Agenda reports pack
Argyll and Bute Council · 6 March 2025
Back to Community Services Committee — 6 March 2025 and its agenda
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Argyll and Bute Council Comhairle Earra-Ghàidheal Agus Bhòid Executive Director: Douglas Hendry Kilmory, Lochgilphead, PA31 8RT Tel: 01546 602127 Fax: 01546 604435 DX 599700 LOCHGILPHEAD 27 February 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, 6 MARCH 2025 at 10:30 AM, which you are requested to attend. Douglas Hendry Executive Director BUSINESS 1. APOLOGIES FOR ABSENCE 2. DECLARATIONS OF INTEREST 3. MINUTE (Pages 3 - 8) Community Services Committee held on 12 December 2024 4. SCOTTISH FIRE AND RESCUE SERVICE - ARGYLL & BUTE PERFORMANCE REPORT Q3 - 1 OCTOBER 2024 - 31 DECEMBER 2024 (Pages 9 - 18) Report by Local Senior Officer, Scottish Fire and Rescue Service 5. POLICE SCOTLAND ARGYLL & BUTE PERFORMANCE SUMMARY REPORT - REPORTING PERIOD: APRIL 2024 - DECEMBER 2024 (Pages 19 - 30) Report by Divisional Commander for Argyll and Bute, West Dunbartonshire Division, Police Scotland 6. HEALTH AND SOCIAL CARE PARTNERSHIP - PERFORMANCE REPORT - FQ2 2024/25 (JULY - SEPTEMBER) (Pages 31 - 46) Report by Interim Head of Strategic Planning, Performance and Technology, Argyll and Bute Health and Social Care Partnership 7. EDUCATION VISION AND STRATEGY - OUR CHILDREN, THEIR FUTURE - THRIVING TOGETHER (Pages 47 - 70) Report by Executive Director with responsibility for Education Public Document Pack
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8. CARE EXPERIENCED CHILDREN AND YOUNG PEOPLE (Pages 71 - 86) Report by Executive Director with responsibility for Education 9. IMPROVING OUTCOMES THROUGH SCOTTISH ATTAINMENT CHALLENGE FUNDING (Pages 87 - 176) Report by Executive Director with responsibility for Education 10. COUNSELLING IN SCHOOLS (Pages 177 - 184) Report by Executive Director with responsibility for Education 11. SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 - DALMALLY PRIMARY SCHOOL (Pages 185 - 236) Report by Executive Director with responsibility for Education 12. LUING PRIMARY SCHOOL - MOTHBALLING REVIEW (Pages 237 - 242) Report by Executive Director with responsibility for Education 13. FINAL ATTAINMENT AND ACHIEVEMENT REPORT - SESSION 2023-2024 (Pages 243 - 274) Report by Executive Director with responsibility for Education REPORTS FOR NOTING 14. EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT (Pages 275 - 286) Report by Executive Director with responsibility for Education 15. COMMUNITY SERVICES COMMITTEE WORK PLAN 2023/2024 (Pages 287 - 290) 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: Katie McKenzie, Committee Services Officer Tel: 01546604465
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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, 12 DECEMBER 2024 Present: Councillor Audrey Forrest (Chair) Councillor Gordon Blair Councillor Maurice Corry Councillor Daniel Hampsey Councillor Graham Hardie Councillor Anne Horn Councillor Fiona Howard Councillor Paul Donald Kennedy Councillor Dougie McFadzean Councillor Julie McKenzie Councillor Iain Shonny Paterson Councillor Gemma Penfold Councillor Dougie Philand Margaret Anderson Daniel Semple Reverend Dorothy Wallace, Church Rep 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 Superintendent Mark Stirling, Police Scotland Chief Inspector James McArthur, Police Scotland Chief Inspector Lee Page, Police Scotland Group Commander Barrie McCutcheon, Scottish Fire and Rescue Service Station Commander Rob Taylor, Scottish Fire and Rescue Service Charlotte Craig, Business Improvement Manager, Argyll and Bute HSCP Paul Ashworth, Services and Support Manager, Live Argyll Rhona Grant, Team Leader, Live Argyll 1. APOLOGIES FOR ABSENCE Apologies for absence were received from Councillors Amanda Hampsey, Jennifer Kean and Yvonne McNeilly. 