustainability across communities. • A positive, inclusive, rights-based culture in all services, settings and schools where diversity is celebrated and social justice is realised. • A workforce and communities who are committed to the rights of children and young people. • Enhanced partnership working that is centred around the rights of the child and that leads to increased number of schools and settings achieving Rights Respecting status. • Increased number of schools and settings receiving national recognition for work on diversity including LGBTQ+ • Children and young people who are empowered and feel that their voices and opinions are listened to, valued and acted upon. • Approaches to Learning for Sustainability are embedded and staff are knowledgeable and confident in this area. • Number of schools and settings with RRS status • Evaluation comments from professional learning opportunities • Questionnaire responses from thematic reviews, school reviews and external scrutiny. • Number of schools and settings who have achieved accreditation and/or recognition for work related to diversity and/or social justice. • School Improvement Plans • Standards and Quality Reports • School review findings/reports • HMIE inspection reports/national thematic visits. • School self evaluation evidence against key Q.Is • Social media analytics 38 Education Service Strategic Priority 1.1: We will protect and promote Children’s Rights through the promotion of inclusion and celebration of diversity for all of our learners. Page 94
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NIF Priority 2: Improvement in children and young people’s health and wellbeing. Education Service Strategic Priority 2.1: We will support improvement in children and young people's health and wellbeing through the use of targeted approaches and understanding of learning and learners to enhance experiences in different contexts, which will support attainment and achievement across the four capacities. Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Early Years • Continue collaboration to improve multiagency understanding of GIRFEC processes and procedures. • Return ASN locality networks to a locality-based format aligned with the Single Point of Access (SPA) model developed by Educational Psychology colleagues. • Review distribution of resources to support a reduced reliance on individual services and strengthen the staged intervention process at stages 1 and 2. Curriculum and Secondary Sector • Continue curriculum development through access to resources and professional development opportunities. • Develop practitioner and senior leader networks to support on-going curriculum design to meet learner needs within each establishment's unique context. • Expand the virtual curriculum offer through collaboration across secondary schools and explore broader opportunities to develop this work with partners across Scotland. • Support all secondary schools to refine and refresh their curriculum, offering meaningful pathways and opportunities for all learners. • Strengthen partnerships with local businesses and community organisations to enhance curriculum breadth and relevance. • Ensure UKSPF funding is targeted toward measurable opportunities, with timely evidence gathering and reporting. Relationships, participation and rights • Update our Anti-Bullying policy to align with national Respect For All guidance, supporting improved recording, monitoring, and local response to bullying incidents, alongside increased awareness of supporting resources. • Address the recommendations for the national Behaviour in Scottish Schools Research report. • Continue to develop the Addressing Non-Attendance (ANA) approach following insights from the Education Scotland Attendance Quality Improvement Programme. • Maintain training and monitoring of the ADP School Support Service to ensure consistent access and approach across the authority. • An inclusive culture underpinned by the principles of GIRFEC which supports the health and wellbeing of all children and young people. • Trauma informed practices and nurturing approaches are embedded in order to ensure that children and young people are appropriately supported. • Approaches and systems that ensure identification and appropriate support for children and young people with additional support needs. • A curriculum which empowers and enables all children and young people to be successful, confident, responsible and effective in school, their work, their community and in the wider world and which supports them to meet their full potential. • An increase in the percentage of schools evaluated as ‘good’ or better for Q.I 3.1 Ensuring Wellbeing, Equality and Inclusion. • Embedded practice which supports aspirations of The Promise with a focus on attainment and wider achievement for our care experienced children and young people. • Uptake and evaluations for professional learning opportunities • Feedback and engagement data from programmes and training • MCR Pathways data: attendance, participation, confidence, wellness, retention rates and leaver destinations • Attainment and achievement data for children and young people with additional support needs • Parent/carer feedback • Sampling of pastoral notes, CP files, child’s plan’s, CSPs, etc. • Attendance, exclusion, bullying, racist incident data from SEEMiS • HMIE Inspection reports • Authority, school and thematic review reports and evidence • Attainment and achievement data for CECYP • School Improvement Plans/Standards and Quality Reports • Pupil feedback and questionnaires • PAG group minutes • Youth Voice evidence • Data evidencing progress towards ‘plus’ stretch aim 39 Page 95
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Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Wellbeing, Inclusion, Equity and Achievement • Strengthen strategic collaboration, capacity building and professional learning for nurture and inclusion. • Integrate the attendance dashboard with the ANA framework for improved data insight and evidence-based decisions. • Support remaining secondary schools to implement ANA fully and raise awareness in primary schools on early risk identification and intervention. • Create a locality Place-based Model offering high-quality supports to schools, including professional learning to build capacity in universal and targeted approaches. • Develop a support network for Specialist Provision settings to improve curriculum, pedagogy, environment, and resources for children with complex needs. • Pilot a self-evaluation framework to support Specialist Provision and complex needs settings. • Monitor the impact of the ADP School Support Service to ensure greater consistency of approach across the local authority. • Further develop the gathering and use of health and wellbeing data. • Continue to develop work on preventing Violence Against Women and Girls as an early adopter local authority. • Expand engagement in Equally Safe at School and roll out Gender-Based Violence & Early Intervention training across primary and ELC settings. • Align with the Scottish Government’s draft framework for improving education outcomes for CECYP. • Expand the training approach for co-regulation and dysregulation. • Increased percentage of settings achieving the We Promise and Designated Manager training completion. • Address barriers to education through development of the SPA and deployment of Family Liaison Officers. • Continue to deliver trauma training with multiagency partners. • Continue to lead the implementation of Our Children, Their Nurturing Education across settings and develop capacity to support ongoing implementation. • Continue to develop and implement the Single Point of Access. • All pupils experience a smooth transitions from nursery to primary, primary to secondary and from secondary school to a positive and sustained destination. • Maintain and where possible improve upon the already low exclusions and improve attendance rates in our schools, especially for care-experienced children and young people. • Reduce the number of children and young people reporting they experience bullying and/or racist behaviour. • Appropriate provision within localities for children and young people with additional support needs • Uptake and evaluations for professional learning opportunities • Feedback and engagement data from programmes and training • MCR Pathways data: attendance, participation, confidence, wellness, retention rates and leaver destinations • Attainment and achievement data for children and young people with additional support needs • Parent/carer feedback • Sampling of pastoral notes, CP files, child’s plan’s, CSPs, etc. • Attendance, exclusion, bullying, racist incident data from SEEMiS • HMIE Inspection reports • Authority, school and thematic review reports and evidence • Attainment and achievement data for CECYP • School Improvement Plans/Standards and Quality Reports • Pupil feedback and questionnaires • PAG group minutes • Youth Voice evidence • Data evidencing progress towards ‘plus’ stretch aim 40 Education Service Strategic Priority 2.1: We will support improvement in children and young people's health and wellbeing through the use of targeted approaches and understanding of learning and learners to enhance experiences in different contexts, which will support attainment and achievement across the four capacities. Page 96
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NIF Priority 3: Closing the attainment gap between the most and least disadvantaged children and young people Education Service Strategic Priority 3.1: We will address disadvantage and deprivation to close the attainment gap by analysing data to inform a strategic overview of attainment for disadvantaged groups across the Local Authority and allow effective, targeted interventions. Education Service Strategic Priority 3.2: We will use a data and research informed approach to provide targeted support to establishments across the Authority. Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Curriculum • Continue to expand use of Quality Improvement (QI) writing including supporting new and existing cohorts, developing ongoing training for programme sustainability. • Support professional learning in early level literacy in partnership with Early Years. • Further develop professional learning opportunities to raise attainment in all aspects of literacy using data at authority level to identify gaps. • Engage with Learning to Read led by Education Scotland for early level professional learning. • Support further engagement by Secondary BGE with Counting on Excellence to raise awareness of the framework at BGE across the system and use of the framework to strengthen Primary to Secondary transition. • Continue to develop and offer professional learning through CLPL sessions aligned to the maths and numeracy framework and continued creation of high-quality resources to support key numeracy pedagogies. • Continue to support schools with access to STEM resources, professional learning and experiences to enhance curricular approaches. • Support parental engagement in literacy and numeracy through the development of high-quality resources. Early Years • Early Years Excellence and Equity leads will continue to deliver and track impact of targeted Early Level literacy and numeracy interventions. • Continue to monitor feedback from community ‘buggy walk’ session to track impact in terms of early intervention support for speech and language development and dental health and begin to introduce family learning sessions in relation to toilet training. • Play on Pedals will be introduced into all mainland and island large towns, and we will continue to track the impact upon gross motor development. • Improved literacy and numeracy attainment throughout the broad general education (BGE). • Improved attainment in the senior phase. An improvement in the attainment of disadvantaged children and young people. • An increase in the percentage of schools evaluated as ‘good’ or better for Q.I 3.2 raising attainment and achievement. • An increase in activities which support prevention and early intervention, improve outcomes and reduce inequalities. • An improvement in the percentage of children reaching all of the expected developmental milestones on entry to primary school. • Increased capacity of staff at all levels to analyse data and use a range of data to inform improvement at school/classroom level. • Robust systems and data evidencing progress of each learner through the BGE and beyond. • Attainment data/progress against meeting core and plus stretch aims • Attainment data for BGE and Senior Phase learners including those who are care experienced, have additional support needs or are in key equity groups • Developmental milestones data • Uptake and evaluations for professional learning opportunities • Parent/carer feedback • Sampling of child’s plans, CSPs, etc. • Attendance, exclusion, data from SEEMiS. • HMIE Inspection reports • Authority school and thematic review reports and evidence. • School Improvement Plans/Standards and Quality Reports • Pupil feedback and questionnaires 41 Page 97
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Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Attainment and Equity • Continue to focus on raising attainment across the BGE and Senior Phase though challenge and support for schools, ensuring a sharp focus on those in key equity groups to further reduce the poverty related attainment gap. • Continue to support secondary schools to develop approaches to raising attainment through early intervention, ensuring that all schools have robust approaches to interventions in place and that these are systematically tracked to ensure impact. • Continue to target SEF funding to areas where improvement is required with a focus on learning, teaching and assessment, literacy and numeracy support, support for schools around data and performance, specific support around PEF planning and reporting. • Continue to ensure that schools are utilising PEF appropriately by planning interventions and approaches that are informed by their data, are evidence based and have clear measures of success identified at the outset. • Challenge and support teachers and school leaders to become increasingly data literate and confident in using a range of data to identify and target gaps to improve outcomes for all learners. • Expand our MCR Pathways programme to reach and support an increased number of young people. • Support establishments development and use of STEM through resources, updates, and CPD opportunities via the ABSTEM website • Continue to build networks with partner organisations to support STEM in schools and establishments. • Work towards implementing the Service strategy for equitable access to digital technology across schools. • Improved literacy and numeracy attainment throughout the Broad General Education (BGE). • Improved attainment in the senior phase. • An improvement in the attainment of disadvantaged children and young people. • An increase in the percentage of schools evaluated as ‘good’ or better for Q.I 3.2 raising attainment and achievement. • An increase in activities which support prevention and early intervention, improve outcomes and reduce inequalities. • An improvement in the percentage of children reaching all the expected developmental milestones on entry to primary school. • Increased capacity of staff at all levels to analyse data and use a range of data to inform improvement at school/classroom level. • Robust systems and data evidencing progress of each learner through the BGE and beyond. • Attainment data/progress against meeting core and plus stretch aims • Attainment data for BGE and Senior Phase learners including those who are care experienced, have additional support needs or are in key equity groups • Developmental milestones data • Uptake and evaluations for professional learning opportunities • Parent/carer feedback • Sampling of child’s plans, CSPs, etc. • Attendance, exclusion, data from SEEMiS. • HMIE Inspection reports • Authority school and thematic review reports and evidence. • School Improvement Plans/Standards and Quality Reports/PEF plans and reports • Pupil feedback and questionnaires 42 Education Service Strategic Priority 3.1: We will address disadvantage and deprivation to close the attainment gap by analysing data to inform a strategic overview of attainment for disadvantaged groups across the Local Authority and allow effective, targeted interventions. Education Service Strategic Priority 3.2: We will use a data and research informed approach to provide targeted support to establishments across the Authority. Page 98
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NIF Priority 4: Improvement in skills and sustained, positive school-leaver destinations for all young people. Education Service Strategic Priority 4.1: Through partnership working we will promote the development of skills, knowledge and understanding of learners to widen learning opportunities and career pathways for learners. Education Service Strategic Priority 4.2: We will further enhance our partnership with Developing the Young Workforce (DYW) to ensure all young people have the opportunity and successfully develop the skills for life and work required to attain sustained, positive destinations post-school. Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Improving Sustained School Leaver Destinations and Participation • Secure an improvement in sustained school leaver destinations by developing and improving our interventions for young people at risk of a negative destination, or who have not been able to sustain a positive post-school destination. • Increase school leaver positive destinations through targeted partnership interventions by secondary schools and Skills Development Scotland for young people not sustaining a positive post-school destination. • Continue to expand the MCR Pathways programme across secondary establishments. • Further develop flexible learning plans to support vulnerable young people to access education and work toward positive destinations. Developing Employability Skills and Work-Based Learning • Improve the availability and bespoke nature of work placements for all young people who require them through increasing the number and quality of school-employer partnerships. • Develop and refine our approaches to work-based vocational learning Flexible Learning Plans as targeted interventions for young people at risk of disengagement from education. • Increase the range of personalised pathways open to young people and further increase the availability in all Secondary schools of accredited wider experience qualifications through partnership with Community Learning. • Review and refine approaches to partnership working with college in order to ensure that arrangements and provision meet the needs of our learners and lead to positive outcomes. • Explore opportunities to expand the range of networked courses delivered across Secondary schools. • A culture of ambition and achievement in every school. • An improvement in sustained school leaver destinations. • Increased range of partnerships with local businesses and community organisations leading to enhanced opportunities for learners. • An increase in the number of school leavers with well-developed employability skills. • Increased opportunities for children and young people to recognise and celebrate personal achievements. • An increase in the confidence and ability of children and young people to discuss skills and career pathways • Increased vocational opportunities and pathways for learners within our secondary schools. • Increased capacity of staff and children/young people to employ digital approaches which are current and enhance learning and to deliver high quality STEM experiences. • Curricula are inclusive, celebrate diversity, and are decolonised to challenge stereotypes • Increased opportunities for young people to develop knowledge, understanding and the skills for life and active participation in a global multicultural society and Scotland’s place in it • Initial and sustained school leaver data • Annual Participation Measure Data • Attainment data/progress against meeting core and plus stretch aims. • DYW team tracking data • School based wider achievement and participation data. • School curriculum structures and rationales. • Uptake and evaluations for professional learning opportunities • Parent/carer feedback • Attendance, exclusion, bullying, racist incident data from SEEMiS. • HMIE Inspection reports • Authority school and thematic review reports and evidence. • School Improvement Plans/Standards and Quality Reports • Pupil feedback and questionnaire responses. • Feedback from industry and business partners. • Awards/recognitions 43 Page 99
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Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Curriculum • Strengthen partnership working to enhance the curriculum offer in schools. • Embed STEM approaches and link with partnership organisations. • Offer STEM opportunities and experiences for schools in coding and future job market skills. • Continue to support schools with access to STEM resources, professional learning and experiences to enhance curricular approaches. • Continue to offer a range of professional development for teachers on digital skills and programmes. • Establish STEM hubs in North and South Argyll and Bute to provide in person and remote STEM opportunities for school-age learners and teachers. Early Years Workforce Development • Further develop training opportunities to build upon current success in relation to growing our own practitioners. • A culture of ambition and achievement in every school. • An improvement in sustained school leaver destinations. • Increased range of partnerships with local businesses and community organisations leading to enhanced opportunities for learners. • An increase in the number of school leavers with well- developed employability skills. • Increased opportunities for children and young people to recognise and celebrate personal achievements. • An increase in the confidence and ability of children and young people to discuss skills and career pathways • Increased vocational opportunities and pathways for learners within our secondary schools. • Increased capacity of staff and children/young people to employ digital approaches which are current and enhance learning and to deliver high quality STEM experiences. • Curricula are inclusive, celebrate diversity, and are decolonised to challenge stereotypes • Increased opportunities for young people to develop knowledge, understanding and the skills for life and active participation in a global multicultural society and Scotland’s place in it. • Initial and sustained school leaver data • Annual Participation Measure Data • Attainment data/progress against meeting core and plus stretch aims. • DYW team tracking data • School based wider achievement and participation data. • School curriculum structures and rationales. • Uptake and evaluations for professional learning opportunities • Parent/carer feedback • Attendance, exclusion, bullying, racist incident data from SEEMiS. • HMIE Inspection reports • Authority school and thematic review reports and evidence. • School Improvement Plans/Standards and Quality Reports • Pupil feedback and questionnaire responses. • Feedback from industry and business partners. • Awards/recognitions 44 Education Service Strategic Priority 4.1: Through partnership working we will promote the development of skills, knowledge and understanding of learners to widen learning opportunities and career pathways for learners. Education Service Strategic Priority 4.2: We will further enhance our partnership with Developing the Young Workforce (DYW) to ensure all young people have the opportunity and successfully develop the skills for life and work required to attain sustained, positive destinations post-school. Page 100
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NIF Priority 5: Improvement in achievement, particularly in literacy and numeracy. Education Service Strategic Priority 5.1: We will provide targeted support to schools to improve learning and teaching in order to improve outcomes for children and young people and develop systematic evaluation and sharing of high-quality materials and resources to support continuing professional development to support practitioners in addressing barriers and raising attainment in Literacy and Numeracy for our children and young people. Education Service Strategic Priority 5.2: We will track and monitor children and young people’s Literacy and Numeracy attainment, build capacity of senior leaders and practitioners in order to further develop their skills in data analysis to inform improvement. We will increase the use and range of data to improve outcomes for all children and young people. Education Service Strategic Priority 5.3: We will respond to and embrace educational reform in relation to approaches to inspection, curriculum development and qualifications. Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Improving Learning, Teaching and Assessment (LTA) • Continue to develop the quality of Learning, Teaching and Assessment across all schools through the provision of high-quality CLPL. • Continue to improve the quality of Learning, Teaching and Assessment in targeted schools through high-quality engagement and support with school leaders and teachers. • Collaborative work with officers and managers to moderate approaches to observation of LTA to ensure consistency and coherence in the support being offered to schools and settings will take place. • Improve the capacity of schools to implement the Learning, Teaching and Assessment/Moderation Cycle to ensure high-quality planned learning experiences, a varied range of evidence from planned assessments, and consistent understanding of assessment standards. • Further develop staff leadership and agency at school level and improve the pace and sustainability of improvement in LTA through a collaborative, enquiry-led professional learning culture and collegiate activities. • Increased use of dynamic assessment in conjunction with the Educational Psychology Service. • Establish a cutting edge, technologically driven, digitally immersive classroom at Dunoon Grammar School to promote learning and wellbeing. • Support professional development in the use of digital tools to support learning. Language Learning and Development • Further raise awareness of language resources through inclusion in HT meetings. • A wide range of opportunities for language development for pupils and CLPL for staff will be offered. • Support transition through Early Years to Primary transition for L2 Gaelic and French as a component to local transition projects. • Improved attainment in the Senior Phase particularly in Literacy and Numeracy. • Improvement in the percentage of school leavers achieving level 5 and level 6 Literacy and Numeracy. • Improved Literacy and Numeracy attainment throughout the broad general education (BGE) including application of core skills across the curriculum. • Increased capacity of senior leaders and teaching staff to analyse data and use a range of data to inform improvement at school/classroom level. • An increase in the number of schools being graded as ‘good’ or better for Q.I 2.3 Learning Teaching and Assessment and 3.2 Raising Attainment and Achievement. • Staff are skilled in the planning, delivery and assessment of high-quality learning experiences in literacy and numeracy which are differentiated and ensure equity. • Attainment data/progress against meeting core and plus stretch aims. • Literacy and Numeracy data for BGE and Senior Phase learners including those who are care experienced, have additional support needs or are in key equity groups • School attainment papers and meetings. • Developmental milestones data. • Uptake and evaluations for professional learning opportunities • Sampling of child’s plans, CSPs etc • HMIE Inspection reports • Authority school and thematic review reports and evidence. • School Improvement Plans/Standards and Quality Reports • School Review reports • Learning and Teaching observations • Stakeholder feedback and questionnaires • National Gaelic Plan • Argyll and Bute Gaelic Plan 45 Page 101