2. DECLARATIONS OF INTEREST Councillor Iain Shonny Paterson declared a financial interest in item 6 (Argyll & Bute Health & Social Care Partnership – Annual Performance Report) and item 7 (Argyll & Bute Health & Social Care Partnership – Quarterly Performance Report FQ1 2024/25) as he ran a business which dealt with people with special needs. He advised that he would remain in the meeting during the discussion of these reports. 3. MINUTES The Minute of the Community Services Committee held on 22 August 2024 was approved as a correct record. 4. POLICE SCOTLAND ARGYLL & BUTE PERFORMANCE SUMMARY REPORT - REPORTING PERIOD: APRIL - SEPTEMBER 2024 Chief Superintendent Gary I’Anson presented the Argyll and Bute Performance Summary Report of Police Scotland’s Policing Priorities for Q2 April – September 2024. He also Page 3 Agenda Item 3
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provided a briefing on the new Police Scotland 2030 vision and three year business plan and responded to questions asked. Decision The Committee reviewed and noted the content of the report along with the briefing on the new Police Scotland 2030 vision and three year business plan. (Reference: Report for Q2 2024 – 2025 by Divisional Commander for Argyll and Bute, West Dunbarton Division, Police Scotland, submitted) 5. SCOTTISH FIRE AND RESCUE SERVICE - ARGYLL & BUTE PERFORMANCE REPORT Q2 - 1 JUNE - 30 SEPTEMBER 2024 With the aid of power point slides, Group Commander Barrie McCutcheon and Station Commander Rob Taylor presented a report highlighting Scottish Fire and Rescue Service’s review of local performance within Argyll and Bute for Q2 (1 June – 30 September 2024) and responded to a number of questions asked. Decision The Committee reviewed and noted the contents of the report. (Reference: Q2 2024/25 Report by Local Senior Officer, Scottish Fire and Rescue Service, submitted) 6. ARGYLL & BUTE HEALTH & SOCIAL CARE PARTNERSHIP - ANNUAL PERFORMANCE REPORT 2023/24 A report presenting the Annual Performance Report for the Health & Social Care Partnership for the year 2023/24 was considered. Decision The Committee noted and considered Annual Performance Report for the Health & Social Care Partnership for the year 2023/24 (Reference: Report by Chief Officer, Argyll & Bute HSCP dated 12 December 2024, submitted) 7. ARGYLL & BUTE HEALTH & SOCIAL CARE PARTNERSHIP - PERFORMANCE REPORT FQ1 2024/25 (APRIL - JUNE) A report detailing performance for FQ1 (April – June) 2024/25 for Argyll & Bute Health & Social Care Partnership was considered. Decision The Committee agreed to: 1. acknowledge performance for FQ1 2024/25 (April – June); 2. acknowledge performance update on the National Health & Wellbeing Outcomes and Ministerial Steering Group Integration Indicators; and Page 4
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3. note Delayed Discharge Sitrep as of 1 July 2024. (Reference: Report by Senior Manager, Performance and Improvement, Argyll and Bute HSCP dated 12 December 2024, submitted) 8. FURNACE PRIMARY SCHOOL - MOTHBALLING A report updating the Committee on the current situation of Furnace Primary School and proposing a number of measures under which the Education Service can monitor the position of the School over the forthcoming year was considered. Decision The Committee agreed that: 1. Furnace Primary School is mothballed on a temporary basis, and that the building be retained for one year on a care and maintenance basis; 2. Officers would conduct a review of the School’s mothballing ahead of the Committee’s December 2025 meeting, at which Members could decide on a continued period of mothballing or request that Officers commence a preliminary exercise to examine the future options for Furnace Primary School; and 3. The community should have pre-arranged access to the building to promote any community functions during the period of mothballing. (Reference: Report by Executive Director with responsibility for Education dated 6 November 2024, submitted) Councillor Iain Shonny Paterson left the meeting at this point. 