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Improvement Activity Expected Outcome/Impact Performance Measures/ Evidence of Impact Gaelic Education and Cultural Engagement • Continue school support from the Gaelic Administrator in Furan, funded through Bòrd na Gàidhlig, to maintain current engagement levels with schools and ELCs. • Continue to promote involvement and celebration of Gaelic language and culture, including local Mods and Gaelic Week. • Continue collaboration with partners (Communn na Gàidhlig, Fèis nan Gàidheal, e-Sgoil, Fèisgoil, Gaelic Language Learners consortium, Education Scotland) to support children’s language development and teacher training. • Increased focus on Gaelic attainment at secondary using data, dialogue with Education Scotland and Education Officer (Gaelic) support. • Provide high-quality professional learning specific to GME staff and increase capacity to deliver Gaelic as L2/L3. Early Years Leadership and Quality • Continue to deliver the Pedagogical Leadership programme to cohorts 3 and 4 during session 2025/26. • Collaborate with thought leaders on play as curriculum to support leadership of learning at Early Level. • Continue to develop quality assurance and scrutiny processes. • Support establishments in the development of context specific curriculum rationales. Leadership and Management • Pilot a self-improving schools’ group to co-construct an authority framework document. • Develop use of the support matrix to ensure appropriate deployment of central team resources to meet schools’ support requirements. • Create a suite of Professional Learning for Head Teachers and System Leaders. • Refresh the Newly Appointed Head Teacher programme in line with local and national priorities. • Improved attainment in the Senior Phase particularly in Literacy and Numeracy. • Improvement in the percentage of school leavers achieving level 5 and level 6 Literacy and Numeracy. • Improved Literacy and Numeracy attainment throughout the broad general education (BGE) including application of core skills across the curriculum. • Increased capacity of senior leaders and teaching staff to analyse data and use a range of data to inform improvement at school/classroom level. • An increase in the number of schools being graded as ‘good’ or better for Q.I 2.3 Learning Teaching and Assessment and 3.2 Raising Attainment and Achievement. • Staff are skilled in the planning, delivery and assessment of high-quality learning experiences in literacy and numeracy which are differentiated and ensure equity. • Attainment data/progress against meeting core and plus stretch aims. • Literacy and Numeracy data for BGE and Senior Phase learners including those who are care experienced, have additional support needs or are in key equity groups • School attainment papers and meetings. • Developmental milestones data. • Uptake and evaluations for professional learning opportunities • Sampling of child’s plans, CSPs etc • HMIE Inspection reports • Authority school and thematic review reports and evidence. • School Improvement Plans/Standards and Quality Reports • School Review reports • Learning and Teaching observations • Stakeholder feedback and questionnaires • National Gaelic Plan • Argyll and Bute Gaelic Plan 46 Education Service Strategic Priority 5.1: We will provide targeted support to schools to improve learning and teaching in order to improve outcomes for children and young people and develop systematic evaluation and sharing of high-quality materials and resources to support continuing professional development to support practitioners in addressing barriers and raising attainment in Literacy and Numeracy for our children and young people. Education Service Strategic Priority 5.2: We will track and monitor children and young people’s Literacy and Numeracy attainment, build capacity of senior leaders and practitioners in order to further develop their skills in data analysis to inform improvement. We will increase the use and range of data to improve outcomes for all children and young people. Education Service Strategic Priority 5.3: We will respond to and embrace educational reform in relation to approaches to inspection, curriculum development and qualifications. Page 102
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47 APPENDIX 1: Provisional 3 Year Stretch aims 2023-2026 In partnership with our Attainment Advisor and in consultation with Head Teachers, we have devised stretch aims for 2025/26 and interim stretch aims for 2023/24 and 2024/25 as detailed below. We will build on progress made this year by ensuring a relentless focus on closing the poverty related attainment gap whilst raising the bar for all. This will include universal and targeted support for schools based on their attainment data with the aim of building staff capacity at all levels. Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Stretch aim 22/23 68.4% 60% 81.5% 21.5pp Confirmed ACEL data 2022/23 68% 68% 81% 13pp Interim Stretch Aim 2023/24 71% 70% 81% 11pp Confirmed ACEL data 2023/24 72% 68% 83% 15pp Interim Stretch Aim 2024/25 73.5% 72.5% 83% 10.5pp Final Stretch Aim 2025-26 76% 75% 85% 10pp Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Stretch aim 22/23 69% 58% 87% 29pp Confirmed ACEL data 2022/23 76.19% 76% 90% 14pp Interim Stretch Aim 2023/24 78% 73% 89.5% 16.5pp Confirmed ACEL data 2023/24 80% 73% 88% 15pp Interim Stretch Aim 2024/25 80.5% 75.5% 90.25% 14.75pp Final Stretch Aim 2025-26 83% 78% 91% 13pp Page 103
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48 School Leavers with 1 or more pass at ALL SCQF Level 5 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Leavers Cohort 2021-22 90.9% 83.6% 98.0% 14.4pp Leavers Cohort 2022-23 89.1% 80.0% 96.4% 16.4pp Stretch Aims 2023/24 91.5% 85% 98.5% 13.5pp Leavers Cohort 2023-24 85.7% 81.7% 95.3% 13.6pp Interim Stretch Aim 2024/25 92.25% 87% 99.25% 12.25pp Final Stretch Aim 2025/26 93% 89% 100% 11pp School Leavers with 1 or more pass at ALL SCQF Level 6 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Leavers Cohort 2021-22 66.0% 54.1% 82.4% 28.3pp Leavers Cohort 2022-23 62.6% 38.8% 85.7% 46.9pp Interim Stretch Aims 2023/24 66.5% 57.0% 84.0% 27.0pp Leavers Cohort 2023-24 66.7% 47.9% 90.6% 42.7pp Interim Stretch Aims 2024/25 67.75% 60% 86.5% 26.5pp Final Stretch Aim 2025/26 72% 64% 89% 25pp Page 104
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49 HWB – Attendance in Primary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Confirmed Data 2023 92.71% 88.86% 93.43% 4.57pp Interim Stretch Aims 2023/24 93.5% 89.25% 93.5% 4.25pp Confirmed Data 2024 93% 89.6% 93.6% 4pp Interim Stretch Aims 2024/25 93.7% 90.25% 94.25% 4pp Data Pick Up (April 2025) 93.8% 90.5% 94.4% 4pp Final Stretch Aim 2025/26 94.5% 91% 94.5% 3.5pp HWB – Attendance in Secondary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP(FSM/non FSM) Confirmed Data 2023 88.33% 81.24% 89.46% 8.23pp Interim Stretch Aims 2023/24 90% 82% 89.5% 7.5pp Confirmed Data 2024 87.4% 82.4% 88.3% 5.9pp Interim Stretch Aims 2024/25 89.7% 83.5% 90.75% 7.25pp Data Pick Up (April 2025) 87.2% 81.7% 88.4% 6.7pp Final Stretch Aim 2025/26 92% 85% 92% 7pp Page 105
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50 Participation Measure - 16-19 year olds in Education, Training and Employment Overall Q1 Q5 Gap (Q1 – Q5) Confirmed SDS Data 2021-22 93.9% 89.1% 95.5% 6.4pp Confirmed SDS Data 2022-23 94.4% 88.4% 97.8% 9.4pp Interim Stretch Aims 2023/24 94% 89.5% 96% 6.5pp Confirmed SDS Data 2023-24 94.3% 91.5% 97.1% 5.6pp Interim Stretch Aims 2024/25 94.25% 91% 96.5% 5.5pp Final Stretch Aim 2025/26 95% 92.5% 97% 4.5pp Argyll and Bute – ‘Our Children, Their Nurturing Education’ Overall Confirmed Data (June 2023) 64.45% (N.B 2023 Stretch Aim = 60%) Interim Stretch Aim 2023/24 64% Confirmed Data (June 2024) 66.67% Interim Stretch Aim 2024/25 67% Confirmed Data (June 2025) 69.19% Final Stretch Aim 2025/26 70% Page 106
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 SQA SCHOOL EXAMINATION RESULTS 2025 EXECUTIVE SUMMARY 1.1 The purpose of this report is to provide an update to elected members on the initial outcome of the Scottish Qualifications Authority (SQA) 2025 examination diet for young people in Argyll and Bute. 1.2 Following the release of the initial examination results by the SQA in August, awards for pupils in academic year 2024/25 will be updated by the SQA in December 2025 following the processing of appeal requests submitted by candidates or schools. As a consequence of the decisions associated with these requests, minor changes to the statistical data contained within this report may occur. 1.3 It is recommended that the Community Services Committee: I. Notes the guidance from the SQA, detailed below at 4.3, about qualitative comparisons of data over recent years. II. Notes the outcome of the initial SQA examination results for pupils in academic year 2024/25, and that the performance of Argyll and Bute Schools in 2025 is above the current national performance of local authority run schools in SQA examinations in one measure at A-C (Adv Higher), and above in two measures at A-D (National 5 and Higher). Within the authority, performance against 2024 improved in four of six pass rate measures (National 5 and Higher at both A-C and A-D). Presentation rates for at both National 5 and Higher levels increased. Twinned with increased pass rates, this year’s diet saw an overall increase in the number of awards per presenting pupil. III. Requests that the Executive Director provide further reports to the Community Services Committee to allow the consideration of updated statistical school and national information, scheduled to be released by Insight (school data analysis tool) in September 2025 and February 2026. Page 107 Agenda Item 8
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 SQA SCHOOL EXAMINATION RESULTS 2025 2. INTRODUCTION 2.1 On 31st July 2025 the Council received SQA examination results for all pupils entered for National Qualifications in session 2024/25. This provided initial information on the outcome of examination performance for all pupils in each of the ten Argyll and Bute secondary schools. 2.2 The purpose of this report is to inform Elected Members of the initial outcome of the Scottish Qualifications Authority (SQA) 2025 awards for young people in Argyll and Bute. A range of statistical information is provided illustrating performance of pupils across three graded National Qualification measures: • National 5 • Higher • Advanced Higher As has been the case in previous years, most of the data in this initial attainment report has been sourced from SEEMiS Business Intelligence Course Awards data. Comparisons with national figures and other authorities have been using SQA provided data which was published on results day (5th August 2025). 3. RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: I. Notes the guidance from the SQA, detailed below at 4.3, about qualitative comparisons of data over the last four years, with reference to ‘pre-pandemic’ data in 2018/19. II. Notes the outcome of the initial SQA examination results for pupils in academic year 2024/25, and that the performance of Argyll and Bute Schools in 2025 is above the current national performance of local authority run schools in SQA examinations in one measure at A-C (Adv Higher), and above in two measures at A-D (National 5 and Higher). Within the authority, performance against 2024 improved in four of six pass rate measures (National 5 and Higher at both A-C and A-D). Presentation rates for both National 5 and Higher levels increased. Twinned with increased pass rates, this year’s diet saw an overall increase in the number of awards per presenting pupil. Page 108
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III. Requests that the Executive Director provide further reports to the Community Services Committee to allow the consideration of updated statistical school and national information, scheduled to be released by Insight (school data analysis tool) in September 2025 and February 2026. 4. DETAIL 4.1 Pupils in each of the ten secondary schools in Argyll and Bute in S4–S6 were presented for a range of SQA qualifications in May and June of 2024. Six secondary schools also presented S3 pupils for national qualifications. Following the release of awards, Education Services conducted an initial analysis of the results to support the preparation of a summary report for presentation to, and consideration by, Elected Members. 4.2 This paper presents a summary overview of the examination outcomes and draws comparisons of the overall attainment of pupils in Argyll and Bute with pupils nationally. The report begins by exploring presentation rates for all national qualifications before examining pass rates. To holistically assess performance, pass rates and presentation rates have been synthesised into an awards per pupil metric. This allows us to compare the breadth of attainment of the average pupil across cohorts. Initial analysis of attainment gaps and comparison to national attainment gaps is also presented before the report explores how Argyll and Bute performance relates to other local authorities. Headline data is also presented for our care experienced young people (CEYP). 4.3 Pandemic related disruption has meant that the ways in which our young people have been assessed has changed over the last 6 diets (2020-2025). For this reason, comparison between years is limited in some areas, with the SQA urging caution in assessing performance between years. The SQA summarise the last 6 years of assessment changes as follows1: In 2020, the Deputy First Minister directed SQA to issue grades, primarily on the basis of teacher estimates. Grades that had been adjusted upwards in an earlier moderation process were also retained. In 2021, The Scottish Government commissioned SQA to develop an Alternative Certification Model (ACM 2021) for National 5, Higher and Advanced Higher. The model was based on teacher judgement, supported by assessment resources and quality assurance. Throughout 2022, SQA worked with partners across the education sector (including teachers, lecturers, learners, parents and carers) to agree the wide-ranging package of support that was put in place to enable learners to demonstrate what they know, understand and can do, despite the disruption to learning caused by the COVID-19 pandemic. SQA implemented various modifications and revision support to reduce the assessment requirements for courses and increase learning and teaching time. 1 Full information on the changes to assessment approaches between 2020 and 2025 can be found here: Attainment Statistical Summary 2025 - SQA Page 109
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In 2023, awarding operated using the established procedure, as far as possible, in order to evaluate the performance of the course assessment, but with consideration given to the following factors: • impact of the reducing legacy of disruption to teaching and learning caused by the pandemic • impact of modifications to course assessment • impact of the removal of revision support Awarding decisions were therefore ‘sensitive’ to these factors, ensuring that grade boundary decisions recognised that performance continues to be impacted. This was informed by the full range of qualitative and quantitative data used during awarding, with additional data from 2021–22 on the impact of modifications. In 2024, awarding used the well-established procedures to evaluate the performance of the course assessment and, where appropriate, considered the impact of changes to assessment brought about by the return to full course assessment for many courses. These changes to assessment included the removal of optionality in some question papers and the reintroduction of: • coursework components (projects, assignments, dissertations) • optional content into question papers • course content examined in question papers • an exam component From 2025, SQA returned to well-established awarding procedures, in line with our Awarding and Grading for National Courses Policy, which is available on the background information webpage. Users of these statistics should be mindful of the above information when comparing figures from different years. As the above describes, there have been significantly different approaches to course content, coursework and awarding between 2020 and 2025. This means that comparisons of attainment between years should be treated with significant caution and do not allow for conclusions to be drawn on changes in education performance during this time. For this reason, the results from 2020 and 2021 have been omitted entirely from this report as they were not achieved by an examination diet. Comparisons to 2019 (the last pre-pandemic diet) and 2024 are emphasised throughout this report as being the most appropriate diets to compare against. 4.4 This report has used a different pass rate calculation methodology to previous versions of these school examination results. This is to fully capture the performance of all young people who were presented for national qualifications and to align to national methodologies which are used to produce nationwide pass rate figures. Firstly, Skills for Work courses which are ungraded have not been included in the pass rates below. Whilst performance in these courses is consistently very high, as they are ungraded passes they do not qualify as A-C or A-D grade passes. In prior years these passes were included in both A-C and A-D pass rates. Secondly, pass rates at a national level are published regardless of the stage of the pupil. Previous reports presented pass rates on S4-S6 pupils only and omitted the performance of a relatively small number of S3 pupils. At an authority level, the inclusion of S3 pupils in pass rate calculations only makes a small difference to percentage figures. However, at individual establishment level, these changes can be meaningful. Furthermore, it would be unfair to Page 110
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exclude an establishments S3 data in their own school and authority’s pass rate whilst it had contributed to the national pass rate. In the data provided below this new approach to calculation has been applied to previous years data. As such, pass rates for previous sessions will look slightly different to what was reported in previous versions of this report. These updated figures do mean that the comparison to national pass rates is now more appropriate at both authority and school levels. 4.5 Presentations In session 2024/25, the number of presentations for each level and stage across National 4, National 5, Higher and Advanced Higher qualifications were as follows: Of 8466 total presentations, 98.4% came from pupils in S4-S6 stages. A small number of pupils are presented prior to S4, with 6 schools presenting pupils in S3. Our young people can be presented at different levels throughout their chosen senior phase pathway. This allows a young person to undertake subjects at different levels of qualification simultaneously, such as a mixture of National 4 and 5 in S4, a mixture of Higher and National 5 in S5 and a mixture of Advanced Higher and Higher in S6. The numbers of pupils presented at each stage in the SQA 2025 presentations are as follows: Stage Number of Pupils S1 1 S3 35 S4 814 S5 634 S6 413 S9 4 Grand Total 1901 The table below shows the numbers of pupils who presented for each presentation type and the number of national qualifications they sat. A comparison to 2024 is given for context: 2024 2025 Presentation Type Number of Pupils Number of Presentations Number of Pupils Number of Presentations National 5 1173 4340 1202 4608 Higher 853 2176 854 2429 Advanced Higher 205 314 166 255 Presentation Type S1 S3 S4 S5 S6 S9 Total Presentations National 4 68 994 102 10 1174 National 5 1 56 3817 518 216 4608 Higher 1 23 1779 621 5 2429 Advanced Higher 7 248 255 Page 111
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• The number of presentations at National 5 and Higher was greater than in 2024, whilst Advanced Higher numbers fell slightly. At Higher the 2025 cohort was almost the same size as the 2024 cohort but had 253 extra presentations. 4.6 Presentation Rates The total number of presentations divided by the number of pupils presented gives us a presentation rate. The presentation rate provides us with a means of monitoring the average presentation of pupils at different stages of their senior phase pathway. This metric gives us information on the breadth of learning that the average pupil has undertaken at each stage and allows us to compare cohorts over time. The table below provides data for 2019, the last pre-pandemic diet, and data for 2022 up until 2025. The three measures below are Nat 5 presentations at S4, Higher presentations at S5 and Adv Higher presentations at S6: Presentation Rate Measure 2019 2022 2023 2024 2025 S4 Nat 5 4.01 4.62 4.47 4.33 4.69 S5 Higher 2.84 2.91 2.95 2.68 2.81 S6 Adv Higher 0.53 0.79 0.72 0.75 0.60 • Presentation rates in S4 Nat 5 and S5 Higher are up against 2024, whilst the S6 Adv Higher presentation rate has fallen slightly. • Presentations rates for S4 Nat 5 and S6 Adv Higher are higher than in the last pre- pandemic diet. S5 Higher presentation rates are very slightly behind the 2019 rate. Long-term trends in presentation rates are provided in the visual below: Page 112
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• Over the last 10 sessions, the average number of National 5 presentations per S4 pupil has risen from 3.00 in 2016 to 4.69 in 2025. This marks a steady upward trend with the 2025 presentation rate being the highest over this period. • Over the last 10 sessions, the average number of Higher presentations per S5 pupil has remained steady. The 2025 figure of 2.81 is in line with 2.80 recorded in 2016 but marks a noticeable increase on the 2024 rate of 2.68. • Over the last 10 sessions, the average number of Advanced Higher presentations per S6 pupil has risen from 0.57 in 2016 to 0.60 in 2025. However, the 2025 figure is a meaningful decrease on the rate experienced between 2021 and 2024. The figure of 0.60 is in line with most years prior to 2020. The visual below provides an overview of presentation rates in each of our secondary schools. As the number of pupils in presenting for Adv Highers are very low in some schools, this measure has been omitted. *Note that Islay High School’s presentation rate appears lower as a result of their S3 presentation policy. This splits their National 5 attainment across two stages for most pupils – meaning that the S4 rate appears lower. This is not replicated elsewhere, so should be considered in any comparison between schools. • At S4 Nat 5, 5 of the 10 secondary schools increased their presentations per pupil against 2024. Seven of 10 secondary schools had presentation rates higher than in 2019. • At S5 Higher, 8 of the 10 secondary schools increased their presentations per pupil against 2024. Five of the 10 secondary schools had presentation rates higher than in 2019. Page 113
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4.7 Pass Rates Pass rates data for both A-C and A-D passes are provided below. Comparison to two different national figures is provided. The first national measure is referred to as Scotland (All Entries). This SQA provided figure includes all entries regardless of centre type or age of entrant. Pupils from independent schools and adult learners present in further education colleges are included in this figure. The second national measure is referred to as Scotland (LA schools only). This SQA provided figure includes only entries from pupils of local authority funded schools. As such, no adult learners can be included in this figure and privately educated pupils are also excluded. Comparisons will primarily be made to the latter of these two measures as the most appropriate like-for-like comparator. 4.8 For A-C grades, the performance of Argyll and Bute schools in 2025 is in line with national performance at National 5 level, behind at Higher level and ahead at Advanced Higher level. Table 1 below presents the overall performance of candidates in Argyll and Bute across all graded course levels at grades A-C in 2019 and 2022-2025. A comparison to national pass rates for each year is provided. This data is also replicated in the graphic below the table. Table 1 - A-C Awards 2019, 2022 - 2025 – Argyll and Bute versus Scotland (All Entries) and Scotland (LA Schools Only) – National 5, Higher and Advanced Higher Awards. National 5 Year Argyll and Bute Scotland (All Entries) Scotland (LA Schools Only) Difference to National LA Schools Only 2019 79.6% 78.2% 77.2% 2.4% 2022 78.8% 80.8% 80.0% -1.2% 2023 77.3% 78.8% 77.8% -0.5% 2024 75.6% 77.2% 76.2% -0.6% 2025 77.2% 78.4% 77.4% -0.2% Higher Year Argyll and Bute Scotland (All Entries) Scotland (LA Schools Only) Difference to National LA Schools Only 2019 73.2% 74.8% 73.9% -0.7% 2022 79.6% 78.9% 78.0% 1.6% 2023 77.3% 77.1% 75.9% 1.4% 2024 72.1% 74.9% 73.6% -1.5% 2025 73.4% 75.9% 74.8% -1.4% Advanced Higher Year Argyll and Bute Scotland (All Entries) Scotland (LA Schools Only) Difference to National LA Schools Only 2019 75.7% 75.3% 76.9% -1.2% 2022 83.7% 79.8% 79.2% 4.5% 2023 79.4% 81.3% 77.2% 2.2% 2024 76.4% 79.4% 72.2% 2.2% 2025 74.5% 76.7% 73.8% 0.7% Page 114
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• The Argyll and Bute National 5 A-C pass rate has increased by 1.6% points on 2024 and is in line with 2023. The 2025 National 5 pass rate is slightly behind that of 2019 (-2.4% points). However, the presentation rate in 2025 is significantly higher than in 2019 – suggesting a more ambitious presentation approach. • The Argyll and Bute National 5 A-C pass rate is in line with the national figure for LA Schools Only. The Argyll and Bute National 5 pass rate has exceeded the national figure in 1 of the last 5 comparator years. However, the gap to the national figure (- 0.2pp) is the smallest it has been since exceeding the figure in 2019. • The Argyll and Bute Higher A-C pass rate has increased by 1.3% points on 2024 but is 3.9% points behind the 2023 figure. The 2025 Higher pass rate is in line with that of 2019. The presentation rate for 2025 is also in line with 2019 but ahead of 2024. • The Argyll and Bute Higher A-C pass rate is behind that of the national figure (- 1.4pp). The Argyll and Bute Higher pass rate has exceeded the national figure in 2 of the last 5 comparator years. The gap to the national figure has closed slightly compared to 2024. • The Argyll and Bute Advanced Higher A-C pass rate has reduced by 1.9% points on 2024, and by 4.9% points on the 2023 figure. The 2025 Advance Higher pass rate is slightly behind the 2019 figure (-1.2% points). However, the presentation rate in 2025 is slightly higher than in 2019 – suggesting a more ambitious presentation approach. On the other hand, the presentation rate in 2025 was below that of 2024. • The Argyll and Bute Advanced Higher A-C pass rate is ahead of the national figure (+0.7pp). The Argyll and Bute Advanced Higher pass rate has exceeded the national figure in 4 of the last 5 comparator years. Page 115
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The visual below shows A-C pass rate performance at each of our secondary schools: • At National 5, 7 out of 10 secondary schools improved their pass rates against 2024. Three schools (Islay, Hermitage and Oban) had higher pass rates than the national figure for local authority run schools. Lochgilphead was also in line with the national pass rate figure. Three schools (Campbeltown, Oban and Tiree) had 2025 National 5 pass rates that exceeded their own 2019 figure. • At Higher, 7 out of 10 secondary schools improved their pass rates against 2024. Five schools (Tiree, Tarbert, Hermitage, Tobermory and Islay) had higher pass rates than the national figure for local authority run schools. Seven schools (Campbeltown, Islay, Lochgilphead, Oban, Rothesay, Tarbert and Tiree) had 2025 Higher pass rates that exceeded their own 2019 figure. • At Advanced Higher, 5 out of 10 secondary schools improved their pass rates against 2024, with Tobermory also matching their 2024 performance. Seven schools had higher pass rates than the national figure for local authority run schools. However, small numbers of Advanced Higher entries in some schools does mean that often the performance of an individual pupil has a significant impact on pass rates. Six schools (Dunoon, Islay, Oban, Tarbert, Tiree and Tobermory) had 2025 Advanced Higher pass rates that exceeded their own 2019 figure. Page 116
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4.8 For A-D grades, the performance of Argyll and Bute schools in 2025 is above the current National performance in SQA examinations in two of the national measures: National 5 and Higher. Table 2 below present the overall performance of candidates in Argyll and Bute across all graded course levels at grades A-D in 2019 and 2022-2025. A comparison to national pass rates for each year is provided. This data is also replicated in the graphic below the table. Table 2 A-D Awards 2019, 2022 - 2025 – Argyll and Bute versus Scotland (All Entries) and Scotland (LA Schools Only) – National 5, Higher and Advanced Higher Awards. National 5 Year Argyll and Bute Scotland (All Entries) Scotland (LA Schools Only) Difference to National LA Schools Only 2019 92.1% 90.7% 90.3% 1.8% 2022 92.0% 92.1% 91.7% 0.3% 2023 91.0% 90.5% 90.0% 1.0% 2024 88.0% 89.1% 88.5% -0.5% 2025 89.9% 89.6% 89.2% 0.7% Higher Year Argyll and Bute Scotland (All Entries) Scotland (LA Schools Only) Difference to National LA Schools Only 2019 91.4% 89.9% 89.7% 1.7% 2022 92.7% 91.5% 91.1% 1.6% 2023 92.2% 90.5% 90.1% 2.1% 2024 89.3% 89.5% 89.0% 0.3% 2025 89.9% 89.9% 89.5% 0.4% Advanced Higher Year Argyll and Bute Scotland (All Entries) Scotland (LA Schools Only) Difference to National LA Schools Only 2019 87.6% 87.8% 86.1% 1.5% 2022 96.5% 93.4% 92.5% 4.0% 2023 93.0% 92.7% 91.5% 1.5% 2024 90.4% 89.9% 88.5% 1.9% 2025 88.2% 90.3% 88.9% -0.7% Page 117
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• The Argyll and Bute National 5 A-D pass rate has increased by 1.9% points on 2024, but remains slightly behind 2023. The 2025 National 5 pass rate is slightly behind that of 2019 (-2.2% points). However, the presentation rate in 2025 is significantly higher than in 2019 – suggesting a more ambitious presentation approach. • The Argyll and Bute National 5 A-D pass rate is ahead of the national figure for LA Schools Only and for all National 5 presentations. The Argyll and Bute National 5 pass rate has exceeded the national figure in 4 of the last 5 comparator years. Argyll and Bute is 0.7pp ahead of the national figure in 2025 – a reversal of the -0.5pp gap that occurred in 2024. • The Argyll and Bute Higher A-D pass rate has increased by 0.6% points on 2024, but remains behind the 2023 figure. The 2025 Higher pass rate is also behind that of 2019. The presentation rate for 2025 is also in line with 2019 but slightly ahead of 2024. • The Argyll and Bute Higher A-D pass rate is ahead of the national figure (+0.4pp). The Argyll and Bute Higher pass rate has exceeded the national figure in all of the last 5 comparator years. The gap to the national figure has remained steady (0.4pp in 2025 and 0.3pp in 2024). • The Argyll and Bute Advanced Higher A-D pass rate has reduced by 2.2% points on 2024, and by 4.8% points on the 2023 figure. The 2025 Advance Higher pass rate is slightly ahead of the 2019 figure (+0.6% points). Furthermore, the presentation rate in 2025 is slightly higher than in 2019 – suggesting a more ambitious presentation approach. On the other hand, the presentation rate in 2025 was below that of 2024. • The Argyll and Bute Advanced Higher A-D pass rate is behind the national figure (- 0.7pp). The Argyll and Bute Advanced Higher pass rate has exceeded the national figure in 4 of the last 5 comparator years. Page 118