9. SCHOOL HOLIDAY DATES 2026-2029 A consultation on School Holiday Dates was carried out from 12 August – 4 October 2024 with an aim to set the in-service days for teachers and the holiday dates for pupils across the authority for 2026-2029. The consultation included parents/carers, pupils and staff. The proposed dates, contained within Appendix 1 of this report, were before the Committee for consideration. Decision The Committee agreed the school holiday dates for 2026-2029 contained within Appendix 1 of the report. (Reference: Report by Executive Director with responsibility for Education dated November 2024, submitted) 10. EDUCATION PERFORMANCE DATA ANALYSIS 2023-24 A report giving an overview of essential performance data and outcomes for all students in Argyll and Bute’s ten secondary schools for the 2023-2024 academic session was considered. Page 5
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Decision The Committee agreed to: 1. consider the information contained in this report; 2. commend the hard work and commitment of pupils and staff in securing these levels of attainment and achievement and recognised the crucial role in such success played by parents and carers in partnership with the schools; 3. note the SQA directive that, because of the different assessment arrangements in place each year over the period 2020-2023, meaningful comparison between results in 2024 and the other years in this period specifically 2020 and 2021, was limited; and 4. note that a further report would come to a future meeting of the Committee once final Insight date for session 2023-2024 was made available in the February 2025 Insight update. (Reference: Report by Executive Director with responsibility for Education dated December 2024, submitted) 11. ANNUAL PARTICIPATION MEASURE 2023-24 A report providing Members with information on the most recent Annual Participation Measure published by Skills Development Scotland in August 2024 covering the period April 2023 – March 2024 was considered. Decision The Committee agreed to: 1. consider the information in relation to the 2023-2024 Annual Participation Measure; 2. note the consistently strong performance of Argyll and Bute as a council area in facilitating the participation of 16 – 19 year olds; and 3. note the change in statistical detail brought about by the revision of 2023 Participation figures to exclude data provided by His Majesty’s Revenue and Customs. (Reference: Report by Executive Director with responsibility for Education dated 12 December 2024, submitted) 12. COMMUNITY LEARNING AND DEVELOPMENT: STRATEGIC PLAN FOR CLD IN ARGYLL AND BUTE 2024-2027 A report updating the Committee on the development of the Community Learning and Development (CLD) Strategic Plan for 2024-2027 was considered. Decision The Committee agreed to: 1. note the areas for action identified in the new plan; and Page 6
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2. consider and approve the CLD Partnership Strategic Plan for 2024-2027. (Reference: Report by Executive Director with responsibility for Education dated 12 December 2024, submitted) 13. EXTERNAL EDUCATION ESTABLISHMENT INSPECTION REPORT A report providing details of all external establishment inspection reports received across Argyll and Bute Education Service during the period August to December 2024 was before the Committee for information. Decision The Committee agreed to note: 1. the contents of this report; 2. that 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 December 2024, submitted) 14. COMMUNITY SERVICES COMMITTEE WORK PLAN 2024-2025 The Community Services Committee work plan for 2024-2025 was before the Committee for information. Decision The Committee noted the contents of the work plan. (Reference: Community Services Committee Work Plan 2024-2025, submitted) Page 7
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Argyll & Bute PerformanceReport Q3 - 1st October 2024- 31st December 2024 Annick Page 9 Agenda Item 4
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Argyll & Bute Performance Report Table of Contents Local Fire and Rescue Service Plan Priorities 3 Argyll & Bute Activity Summary 4 Domestic Safety - Accidental Dwelling Fires 5 Domestic Safety - Accidental Dwelling Fire Casualties 6 Unintentional Injury and Harm 7 Deliberate Fire Setting 8 Non-Domestic Fire Safety 9 Unwanted Fire Alarm Signals 10 Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 2 Page 10
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0 0 4 1 1 6 1 0 0 3 0 4 1 0 0 0 0 0 1 0 1 1 0 6 0 0 1 2 0 5 2 0 2 0 0 6 2 0 2 1 1 6 1 0 2 0 2 8 1 0 3 0 1 8 1 0 2 0 3 13 3 0 1 0 0 3 13 0 18 8 8 65 -19% -100% 6% -33% -20% -4% -10% -20% 0% -10% -11% -27% 16% 0% 23% 20% 25% 11% Year on Year Change 3 Year Average Change 5 Year Average Change Cowal Ward Dunoon Ward Helensburgh and Lomond South Ward Helensburgh Central Ward Isle of Bute Ward Kintyre and the Islands Ward Lomond North Ward Mid Argyll Ward Oban North and Lorn Ward Total Incidents Oban South and the Isles Ward South Kintyre Ward Local Fire and Rescue Service Plan Priorities Accidental Dwelling Fires Accidental Dwelling Fire Casualties Non-Domestic Fire Safety Unwanted Fire Alarm Signals Unintentional Injury and Harm Deliberate Fire Setting The Local Fire and Rescue Service Plan has been developed to set out the priorities and objectives within Argyll & Bute and allows our local authority partners to scrutinise the performance outcomes of these priorities. We will continue to work closely with our partners in Argyll & Bute to ensure that through targetting risks at a local level we are all "Working Together for a Safer Scotland." The plan has been developed to complement key partnership activity embedded across Argyll & Bute's Community Plan and associatedDelivery and Thematic plans. Through partnership working we will seek to deliver continuous improvement in our performance and effective service delivery in our area of operations. The Local Fire and Rescue Plan for Argyll & Bute identified six areas for demand reduction and is subject to regular monitoring and reporting through the Police & Fire and Rescue Committee. A summary of the priorities and current activity is detailed below with further detail and analysis contained within this performance report. 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. Activity levels have reducedby more than 5% Activity levels have reduced by up to 5% Activity levels have increased overall Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 3 Page 11
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Argyll & Bute Activity Summary 2020/21 2021/22 2022/23 2023/24 2024/25 67 55 52 56 44 54 67 89 117 96 253 290 313 191 152 374 412 454 364 292Total Incidents All Special Services All False Alarms All Fires fire & non-fire casualties 0 100 200 300 400 500 2020/21 2021/22 2022/23 2023/24 2024/25 Total Incidents All Fires All Special Services All False Alarms 14% 20% 65% 15% 33% 52% All Fires All Special Services All False Alarms Incidents by Classification Annual Average 5 Year Average 22.60% 22.26% 8.56% 6.85% 6.51% 4.45% 4.45% 4.11% 2.74% 2.40% 2.05% 2.05% 1.37% 1.37% 1.03% False Alarm (Dwelling) False Alarm (UFAS) Special Service - RTC Special Service - Assist other… False Alarm (Good Intent) Special Service - Effecting entry/exit Dwelling Fire Special Service - Flooding Other Building