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The visual below shows A-D pass rate performance at each of our secondary schools: • At National 5, 7 out of 10 secondary schools improved their pass rates against 2024. Three schools (Islay, Hermitage and Oban) had higher pass rates than the national figure for local authority run schools. Lochgilphead was also in line with the national pass rate figure. Three schools (Campbeltown, Oban and Tiree) had 2025 National 5 pass rates that exceeded their own 2019 figure. • At Higher, 7 out of 10 secondary schools improved their pass rates against 2024. Five schools (Tiree, Tarbert, Hermitage, Tobermory and Islay) had higher pass rates than the national figure for local authority run schools. Seven schools (Campbeltown, Islay, Lochgilphead, Oban, Rothesay, Tarbert and Tiree) had 2025 Higher pass rates that exceeded their own 2019 figure. • At Advanced Higher, 5 out of 10 secondary schools improved their pass rates against 2024, with Tobermory also matching their 2024 performance. Seven schools had higher pass rates than the national figure for local authority run schools. However, small numbers of Advanced Higher entries in some schools does mean that often the performance of an individual pupil has a significant impact on pass rates. Six schools (Dunoon, Islay, Oban, Tarbert, Tiree and Tobermory) had 2025 Advanced Higher pass rates that exceeded their own 2019 figure. Page 119
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4.9 Awards per Pupil To comprehensively understand the attainment of our young people we need to combine both presentation rate data and pass rate data. Individually each measure provides useful information. Presentation rate data tells us about the breadth of learning that young people are presented for. Pass rate data tells us about the assessment performance of our young people. Yet, taken individually, both measures have limitations and potential for perverse incentives. For example, we could increase pass rates by simply not presenting any pupils who we estimate to get a C or D grade. To increase presentation rates, we could present pupils when they are not quite ready to achieve. In both scenarios the adjoining measure is negatively impacted; presentation rates decrease if presentation is unambitious and selective and pass rates decline if presentations are overly ambitious and premature. The ideal situation for school improvement is that both measures increase. Presentation rates increase so the average pupil is assessed on a broader range of learning. At the same time, pass rates also increase, with the quality of performance also increasing or at least being maintained. One metric which combines both is awards per pupil, which is calculated as follows: Awards per pupil = Presentation Rate (presentations per pupil) x Pass Rate (percentage of A-C passes) The result of this is a metric which tells us about the average attainment at a particular presentation level for a particular stage. The two measures used below are National 5 awards at S4 and Higher awards at S5. S4 Nat 5 Awards per Pupil The table below provides awards per pupil data for 2019 (last pre-pandemic session) and 2022-2025). Please note that pass rates here are only for S4 pupils, whilst Table 1 above is for all National 5 presentations. Awards per Pupil - S4 Nat 5 Year Presentation Rate Pass Rate Awards per Pupil 2019 4.01 82.94% 3.33 2022 4.62 82.06% 3.79 2023 4.47 79.75% 3.56 2024 4.33 79.49% 3.44 2025 4.69 80.39% 3.77 The awards per pupil table above shows strong progress has been made at S4. An improvement in both the presentation rate and the pass rate means that the awards per pupil figure of 3.77 is a marked improvement on both 2024 and 2023. The 2025 figure is in line with 2022, which had a different assessment model. The figure of 3.77 is significantly higher than the last pre-pandemic session of 2019. Against the most appropriate comparative years (2024 and 2019), National 5 performance of S4 pupils in 2025 is strong. Page 120
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S5 Higher Awards per Pupil The table below provides awards per pupil data for 2019 (last pre-pandemic session) and 2022-2025). Please note that pass rates here are only for S5 pupils, whilst Table 1 above is for all Higher presentations. Awards per Pupil - S5 Higher Year Presentation Rate Pass Rate Awards per Pupil 2019 2.84 75.99% 2.16 2022 2.91 82.55% 2.40 2023 2.95 79.68% 2.35 2024 2.68 73.87% 1.98 2025 2.81 75.38% 2.12 The awards per pupil table above shows progress has been made at S5. An improvement in both the presentation rate and the pass rate means that the awards per pupil figure of 2.12 is an improvement on 2024. The 2025 figure is in line with 2019, but behind both 2022 and 2023 figures. Against the most appropriate comparative years (2024 and 2019), Higher performance of S5 pupils in 2025 is better than 2024 and in line with 2019. 4.10 Attainment Gaps Attainment gaps are typically measured by comparing the performance of pupils from the 20% most deprived SIMD data zones (Quintile 1) against those from the 20% least deprived SIMD data zones (Quintile 5). Each year the SQA publishes attainment gap analysis in their equalities monitoring report, which can be found here: Equalities Monitoring Report 2025 - SQA. To draw comparisons to national attainment gaps, the same methodology has been completed with Argyll and Bute data. However, the Quintile 1 and Quintile 5 split does have some limitations which suggest we should be cautious in using this comparison. Almost 41% of all Scottish secondary pupils reside in SIMD quintiles 1 and 5. Pupils falling into these data zones within Argyll and Bute only constitute 17% of our school population. Furthermore, of this 17%, only 7% of our pupils reside in Quintile 5. As such, our sample of pupils is relatively small compared to the national sample. This is particularly problematic at Advanced Higher where entries are relatively small regardless of SIMD quintile. Small samples mean that fluctuations in the data are to be expected as the performance of individual pupils can have significant swings on overall group performance. Indeed, in 2025, there were only 8 SIMD quintile 1 pupils who presented for 15 Advanced Higher awards – meaning a single D grade would impact the A-C pass rate by 6.7%. For this reason, no comparison at Advanced Higher has been made. Comparisons for National 5 and Higher have been made as there were over 50 pupils from each quintile who completed these qualifications. The table below provides an overview of pass rate attainment gaps in both Argyll and Bute and nationally: Page 121
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Argyll and Bute National Difference between Argyll and Bute gap and National gap Presentation Type Year Q1 Pass Rate Q5 Pass Rate Attainment Gap Q1 Pass Rate Q5 Pass Rate Attainment Gap National 5 2019 72.0% 86.8% 14.8% 68.8% 85.8% 17.0% -2.2% 2024 64.1% 79.8% 15.7% 68.4% 85.6% 17.2% -1.5% 2025 70.9% 86.0% 15.1% 70.0% 86.6% 16.6% -1.5% Higher 2019 72.7% 79.7% 7.0% 64.9% 81.8% 16.9% -9.9% 2024 61.4% 79.2% 17.8% 65.1% 82.2% 17.1% 0.7% 2025 68.5% 82.5% 14.0% 66.1% 83.2% 17.1% -3.1% • The National 5 attainment gap in Argyll and Bute has closed from 15.7% points in 2024 to 15.1% points in 2025. This is a small decrease driven by a greater increase in the pass rate amongst Quintile 1 pupils when compared to Quintile 5 pupils. The gap in 2025 is in line with data from 2019. The Argyll and Bute attainment gap has been smaller than the national attainment gap in each of the three comparison years. • The Higher attainment gap in Argyll and Bute has closed from 17.8% points in 2024 to 14.0% points in 2025. This decrease has been driven by a significant increase in pass rates amongst Quintile 1 pupils. At the same time, Quintile 5 pass rates also improved on 2024, but at a smaller rate than Quintile 1 improvement. • The Argyll and Bute attainment gap is smaller than the national attainment gap in 2025. This was not the case in 2024 when Argyll and Bute had a slightly larger gap than the national figure. This is driven by a reversal in performance of Quintile 1 pupils. Quintile 1 pupils in Argyll and Bute now outperform Quintile 1 pupils nationally, whilst Quintile 5 pupils are very slightly behind their national counterparts. • Across the 2 measures and 3 comparison points, Argyll and Bute attainment gaps have been smaller than national attainment gaps in 5 of 6 occasions (83%). 4.11 Local Authority Ranking To assess our performance against the other 32 authorities, we have ranked pass rates from lowest to highest. A ranking of 1 represents the authority with the highest pass rate and a ranking of 32 would be the lowest pass rate. Visuals are provided below both for A-C pass rates and the A grade pass rate – a measure of top end performance. It should be noted that, as explained above, pass rates and presentations are intricately linked and there is no way of ensuring that each local authority has the same presentation approach. As such, pass rates are not entirely a reflection on outcome performance but also on presentation approach. The visual below presents Argyll and Bute’s national ranking by the percentage of entries which received an A-C grade pass: Page 122
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• In 2025, Argyll and Bute were ranked 17th in the country for National 5 A-C pass rate, a slight decline on 16th in 2024. This year’s ranking is behind the 2019 ranking of 9th. To have entered the top half of the rankings the pass rate would have needed to increase by 0.4% points. • In 2025, Argyll and Bute were ranked 18th in the country for Higher A-C pass rate, an improvement on 22nd in 2024. This is ahead of the 2019 ranking of 22nd. To have entered the top half of the rankings the pass rate would have needed to increase by 0.5% points. • In 2025, Argyll and Bute were ranked 10th in the country for Advanced Higher A-C pass rate, a small decline on 5th in 2024. This is ahead of the 2019 ranking of 18th. To have entered the top quarter of the rankings (top 8) the pass rate would have needed to increase by 2.0% points. • In terms of LGBF Quad rankings, Argyll and Bute leads the rankings for Advanced Higher and places 2nd of 4 in National 5 and Higher (behind East Lothian in both). The visual below presents Argyll and Bute’s national ranking by the percentage of entries which received an A grade: Page 123
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• In 2025, Argyll and Bute were ranked 16th in the country for National 5 A grade pass rate, an improvement on 18th in 2024 and the fourth year in a row of improved position on the ranking. This is slightly behind the 2019 ranking of 14th. • In 2025, Argyll and Bute were ranked 24th in the country for Higher A grade pass rate, a marked decline on 13th in 2024. However, this remains ahead of the 2019 ranking of 25th. To have entered the top half of the rankings the pass rate would have needed to increase by 2.0% points. • In 2025, Argyll and Bute were ranked 10th in the country for Advanced Higher A grade pass rate, a marked improvement on the 20th ranking from 2024. This is also ahead of the 2019 ranking of 18th. To have entered the top quarter of the rankings (top 8) the pass rate would have needed to increase by 0.3% points. • In terms of LGBF Quad rankings, Argyll and Bute leads the rankings for Advanced Higher and places 2nd for National 5, behind East Lothian, and 3rd for Higher, behind East Lothian and Angus. 4.13 Care Experienced Young People (CEYP) The table below provides an overview of presentations for our CEYP by stage: Number of Presentations Stage Number of Pupils National 2 National 3 National 4 National 5 Higher Grand Total Page 124
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S3 2 5 1 6 S4 29 1 28 48 40 1 118 S5 15 1 6 22 13 42 S6 9 3 4 11 18 Totals 55 1 34 58 66 25 184 The table below shows the number of CEYP pupils who presented for National Qualifications from each CE type: Care Experience Type Number of Pupils Number of Awards Awards per Pupils Away 28 88 3.1 Home 3 9 3.0 Previously 24 87 3.6 Grand Total 55 184 3.3 • In 2025 there were 93 completed awards from National 2 to National 4. These 93 awards came from 36 different pupils, meaning that on average each CEYP who sat one of these awards completed 2.6 awards. • In 2025, there were 91 presentations at the graded National 5 and Higher courses. These presentations came from 33 different pupils, meaning that on average each CEYP who sat one of these awards completed 2.8 awards. Pass rates for the National 5 and Higher awards are provided in the table below: Presentation Type A-C Pass Rate D Awards No Award A-D Pass Rate National 5 62.1% 19.7% 18.2% 81.8% Higher 72.0% 4.0% 24.0% 76.0% The table below provides the underlying numbers of pupils and presentations as well as a comparison of pass rates against 2024 data: National 5 Year Number of Pupils Number of Presentations Presentations per Pupil A-C Pass Rate A-D Pass Rate Page 125
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2025 27 66 2.44 62.10% 81.80% 2024 29 70 2.41 45.70% 74.30% Change: 0.03 16.40% 7.50% Higher Year Number of Pupils Number of Presentations Presentations per Pupil A-C Pass Rate A-D Pass Rate 2025 12 25 2.08 72.00% 76.00% 2024 12 24 2.00 33.30% 70.80% Change: 0.08 38.70% 5.20% • The number of pupils presenting for National 5 and Higher awards has remained similar across the two-year period. The presentation per pupil rate has increased very slightly across both measures. • The A-C pass rate at National 5 has increased by 16.4% points against 2024. This means in 2025, 27 pupils achieved 41 A-C awards compared to 29 pupils achieving 32 awards in 2024. As such, the National 5 awards per pupil increased from 1.1 in 2024 to 1.5 in 2025. • The A-C pass rate at Higher has increased by 38.7% points against 2024. This means in 2025, 12 pupils achieved 18 A-C awards compared to 12 pupils achieving 8 A-C awards in 2024. As such, the Higher awards per pupil increased from 0.66 in 2024 to 1.50 in 2025. • The A-D pass rate at National 5 has increased by 7.5% points, whilst an increase of 5.2% points also occurred at Higher level. 4.14 As a Local Authority we offer a wide range of opportunities that help to meet the needs of our individual learners, whilst also supporting a variety of pathways into secure, sustainable positive destinations. The results reported within this briefing note do not include the following presentations for our young people at this time: 1) College courses at levels 4, 5 and 6 2) National Progression Awards (NPA) at levels 4, 5 and 6 3) Skills for Work Awards at levels 4, 5 and 6 4) Foundation Apprenticeships at level 6 In recent years such qualifications and accreditations have increased individual school attainment levels considerably, once added after the release of Insight data in February. Final attainment and achievement cannot be measured until this time. This data will be available in September and will be presented in a future board report. 5.0 Appeals 5.1 The SQA Appeals Service for 2025 provides learners with the opportunity to request a marking review if they have concerns about their certificated grade. The appeals service is free and open for learners to appeal either directly to SQA, or through their school. Candidates who have concerns about their grade and think there may have been an error with the marking of their exam question paper(s) or coursework, can request a marking Page 126
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review by SQA. Since 2023 the appeals service does not entail alternative assessment evidence (e.g. prelim evidence from schools) being submitted or considered. The SQA marking review checks that: • all parts of SQA assessments have been marked; • the marking is in line with national standards; • the marks given for each answer have been added up correctly; and • the correct result has been entered on the SQA system. Following review, the candidate’s grade can go up, stay the same, or go down. Priority Appeals continue to be available to those with university, college or employment offers pending. SQA have sent directly to every candidate a copy of their Appeals Process Guidance. The appeals service will open on Results Day, Tuesday 5 August 2025 at 9 am, and the learner direct submission deadlines are: • Tuesday 12 August at 11.59 pm for priority appeals • Tuesday 26 August at 11.59pm for all other appeals An appeal can only be prioritised if there is a conditional place at university or college, or in training or employment that is dependent on the grade Page 127
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6.0 CONCLUSION 6.1 This report presents a summary of the initial analysis of the 2025 SQA external examination outcomes for Argyll and Bute pupils at authority level and in each of the ten secondary schools. 6.2 In 2025, the performance of Argyll and Bute schools compared relatively positively against results from 2024. Seven of our 10 schools improved their pass rates at National 5 and Higher, with 5 also increasing Adv Higher pass rates. Furthermore, increases in pass rates occurred alongside an increase in presentation rate at both National 5 and Higher – meaning that the average awards per pupil increased for both presentation types. 6.3 In 2025, the performance of Argyll and Bute schools compared positively against National figures. For A-C pass rates, Argyll and Bute was in line at National 5, slightly behind at Higher and ahead at Advanced Higher. For A-D pass rates, Argyll and Bute was ahead in both National 5 and Higher. In terms of attainment gaps, Argyll and Bute continues to have a narrow gap than that which exists nationally. This is driven by our SIMD quintile 1 performance, which exceeds that of SIMD quintile 1 pupils nationally. 6.4 Progress of Care Experienced Young People continued in 2025 with A-C and A- D pass rates increasing at both National 5 and Higher levels. Presentation rates have been maintained against 2024, with the improved pass rates meaning that the average number of awards for CECYP has improved in 2025. 6.5 The Education Service will continue with a programme of support and challenge with all schools across the authority, involving a range of actions and measures to support schools to secure further improvement in examination outcomes for pupils. In the autumn, all secondary schools will participate in an Attainment Meeting with the Executive Director, Heads of Education and the Education Manager and Officer, at which HTs will present in-depth analysis of all aspects of their schools’ attainment, and indicate key areas of focus for improvement. 6.6 A further report on Educational Attainment and Wider Achievement will be presented to Community Services Committee in December 2025 following the publication of updated national performance information on Insight released in September of each year. 7.0 IMPLICATIONS 7.1 Policy This report links directly to Education in the Argyll and Bute Corporate Plan 2023-2027 (Attaining and achieving at all stages). NIF: Priorities 3 and 5 7.2 Financial None 7.3 Legal None 7.4 HR None Page 128
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7.5 Fairer Scotland Duty: 7.5.1 Equalities This report links directly to NIF Priority 3: Closing the attainment gap between the most and least disadvantaged children and young people. 7.5.2 Socio-economic Duty 7.5.3 Islands 7.6 Climate Change 7.7 Risk The performance of Argyll and Bute schools in national examinations can significantly enhance or detract from the Council’s reputation and attractiveness as an area to work and live in. 7.8 Customer Service This report provides Elected Members with an overview of Service Performance. 7.9 The Rights of the Child (UNCRC) This report links to Article 29 (goals of education) Douglas Hendry - Executive Director with responsibility for Education Councillor Audrey Forrest - Policy Lead for Education For further information contact: Jennifer Crocket Chief Education Officer/ Head of Education – Wellbeing, Inclusion and Achievement Wendy Brownlie Head of Education – Performance and Improvement Brendan Docherty Education Manager – Secondary Performance and Improvement James Bowness Education Lead – Benchmarking, Data and Performance Page 129
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 DEVELOPING THE YOUNG WORKFORCE – 2024-2025 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to summarise for Members work and progress across Argyll and Bute Council relating to Developing the Young Workforce (DYW). 1.2 The report covers all aspects of DYW work and activities across the local authority: • Progress relating to the four Key Performance Indicators (KPIs) as required by the Scottish Government; • Data relating to school-employer partnerships and work placements; • The work of the DYW School Coordinators; • DYW across the secondary curriculum; • The financial position relating to Scottish Government DYW funding and how it is being directed in Argyll and Bute; • Key DYW-aligned events, including the Argyll and Bute DYW/Employability Conference. • Self-evaluation processes to drive further improvement in the areas of DYW and work-based vocational learning 1.3 In addition, case studies of DYW events, activities and programmes are appended for Members’ information. 1.4 In relation to this report, it is recommended that members: 1. Note the scope, variety and impact of DYW initiatives and activities across Argyll and Bute; 2. Acknowledge the importance of the Scottish Government’s continued policy commitment to DYW, and associated funding for regional DYW Groups; 3. Recognise the contribution of the DYW team and its work towards securing and sustaining Argyll and Bute a position in the leading 10 Scottish Local Authorities with regards to the Annual Participation Measure, in which we place 9th out of 32 in the period April 2023 to March 2024. Page 131 Agenda Item 9
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4. Accepts the requirement to make the roles of DYW Lead and DYW Coordinators in Argyll and Bute permanent and non-dependent on DYW funding from the Scottish Government. Page 132
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION SERVICE 28 AUGUST 2025 DEVELOPING THE YOUNG WORKFORCE - 2024-2025 2.0 INTRODUCTION 2.1 Developing the Young Workforce - Scotland's Youth Employment Strategy was published by the Scottish Government in December 2014, and set out the plans to implement the 39 recommendations as set out by the report Education for All. Home (dyw.scot) Developing the Young Workforce (DYW) | Policy drivers | Policy for Scottish education | Scottish education system | Education Scotland 2.2 Nationally, DYW seeks to ensure young people develop the skills and knowledge they need to succeed in the world of work, through connecting young people and their schools with employers, and through supporting the development and implementation of the Employability curriculum in schools. 2.3 DYW across Scotland is co-ordinated by the work of 20 employer-led Regional DYW Groups, of which Argyll and Bute is one. Membership of the Argyll and Bute DYW Board includes a range of key employers in the area, Skills Development Scotland and Third Sector representatives. 2.4 In 2021, Scottish Government funding was made available to Regional DYW Groups to appoint DYW Coordinators to schools, to be led and line-managed by the existing DYW Regional Lead. Argyll and Bute Regional Group appointed four DYW School Coordinators, each with responsibility for two or three secondary schools. 2.5 DYW Coordinators have several principal areas of responsibility: • to develop close, dynamic, mutually rewarding links between employers – particularly local employers – and schools in order to facilitate high-quality, individually-tailored work placements for young people; • to support schools in developing the DYW/Employability curriculum through employer engagement resulting from such partnerships; • to support employers to engage with the DYW Pledge, formerly The Young Persons’ Guarantee. Home | Young Persons guarantee 2.6 The Scottish Government has made a policy commitment to fund Regional DYW groups until 2027. Page 133
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2.7 At present, the DYW team consists of The DYW Regional Lead, four DYW School Coordinators and an Administrative and Financial Assistant. Plans are being considered to add an additional post to the team in the form of a DYW Coordinator with responsibility for improving outcomes for young people with the greatest barriers to securing and sustaining positive post-school destinations. 3.0 RECOMMENDATIONS It is recommended that the Community Services Committee: 1. Note the scope, variety and impact of DYW initiatives and activities across Argyll and Bute 2. Acknowledge the importance of the Scottish Government’s continued policy commitment to DYW, and associated funding for regional DYW Groups 3. Recognise the contribution of the DYW team and its work towards securing and sustaining Argyll and Bute a position in the leading 10 Scottish Local Authorities with regards to the Annual Participation Measure, in which we place 9th out of 32 in the period April 2023 to March 2024. 4. Accepts the requirement to make the roles of DYW Lead and DYW Coordinators in Argyll and Bute permanent and non-dependent on DYW funding from the Scottish Government. 4.0 DETAIL Developing the Young Workforce Key Performance indicators 4.1 Developing the Young Workforce (DYW) reports against a set of four Key Performance Indicators (KPIs), listed below, set by the Scottish Government. Data on all KPIs is reported monthly through the RUBI Customer Relationship Management (CRM) system, with the exception of the qualitative reports which are submitted quarterly. • KPI 1 – Employer Engagement and Local Partnerships DYW to increase employer engagement opportunities, and the number of employers actively engaged in supporting and preparing young people for the world of work, through work experience opportunities, work inspiration activities and entrepreneurship initiatives. • KPI 2 – Support Employers with DYW Employer and Partner Pledge. Support employers and partners to identify how they can best support young people, and with the completion of the associated DYW Employer and Partner Pledge form. Page 134
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• KPI 3 – Apprenticeships, Work Placements and Other Partner Activity Increase the number of employers who are engaging with Skills Development Scotland, and other partners, to offer apprenticeship opportunities. In addition, increase the number of employers collaborating with colleges, third sector and other partners to deliver opportunities to young people. • KPI 4 – Equalities and Supporting young people who would benefit most. By working collaboratively with specialist partners, increase the work-based learning and employer engagement opportunities for those who would benefit most. KPI 1 - Employer Engagement and Local Partnerships 4.2 Since their introduction in August 2021, the School Coordinators have been focused on creating productive, mutually beneficial school-employer partnerships and encouraging employers to support and prepare young people for the world of work. As a result of the continued proactivity and focus of the DYW School Coordinators, DYW Argyll and Bute has increased engagement with young people, by 24% and implemented an additional 190 DYW-related activities across the Authority in the year 2024-2025. Table 1 – All DYW Engagements 2024-2025 It can be seen from the above data that DYW has increased the total number of activities across all secondary schools by 190 since 2023-24. While the number of employers supporting such activities is slightly down on 2023-24, positive, productive relationships with individual employers means that they are willing do and contribute more. This, in tandem with the increased number of activities, has meant that DYW has succeeded in reaching 24% more young people in 2024-25 than in 2023-24. All DYW engagements with young people 2023-2024 and 2024- 2025 No. of engagements No. of young people No. of employers 2023-2024 438 4700 245 2024-2025 628 5831 219 Page 135
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Table 2 – DYW Engagements by Category 2024-2025 Engagement Category Work Experience Opportunities with DYW Support* Work Inspiration Activities** Total No. of Activities 92 536 628 * This figure does not represent all work placements across the authority (see 4.8); only those in which DYW Coordinators had an explicit role. ** Work Inspiration Activities include careers events, workplace visits, job application and interview skills sessions, Skills for Work workshops, Industry Insight sessions, parent/carer information sessions, volunteering opportunities, entrepreneurship activities. KPI 2 – Supporting Employers with Young Person’s Guarantee Framework 4.3 Since 2021, The Young Person’s Guarantee (YPG) Framework has been encouraging employers to pledge their support to Scotland’s young people through various opportunities such as volunteering, work experience, offering apprenticeships/training and a commitment to Fair Work principles. Since 2023, DYW has been liaising with employers in relation to the YPG and has supported 17 employers to engage fully with the programme. As a result, these employers have been supported to understand the contribution they can make through engaging with young people. Thet also understand how to offer the activity which best suits both their and young people’s needs and contexts. Examples include work placements, site visits, classroom talks and activities and wider school events. Over the last year, the Scottish Government has embarked on an updating exercise for YPG, which will be known as the DYW Pledge. The DYW Regional Group awaits updated resources and guidance from the Scottish Government relating to the refreshed programme. KPI 3 – Apprenticeships, Work Placements and Other Partner Activity 4.4 DYW works in partnership with UHI Argyll and Skills Development Scotland to provide information and support to employers in recruitment of young people into Foundation and Modern Apprenticeships. Table 3 – Numbers of Foundation and Modern Apprenticeships in Argyll and Bute 2024-25 Number of Young People Foundation Apprenticeships Modern Apprenticeships 2024/25 80 39 2023/24 62 29 Page 136
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In 2024-25, Modern Apprenticeship accreditation rose to 39 from 29 in 2023-24. In 2024-25, Foundation Apprenticeship accreditation rose to 80 from 62 in 2023- 24. 4.5 In Argyll and Bute, most apprenticeships are facilitated via UHI Argyll, or via in- house arrangements put in place by individual schools. DYW Argyll and Bute works alongside UHI Argyll to promote apprenticeships to employers as a means of employing young people. 4.6 KPI 3 also focuses on the total number of new employers engaged by DYW to provide work placements for young people. In 2024-25, 64 new employers across Argyll and Bute agreed to provide work placement opportunities to young people in schools through engagement by DYW Coordinators. 4.7 The aim of the work of the DYW Coordinators in developing close working partnerships between schools and employers is that young people have a greater choice of personalised, high-quality work placements, and that, through support from schools and employers, young people become better equipped with the skills, knowledge and experience they will need to flourish in the world of work. 4.8 The effective planning, implementation and evaluation of work placements for young people, and the expectations relating to all parties – young people, parents/carers, employers and schools/local authorities – is set out in Education Scotland’s Work Placement Standard. Work Placements Standard - September 2015 (education.gov.scot) 4.9 In addition to the Work Placements Standard, schools are supported in their provision of work placements to young people by the Argyll and Bute Council Work-Based Vocational Learning Guidance. This guidance was substantially revised and streamlined in 2022-2023 to ensure it is as accessible and relevant as possible for those in schools who organise and co-ordinate work placements for pupils. The revision was a result of consultation with staff and young people in schools, and observation of best practice in other local authorities. As a result, both the number and quality of work placements available for young people has increased, as demonstrated by the above data The revised guidance can be accessed via the following link: ..\..\DYW\WBVL Guidance\WBVL Guidance - Argyll and Bute Council - Updated Feb 23.doc 4.10 Our secondary schools work with young people and their parents/carers to identify work placements which match young people’s situations and aspirations. The partnerships with employers, which have been developed by schools and DYW School Coordinators, are central to achieving such bespoke work placements. 4.11 A database of all work placements undertaken across Argyll and Bute’s secondary schools has been established. This allows the tracking of both the Page 137
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number and types of work placements in which young people are engaging, and allows identification of which schools require further support in offering work placements for all pupils who would benefit from them. 4.12 The total number of work placements taken up by young people across all secondary schools in 2024-2025 was 469. This represents an increase of 124 on 2023-2024, and continues an annually increasing trend since the Covid 19 pandemic reduced work placements to almost zero in 2020-2021. KPI 4 – Equalities and Supporting young people who need it most. 4.13 DYW works closely with schools to identify and support young people with the greatest barriers to entering the world of work by participating in school 16+ meetings and liaising closely with school Pastoral Care staff and Skills Development Scotland. By such means, in 2024-2025 DYW have jointly- supported a total of 243 young people identified as disengaged or otherwise vulnerable to build the skills and confidence they need to succeed in the world of work through participation in Work Inspiration Activities including careers events, workplace visits, job application and interview skills sessions, Skills for Work workshops, Industry Insight sessions, parent/carer information sessions, volunteering opportunities and entrepreneurship activities. This constitutes an increase of 90 young people from 2023-24. Additionally, 24 young people with such barriers were the focus of bespoke engagement in the form of individualised interventions, including work placements and volunteering opportunities. Five the 24 young people receiving individualised support engaged with the Mid-Argyll Youth Development Service through DYW sponsorship. This has taken the form of a pilot programme working towards Certificate of Work Readiness Units. Areas covered include setting goals, what should be in a CV, mock applications and interviews and the First Aid at Work ATLAS module. 4.14 By working in partnership with schools, the DYW team adopts a tailored approach that is best suited to young people’s needs. Through the work of the DYW School Coordinators, trust is built up with those pupils most at risk of not achieving a positive destination. Through employer-led interventions, young people’s aspirations are directed towards gaining employment, securing a place in further or higher education, or volunteering within the community post- school. 4.15 Furthermore, DYW has been working in partnership with the Scottish Qualifications Agency, Dunoon Grammar School, Campbeltown Grammar School, Lochgilphead High School and Rothesay Academy to implement the SQA Barista Skills qualification. As such, DYW funding has enabled schools to purchase all relevant equipment, ingredients and training to provide the course for young people seeking to develop their skills for work in the hospitality sector, aligning well with the employment opportunities available to young people in Argyll and Bute. Page 138
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This initiative has been of particular value to those young people with barriers to achieving a positive destination post-school, and has been targeted specifically at such pupils. During the 2024-2025 session, DYW funding has allowed two further secondary schools to invest in Barista equipment and training, with a view to training and accrediting young people in session 2025-2026. Developing Skills for Life and Work in the curriculum 4.16 Skills for Life and Work are integral to learning activities across all areas of the school curriculum. Senior Leaders in schools are working with staff to ensure such skills are made explicit, articulated and developed in day-to-day learning experiences across 2-18 education. 4.17 School-employer partnerships also serve to enhance and broaden the employability curriculum in schools. As well as the work placements detailed above, employers engage with children and young people through a range of activities and events. Such events – detailed elsewhere in this report – include careers fairs, skills-development sessions and events with a focus on a particular area of employment or industry, often relating to the local employment landscape and local industry contexts. As a result, young people are able to identify career opportunities within Argyll and Bute and the risk of a population and skills drain from Argyll and Bute is reduced. Bespoke curriculum approaches – Flexible Learning Plans 4.18 For a number of young people across Argyll and Bute’s secondary schools, engagement with full-time education is a challenge, and the attendance of such pupils can fall to levels not conducive to the fulfilling of their attainment and achievement potential. A range and combination of factors in young people’s lives contribute to such a situation developing, and levels of disengagement and vulnerability have been exacerbated by the effects of the Covid-19 pandemic and its aftermath. 4.19 Our schools work with young people, their families and other agencies to find individualised solutions to such problems with engagement. A strategy which has been developed effectively by almost all secondary schools in Argyll and Bute is the Flexible Learning Plan. 4.20 A Flexible Learning Plan (FLP) creates a bespoke curricular experience for each young person experiencing problems with school engagement. Normally an FLP involves a young person spending part of each week on placement with a partner employer in a profession or trade which matches the young person’s aspirations and interests. For the other part of the week, the young person is in school focusing on a specific and targeted group of qualifications and accreditations, including literacy and numeracy and subjects which, again, align with the young person’s wider interests and aspirations. Page 139
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4.21 Since 2022-23, there has been an increased focus on the carefully planned use and effective evaluation of FLPs across secondary schools in Argyll and Bute. A consistent approach to and template for evaluating the impact of FLPs in young people’s lives has been introduced and adopted by all schools. This has resulted in a greater understanding of how young people can gain the most from an FLP, and how employers can enhance the experience for individual pupils. 4.22 The planning template for FLPs recognises and integrates into planning key characteristics of young people, including Additional Support Needs and Care- Experienced Young Person status. The form also allows clear recording and demonstration of the quality assurance process between Education Manager and school in advance of the sign-off of any FLP. 4.23 Flexible Learning Plans 2024-2025 – Key information • Across all secondary schools in Argyll and Bute in 2024-2025, there were 50 FLPs in place. This represents an increase of 17 on 2023-2024. • Pupils engaged with FLPs in S3-S6: o S3 – 2 pupils o S4 – 15 pupils o S5 – 25 pupils o S6 – 8 pupils • Of the 50 FLPs, nine facilitated pupils dividing their time between school and Further Education, while 41 involved pupils dividing their time between school and work placement. • Of the 50 FLPs, 19 were in place for pupils with Additional Support Needs, and four were in place for Care Experienced Young People. • The impact of the FLPs in place in 2024-2025, in terms of provisional destinations, has been carefully tracked: Table 4 – FLP Outcomes 2024-2025 The above data demonstrates the effectiveness of FLPs in both re-engaging disengaged young people with school and learning, and in supporting them into positive destinations post-school. The development of FLPs as an effective Post FLP Destination Number of Young People Employment with FLP employer 9 Other employment 7 Apprenticeship with FLP employer 9 Other apprenticeship 3 Other Post-School Positive Destination 7 Return to school full-time 6 Further FLP/continued FLP 7 Negative Destination 2 Page 140
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potential intervention for identified young people continues across all secondary schools, and is being informed by rigorous evaluation of the impact of FLPs on young people’s opportunities and life-chances. Supporting Young People into sustained positive destinations post- school 4.24 DYW staff work closely with colleagues from Education, Skills Development Scotland (SDS) and other relevant agencies to support young people into the positive destinations of their choice on leaving school, and to support them in sustaining such positive destinations. 4.25 Such multi-agency meetings occur every four to six weeks in each school and are termed 16+ Meetings. An agreed and consistent format, agenda and recording system for 16+ Meetings is in place in all secondary schools. 4.26 16+ meetings operate around a risk matrix, in which the young people in school most at risk of not entering employment, training or further/higher education are identified. School, DYW and SDS staff define what support each young person requires, what actions require to be taken and what agencies need to be involved to ensure a positive destination. 4.27 The destinations of young people who have left school in the previous 12-18 months are also tracked through the 16+ meetings. Young people who have been unable to sustain a positive destination, and who are therefore no longer classed as “participating”, are identified and contacted wherever possible in order that support can be offered to enter an ongoing positive destination. 4.28 The term “participating” relates to the SDS Annual Participation Measure, published each August. Any young person between 16 and 19 who is in education, training or employment is classed as participating. 4.29 A report is submitted to Community Services Committee each December, detailing the outcome of the Annual Participation Measure (link below). In 2024, participation in Argyll and Bute for 16-19 year-olds was 94.3%. This figure represents a decrease of 1.7% from 2023. Argyll and Bute remained 9th of the 32 local authorities in Scotland for participation. https://www.skillsdevelopmentscotland.co.uk/publications- statistics/statistics/annual-participation-measure 4.30 Providing information on young people’s destinations alongside the Annual Participation Measure are the School Leavers Initial Destinations and School Leaver Follow-Up Destinations data sets. The School Leavers Initial Destinations is a snapshot of the situations of those who have left school that year, and it is recorded on the first Monday in October. The School Leaver Follow-Up Destinations is a further snapshot of that same cohort on the first Monday of April the following year. Page 141
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4.31 The School Leaver Initial Destinations figure for Argyll and Bute for those who left school in 2024 showed that 94.8% were in a positive destination, a decrease of 0.3% from October 2023. The School Leaver Follow-Up Destination Data from April 2025 showed that 90.9% were in a positive destination, a decrease of 0.2% from April 2024. 4.32 There are two decreases to address: firstly, the decrease from 2023-2024 to 2024-2025 in participation and positive destinations; secondly, the decrease in positive destinations between the Initial Leaver Destinations and the Follow-Up Leaver Destinations. 4.33 The decrease from last year’s figures and this year’s in both participation and Initial/Follow-Up Leaver Destination can be attributed to a number of factors. A key consideration is the effect on the cohort now aged between 16 and 19 of the Covid-19 pandemic. It has been recognised nationally that the interruptions to both normal life and learning brought about by lock-downs has had a long- term impact on the mental wellbeing of this group, often resulting in decreased engagement and resilience. Economic factors and their effect on the employment market are also relevant, and partially account for 6.1% fewer school-leavers entering employment in 2024 than in 2020. There is often a fall-off in positive destinations between the initial measure in October and the follow-up in April. Young people may realise a particular destination is not for them, or the transition to post-school, adult life proves to be challenging for them. The mental health and resilience issues mentioned above are also factors. Argyll and Bute’s follow-up destinations data prompts some key considerations. Over 25% of those entering Further Education leave their course during the first year, accounting for 5% of all school leavers. This percentage has been increasing over the past three years. This statistic is compounded by the fact that the number entering further education post-school is at its highest for five years. In the past, those leaving further education soon after starting would enter employment. However, in 2024, although the number in employment at follow-up is still greater than at the initial measurement in October, the number moving into employment in this way has reduced over the last three years, and has not been able to mitigate those leaving further education. Developing the Young Workforce and Education are highly aware of the trends described above, and know that steps must be taken to counter them. DYW and schools work in partnership to ensure young people know what post-school pathways are best for them from an early stage in their education. Schools understand and address the needs of young people, in terms of mental health, resilience and self-confidence. There is a clear awareness that young people require to enter their post-school destinations fully aware of what it will involve and the demands it will make, and must be ready to cope with such challenges. Schools, DYW and SDS will further develop and refine their tracking of both prospective leavers, and those who have left school, to intervene appropriately when there is a risk of, or a slip into, a negative destination. Page 142
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A target has been set of 96.5% of leavers in positive destinations in October 2025. The targeted follow-up destination figure will be no lower than 94%. 4.34 The scope and impact of the work of the DYW Lead and the DYW Coordinators with employers, schools and the wide range of partner agencies is described above. The work of DYW is central to ensuring Argyll and Bute’s young people achieve and sustain positive, sustainable, fulfilling destinations on leaving school which contribute to a thriving economy and society in Argyll and Bute and beyond. Such work is also vital in terms of ensuring that Argyll and Bute Council is placed in the highest quartile of local authorities in terms of post- school positive destinations and Participation of 16-19 year-olds. It is therefore imperative that DYW continue its work in Argyll and Bute regardless of the Scottish Government’s willingness to offer funding, which at present will run until March 2027. Elected Members are asked to acknowledge both the importance and effectiveness of DYW’s work, and the need to make DYW’s role permanent in Argyll and Bute beyond 2027. Argyll and Bute DYW Conference 4.35 The third annual Argyll and Bute DYW Conference was held on 13th June, in the Helensburgh and Lomond Civic Centre, Helensburgh. The purpose of the conference was to promote and celebrate the range of agencies and partnerships participating in preparing young people for the world of work, and the scope of activities and initiatives involved in doing so. This year’s conference had a particular focus on enterprise and entrepreneurship, both of which are vital elements in ensuring future employment opportunities, and in developing Argyll and Bute’s economy and society. The conference involved delegates from Education and other council services, Community Learning and Development, Skills Development Scotland, employers, Third Sector partners and other agencies and organisations contributing to the DYW agenda. Key elements of the conference were the keynote speakers, including Elma Murray, Depute Chair of the DYW National Employers’ Forum, SDS Manager for Argyll and Bute Susan MacRae, Oban successful entrepreneur and employer Renuka Ramanujam and Managing Director of Tree of Knowledge, Gavin Oates. The afternoon saw workshops for delegates hosted by DYW and local DYW partners. The highlight of the conference was the Dragons’ Den competition between three Argyll and Bute secondary schools. Pupils’ business pitches to a panel of experts were community-focused, imaginative and creative. Joint winners were Oban High School’s Youth Café proposal and Rothesay Academy’s Market Garden project. All three school were awarded a share of the £1,250 prize fund to invest in their projects, including second placed Dunoon Grammar School, whose pitch was partly delivered in Gaelic. Page 143
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DYW Funding and Budget 4.36 In 2024-2025, the total funding allocated to DYW Argyll and Bute by the Scottish Government was £387,236. 4.37 Slightly reduced funding of £372,520 has been allocated by the Scottish Government to DYW Argyll and Bute for the financial year 2025-26, and DYW funding has been guaranteed by the Scottish Government until March 2027. 5.0 CONCLUSION 5.1 Developing the Young Workforce in Argyll and Bute is dedicated to supporting young people into employment and developing their skills to ensure they will be successful and flourish in the world of work. The work of DYW covers a range of key areas: school-employer partnerships; work placements; the employability curriculum in schools; employability events in individual schools and across schools; meeting the needs of vulnerable young people; supporting young people into – and tracking their progress in – positive destinations; progressing the Young Person’s Guarantee/DYW Pledge; and supporting employers to make the right offers for our young people. 5.2 DYW and Education are keenly aware of the very particular challenges facing young people leaving school at this time, and the rigorous work that is required to support them. Equally clear is the need to redouble efforts in the light of data which shows decreases in positive destinations and participation, and the accompanying risk to young people’s prospects. It is recognised that such risk also applies to Argyll and Bute’s consistently high placing in terms of national participation and positive destinations data. 5.3 The work of DYW in Argyll and Bute has evolved in last four years, following the appointment of the four DYW School Coordinators. Each school’s own work to establish partnerships with employers has been supplemented by the dedicated focus of the Coordinators. As a result, school-employer partnerships are more numerous and more dynamic than previously, with employers able to engage with and contribute to the curriculum, as well as providing work placements for young people. 5.4 The Scottish Government has a policy commitment to support DYW through funding until 2027. Planning for DYW staffing and activities is therefore progressing in this context. 6.0 IMPLICATIONS 6.1 Policy - This report links directly to Priority 1 in the Argyll and Bute Corporate Plan 2023-2027: Improving educational attainment, achievement and outcomes for young people within Argyll and Bute to Scotland’s upper-quartile. Page 144
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6.2 Financial – DYW is funded by means of a grant from the Scottish Government, the payment of which relies on fulfilment of the terms set out in the relevant Grant Offer Letter. 6.3 Legal – None 6.4 HR – None 6.5 Customer Service – None 6.6 Risk - Failure to support young people into positive destinations will impact on the life chances of young people across the Local Authority area and may result in outward migration of young people. A reduction in the number of young people securing positive destinations post-school risks reputational damage to the local authority, and detracts from its appeal as a place to live and work. 6.7 Climate Change – None 6.8 Fairer Scotland Duty – In working to maximise the employability and work- readiness of all young people in Argyll and Bute’s secondary schools, and through adhering to the principles of GIRFEC in supporting individualised pathways for all young people, regardless of situation or place, DYW seeks to address inequalities of outcome caused by socioeconomic disadvantage. 6.9 Equalities - Protected Characteristics – All work relating to Developing the Young Workforce seeks to address inequalities in employment, training and education, and to provide support to those who most require it, with particular focus on young people with Additional Support Needs or who are vulnerable, or for whom other protected characteristics are a relevant factor (DYW KPI 4) 6.10 Consumer Duty – None 6.11 Island Communities – Young people in island and remote mainland communities often require extra support to ensure they are prepared for the personal, geographical, social and cultural changes which can accompany moving to a positive post-school destination. As such, DYW understands the need to assess such needs, and to work with schools and partners to ensure young people are able to enter and sustain such positive destinations. 6.12 Children’s Rights and Wellbeing – The work of DYW aligns directly with Article 29 of the United Nations Convention on the Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. Page 145
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Douglas Hendry - Executive Director with responsibility for Education Councillor Audrey Forrest - Policy Lead for Education Jen Crocket Chief Education Officer; Head of Service For further information contact: Simon Easton, Education Manager Telephone: 01436 657681 Email: simon.easton@argyll-bute.gov.uk Date: 28th August 2025 Page 146
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Appendix 1 Case studies of Employability Learning opportunities for young people in Argyll and Bute secondary schools. The four selected case studies represent a sample of those provided to The Scottish Government as part of its quality assurance of DYW provision across Scotland. DYW Case Studies for CSC Report August 2025 Case Study 1 A Lime Mortar taster day event was held at Hermitage Park on Tuesday the 18th and Wednesday the 19th of June 2024. The event took in a total of 16 pupils from Dunoon Grammar and Hermitage Academy and ran from 10am-2pm. The event was organised by Helensburgh Conservation Area Regeneration Scheme (CARS), was hosted by Hermitage Park and organised for a member of staff from the Scottish Lime Mortar Trust to do a brief lesson and demonstration to the groups of young people. As part of the lesson and demonstration young people were shown and got to try their hand at various aspects of stonemasonry including joint preparation, dampening the wall, selecting and mixing lime mortar, filling and finishing the joints. Objectives To showcase a traditional skill and provide a hands on taster session to a group of pupils in the hope to engage with them and perhaps encourage them into a career in this field. Results Very enjoyable and successful event where students and employers engaged well. Employers took the opportunity to share knowledge, experience and advice, while students took the opportunity to ask questions and collect information alongside learning a new skill. Benefits Students benefitted by being exposed to a skill or career they may not have known about or considered previously. They were afforded the opportunity to learn a new skill and have a hands on taster of what this career could be like while being able to speak to the employers present and ask questions in a relaxed environment. Employers benefitted by having an opportunity to raise awareness of their industries, meet and talk to the future workforce, share insight into what they do and maybe inspire some of the young people to join their field. The schools benefitted having attended a successful event, which hopefully inspired some young people to consider something they might not have thought of before. They were also able to make new contacts through this event. Testimonials Overall feedback from pupils, school staff and employers was that the event had been a success. Young people remarked that the day had been “Enjoyable” and “Something different”, School staff were pleased about being afforded the opportunity to attend, Page 147
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with the way the employers engage with young people, and with the enthusiasm of the young people in attendance and the opportunities it could open up. They stated that they felt the event helped raise awareness and motivation among young people, engage young people, and increase their understanding of the labour market. Employers were also pleased by the event, having had lots of opportunities over the two days to engage with young people who seemed interested in learning and who expressed how grateful they were for the experience. They also stated they felt the event had allowed them to feel connected to the local community, and to hopefully inspire local young people. Photos Case Study 2 In partnership with Museums and Galleries Scotland, and local museum Dunollie Castle, DYW Argyll & Bute arranged a programme which aimed to bring together local high school pupils to develop employability skills and learn about the diversity of job roles in the Heritage sector. Over the course of 6 sessions, pupils from Oban High School’s S2 History Club were given the opportunity to participate in the development of a new exhibition at Dunollie Museum Castle and Grounds. By working closely with experienced practitioners within the Museum/Heritage sector, pupils were given an overview of the history of Dunollie and the role that it currently plays within the local community, followed by an inside view of their collections and how they are stored, showing pupils their behind-the- scenes operations. Pupils also gained valued insight into how items are selected for exhibitions. The pupils participated in writing, interpretation and design workshops Page 148
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which helped bring the exhibition together and were also given the opportunity to attend an exhibition launch to celebrate their valued involvement in the project. Objectives Oban High School pupils will get a clear understanding of the different career roles involved in running a museum. Aims • To learn about the roles and responsibilities within the museum and heritage sector • To enhance pupils’ knowledge of local history • To understand the importance of collections and their management • To develop new skills in exhibition writing • To develop design skills in bringing an exhibition together • To be involved in the creation of a new exhibition Results The pupils came away with a clear understanding of what it took to design and put together an exhibition. They also got to learn about local History and how important it is to our area. Benefits The pupils now know what sort of careers they can go into local to do with history and see how it is important in our local community. Testimonials Pupils comments: • “It was very fun and the store rooms were interesting. I really enjoyed the haunted rooms and stories” • “Fun, interesting” • “Engaging, informative and fun.” • “really interesting and enlightening” Teachers: “The Dunollie House was excellent they had a wide amount of Knowledge and were very engaging with the pupils. The staff took the time to build relationships with the pupils which helped make the topic interesting.” Dunollie Museum: “I thought the project was a great success. Throughout the workshops the pupils excelled themselves, with each of the practitioners commenting in the exemplary behaviour and enthusiasm shown by the group. I hope that this is just the start of a prosperous partnership between Dunollie and the History club of Oban High School.” Page 149
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Photos: Case Study 3 In conjunction with SDS and High School colleagues, DYW held the annual Tobermory Careers day on the 29th of August. There were 20 delegates, made up of employers, universities and colleges were in attendance, with over 50 young people taking part. Starting at 10 am, each year group had the opportunity to visit different stalls, network with stallholders and find out more information about their industry. To help encourage mutually beneficial conversations, all the pupils were given a quiz to fill in to encourage them to speak to “break the ice” with all the stallholders in attendance, which was of particular use to those young people with additional barriers to employment. To ensure collaborative working across the Joint Campus, primary 6 & 7 were also invited to attend the careers event to give them an insight into careers and pathways at an early opportunity. Alongside the main Careers Event, the Royal Navy also took the chance to host a workshop focusing on STEM activities, helping young people to gain confidence and knowledge in STEM and understand how these apply to the world of work. As a result of this event, the pupils got a better understanding of the careers available to them both on and off the Island, as well as the pathways they can take to achieve Page 150
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their ambitions. The event was a great success and the pupils got a lot out of talking to a wide variety of people. Testimonials Teacher: It was very well organised, and the attending companies and organisations were excellent. Having come from a commercial and industrial background myself, I had a good understanding of careers, the labour market, pathways, skills required and future jobs. There is not a lot that can be improved upon given the available space. I think it was a job well done. Employer: The pupils were engaged and the use of the quiz question helped to encourage them to speak to us. Most were more interested in the engaging activities than talking about careers in the field but this event still helped us raise awareness of marine science/conservation as a line of work. Question asked to young people: Page 151
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Case Study 4 DYW Argyll & Bute partnered with a local youth organisation Mid Argyll Youth Development Services, to pilot an employability programme for ASN pupils. The programme was available for young people who will soon be leaving school but have no access to any employability support programs in the locality of Mid-Argyll. In collaboration with DYW Argyll & Bute, Mid Argyll Youth Development Services worked alongside Lochgilphead Joint Campus to pilot a program that is tailored to suit young people with additional support needs who are upcoming school leavers. The programme was designed to offer lessons and support around the world of work to those with Additional Support Needs. Whether these young people go into volunteering or some form of employment, it is important they leave school with the basic knowledge, skills and understanding, delivered in a way that meets their needs, to help them transition and progress to a positive destination. The program is loosely based on Workingrite’s “Right to Work” programme, however lessons were adapted and amended to suit the young people’s specific needs. Topics covered included volunteering, employment and timekeeping, responsibilities, sickness, Interviews, CV building and were designed around how each individual works and learns. Classes were delivered over two lessons on a weekly basis, with MAYDS and DYW supporting by giving the relevant materials and assisting with employer engagement where appropriate. On completion of the programme young people are presented with a Certificate of Work Readiness and support is given to help them to apply for voluntary positions within the community where this is appropriate to the young person’s ability and needs. We hope to expand this programme into other areas of Argyll & Bute and are in active discussions with relevant partners for the coming academic year. Page 152
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28TH AUGUST 2025 STRONE PRIMARY SCHOOL - MOTHBALLING 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to update the Community Services Committee on the current situation of Strone Primary School. The report proposes a number of measures under which the Education Service can monitor the position of the school over the forthcoming year. 1.2 It is recommended that the Community Services Committee agree that: a) Strone Primary School is mothballed on a temporary basis and that the building be retained for one year on a care and maintenance basis. b) Officers will conduct a review of the school’s mothballing ahead of the Committee’s August 2026 meeting, at which members can decide on a continued period of mothballing; or request that officers commence a preliminary exercise to examine the future options for Strone Primary School. c) If requested, the community to have pre-arranged access to the building to promote community functions during the period of mothballing. Page 153 Agenda Item 10
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28TH AUGUST 2025 STRONE PRIMARY SCHOOL - MOTHBALLING 2.0 INTRODUCTION 2.1 Strone Primary School has been part of a shared Headship arrangement with Strachur Primary School since December 2024. This decision was made following the long-term absence of the substantive Head Teacher and was supported by parents after engagement sessions facilitated by the Education Service. 2.2 From session 2023/2024, the school roll began to decline, largely due to parents exercising their right to request placements at other local schools. This was primarily motivated by a desire for their children to be part of larger social and peer groupings. 2.3 At the end of session 2024/2025, there were six pupils enrolled at Strone Primary School. Four of these pupils were in Primary 7 and would be transitioning to High School at the start of the new school session. Of the two remaining pupils, one family chose to submit a placing request for another local school due to the very small number of pupils. The family of the final remaining pupil, while supportive of small rural schools, ultimately felt that a single-child school environment was not in the best interest of their child’s educational experience, and they too submitted a placing request to another local school. 2.4 As a result of these developments, the school roll at Strone Primary School will be zero for the 2025/2026 school session. Furthermore, no Primary 1 enrolments are anticipated for the 2026/2027 session. 3.0 RECOMMENDATIONS 3.1 It is recommended that Community Services Committee agree that: a) Strone Primary School is mothballed on a temporary basis and that the building be retained for one year on a care and maintenance basis. Page 154
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b) Officers will conduct a review of the school’s mothballing ahead of the Committee’s August 2026 meeting, at which members can decide on a continued period of mothballing; or request that officers commence a preliminary exercise to examine the future options for Strone Primary School. c) If requested, the community to have pre-arranged access to the building to promote community functions during the period of mothballing. 4.0 DETAIL 4.1 The school roll at Strone Primary School has been falling over a number of years. It declined rapidly over a brief period of time during the second half of the 2024-2025 school session, due to families exercising parental choice and making placing requests to other local primary schools. 4.2 From April 2025, there were six pupils enrolled to attend Strone Primary School. Four pupils were Primary 7 completing their final year at Primary school and preparing to transition to High School at Dunoon Grammar for the 2025-2026 school session. 4.3 Of the two remaining families, one family chose to submit a placing request for their child to attend another local school due to the very small number of pupils predicted for the 2025-2026 school session. The family of the final remaining pupil, while supportive of small rural schools, ultimately felt that a single-child school environment was not in the best interest of their child’s educational experience, and they too submitted a placing request to another local school. 4.4 As of August 2025, for the start of the 2025-2026 school session, there are zero pupils enrolled at Strone Primary School. Pupils from families residing within the Strone Primary School catchment area currently attend Sandbank, Dunoon and Kirn Primary Schools on parental request placing requests. There are also zero Primary 1 pupils projected to register to attend Strone Primary in session 2026- 2027. 4.4 It is proposed that the Strone Primary School building be retained for one year on a care and maintenance basis whilst the school is mothballed. 4.5 If there are no registered pupils for the commencement of session 2026/2027, it may be necessary at that point to undertake a preliminary assessment of options regarding the future of the School by way of an Options Appraisal, in accordance with the preliminary requirements of the Schools (Consultation) (Scotland) Act 2010 (the 2010 Act). Should the school be subsequently considered for formal closure, a statutory consultation process in accordance with the 2010 Act will be necessary. 4.6 All members of staff from Strone Primary School have been redeployed into other posts within the Authority. Page 155
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4.7 The mothballing of a school is a temporary closure. It does not require a statutory consultation to be carried out as it is an informal non-statutory measure. It is appropriate where the Authority considers that a school is not presently viable, but do not wish to close it immediately in order to assess the prospects of the number of pupils in the area increasing to the extent that the school should be re-opened in the future. 4.8 The Scottish Government’s Statutory Guidance on the 2010 Act stresses that this flexibility to close a school for a temporary period is not used to undermine the requirements of the 2010 Act to consult on all closure proposals. Mothballing is only appropriate for a temporary period, should be subject to at least an annual review and, in most cases, should last no more than three years in total. 4.9 As zero pupils are enrolled to attend Strone Primary School from August 2025, it is recommended that the school is mothballed on a temporary basis until August 2026. At which point members will decide on whether to continue to mothball the school or begin the pre-consultation process in line with the 2010 Act. 4.10 In the intervening period of mothballing, officers intend to monitor the situation and gather information in relation to the preliminary requirements with regard to possible rural school closures under the 2010 Act. In particular, this process will look to identify and assess the various options that are available regarding the future of Strone Primary School. 4.11 In the event of school age pupils moving to live in the catchment area for Strone Primary School and seeking to attend the school, the present situation is that the school may require to re-open at the next appropriate session if a sufficient level of demand for the school can be demonstrated and if staff can be recruited. 5.0 CONCLUSION 5.1 It is proposed that Members agree to the temporary mothballing of Strone Primary School until August 2026, at which point the Committee will receive a further report reviewing the mothballing and either inviting them to decide on a continued period of mothballing; or for the Education Service to begin gathering the necessary information to carry out the exercise of assessing the options for the future of Strone Primary School, in accordance with the preliminary requirements of the 2010 Act. 6.0 IMPLICATIONS 6.1 Policy - none 6.2 Financial – If the mothballing of the school is agreed, there will be costs associated with the upkeep and maintenance of the school premises. Page 156
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6.3 Legal – The provisions of the Schools (Consultation) (Scotland) Act 2010 will subsequently apply if the Authority later decide to formulate a proposal under that Act in order to determine the future of Strone Primary School. 6.4 HR - none 6.5 Customer Service– none at present 6.6 Risk – none at present 6.7 Climate Change – none at present 6.8 Fairer Scotland Duty - none 6.9 Equalities - protected characteristics – none at present 6.10 Consumer Duty – none at present 6.11 Island Communities - none at present 6.12 Children’s Rights and Wellbeing – Under the UNCRC legislation we are required to act in the best interests of the child. Priority has been given to maintaining the right to education (Article 28). Douglas Hendry Executive Director with responsibility for Education Councillor Audrey Forrest Policy Lead for Education 5th August 2025 For further information contact: Jennifer Crocket Chief Education Officer/Head of Education – Wellbeing, Inclusion and Achievement Jennifer.Crocket@argyll-bute.gov.uk Wendy Brownlie Head of Education – Performance and Improvement Wendy.Brownlie@argyll-bute.gov.uk Page 157
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1 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION AND COMMERCIAL SERVICES 28TH AUGUST 2025 TOBERMORY 2-18 CAMPUS – UPDATE AND NEXT STEPS 1.0 EXECUTIVE SUMMARY 1.1 This report provides an update to the Community Services Committee on recent decisions and developments in relation to the project for a new 2-18 School Campus in Tobermory. In particular, it highlights to Members the lodging of a Petition for Judicial Review in the Court of Session, which has triggered a material change in circumstances following the decision of the Special Council meeting on 7th March 2025 regarding site selection for the new Campus; as well as the subsequent decision of the Community Services Committee, dated 5th June 2025, to commence a statutory consultation exercise on a relocation proposal in terms of the Schools (Consultation) (Scotland) Act 2010. 1.2 The Community Services Committee are invited to: 1.2.1 Consider the information contained within this report; 1.2.2 Agree to endorse officers’ actions not to commence the statutory relocation consultation exercise on 18th August 2025, given that the Judicial Review proceedings are ongoing; 1.2.3 Agree to endorse the decision of the Strategic Board, dated 4th August 2025, to pause all other work on the Project (including design work and development of the Outline Business Case) whilst the Judicial Review proceedings are ongoing; and 1.2.4 Agree that further reports shall be brought to Members as appropriate whilst the ongoing Court proceedings progress. Page 159 Agenda Item 11
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2 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION AND COMMERCIAL SERVICES 28TH AUGUST 2025 TOBERMORY 2-18 CAMPUS – UPDATE AND NEXT STEPS 2.0 INTRODUCTION 2.1 Following the decision of the Special Council on 7th March 2025, regarding the site selection for a new 2-18 School Campus on the Isle of Mull, a Petition for Judicial Review was lodged in June 2025 in the Court of Session, challenging that decision. 2.2 As a result, and given that those proceedings are ongoing, this report provides an update to Members on the progress of the project thus far, and makes recommendations in terms of next steps, assessed by officers as appropriate in light of the ongoing court proceedings. 3.0 RECOMMENDATIONS 3.1 The Community Services Committee are invited to: 3.1.1 Consider the information contained within this report; 3.1.2 Agree to endorse officers’ actions not to commence the statutory relocation consultation exercise on 18th August 2025, given that the Judicial Review proceedings are ongoing; 3.1.3 Agree to endorse the decision of the Strategic Board, dated 4th August 2025, to pause all other work on the Project (including design work and development of the Outline Business Case) whilst the Judicial Review proceedings are ongoing; and 3.1.4 Agree that further reports shall be brought to Members as appropriate whilst the ongoing Court proceedings progress. 4.0 DETAIL 4.1 On 25th April 2024, the Council considered the terms of a report providing an update on the Council’s Learning Estate Investment Programme (LEIP) to deliver a new Campus on Mull. This report followed previous updates to the Page 160
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3 Policy and Resources Committee on 15th February 2024, and the Council meeting of 22nd February 2024. 4.2 After considering the terms of that report, the Council, amongst other things, decided to note the capital and revenue implications of the LEIP/Mull Campus project which were of a strategic financial nature; and considered the project to be affordable at that time, and agreed that up to £5m from the previously earmarked LEIP funding be used to commence the Business Case, undertake engagement exercises, commence the site selection process and establish governance arrangements; with updates being brought back to Members at appropriate gateway points. 4.3 Following this decision, the necessary governance arrangements were put in place by officers, which included the creation of a Mull Campus Officers Strategic Board (to oversee the development of the Business Cases, facilitate the design work, and to decide on operational matters pertaining to the project), and a Political Sounding Board. As per the above-mentioned decision of the Council, this governance framework was established to enable the progression of the project, with updates being brought back to Members for consideration and key decisions at the appropriate gateway points. 4.4 In August 2024, the Project Team commenced a site selection exercise, which considered a range of locations where the new Campus could be situated. This process included an extensive community engagement exercise, technical assessments of the identified sites, considerations regarding transport, and an assessment of all other relevant impacts. 4.5 This exercise culminated in a detailed report being presented to the Special Council meeting on 7th March 2025, which outlined the key information required to enable Members to identify a preferred site for the new Campus, given that site selection was a major project milestone. 4.6 After considering the terms of that report and its supporting appendices, the Council agreed to endorse the site scoring mechanism, criteria and supporting assessments contained therein; and confirmed Site 4 – Tobermory South as the preferred site for a new Mull Campus and agreed to progress the Outline Business Case on that basis. 4.7 Following the above decision of the Special Council meeting on 7th March 2025, the Project Team commenced work in preparing the Outline Business Case, as well as the design work based on the site selection decision. In parallel with that work, officers also noted that a proposal to relocate the Campus to a new site, would trigger the requirements of the Schools (Consultation) (Scotland) Act 2010, under which it is necessary to conduct a public consultation exercise prior to relocating the Campus. 4.8 Accordingly, at their meeting on 5th June 2025, the Community Services Committee considered the terms of a report and draft Proposal Paper to relocate the current Tobermory 2-18 Campus to a new purpose-built Campus on the site that had been previously selected by the Council. After considering that Page 161
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4 report, the Committee agreed to adopt the draft Proposal as a “relevant proposal” in terms of the 2010 Act, which would proceed to a statutory public consultation exercise – commencing on 18th August 2025 and ending on 26th September 2025. 4.9 However, the Council thereafter received intimation of a Petition for Judicial Review, lodged in the Court of Session by the Mull Campus Working Group Ltd on 10th June 2025, challenging the Council’s decision of 7th March 2025 to locate the new campus on the Tobermory South site. 4.10 On 16th July 2025, a meeting of the Tobermory Campus Political Sounding Board heard an update from the Executive Director with responsibility for Legal and Regulatory Support, and the Head of Legal and Regulatory Support, in relation to the status of the Petition for Judicial Review. After discussion, members of the Political Sounding Board were of the consensus that the Judicial Review should be defended by the Council, and noted that the Executive Director with Responsibility for Legal and Regulatory Support has the following delegation in terms of the Council’s Constitution: “To arrange for the Council to be represented in relation to any type of judicial and quasi-judicial proceedings before any Court, Tribunal or other body and in that regard to initiate, enter, defend and withdraw from such proceedings.” 4.11 At their meeting on 16th July 2025, the Political Sounding Board also considered an update from the Head of Commercial Services and the Head of Legal and Regulatory Support on the ongoing work of the Project Team – namely, the development of the Outline Business Case, the commencement of the design work, and preparatory work for the statutory consultation. The Board considered the advantages and disadvantages of continuing that ongoing work whilst the Judicial Review proceedings are ongoing, and in particular, the several risks that are associated with doing so. That discussion concluded with a recommendation to the Strategic Board that the project should be paused whilst the Judicial Review proceedings are ongoing. 4.12 Accordingly, a meeting of the Strategic Board was held on 4th August 2025, which considered the above issues and agreed that the proposed pause to the project, in light of the Judicial Review proceedings, be given effect. 4.13 The lodging of the Petition for Judicial Review, and the Court of Session thereafter granting permission for it to proceed, constitutes a material change in circumstances in terms of Standing Order 16. 4.14 Firstly, the 2010 Act consultation exercise in relation to the proposal to relocate the Tobermory Campus was previously agreed to commence on 18th August 2025. In the intervening period, the Petition for Judicial Review was lodged and granted permission by the Court of Session. As these proceedings constitute a legal challenge regarding where the new Campus should be situated, officers did not consider it appropriate in the circumstances to commence the statutory consultation exercise as planned. Therefore, officers have advised Education Page 162
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5 Scotland that the consultation will not be commencing on the scheduled date, and a new Proposal Paper will be drafted for the consideration of this Committee in due course, subject to the outcome of the Judicial Review proceedings. Members are invited to endorse this approach by agreeing to Recommendation 3.1.2, above. 4.15 Secondly, whilst the Judicial Review proceedings are ongoing, it will create additional cost and time pressures for this project should formulation of the Outline Business Case and design work continue in the meantime. The fact that the Court could potentially order that the Council undertakes work not in line with the current Project Plan poses a further risk to continuing as planned in the meantime. On this basis, the recommendation of the Political Sounding Board, thereafter implemented on an operational basis by the Strategic Board - that all work on the project should be paused whilst the Judicial Review proceedings are ongoing – is now before Members for endorsement, in line with Recommendation 3.1.3, above. 5.0 CONCLUSION 5.1 This Committee previously agreed to undertake a statutory consultation exercise on the Proposal to relocate the Tobermory 2-18 Campus. However, the commencement of Judicial Review proceedings in the Court of Session in the meantime has triggered a “material change of circumstances” in terms of Section 16 of the Council’s Standing Orders. That power allows the Committee to revisit its earlier decision to commence the statutory consultation exercise; and to pause the overall project in the meantime, whilst the Judicial Review proceedings are ongoing. 6.0 IMPLICATIONS 6.1 Policy – None within this report. 6.2 Financial – Continuing with the project as planned, whilst the Judicial Review proceedings are ongoing, poses financial and resource risks to the Council. 6.3 Legal – This report has been formulated as Judicial Review court proceedings are underway in the Court of Session, and the Committee must consider what actions to take in the meantime with regard to progress of the project. 6.4 HR – None within this report. 6.5 Customer Service - None within this report. 6.6 Risk – There are risks with continuing with the project as planned, as outlined within this report. 6.7 Climate Change – None within this report. 6.8 Fairer Scotland Duty – None within this report. 6.9 Equalities (protected characteristics) – None within this report. Page 163
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6 6.10 Consumer Duty – None within this report. 6.11 Island Communities – None within this report. 6.12 Children’s Rights and Wellbeing – Notwithstanding the material change in circumstances as outlined within this report, the paramount consideration of the Council in relation to this matter continues to be the needs of present and future school pupils on the Isle of Mull. DOUGLAS HENDRY Executive Director with responsibility for Education, Legal and Regulatory Support, and Commercial Services COUNCILLOR AUDREY FORREST Policy Lead for Education COUNCILLOR ROSS MORELAND Policy Lead for Finance and Commercial Services 1st August 2025 For further information contact: Graeme McMillan Transformation Programme Manager Graeme.Mcmillan2@argyll-bute.gov.uk Page 164
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION & CUSTOMER SUPPORT SERVICES 28 AUGUST 2025 SCOTTISH LANGUAGES ACT 2025 - UPDATE 1.0 EXECUTIVE SUMMARY 1.1 The main purpose of this paper is to advise elected members of the Scottish Languages Act 2025 and report on the themes included in this piece of legislation. The Act gives the Gaelic and Scots languages official status in Scotland and makes changes to the support for the Gaelic and Scots languages in Scotland. This includes changes in relation to Gaelic and Scots education. 1.2 The Scottish Languages Bill passed Stage 3 on the 17th of June 2025, and received royal assent on 31st July 2025, officially creating the Scottish Languages Act 2025. 1.3 This report includes the key messages contained within the Act that will lead to changes or amendments to Local Authority duties in relation to Gaelic and Scots. 1.4 It is recommended that the Community Services Committee: a) Note the key points contained within the report regarding the Act. b) Recognise the obligations which will be incumbent on the Council in areas of linguistic significance. c) Agree that further reports are presented to members in relation to both the general impact on the Council and specifically to the Education Service, following statutory guidance and explanatory notes being published by the Scottish Government. Page 165 Agenda Item 12
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION & CUSTOMER SUPPORT SERVICES 28 AUGUST 2025 SCOTTISH LANGUAGES ACT 2025 - UPDATE 2.0 INTRODUCTION 2.1 The Scottish Languages Act 2025 has agreed modifications to the following Acts: ● Gaelic Language (Scotland) Act 2005 ● Education (Scotland) Act 2016 ● Education (Scotland) Act 1980 ● Schools (Consultation) (Scotland) Act 2010 ● Children and Young People (Scotland) Act 2014 ● Further and Higher Education (Scotland) Act 2005 2.2 The main purpose of this paper is to advise elected members of the Scottish Languages Act 2025 and report on the themes included in the Act. The Act gives the Gaelic and Scots languages official status in Scotland and makes changes to the support for the Gaelic and Scots languages in Scotland. This includes changes in relation to Gaelic and Scots education. 2.3 Stage 3 ended on the 17th June 2025 where the Scottish Parliament agreed that the Scottish Languages Bill be passed. The final stage of the Bill is Royal Assent, which was granted on 31st July 2025. At that point the Bill became the Scottish Languages Act 2025. 2.4 The Act will then move to a period of implementation, where parts of the legislation will be brought into force in a staged manner. 2.5 This report includes the high-level messages contained within the provisions of the Act. This will lead to changes, amendments and further considerations to Local Authority duties in relation to Gaelic and Scots. Page 166
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3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Note the key points contained within the report regarding the Act. b) Recognise the obligations which will be incumbent on the Council in areas of linguistic significance. c) Agree that further reports are presented to members in relation to both the general impact on the Council and specifically to the Education Service, following statutory guidance and explanatory notes being published by the Scottish Government. 4.0 Further Information 4.1 Abbreviations: Bord na Gaidhlig - BnG Gaelic Medium Education - GME Gaelic Medium Primary Education - GMPE Gaelic Learner Education - GLE Gaelic Medium Early learning and Childcare - GMELC 5.0 Support for the Gaelic Language 5.1 Status of the Gaelic language: The Gaelic language has official status within Scotland. BnG, Scottish Ministers and other persons, including public authorities, must promote, facilitate and support the use of the Gaelic language. 5.2 BnG has powers to monitor and report on each public authority’s compliance with regard to duties and targets. BnG will report directly to Scottish Ministers on compliance regarding standards and requirements. BnG will advise and assist, free to local authorities, on matters relating to the development of Gaelic and duties as outlined in the Act. 5.3 Areas of Linguistic Significance. An area may be designated as an area of linguistic significance if: • at least 20% of the area’s population has Gaelic language skills, • if the area does not contain a significant number of people with Gaelic language skills but the area is historically connected with the use of Gaelic, Page 167
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• if the area is one in which teaching and learning by means of the Gaelic language is provided, • the area is one in which significant activity relating to the Gaelic language or Gaelic culture takes place. As a local authority we may designate all or part of Argyll and Bute as an area of linguistic significance if we consider that the area falls within the description of an area of linguistic significance set out above. As a local authority we must, within 1 year of when this section comes into force, and each subsequent 5 year period thereafter, consider whether all or part of Argyll and Bute falls within the description of an area of linguistic significance as set out in the Act. If we consider that all or part of Argyll and Bute falls within the description of an area of linguistic significance, as a local authority we must consider submitting a proposed designation to the Scottish Ministers. As a local authority we must publish our decision and reasons. If we do not submit a proposed designation we must also publish our decision and reasons. Before making a designation, as a local authority we must consult BnG and representatives of communities in the proposed areas and other relevant persons. BnG may request a local authority to consider making a designation if they consider that there is evidence of demand by persons residing in the local authority’s area. The Scottish Ministers have the power to require the local authority to reconsider their decision. We are waiting for further clarification from the Scottish Government through statutory guidance which will give details of the implications for local authorities. 5.4 Gaelic Language Strategy and Standards: The current National Gaelic Language Plan, produced by BnG, comes to an end in 2028. Scottish Ministers will be responsible for the creation of a new National Gaelic Language Strategy and Standards Plan that will inform local authorities’ Gaelic Language Plans. The Scottish Ministers may specify standards and requirements relating to promoting, facilitating and supporting the use of Gaelic language. The first iteration of Gaelic standards is likely to be in session 25/26. 5.5 Functions of Relevant Public Authorities: Public authorities must have regard to promoting, facilitating and supporting the use of the Gaelic language and developing and encouraging Gaelic culture. Page 168
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The Scottish Ministers may give guidance and / or direction to public authorities relating to its duties outlined above. 5.6 Reporting: BnG will prepare and publish reports regarding each public authority’s compliance with the Act. 5.7 Gaelic Language Plans: As a local authority we will continue to submit and report on our Gaelic Language Plan. Local authorities must provide BnG with additional information regarding their Gaelic language plan, if requested. Scottish ministers may give guidance to local authorities relating to Gaelic Language Plans. The Council’s Gaelic Language Plan is due for review in 2026 and will take into account the Act, the specified duties on the Council as they apply to the Plan and its preparation and any subsequent guidance issued by Scottish Ministers and available at the time of preparation. 5.8 The Scottish Ministers may give financial assistance for the purposes of promoting, facilitating and supporting the use of Gaelic language. 5.9 The Scottish Ministers have powers under the Act to conduct research, inquiries, collect data, provide training or encourage and assist other persons to do this. If an authority has failed to discharge its duty in any area of the Act, the Scottish Ministers can declare the authority in default and require an authority to discharge that duty. 6.0 EDUCATION 6.1 Functions of Scottish Ministers: Scottish Ministers must promote, facilitate and support provision of Gaelic Learner Education, Gaelic Medium Education and the teaching of Gaelic language in the provision of further education (by education authorities) and ensure adequate resources in the Gaelic language for use in school education by teachers and pupils. The Scottish Ministers may specify standards and requirements relating to Gaelic Learner, Gaelic Medium and the teaching of the Gaelic language in its provision of further education. In preparation of formulating regulations, the Scottish Ministers must consult with relevant parties. The Scottish Ministers may give direction to an education authority in preparation of their Gaelic Language Plan in the application of standards and requirements. Page 169
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6.2 General Duties of Education Authorities relating to Gaelic Education: As an education authority we have a duty to promote, facilitate and support Gaelic Learner, Gaelic Medium and the teaching of Gaelic language in our provision of further education. BnG may require an education authority to provide information on Gaelic Learner, Gaelic Medium and Gaelic language in further education. 6.3 Gaelic Education delivery planning: The Gaelic Language Plan must set out: • The authority’s plan for Gaelic Learner and Gaelic Medium Education in the provision of school education. • Opportunities for Gaelic language in further education. • Opportunities for GME pupils to use the Gaelic language in social, cultural and recreational activities. As an education authority we must consult with HMIe, Comann nam Parant and other education authorities to collaborate on matters to be included in the Gaelic Language Plan. 6.4 Gaelic Education Qualifications: SQA must ensure an appropriate number and range of qualifications available through the medium of Gaelic and that information and guidance must be produced in the Gaelic language. 6.5 Access to Gaelic Education: As an education authority we must reasonably support a child resident in its area to access Gaelic Medium Education provided in the area of another authority where there is no provision of GME in its area that is reasonably practicable for the child to access. 6.6 As an education authority we will have a duty to establish a catchment area for schools providing Gaelic Medium Education within 2 years of the duty coming into force. The catchment area can be the same as the English medium catchment area or different. 6.7 As an education authority we must take reasonable account of travel arrangements for pupils attending or who wish to attend. If there is a proposal to discontinue school transport for pupils in Gaelic Medium Education a consultation must be held. 6.6 Assessment: Gaelic Medium Primary Education. All assessments for requests to access GMPE also include GMELC. Within 6 months of a request from a relevant person regarding provision of GMPE / GMELC an assessment of the need for provision in the relevant assessment area must be completed. This must include publicising to receive representations from: parents of children resident or attending schools in the education authority’s area, children resident or attending school in the Page 170
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education authority’s area, and other persons with expertise or an interest in the Gaelic language as the education authority considers appropriate. There is no detail regarding whether consideration requires to be given by a single request or if this needs to be from multiple persons. Relevant persons: a parent of a child who is under school age, has not commenced attendance at a primary school and is resident in the area of the education authority to whom the request is made. Relevant persons also include Comann nam Parant and BnG. 6.7 All-Gaelic Schools (viability of establishment): On request from a relevant person, an education authority must, within 9 months, assess the viability of establishing an all-Gaelic school in the area specified in the request. There is no detail regarding whether consideration requires to be given by a single request or if this needs to be from multiple persons. Relevant persons: a parent of a child who is resident in the area of the education authority to whom the request is made. Relevant persons also include Comann nam Parant and BnG. Advice must be sought from BnG, HMIe, Comann nam Parant and other relevant education authorities and arrangements publicised to receive representation from relevant parties. Representation from relevant parties includes; parents of children resident or attending school in the education authority’s area, children resident or attending school in the education authority’s area, and other persons with expertise or an interest in the Gaelic language as the education authority considers appropriate. The assessment must be published including evidence, result and reasons. 6.8 Early Learning and Childcare: There is currently a duty to consult and plan on delivery of Early Learning and Child Care; this must now include whether and how Gaelic Medium Early Learning and Child Care can be made available. The provision for an assessment following a parental request for their child to have access to Gaelic Medium in early years, makes no change to the frequency of the requirement. The new provision, to request an assessment, merely adds a prompt to ask about Gaelic when this activity is being carried out. Page 171
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When this activity is periodically carried out it should now actively consider the provision of GMELC. 7.0 Support for Scots Language 7.1 Scots language has official status in Scotland. 7.2 The Scottish Ministers must prepare a Scots Language Strategy; this will involve publishing a draft strategy in consultation with relevant persons. 7.3 Public authorities must have regard to the Scots language strategy in exercising its functions. 7.4 The Scottish Ministers may give guidance to public authorities in promoting, facilitating and supporting the use of Scots language and developing and encouraging Scots culture. 7.5 The Scottish Ministers may give financial assistance for the purpose of 7.4. 7.6 The Scottish Ministers may conduct research, inquiries, collect data, provide training or encourage and assist other persons to do this. 8.0 School Education, Scots Language 8.1 The Scottish Ministers must promote, facilitate and support Scots Language Education in schools including the provision of adequate resources in the Scots language for use in school education by teachers and pupils. 8.2 As an education authority we must promote, facilitate and support Scots language education in schools and may deliver teaching and learning in the use and understanding of the Scots language and the dialect of the Scots language if this is relevant to an area. 8.3 The Scottish Ministers may give guidance to education authorities and may specify standards and requirements relating to Scots language education in schools. 8.4 The Scottish Ministers must give consideration to producing materials currently available in the English language for use in schools into the Scots language. 8.5 The Scottish Ministers must secure reports on the progress of the delivery of Scots Language Education in schools. 9.0 CONCLUSION 9.1 The above information gives a summary of key information and responsibilities relating to the Scottish Languages Act 2025. Page 172
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9.2 Further development of the Act, as its provisions come into force, will involve statutory guidance and explanatory notes which will give clarity around expectations of local authorities to carry out their duties in relation to this legislation. 9.3 As yet there is no detail around the standards and requirements that Scottish Ministers may put in place both for public authorities generally and education authorities, or whether there will be changes to plans and reports following the introduction of the Gaelic Language Strategy. As provisions of the Act come into force, statutory guidance and explanatory notes will be published which will clarify the duties placed on the local authority. 9.4 There is, as yet, no guidance on what the requirements regarding identified areas of linguistic significance will be. Further clarification will be given by the Scottish Government when this part of the Act comes into force. Areas of linguistic significance will then be included in our local authority Gaelic Language Plan. 9.5 As further guidance and information becomes available and sections of the Act come into force it will be necessary, as required, to bring this updated information to further committee meetings. 10.0 IMPLICATIONS 10.1 Policy 10.2 Financial 10.3 Legal - changes to duties of LA, do not have detail without the published guidance on statutory duties 10.4 HR - increase in work associated with aspects of the Act; relating to staffing, should requirement for increase to GME staffing be required. It may include input from administrative, policy, operational and legal staff. 10.5 Customer Service - increase in work associated with enquiries and requests relating to GME. It is anticipated that there will be a requirement for an increased number of consultations. 10.6 Risk - it may be that the Scottish Government’s prediction of the additional financial requirements required to realise elements of this Act are not sufficient. 10.7 Climate Change 10.8 Fairer Scotland Duty 10.9 Equalities - protected characteristics 10.10 Consumer Duty Page 173
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10.11 Island Communities - it is likely that Argyll and Bute island communities are considered as Areas of Linguistic Significance. 10.12 Children’s Rights and Wellbeing - Article 28; Equal Opportunity to Education. Douglas Hendry Executive Director with responsibility for Education Kirsty Flanagan Executive Director with responsibility for Customer Support Services Councillor Audrey Forrest - Policy Lead 1st August 2025 For further information contact: Jane Fowler – Head of Customer Support Services Catriona Garvin – Education Officer APPENDICES Appendix 1 - Scottish Languages Act 2025 Page 174
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE CUSTOMER SUPPORT SERVICES 28 AUGUST 2025 GAELIC LANGUAGE PLAN PROGRESS REPORT DECEMBER 2023 – DECEMBER 2024 1.0 EXECUTIVE SUMMARY 1.1 This report updates members on progress that the Council is making on the delivery of our statutory Gaelic Language Plan. It presents data as required by Bòrd na Gàidhlig for their annual return, with both narrative and numerical information. The monitoring information covers all services involved in delivering Gaelic Language Plan actions. Page 175 Agenda Item 13
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE CUSTOMER SUPPORT SERVICES 28 AUGUST 2025 GAELIC LANGUAGE PLAN PROGRESS REPORT DECEMBER 2023 – DECEMBER 2024 2.0 INTRODUCTION 2.1 This report updates members on progress that the Council is making on the delivery of our statutory Gaelic Language Plan. It presents data as required by Bòrd na Gàidhlig for their annual return, with both narrative and numerical information. The monitoring information covers all services involved in delivering Gaelic Language Plan actions. 3.0 RECOMMENDATIONS 3.1 Committee are asked to consider the good progress that is being made in relation to the Council’s Gaelic Language Plan. 4.0 DETAIL 4.1 The Council has a statutory duty under the Gaelic Language (Scotland) Act 2005 to develop and deliver a Gaelic Language Plan. The Council’s current plan runs from 2022-2026. 4.2 The Plan aligns with the National Gaelic Language Plan and has been subject to approval by Bòrd na Gàidhlig, the principal public body in Scotland responsible for promoting Gaelic development and who also advise Scottish Ministers. 4.3 The Council delivers the plan using both internal resources and also grant funding from Bòrd na Gàidhlig, which is made specifically available to support Gaelic Language Plan delivery and development. Officers successfully applied for a 3-year grant of £117,300 to support plan delivery. This includes match funding for the Gaelic Development Worker, the 2 yearly Gaelic Gathering, Online Gaelic learning for teachers and supports the Furan Administrator. 4.4 A number of Council services are involved in delivering actions relating to the Gaelic Language Plan including Education, Development and Economic Page 176
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Growth, Community Planning and Development and Communications as well as Roads and Infrastructure Services and Property Services. 4.5 The progress report attached provides detail on progress against the plan as required by Bòrd na Gàidhlig. It gives details on the wide range of activities that the Council is involved in to support the Gaelic Language in Argyll and Bute. The Council’s role spans both direct delivery and the facilitation, support and enabling of community groups and members who have an interest in Gaelic. 4.6 The Council manages an active Gaelic Forum Facebook group that continues to attract members and is open to all. Members who are interested can find the group on Facebook. 4.7 A cross service officer group meets with the Policy Lead on a regular basis to share updates and monitor progress on the actions in the plan. 5.0 CONCLUSION 5.1 The Council is making good progress in delivering its statutory Gaelic Language Plan. 6.0 IMPLICATIONS 6.1 Policy: relates to current policy and our Gaelic Language Plan 6.2 Financial: none directly from this report 6.3 Legal: annual progress reporting ensures compliance with the Gaelic Language (Scotland) Act 2005 6.4 HR: The grant provides match funding for 2 posts 6.5 Customer Service: we provide customer service response in Gaelic as part of the plan 6.6 Risk: annual reporting mitigates the risk of failing to comply with statutory duty 6.7 Climate Change: none directly from this report 6.8 Fairer Scotland Duty: No negative impacts identified from the Plan Impact Assessment 6.9 Equalities - protected characteristics: no negative impacts identified from the Plan Impact Assessment 6.10 Consumer Duty: None Page 177
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6.11 Island Communities: no negative impacts from the Plan Impact Assessment 6.12 Children’s Rights and Wellbeing: none directly from this report. Kirsty Flanagan, Executive Director with responsibility for Customer Support Services Policy Lead for Gaelic: Audrey Forrest June 2025 For further information contact: Jane Fowler, Head of Customer Support Services, jane.fowler@argyll-bute.gov.uk APPENDICES Appendix 1 – Argyll and Bute Council Gaelic Language Progress Report December 2023 - December 2024 Page 178
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … 1 Promoting a positive image of Gaelic We will: Target Success Measure Timescale Lead Update 16 Dec 2023 to 16 Dec 2024 1.2 Promote opportunities for Gaelic staff to work collaboratively across the Council to ensure a shared standard of achievement All Gaelic Medium teachers will take part in moderation activity across each session. Teacher judgements are more robust and confidence is improved. By 2026 Head of Education – Teaching and Learning Yearly moderation activities (November in- service) are arranged across cluster schools and across GME settings to allow for teachers to work collaboratively around high quality assessments and share standards. 1.3 Ensure Council vacancies which are Gaelic essential or desirable will be advertised bilingually 100% of Gaelic teacher vacancies are advertised in Gaelic 100% of Gaelic teacher vacancies Throughout the Life of the Plan Head of Education – Teaching and Learning Recruiting managers and Head Teachers Gaelic teaching posts are advertised bi- lingually with support from lead recruitment officer (HT). 1.4 Host a successful Royal National Mòd Mòd an Òbain 2024 1 event In 2024 Head of Development and Economic Growth The 2024 RNM in Oban was reported to be one of the most successful and feedback from the event has confirmed this. An Comunn’s Impact Report demonstrated that attendance was high, economic impact strong (circa £3.6m) and that Page 179
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … majority of those surveyed were likely to return to Oban for a future leisure visit (86%) and 78% believe more strongly in the importance of Gaelic. Gaelic Development Worker supported the council stall across 3 days of the MOD and attended activities for young people at Sratagan youth group. 1.5 Encourage and support the use of Gaelic within CHARTS work CHARTS is a member of the Council Gaelic Policy Lead Group Joint working on at least 1 programme/event By 2026 Head of Development and Economic Growth CHARTS Gaelic Culture Officer now chairs the Argyll and Bute Gaelic Culture Partnership with the support of the Gaelic Development Worker 1.6 Work with others to actively promote participation in the Royal National Mòd Joint promotional materials and activities prepared and circulated Numbers participating are positive To coincide with Mòd Head of Development and Economic Growth Partners jointly promoted participants in the 2024 RNM in Oban working through the Joint Laision Group which met monthly over the period of a year in the lead up to the 2024 RNM in Oban. In addition, local promotion and participation was facilitated through Page 180
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … further funding and delivered in a partnership with An Comunn and Education. Gaelic Development worker shared promotional materials and activities via the Gaelic bulletin. 1.7 Work with others to promote attendance at the Royal National Mod in Argyll Joint promotional materials and activities prepared and circulated Attendance numbers are positive To coincide with Mòd Head of Development and Economic Growth Attendance (including competitors) was high with almost 9,000 people. Partners jointly promoted attendance at the 2024 RNM in Oban working through the Joint Laision Group which met monthly over the period of a year in the lead up to the 2024 RNM in Oban. 1.8 Secure a higher profile and visibility for Gaelic and bilingualism in commercial, retail, food and drink and in tourism sectors Guidance prepared and promoted Establish Gaelic as a norm in the consideration of promoting a business sector or economic initiative Ongoing Head of Development and Economic Growth Gaelic materials were increased through the Gaelic for Business promotion and lessons delivered in the run up to the 2024 RNM in Oban. 1.9 Include the Gaelic language in the promotion of Argyll and Bute as a tourism destination Guidance developed and promoted Tourism promotion materials using Gaelic are increased Completed Head of Development and Economic Growth / Argyll and Islands Tourism Cooperative AITC have delivered this as part of their role. Page 181
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … 1.10 Maximise the economic impact of Gaelic at events/festivals held in Argyll and Bute Minimum 2 events per annum i.e. Bowfest, Oban Live, Islay Whisky festival, Tiree Music festival The economic benefits of the Gaelic culture and bilingualism will enjoy a higher profile Ongoing Head of Development and Economic Growth Of the 12 applications funded through Strategic Events and Festivals, 8 supported gaelic culture and language. 1.11 Assist in the development of the economic impact of the Royal National Mod Delivery of 1 economic impact study in association with the Mòd Study complete Spring 2025 Head of Development and Economic Growth Economic impact of the RNM was £3,618,308. 1.12 Promote Argyll and Bute as a place to undertake Film and TV work that involves Gaelic language and culture Create a Gaelic section on our dedicated film and tv website Gaelic section created In place and ongoing Head of Development and Economic Growth The Film in Argyll Website continues to promote Gaelic language and culture. 1.13 Consider support for Royal National Mod in Argyll in the future Carry out a review of events funding in 2018/19 and consider Mod support as an aspect of this Review complete Completed Head of Development and Economic Growth Completed and RNM in 2024 was awarded £145K of funding, the majority of this to An Comunn. 1.14 Investigate the development of a bilingual Council logo Investigate design options Logo options considered by Members By 2025 Head of Customer Support Services On track Page 182
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … 1.15 Work in partnership with Highlands and Islands Enterprise as in the development of Ar Stòras Gàidhlig Partnership working embedded Partner meetings take place Throughout the life of the plan Head of Development and Economic Growth This takes place through the joint working on the Argyll Gaelic Partnership We will continue to: 1.16 Involve Bòrd na Gàidhlig in Argyll and Bute Community Planning Partnership Community Planning Manager Ongoing. Chair of Bòrd na Gàidhlig is CPP Management Committee member. 1.17 Increase Gaelic content on ‘The Hub’ and website Customer Service Centre Gaelic bulletin issues regularly by Gaelic Development Worker 1.18 Promote good news stories in and relating to Gaelic Customer Support Services News in Gaelic is promoted regularly on our social media channels and specifically in our Gaelic Forum fb group, which continues to grow in membership (859 members) 1.19 Ensure mail and email received in Gaelic will be responded to in Gaelic All Services Gaelic Development Worker monitors and responds to the Gaelic inbox. 1.20 Ensure complaints received in Gaelic are responded to in Gaelic within timescale and GP12 from the 201318 plan – Gaelic on plasma screens All Services All complaints received in Gaelic are responded to in Gaelic. The numbers remain extremely low. Page 183
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … 1.21 Ensure the bilingual welcome for Council Reception staff is standard Customer Support Services All customers phoning our Customer Service Centre hear a welcome message in Gaelic. 1.22 Open Committee meetings with a Gaelic greeting Legal and Regulatory Services Gaelic Development Worker delivered a 6 week Gaelic for beginners session for all staff that covered Gaelic introductions. 1.23 Include Gaelic media organisations in the distribution of all council press releases Customer Support Services Complete 1.24 Increase the general community’s knowledge and understanding of the benefits and aims of Gaelic/the Gaelic Plan in Argyll and Bute through the Gaelic Forum Facebook Page, other social media and Gaelic Medium units Customer Support Services/Education Continued promotion of Gaelic on various social media channels. 2 Increasing the Learning of Gaelic We will: Target Success Measure Timescale Lead Update 16 Dec 2023 to 16 Dec 2024 2.3 Deliver regular Gaelic Bookbug sessions in all areas with Gaelic Medium Education (GME) Weekly online Bookbug sessions delivered to areas providing GME Regular attendance at online sessions. ELCs joining weekly. Ongoing for life of the plan Head of Education – teaching and Learning Gaelic Book Bug sessions delivered by D MacNeil regularly both in person at Furan and to GME establishments on-line. 2.4 Ensure appropriate transition from Early Learning and Childcare to primary and from Every GM provision within the Education Authority will plan and implement a 2x projects per provision: All schools with GM have a specific Gaelic By 2026 Head of Education – Teaching and Learning All Gaelic ELC centres are involved in an annual transition project with a Gaelic focus. Most primary and secondary schools Page 184
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … primary to secondary within Gaelic Medium (GM) provision transition project specifically designed for GM pupils with specific focus on communication element/focus at points of transition. liaise to provide a Gaelic transition project each year if P7 pupils are moving to S1. 2.5 For those schools who have not chosen Gaelic as Language 2, encourage uptake at Language 3 Up to 90% of all primary schools in the council area will offer Gaelic at L2 or L3. 24/25- 2,293 25/26- By 2026 Head of Education – Teaching and Learning There has been a significant increase in Gaelic learners in Argyll & Bute schools this session. 2023/24- 2,121 2024/25- 2,293. Teachers have been encouraged and supported to deliver Gaelic as L2/L3 through ‘Live Lessons’ (Online team teaching). The uptake for this initiative for 2024/25 is 31 teachers across 22 schools in A & B. Impact statement for children: Over 90% of teachers from responses from all surveys over the session reported that pupils’ confidence had improved, especially with pronunciation and they had made steady progress in Gaelic. Impact statement for teachers: Over 90% of teachers from responses Page 185
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … from all surveys over the session reported that their own confidence had improved, especially with pronunciation and they felt more confident to deliver language learning independently. This percentage also reported that their professional learning needs were met by this model. 24/25- Feisgoil supported 3 schools with the delivery of Gaelic as L2/L 2.6 Promote Gaelic Medium Education, including how it is funded, registration etc to people who are not involved in Gaelic Explore development of promotional materials, particularly online and social media, information included on Council website Materials created and circulated By 2026 Head of Education Most primary schools with GME provision host a parental information session annually. 2.7 Increase the number of families, with young people in GME, accessing out of school activities for learning and using Gaelic - through partnership Target: All GMPE provision throughout the Education Authority will have an extra- curricular club delivered through the medium of Events throughout whole authority: 24/25 - 4 25/26 - 6 August 2026 Head of Education – Teaching and Learning The Parant ‘s Paiste group meet weekly in Oban with @ 16 families attending regularly. The group has encouraged new families to come along which is having a positive impact on GM P1 numbers in Oban. Page 186
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … working and support from funding bodies Gaelic by August 2026 2.8 Provide distance learning opportunities for existing school staff in order to build a future workforce to meet the needs of the Gaelic sector 2023 – 2026 18/19 – 12 people 19/20 – 10 people 20/21 – 8 people 21/22 – 6 people 22/23 – 6 people GLPS, 4 people Nat5/Higher 23/24 – 9 people (including Mini GLPS), 4 people Nat5/Higher By 2026 Head of Education – Teaching and Learning 24/25- GLPS Course- 2 teachers 24/25- Nat 5/Higher- 5 teachers. 24/25- Live lessons-31 teachers The ‘Live Lessons’ initiative mentioned above not only supports the delivery of L2/L3 Gaelic it is also designed as a professional learning opportunity for teachers as they are fully involved in the delivery of the lesson and learning the language with their pupils. 2.9 Provide access to partnership specialist school support staff Target: Students taught through the medium of Gaelic who appear to experience barriers to their learning will receive a staged intervention programme All children’s needs who are educated through Gaelic are met within this medium. By August 2026 Head of Education – Teaching and Learning All schools follow the staged intervention process and ensure appropriate interventions and support to meet needs. Where possible within GME Gaelic speaking support staff are employed so this can be done through the medium of Gaelic. Page 187
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … within an appropriate timescale – accessing specialist staff through the medium of English if necessary The Gaelic Administrator in Furan is deployed to support schools each week with a focus on greatest need. He provides high quality Gaelic language through songs, rhymes and drama to promote the children’s fluency. 2.10 Increase the number of employees who participate in Gaelic language lessons and workshops Increase by 10% 30 employees March 2025 Head of Customer Support Services GDW delivered 6 Gaelic training sessions at lunch time between November and December 2024. A Leon Module is currently being designed to offer a Gaelic for Beginners training hub. First part of module is expected to be complete by autumn. 2.11 Argyll & Bute Council will engage fully and constructively with Bòrd na Gàidhlig, as adviser on Gaelic education, and other stakeholders (including parents and parent representatives) Investigate the options of a Gaelic School in Argyll Investigation complete Dec 2024 Head of Education - Teaching and Learning Consultation held within authority and majority of responses were not in favour of an all-Gaelic school. Page 188
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … with a view to bringing forward, within the next two years, a consultation to ascertain the demand for an all-Gaelic School within the local authority area 2.12 Encourage young people to go into Gaelic teaching and career changes Develop promotional and awareness raising materials through Growing our Own and DYW Increased number of young people from A&B enter Gaelic teaching Throughout the life of the Plan Head of Education – teaching and Learning /Head of Customer Support Services GDW attended a Careers day in Tobermory with information leaflets from Gaelic teaching sources. 2.13 Extend Gaelic courses for the workforce to other public bodies, e.g. all in the Community Planning Partnership Partners contacted and offered the opportunity to participate Increased numbers of learners from partner organisations Throughout the life of the plan Head of Customer Support Services Opportunity to join sessions was issued and our training sessions have now been recorded for future use. We will continue to: 2.14 Encourage communities to access Bòrd na Gàidhlig funding to enable the delivery of community-based Gaelic language learning classes Target: Language lesson delivery in all areas with GMPE by 2026 - dependent upon funding from BnaG / other funding bodies Head of Education – Lifelong Learning GDW prepared and delivered a number of online Hub information workshops to provide information on setting up a Gaelic community hub and provided examples of BnaG Page 189
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … funding opportunities at that time. Each Gaelic newsletter has a funding section with the most up to date funding information from BnaG. Four Gaelic sessions for elected members and council officers have taken place. The aim of the sessions was to promote further use of Gaelic at council meetings. 2.15 Provide CPD opportunities for all Gaelic Education staff Target: Two opportunities per year to meet together for training / working parties / planning for staff in all ELC, primary and secondary sectors by 2026 – dependent on supply cover Head of Education – Teaching and Learning GM teachers have had access to 8 online CPD opportunities this academic session with all settings attending at least one session. In-person training was delivered in National Standardised Assessments with nearly all settings engaging. 2.16 Continue to support opportunities for teaching staff to access GLPS training in order to deliver Gaelic lessons to pupils in English Medium classes. Target: 10 more teachers trained in GLPS by 2026 – dependent upon funding from Scottish Government to GLPS Consortium Head of Education – Teaching and Learning 24/25- 2 teachers Aim for 25/26 is to obtain 6 places for A&B teachers on the national GLPS course Page 190
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … 2.17 Promote Gaelic learning opportunities through the wider learning community and in collaboration with Bòrd na Gàidhlig Target: All press releases / good news stories / Gaelic learning opportunities will be shared with the Council’s Communications Team and Bòrd na Gàidhlig’s PR Officer from 2023-2026 Head of Education – Lifelong Learning Working with Education Scotland and Bòrd na Gàidhlig to promote Gaelic Online team teaching for learners nationally. 2.18 Promote the benefits of bilingualism and Gaelic Education in partnership with Comann nam Pàrant/Bòrd na Gàidhlig and local communities Target: Respond to parental requests for GMPE as per the Assessment Protocol produced by Bòrd na Gàidhlig in response to the Education (Scotland) Act 2016 – Gaelic Provisions. Head of Education – Teaching and Learning There has been no request for GMPE since Bunessan in 2016. The Gaelic class is thriving with 100% of ELC children choosing GME. 2.20 Support schools in meeting the needs of all children through the promotion of the ‘Guidance on Gaelic Medium Education in Argyll and Bute’ document. Target: All GMPE provisions will have a rigorous system of assessment, tracking and monitoring – detailed in a Curriculum Rationale by August 2026 Head of Education - Teaching and Learning Work continues with all schools to ensure the advice document is used. All settings have received an audit toolkit to support self- evaluation. 2.21 Deliver Gaelic language learning classes in the workplace Head of Customer Support Services Leon Module is currently being developed. Due to Leon worker finishing post, there is slight delay in the completion of the module now due to be completed by Autumn. 3 Increasing the use of Gaelic We will: Target Success Measure Timescale Lead Update 16 Dec 2023 to 16 Dec 2024 Page 191
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … 3.1 Increase the range of activities/groups accessing Gaelic Centre in Oban to include inter- generational working One session per month where Gaelic speaking community members interact with GM primary pupils to develop language and social skills 1 session per month throughout the duration of the plan By August 2026 Head of Education - Teaching and Learning GM pupils in Rockfield PS visit the Lynn Court Ceilidh on occasion to perform Gaelic songs and poetry. 3.3 Increase the number of curricular areas delivered through Gaelic in secondary school curriculum through partnership working with e- Sgoil All five secondary schools providing GME will liaise with e-Sgoil, as and when required, to deliver Gaelic and another curricular area to GM students – where each school’s staffing budget allows Duration of plan – 3 schools accessing e-Sgoil with 1 school accessing a different curricular area as well as Gaelic By 2026 Head of Education - Across the LA, 82 learners across 10 schools accessed 331 webinars with eSgoil. 3.4 Monitor the effective use of national and local Gaelic Guidance by schools All primary and secondary schools / ELC settings providing GME will have a Curriculum Rationale for 2 opportunities for the Education Authority to liaise with schools providing GME throughout the year 2023-2026 Head of Education The EO with responsibility for GME Jointly working with colleagues in Education Scotland monitor and support GME establishments and carry out quality Page 192
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … Gaelic by August 2020 assurance visits each session. 3.5 Support schools who have chosen to study Gaelic as Language 2 (GLPS) ensuring appropriate transition from primary to secondary. Principal Teacher (Gaelic focus) offers support in this area All primary schools with Gaelic as L2 will plan and implement a transition project specifically designed for Gaelic Learners 23/24- 2 24/25- 3 25/26- 4 By June 2026 Head of Education Islay and Jura and OLI now have Gaelic L2 transition projects well embedded from primary to secondary. 3.6 Increase the number of young people with Gaelic engaging with the wider Gaelic community in a variety of settings – through partnership working and outreach work with schools All settings with Gaelic Education will take part in an event with Gaelic speaking members of their local community at least once per academic year by August 2026 Gaelic Speaking Event: 23/24 – 8 24/25 – 9 25/26 – 11 August 2026 Head of Education GM settings continue to engage with the CnP residential trip on a rotation basis from P5- 7. All GM settings engage with their local Mod. 3.7 Raise Gaelic awareness by having words/phrases on the website on a regular basis, including the Programme of phrases developed and uploaded to Hub/Web Phrases in place Throughout the life of the plan Head of Customer Support Services This action has been superseded by the significant increase in online Gaelic learning, the Gaelic information on local dialects in our Gaelic facebook group and the completion of a Page 193
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Argyll & Bute Gaelic Language Plan Progress Report – 16 December 2023 to 16 December 2024 APPENDIX 1 Bute • Helensburgh • Islay • Tarbet • Oban • Mull • Campbeltown • Iona • Dunoon • Tiree • Lochgilphead • Seil … Argyll and Islay dialects training course, available on LEON (online learning system) on local Gaelic placenames. We will continue to: 3.8 Replace all internal and external signage bilingually when required Commercial Services Roads and Infrastructure Services This is policy and part of business as usual. 3.9 Utilise our translation and interpretation external service Customer Support Services The council tenders all external requirements for translation in accordance with procurement guidelines. 3.10 Ensure the Gaelic gathering meets biannually Development and Economic Growth Customer Support Services Community Planning Manager Complete and ongoing. Page 194
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 LIVEARGYLL – COMMUNITY LEARNING AND DEVELOPMENT REPORT 2024-25 1.0 EXECUTIVE SUMMARY 1.1 This report aims to provide members with an update on the performance of liveArgyll’s Community Learning Services and specifically the provision of Adult Learning and Youth Services, in session 2024/2025. 1.2 The report outlines the progress being made by the multi-agency CLD Strategic Partnership in delivering key priorities within the 2024-2027 CLD Partnership Plan. The key areas examined by the report are: • The context for CLD planning and delivery • CLD engagement with learners • The CLD three-year Strategic Plan • Continuing successful engagement with HMIe • Argyll and Bute Internal Audit of Community Learning 1.3 Community Learning is a professional practice that covers all stages of lifelong learning. The purpose of Community Learning is to provide early intervention and prevention to those who are at risk of experiencing inequality of opportunity within the education and skills system. 1.4 It is recommended that the Community Services Committee: a) Recognise the significant improvements and strengths achieved by Community Learning since the transfer of the service to liveArgyll in 2021, and specifically those outlined by HMIe in the January 2024 HMIe Progress Visit and the subsequent review in February 2025. b) Recognise the positive outcomes for young people and adult learners in Argyll and Bute resulting from Community Learning’s understanding of the needs of individuals, groups and communities, and its subsequent provision to learners. Page 195 Agenda Item 14
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 LIVEARGYLL – COMMUNITY LEARNING AND DEVELOPMENT REPORT 2024-25 2.0 INTRODUCTION 2.1 Community Learning works closely with communities and partners to help individuals, families and groups achieve their potential through lifelong learning, mutual support and strong community organisations. It focuses on youth work, which involves early intervention with children and young people, as well as community-based adult learning programmes such as adult literacies and English for Speakers of Other Languages (ESOL). 2.2 Community Learning Practice is committed to providing equal educational opportunities to everyone, especially those who belong to marginalised groups. The goal is to remove barriers that limit the access to education for people who have few or no qualifications; those who need assistance in engaging in learning opportunities; and those who face personal, social, or systemic obstacles to learning. With high-quality Community Learning Practice, CLD Argyll and Bute strives to empower these individuals to access education and improve their lives, in the belief that education in all forms is the key to unlocking opportunities and maximising and fulfilling the potential of all. The statutory basis for CLD is set out under sections 1 and 2 of the Education (Scotland) Act 1980 (the 1980 Act) and in the Community Learning and Development (Scotland) Regulations 2013. 2.3 By such means, CLD’s mission is to create stronger, more resilient, supportive, influential and inclusive communities. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Recognise the significant improvements and strengths achieved by Community Learning since the transfer of the service to liveArgyll in 2021, and specifically those outlined by HMIe in the January 2024 HMIe Progress Visit and the subsequent review in February 2025. b) Recognise the positive outcomes for young people and adult learners in Argyll and Bute resulting from Community Learning’s understanding of the needs of individuals, groups and communities, and its subsequent provision to learners. Page 196
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4.0 DETAIL 4.1 The Council approved the transfer of its Community Learning services to liveArgyll on 30th June 2021. The Service Level Agreement amongst other things stipulates: • liveArgyll’s responsibility for ensuring that the four statutory obligations, as set out in the Community Learning and Development (Scotland) Regulations 2013, are met. In doing so liveArgyll ensures: o clarity on what CLD is and who the priority groups for CLD provision are within the authority – liveArgyll will deliver Community Learning service requirements that meet both the service specification set out by the Council, and Education Scotland requirements. o the relevance and impact of CLD provision in the area by looking at the needs of the priority groups and individuals. o it involves and consults with priority groups, individuals and stakeholders to find out what they need and want, including an extensive consultation process to inform development of CLD plan priorities. o it creates and publishes a CLD plan every three years, and takes the lead role in the development of the new plan, with periodic progress reports prepared for the Community Services Committee. 4.2 Argyll and Bute Council retains a governance role working alongside liveArgyll. The agreement provides for reporting and monitoring via Education Services to the Council. Further Context for CLD Planning and Delivery 4.3 The Independent Review of Qualifications and Assessment, led by Professor Louise Hayward, underscores the importance of learning in communities. The review recommends a Personal Pathway that ensures every learner in Scotland has opportunities to engage in social, cultural, well-being, and economic activities. The Personal Pathway is to be supported by a range of educators, and the report outlines the skills that educators would need to support learners on their journey. The Personal Pathway and the Project Learning element of the Review, should they remain part of the Scottish Government’s plans for Assessment, are elements which could be taken forward effectively by Community Learning. 4.4 In his report to the Scottish Government on Scotland’s skills landscape and framework, Fit for the Future, James Withers, when discussing careers advice and education, emphasises that it is not sufficient to focus solely on young people or those in school or college. He suggests that there should be "high- quality, impartial support" beyond the formal education sector. He believes that Page 197
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this support should be a structural part of the learning system and an embedded Adult Learning resource within local communities. Again, this is an area of learning which Community Learning has the capacity to provide. 4.5 The 2024 Independent Review of Community Learning and Development, led by Kate Still, assessed CLD's effectiveness in supporting learners, particularly those facing barriers. It has acknowledged the potential of CLD to equip individuals with life skills for various pathways, including work and further education. The review has also stressed the need to improve how CLD data is gathered, measured, and used to ensure the best outcomes for learners. Key recommendations from the report include strengthening leadership and structures, developing a clear policy narrative, focusing on delivery, improving funding and workforce development, and enhancing the visibility of CLD and its impact. CLD Engagement with Learners 4.6 The following chart illustrates the numbers of Young People aged 12-18 years and Adult Learners 16+ (not in school) who have accessed Community Learning Services. The graph shows registered learning (learning attended on a regular basis) and wider engagement (learning through larger events, drop- ins and one-off workshops and activities). Figures are cumulative over a 12 month period (monthly average data is contained in the table at 4.7). Total Engagements with Community Learning 2023-24 and 2024-25 1760 1874 877 1535 2472 2388 2423 2540 0 500 1000 1500 2000 2500 3000 Young People engagement sessions in registered Community Learning Adult Learners engagement sessions in registered Community Learning Young people engaging in one-off events/drop-in sessions Adults engaging in one-off events/drop- in sessions 2023-24 2024-25 Both the number of engagement sessions and registered learning among young people have increased significantly. Registered learning has risen by 40% from 2023/2024 to 2024/2025. Additionally, attendance and engagement in activities that require one-time participation have increased by 176%. This includes engagement and participation of young people attending Community Learning organised school-based activities and Primary 7 Transition programmes. Page 198
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In 2024, local Community Learning Youth Action Groups (YAGs) conducted consultations to identify the learning needs of young people. Youth Leads have been responsive to the insights gained from consultations and have been working to reach out to as many young people as possible within their areas. The positive impact of the work of local Youth Action Groups is demonstrated by the above data. Effective referral and guidance for learners across CLD partners are ensuring that those most in need benefit from learning programmes. In consultation, almost all learners demonstrate improved health and wellbeing outcomes and feel less isolated. There is increased awareness of the learning offer, including in the more remote areas and island communities. Adult Learning has expanded its Adult Literacy and Numeracy Provision through a successful funding application to the United Kingdom Shared Prosperity Fund (UKSPF) and MULTIPLY. As a result, registered learning has increased by 27% from 2023/2024. Additionally, attendance and engagement by Adult Learners in activities that require one-time participation have increased by 66%. 4.7 The following table highlights the average monthly engagement and participation of young people and Adult Learners accessing/attending Community Learning Services across Argyll and Bute. Increases shown in the table above are also reflected in monthly data. 4.8 Youth Service Leads work in Schools and in partnership with the Scottish Government and other Scottish Attainment Challenge partners to promote the role of youth work in closing the poverty-related attainment gap. They share best practice, support practice development and gather evidence of the impact of youth work on attainment. 4.9 In Argyll and Bute in school session 2024-25, Community Learning has continued its partnerships with secondary schools to support the Education Service in broadening the curriculum and offering a wide range of attainment and achievement possibilities. This provides achievement pathways and skills-building opportunities for all learners, and in doing so, plays a role in reducing the poverty-related attainment gap. The increase in engagement demonstrated by the above data is partly a result of Community Learning’s developing partnerships with our secondary schools. Average Monthly Engagement and Participation (learners) No. per month 2023-24 No. per month 2024-25 Number of young people engaged in registered Youth Work activities/learning 147 206 Wider engagement - Number of Young People attending one-off events/Drop Ins 73 201 Number of Adult Learners engaged in registered Adult Learning activities/classes (not inc. ESOL) 156 199 Wider engagement - Number of Adult Learners attending one-off events/Drop-ins Adult Learning (not inc. ESOL) 127 211 Page 199
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4.10 The chart below highlights two areas: 1) The total number of nationally recognised awards (e.g. SQA awards at SCQF Levels 3-6, Youth Achievement Awards) achieved by young people through partnership with Community Learning. 2) The total number of young people who have participated in and gained wider achievement awards, local awards and awards not nationally recognised through partnership with Community Learning (e.g. Saltire Awards (volunteering), Dynamic Youth Awards and Hi5 Awards). Certification/Awards through CL - Young People (12-18) 2023-24 and 2024-25 451 637 350 346 0 100 200 300 400 500 600 700 Number of young peopleachieving nationally recognised awards through CL Number of young people gaining other wider achievement awards through CL 2023-34 2024-25 4.11 The above figures represent a decrease in accreditation and wider achievement from 2023/2024. This is a result of the discontinuation of the one-off Youth Link funding of 2022/2023 which targeted post-Covid disengagement of young people from Education. This funding allowed the presentation of targeted young people for nationally recognised awards and wider-achievement awards, local awards and awards not nationally recognised. The programme enabled each young person to gain more than one associated wider achievement award for each nationally recognised award, thus accounting for the greater reduction in the former compared to the latter. Community Learning continues to look for all opportunities to assist each young person to maximise their attainment and achievements. For example, a young person achieving an SQA Award in Young Leadership potentially can also achieve a Dynamic Youth Award and a Saltire Award at the same time. In 2025/2026, Community Learning will continue to develop its links with Secondary Schools to broaden the curriculum and maximise attainment and achievement for young people. 4.12 The chart below illustrates the number of Adult Learners (16+ not in school education) who have gained nationally recognised awards (e.g. SQA awards at Page 200
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SCQF Levels 3-6), through partnership with Community Learning. Additionally, it illustrates Adult Learners’ engagement in wider achievement awards, local awards and awards not nationally recognised through partnership with Community Learning (eg. Health Issues in the Community Awards (HIIC), Attendance Certificates). Certification/Awards through CL - Adult Learners (16+) 2023- 24 and 2024-25 42 70 51 50 0 10 20 30 40 50 60 70 80 Number of adult learners (16+) achieving nationally recognised awards through CL Number of Adult Learners (16+) gaining other wider achievement awards through CL 2023-24 2024-25 The above figures represent an increase in accreditation and a decrease in a wider achievement certificates from 2023/2024. This is a result of a greater number of adult learners having increased their confidence, and as a result, having opted to engage with accredited qualifications to increase employment opportunities, or to facilitate access to further or higher education. Previously, Adult Learners have often opted to start/re-start their learning journey informally, allowing them time to build confidence and skills prior to attempting certificated courses. 4.13 English for Speakers of Other Languages (ESOL) In the year April 2024-March 2025, in partnership with the Argyll and Bute Resettlement Team, 26 separate ESOL courses were offered across the local authority, in a mixture of face-to face and online formats. 242 refugees and asylum seekers participated in ESOL courses to improve their skills in English. As a result of ESOL engagement and other learning opportunities, Syrian, Afghan and Ukrainian learners report increased confidence and reduced social isolation within their community. Page 201
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5.0 CLD Strategic Partnership Plan 2024-2027 5.1 The Community Learning and Development (Scotland) Regulations 2013 require local authorities to publish a three-year CLD plan, co-produced with partners and communities, to outline how they will coordinate, deliver and improve CLD services. These plans should identify learning and support priorities within the community and how they will be achieved. The plans are a statutory requirement and are subject to scrutiny at local authority and Education Scotland levels. 5.2 In developing its latest three-year Strategic Partnership Plan (2024-2027), CLD Argyll and Bute has worked collaboratively to consult with partners, including Education, third sector organizations, and most importantly, learners (adults and young people) and communities themselves. As a result, partners and communities have been actively involved in shaping the priorities of the plan, which also articulates local and national policy contexts. 5.3 The priorities which have emerged from consultation, and which inform the 2024-2027 CLD Strategic Partnership Plan, align with the following themes: • Digital skills • Core skills for learning, life and work • Health and Wellbeing • Community voice • The learner offer • Improving how we work as a partnership These priorities may be subject to review following the recommendations from the Review of CLD by Kate Still (see 4.5 above). 5.4 The 2024-2027 CLD Plan was presented to and approved by Community Services Committee in December 2024. 5.5 The 2024-2027 CLD Plan can be accessed via the following link: https://liveargyll.co.uk/wp-content/uploads/2024/10/CLD-Strategic- Partnership-Plan-2024-2027.pdf HMIe CLD Argyll and Bute Progress Visit, February Report 2025 5.6 In January 2024, HM Inspectors visited Argyll and Bute Council to undertake a Community Learning and Development Progress Visit. 5.7 As well as the significant strengths reported to Committee in June 2024, three areas for development were identified: • The need to make improvement outcomes more clearly measurable in improvement planning; • The need to ensure CLD planning is coherent and aligned with planning at Argyll and Bute Outcomes Improvement Plan (ABOIP) level; Page 202
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• The need to develop individual learning plans with learners within CLD. As requested, a report on progress was submitted by CLD Argyll and Bute to HMIe in February 2025 (Appendix 1). HM Inspectors identified that all areas for development had been effectively addressed, that ongoing improvement could be sustained and that no further engagement by HMIe was required. The HMIe response can be accessed via the following link: https://education.gov.scot/media/w5ujzmgp/cld-argyll-and-bute-council-pv- 130525.pdf The original HMIe report on the January 2024 Progress Visit can be accessed here: file:///C:/Users/eastons/Downloads/cld-argyll-and-bute-council-pv-270224.pdf 6.0 Internal Audit of CLD 6.1 In November 2024, Community Learning’s systems of internal control and governance were subject to audit as part of Argyll and Bute Council’s Internal Audit Plan 2024/25. 6.2 The risks considered throughout the audit were: • Audit Risk 1: Failure to comply with the Community Learning and Development (Scotland) Regulations 2013. • Audit Risk 2: Insufficient geographic and demographic coverage of key groups may lead to inequitable provision. • Audit Risk 3: Evaluating the effectiveness of provision may be difficult if actions and targets are not specific, measurable and contextual and performance reviews are not timeous. • Audit Risk 4: Monitoring and reporting arrangements may not be sufficient to demonstrate that the Council is fulfilling its governance role. 6.3 The overall audit opinion was that a high level of assurance can be taken in terms of the defined risks. It was assessed that internal control, governance and the management of risk are of a high standard and that a sound system of control designed to achieve the system objectives is in place and being applied consistently. 6.4 The full audit report is available via the following link: https://www.argyll- bute.gov.uk/moderngov/documents/s214946/2024_25_InternalAudit_Commu nityEducationProvision_Report%20FINAL.docx.pdf Page 203
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7.0 CONCLUSION 7.1 The current arrangements between Argyll and Bute Council and liveArgyll are working well. A significant degree of progress in the areas of Community Learning and Development has been made since the transfer of liveArgyll to the Council in June 2021, as demonstrated by the 2021 HMIe inspection, the January 2024 HMIe CLD Progress Visit, HMIe’s response to the February 2025 CLD report and the findings of the Council’s Internal Audit of CLD. Satisfactory arrangements are in place in respect of fulfilling all CLD obligations and Council expectations as set out in the Service Level Agreement between the Council and liveArgyll. 7.2 Community Learning Services will continue with the delivery of provision determined by the Scottish Government’s Lifelong Learning policy and learners’ identified needs, which are outlined in the current CLD Strategic Partnership Plan 2024-2027. 7.3 The current Strategic Partnership Plan for 2024-2027 is being reviewed and evaluated by all partners and stakeholders through consultation, with a view to producing the annual Argyll and Bute CLD Strategic Partnership Report (to be published September 2025). 7.4 Additional details and case studies of CLD’s work across Argyll and Bute can be accessed at the liveArgyll website and in the CLD Annual Report of September 2024 (available on website) https://liveargyll.co.uk/reports-and-publications/ 8.0 IMPLICATIONS 8.1 Policy - In alignment with Council policy in relation to transfer of Community Learning from Council to liveArgyll. 8.2 Financial – None 8.3 Legal – In alignment with relevant contractual agreements between Council and Live Argyll 8.4 HR – None 8.5 Customer Service – None 8.6 Risk – The statutory requirements of the Council in relation to the provision of CLD services is set out in the Community Learning and Development (Scotland) Regulations 2013. Adherence to these requirements reduces the risk to which the Council is subject. 8.7 Climate Change – None Page 204
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8.8 Fairer Scotland Duty – None 8.9 Equalities - protected characteristics – None 8.10 Consumer Duty – None 8.11 Island Communities – None 8.12 Children’s Rights and Wellbeing – Community Learning’s work with under- 18s, both in schools and in the community relates to Article 29 of the United Nations Convention on the Rights of the Child: Education must develop every child’s personality, talents and abilities to the full. Douglas Hendry, Executive Director with responsibility for Education Cllr Audrey Forrest, Policy Lead for Education Jennifer Crocket Chief Education Officer/ Head of Education – Wellbeing, Inclusion and Achievement Wendy Brownlie Head of Education – Performance and Improvement For further information contact: Simon Easton – Education Manager Email: Simon.easton@argyll-bute.gov.uk Tel: 01436 657681 Date: 28 August 2025 Appendix 1 – February 2025 Report to HMIE on progress made following Progress Visit February 2024 Page 205
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Appendix 1 – February 2025 Report to HMIE on progress made following Progress Visit February 2024 HMIe Progress Visit Response Report and Actions Introduction After our HMI Inspection Progress Visit in January 2024, Community Learning and Development in Argyll and Bute were encouraged and empowered by the identification of strengths and areas for development. We have recognised the need for significant progress in our CLD Strategic Partnership Plan outcomes, ensuring they are measurable and aligned with updated local and national policies. This is enabling us to provide high-quality, effective and impactful CLD services and support. Actions Undertaken In response to HMIe recommendations, the CLD Partnership has actively engaged with our partners and workforce. We recognised the need for Career-long Professional Learning (CLPL) focused on measuring, evaluating, and reporting both quantitative and qualitative data related to specific outcomes and relevant, measurable success criteria. By mid-November 2024, we completed interactive CLPL training sessions for all CLD partners, stakeholders, and operational Community Learning Workers. The training was led by the Education Manager with strategic responsibility for the delivery of CLD functions by Live Argyll, and covered essential topics involved in planning, including: • The purpose of planning • Key components • How to align with the ‘Improvement Cycle’ • Defining and measuring quantitative and qualitative data • Actions, outcomes, and success criteria • Next steps • The revised plan As a result, CLD staff and partners indicated in feedback their increased confidence in and understanding of improvement planning, particularly in relation to the creation of specific and measurable success criteria. The CLD plan 2024-27 has been revisited and success criteria revised accordingly. Staff are now tracking both quantitative and qualitative specific, measurable targets in the context of ongoing self-evaluation. To enhance reporting consistency among CLD partners, we introduced a performance document that encompasses performance reporting on outcomes, performance measures, baseline data, timelines, and a “RAG” (Red, Amber, and Green) system to track risks. This will support the collective strategic improvement work of the Partnership and ensure transparency as well as enhanced opportunities to evaluate progress and plan necessary interventions. Page 206
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Next Steps and Continuous Improvement The CLD Partnership is dedicated to ongoing monitoring, comprehensive reviews, and self-evaluation to assess our progress and guide future planning. The CLD Partners Plan will be reviewed quarterly by the Partnership team, focusing on the following three areas: 1. Are we on track to overtake/complete key strategic objectives as defined by relevant success criteria? 2. Is there any requirement to change focus or timelines? 3. What lessons can we learn for future planning? We will submit comprehensive reports to the Argyll and Bute Council Community Services and the Community Planning Partnership as well as continue to attend regular update meetings with the Education Manager with strategic link responsibility for the delivery of CLD functions by Live Argyll. This approach will ensure accountability and transparency across the Partnership. The Annual Progress Report will detail our achievements and challenges and will be shared with partners and stakeholders to foster collaboration. To continue to improve our standards, we will apply the How Good Is Our Community Learning and Development (HGIOCLD) framework, which provides quality and performance indicators for self- evaluation. A structured CLPL plan will empower partners and stakeholders to pursue continuous improvement. The CLPL/training sessions will run alongside CLD partnership meetings throughout 2025. Key Challenges and Solutions As we advance our strategic planning, the Argyll and Bute CLD Partnership has discussed the importance of establishing specific Key Performance Indicators (KPIs). These KPIs will help us monitor our progress towards our goals and respond effectively and efficiently to stakeholder feedback. We plan to track our progress using HGIOCLD Quality Indicators, integrating this data into the Council's performance monitoring system and reporting it through the CLD Partnership. The CLD Partnership is dedicated to ensuring active community participation in our decision-making processes. We continually engage community members through discussions, public forums, consultations, and surveys. However, we seek to further enhance the representation of local community groups, adult learners, and young people in CLD Partnership meetings to further ensure all stakeholder voices are heard. Progress update on other recommendations HMIe identified the need for further integrated alignment of CLD planning with the Argyll and Bute Outcome Improvement Plan (ABOIP). As a result, we are planning work with Community Development to co-produce consultations which supply key data for both agencies, maximising our collective efforts to improve outcomes. We have also ensured that consultation in advance of publication of the CLD Plan 2024-2027 extended to partners within the ABOIP, for example The Argyll and Bute Gaelic Partnership, Transport and Infrastructure, Housing, and Community Wellbeing. As a result, CLD planning is more responsive to the views and perspectives of partners, and is therefore more aligned with the ABOIP. As recommended by HMIe, we have standardised and implemented Individual Learning Plans (ILPs), weekly learning logs, and learner evaluations. Adult Learners have copies of these and a folder with Page 207
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portfolios of evidence of their work and learning journey. As well as being able to assess and track their own progress, it also provides evidence when seeking employment or entering further/higher education and other positive destinations. We continue to develop a pathway for workforce development through integrated working and co- delivery with members of the CLD Partnership, which recognises our collective role in developing the capacity, capability and leadership in staff. Progress has been made through the Third Sector Interface (TSi) online training platform. As a result, Community Learning staff have engaged with the short courses and modules available. We will continue to ensure the availability of high-quality, relevant professional learning opportunities from our partners for all staff through ensuring the CLPL offer to staff is a fixed agenda item at CLD Partnership meetings. Page 208
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Classification: OFFICIAL ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT 1.0 EXECUTIVE SUMMARY 1.1 This report provides details of all external education establishment inspection reports received across Argyll and Bute Education Service during the period June 2025 to August 2025. 1.2 It is recommended that the Community Services Committee notes: a) The contents of this report; b) This quarterly report will be presented on an ongoing basis to the Community Services Committee detailing all establishment inspections conducted and published by Education Scotland within that period, and c) That Ward members will receive copies of school inspection reports for schools within their area as published by Education Scotland. Page 209 Agenda Item 15
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Classification: OFFICIAL ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 28 AUGUST 2025 EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT 2.0 INTRODUCTION 2.1 This report provides details of all external education establishment inspection reports received across Argyll and Bute Education Service during June 2025 to August 2025. 2.2 As required for the National Improvement Framework, HMIE report on and provide grades for the following Quality Indicators (QIs) as part of full model inspections (which typically take place over a full school week): QI 1.3 – leadership of change; QI 2.3 – learning, teaching and assessment; QI 3.1 – ensuring wellbeing, equality and inclusion; and QI 3.2 – raising attainment and achievement In addition, they include a focus on the following themes from other QIs: QI 2.2 curriculum: learning pathways QI 2.7 partnerships: parental engagement 2.3 Short model inspections (typically over two and a half days) focus on two QIs: QI 2.3 – learning, teaching and assessment; and QI 3.2 – raising attainment and achievement HMIE continue to have a focus on safeguarding in every inspection. An inspection advice note issued in January 2024 advised that Inspectors intended to strengthen the evidence they gather about relationships and behaviour in schools and settings during inspections notified from week beginning 15 January 2024. This evidence is being gathered in a range of ways, including through an updated child protection and safeguarding evaluation form. In addition to the inspection advice note, schools have been provided with supporting local authority guidance. Page 210
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Classification: OFFICIAL 2.4 In inspections of early learning and childcare settings, HMIE use the equivalent QIs from ‘How Good Is Our Early Learning and Childcare?’ 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee notes: a) The contents of this report; b) This quarterly report will be presented on an ongoing basis to the Community Services Committee detailing all establishment inspections conducted and published by Education Scotland within that period, and c) That Ward members will receive copies of school inspection reports for schools within their area as published by Education Scotland. 4.0 DETAIL – School Inspections 4.1 Rothesay Joint Campus was inspected the week beginning 10th March 2025 using the full model of inspection. The school received positive feedback from the Managing Inspector with specific reference to: Staff foster and value a strong sense of community across the school and island. They work well with community partners to ensure children and young people develop their sense of belonging and identify well with their school community. Senior leaders and staff foster positive relationships with children and young people. They help children and young people to develop as individuals and recognise their role in supporting children and young people’s sense of wellbeing. In the nursery setting, practitioners provide interesting and stimulating outdoor learning spaces which promote well children’s curiosity and creativity. Young people requiring additional support, including those who are new to Rothesay, benefit from a range of support available to them provided by staff and partners. The published letter and Summary of Inspection Findings (SIF) are available on Education Scotland’s Website using the following link: Rothesay Joint Campus | Inspection Report | Education Scotland 4.2 Salen Primary and ELC was inspected the week beginning 24th March 2025 using the full model of inspection. The school received positive feedback from the Managing Inspector with specific reference to: The headteacher and staff, across the school and pre-five unit, who work well together to create positive, respectful and trusting relationships with children, parents and the community. There is a welcoming, caring and inclusive ethos across the whole school as a result. Children who are proud of their school and pre-five unit. They are polite, well-mannered and welcoming to visitors. They engage well in their learning. Page 211
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Classification: OFFICIAL Staff within the sgoil-àraich who use a range of total immersion approaches to support children’s increasing fluency. The published letter and Summary of Inspection Findings (SIF) are available on Education Scotland’s Website using the following link: Bun sgoil an-t-Sailein (Salen Primary School) | Inspection Report | Education Scotland 4.3 Lochgilphead Joint Campus had a follow up visit by HMIe inspectors the week beginning 19th May. The team of inspectors conducted the inspection to consider progress that had been made against the six areas for improvement identified in the initial inspection. The inspection team met with groups of staff, pupils, parents/carers and partners. In addition, they undertook a range of classroom observations and examined evidence of progress collated by the school. Inspectors will carry out a further visit in 18-24 months. The link to the published letter will be accessible when this has been finalised and is available on Education Scotland’s Website. 4.4 Bunessan Primary School and ELC was inspected the week beginning 19th May using a full model inspection. The link to the published letter and Summary of Inspection Findings (SIF) will be accessible when these documents have been finalised and are available on Education Scotland’s Website. 4.5 Rhu Primary School and ELC was inspected the week beginning 2nd June using a short model inspection. The school received positive feedback from the Managing Inspector with specific reference to: Across the school, children are confident and articulate. They are polite, well-mannered and welcoming to visitors and very proud of their school. Staff work very well together to create positive, respectful and trusting relationships with children, parents and the community. They ensure a calm and purposeful learning environment where children want to do well and achieve. Children benefit from a wide range of opportunities to achieve. Staff have developed effective links with a range of community partners to support the delivery of these opportunities. The published letter and Summary of Inspection Findings (SIF) are available on Education Scotland’s Website using the following link: Rhu Primary School | Inspection Report | Education Scotland Page 212
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Classification: OFFICIAL 4.6 Rosneath Primary School and ELC was inspected the week beginning 2nd June using a short model inspection. The link to the published letter and Summary of Inspection Findings (SIF) will be accessible when these documents have been finalised and are available on Education Scotland’s Website. 4.7 A summary of all external school inspection audit reports published by Education Scotland across Argyll and Bute Education Service establishments during the period June 2025 to August 2025 is provided in Appendix 1. 4.8 A summary of the inspection outcomes per establishment detailing strengths and areas for improvement is provided in Appendix 2. 5.0 CONCLUSION 5.1 In summary, currently one published report is available from the five inspections and one re-visit that took place during the period of March 2025 to August 2025. 5.2 The Education Service will continue to use the outcomes of establishment inspections to work collaboratively with our Head Teachers to target support and challenge to secure improvement for our children and young people. 6.0 IMPLICATIONS 6.1 Policy – The Standards in Scotland’s Schools etc. Act 2000 places a duty on Education Authorities to provide children and young people with school education and (in terms of raising standards) requires Authorities to endeavor to secure improvement in the quality of that school education. 6.2 Financial – None 6.3 Legal – None 6.4 HR – None 6.5 Customer Service – The outcome of establishment inspections of the Education Service of Argyll and Bute Council may significantly enhance or detract from the Council’s reputation and attractiveness as an area to work and live in. 6.6 Risk – Reputational risk to the Education Service following a weak report. 6.7 Climate Change - None 6.8 Fairer Scotland Duty: – None 6.9 Equalities - protected characteristics – None Page 213
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Classification: OFFICIAL 6.10 Consumer Duty – None 6.11 Island Communities - None 6.12 Children’s Rights and Wellbeing Article 28 – I have the right to an education Article 29 – I have the right to an education which develops my personality, talents and abilities Douglas Hendry - Executive Director with responsibility for Education Audrey Forrest - Policy Lead for Education Jennifer Crocket Chief Education Officer Head of Education: Wellbeing, Inclusion and Achievement Jennifer.Crocket@argyll-bute.gov.uk Wendy Brownlie Head of Education: Performance and Improvement Wendy.Brownlie@argyll-bute.gov.uk For further information please contact:- Simone McAdam, Education Manager Email: Simone.McAdam@argyll-bute.gov.uk July 2025 Appendices Appendix 1 - Overview of Inspection Outcomes Appendix 2 - Summary of Inspection Outcomes Page 214
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Classification: OFFICIAL Appendix 1 - Overview of Inspection Outcomes Leadership of Change Learning, Teaching and Assessment Ensuring Wellbeing, Equality and Inclusion Raising Attainment and Achievement Establishment Sector Date of Inspection 1.3 2.3 3.1 3.2 Rothesay Joint Campus School March 2025 weak satisfactory satisfactory weak Rothesay Joint Campus ELC ELC March 2025 weak satisfactory satisfactory satisfactory Salen Primary School March 2025 satisfactory weak satisfactory weak Salen ELC ELC March 2025 satisfactory satisfactory satisfactory good Bunessan Primary School May 2025 not yet published not yet published not yet published not yet published Bunessan ELC ELC May 2025 not yet published not yet published not yet published not yet published Rhu Primary School May 2025 good good Rosneath Primary School June 2025 not yet published not yet published Rosneath ELC ELC June 2025 not yet published not yet published Page 215
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Classification: OFFICIAL The Six-point Scale for Inspection Grading Excellent 6 Very Good 5 Good 4 Satisfactory 3 Weak 2 Unsatisfactory 1 Appendix 2 - Summary of Inspection Outcomes Report Title: Salen Primary School and ELC Bun-Sgoil agus Sgoil-Àraich an t-Sàilein Inspection Agency: Education Scotland Page 216
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Classification: OFFICIAL Key Findings: The inspection team found the following strengths in the school’s work. • The headteacher and staff, across the school and pre-five unit, who work well together to create positive, respectful and trusting relationships with children, parents and the community. There is a welcoming, caring and inclusive ethos across the whole school as a result. • Children who are proud of their school and pre-five unit. They are polite, well-mannered and welcoming to visitors. They engage well in their learning. • Staff within the sgoil-àraich who use a range of total immersion approaches to support children’s increasing fluency. The following areas for improvement were identified and discussed with the headteacher and a representative from Argyll and Bute Council. • Develop clear processes to support the identification, delivery and review of improvement priorities in the school and pre-five unit. Improve approaches to planning children’s learning experiences in the school and pre-five unit. Staff should include children more fully in planning learning. • Improve the standards of learning, teaching and assessment across the school. Ensure that all learning activities across the school are matched effectively to children’s needs. Children need to be better supported and challenged in their learning. • Raise attainment in literacy and numeracy across the school. In doing so, teachers need to develop a better understanding of national standards. Date of Inspection: March 2025 Lead Officer to take forward improvement: Mairi Maclean - Headteacher Central Officer to support improvement: Rachel Binnie – Education Manager Page 217
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Community Services Committee Work Plan 2025 - 2026 This is an outline plan to facilitate forward planning of reports to the Community Service Committee. Date Paper Designation Lead Service/ Officer Regularity of occurrence/ consideration Comment 28 August 2025 Police Scotland Argyll & Bute Performance Summary Report – Reporting Period: April – June 2025 Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Scrutiny Group 2025-26 Q1 Scrutiny Report Scottish Fire and Rescue Service Quarterly Argyll & Bute Health & Social Care Partnership – Performance Report – FQ3 2024/25 Argyll & Bute HSCP Quarterly Argyll and Bute Education Service Progress and Impact Report 2024- 2025 and Strategic Plan 2024-2026 Education Annually in August SQA School Examination Results 2025 Education Developing the Young Workforce 2024- 25 Education Strone Primary School - Mothballing Education Tobermory 2-18 Campus – Update and Next Steps Education Scottish Languages Act 2025 – Update Education/Customer Support Services Gaelic Language Plan Progress Report December 2023 - December 2024 Customer Support Services LiveArgyll - Community Learning Development Report 2024-2025 Education External Education Establishment Inspection Report Education Quarterly 11 December 2025 Page 219 Agenda Item 16
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Community Services Committee Work Plan 2025 - 2026 Police Scotland Argyll & Bute Performance Summary Report – Reporting Period: April 2025 – September 2025 Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Scrutiny Group 2025-26 Q2 Scrutiny Report Scottish Fire and Rescue Service Quarterly Argyll & Bute Health & Social Care Partnership – Performance Report – FQ4 2024/25 Argyll & Bute HSCP Quarterly Argyll & Bute Health & Social Care Partnership – Annual Report Argyll & Bute HSCP Annually Live Argyll Monitoring and Performance Report & Live Argyll Annual Report Commercial Services/Live Argyll Annually Schools (Consultation) (Scotland) Act 2010 Furnace Primary School Education Come back to Committee December 2025 External Education Establishment Inspection Report Education Quarterly 5 March 2026 Police Scotland Argyll & Bute Performance Summary Report – Reporting Period: April 2025 – December 2025 Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Scrutiny Group 2025-26 Q3 Scrutiny Report Scottish Fire and Rescue Service Quarterly Argyll & Bute Health & Social Care Partnership – Performance Report – FQ2 2025/26 Argyll & Bute HSCP Quarterly Luing Primary School Mothballing Review Education Page 220
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Community Services Committee Work Plan 2025 - 2026 External Education Establishment Inspection Report Education Quarterly 4 June 2026 Police Scotland Argyll & Bute Performance Summary Report – Reporting Period: April 2025 – March 2026 Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Scrutiny Group 2025-26 Q4 Scrutiny Report Scottish Fire and Rescue Service Quarterly External Education Establishment Inspection Report Education Quarterly Future Reports – dates to be determined The Expansion of Funded Early Years Learning and Childcare in Scotland – Argyll and Bute Early Learning and Childcare Updated Delivery Plan Education Care Experienced Children and Young People Education Argyll & Bute Health & Social Care Partnership – Annual Report Argyll & Bute HSCP Annually Argyll and Bute Annual Education Plan Education Annually in August Live Argyll Monitoring and Performance Report & Live Argyll Annual Report Commercial Services/Live Argyll Annually in August Gaelic Language Plan Progress Report Customer Support Services Annually in August Year 2 2025/26) Annual Review of the Children and Young People Service Plan 2023 - 2026 Argyll and Bute HSCP Annually Scottish Attainment Challenge Education Education Refresh Strategy Education Page 221
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