Fire Refuse Fire Chimney Fire Special Service - No action (not… Special Service - Lift Release Outdoor Fire Special Service - Animal assistance… Top 15 Incident Types by % of Total Incidents Argyll & Bute OperationalTrends 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 44 fires primary & secondary special services 96 false alarms 152 -20% totalnumber of incidents 292 -20% -21% 19 -5% economiccost of ufas incidents £128,050 Activityby Time of Day -18% (-12) (-21) (-39) (-72) (-1) 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun 00:00 01:00 02:00 03:00 04:00 05:00 06:00 07:00 08:00 09:00 10:00 11:00 12:00 13:00 14:00 15:00 16:00 17:00 18:00 19:00 20:00 21:00 22:00 23:00 Mon Tue Wed Thu Fri Sat Sun Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 4 Page 12
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-19% -10% 16% Main Source of Ignition Year on Year 3 Year Average 5 Year Average Domestic Safety - Accidental Dwelling Fires Domesti Detection Present 61.5% 75.0% Detection Actuated Calls Made by Landline/Mobile 100.0% 5 4 2 1 1 0 1 2 3 4 5 6 Electricity supply Cooking appliance Other domestic style appliance Heating equipment Not known 28 18 17 16 13 2020/21 2021/22 2022/23 2023/24 2024/25 30.8% 30.8% 23.1% 46.2% No FirefightingAction Direct Firefighting Heat/Smoke Damage Only Nofire Damage Alcohol/DrugImpairment 7.7% Distraction 15.4% 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 Oban North and Lorn 0.0% Dunoon 7.7% 7.7% Helensburgh and Lomond Helensburgh Central Isleof Bute Kintyreand the Islands Lomond North Mid Argyll 7.7% 0.0% 15.4% 7.7% 7.7%15.4% 7.7% 23.1% Oban South and the Isles South Kintyre Cowal Performance Summary AccidentalDwelling Fires to Date Main Source of Ignition AccidentalDwelling Fires by Time of Day Severity of Accidental Dwelling Fires Human Factors Automatic Detection & Actuation AccidentalDwelling Fires Activity by Ward (% share) (0) (1) (1) (1) (0) (2) (2) (1) (1) (1) (3) (4) (4) (3) (6) (2) (1) (8) (6) (13) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 5 Page 13
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-100% -20% 0% Year on Year 3 Year Average 5 Year Average Domestic Safety - Accidental Dwelling Fire Casualties 0 0 0 0 00 0 0 0 0 0 - 9 10 - 19 20 - 49 50 - 79 80+ Male Female 3 1 2 3 0 2020/21 2021/22 2022/23 2023/24 2024/25 0.0% 0.0% Oban South and the Isles South Kintyre Cowal 0.0% Dunoon 0.0% 0.0% Helensburgh and Lomond Helensburgh Central Isle of Bute Kintyreand the Islands Lomond Mid Argyll 0.0% 0.0% 0.0% 0.0% 0.0%0.0% Oban North and Lorn Unintentional Injury or 01 02 03 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 First Aidat Scene Hospital -Serious Injuries Hospital-Slight Injuries Fatality Performance Summary Fire Casualties by Time of Day Accidental Dwelling Fire Casualties Year to Date Nature of Injury Extent of Harm Age / Gender Profile AccidentalDwelling Fire Casualties by Ward (% share) (0) (0) (0) (0) (0) (0) (0) (0) (0) (0) (0) () () () () Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 6 Page 14
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6% 0% 23% Year on Year 3 Year Average 5 Year Average Unintentional Injury or Harm Other/ Other medical condition Unconscious, fitting or unresponsive Fracture/ Cuts/ / Lacerations Not known Drowning Back / Neck injury (spinal)/ 44.4% 27.8% 11.1% 5.6% 5.6% 5.6% 0 0 2 7 10 1 3 4 0 0 - 9 10 - 19 20 - 49 50 - 79 80+ Male 56% Female 44% Cowal Dunoon 0.0% 0.0% Helensburghand Lomond Helensburgh Central Isleof Bute Kintyreand the Islands Lomond Mid Argyll 5.6% 5.6% 11.1% 11.1% 16.7%11.1% 22.2% Oban North and Lorn 11.1% 5.6% ObanSouth and the Isles South Kintyre Road Traffic Collision Water Rescue Assisting Other Agencies 50.0% 5.6% 44.4% 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 First Aid at Scene Hospital -Serious Injuries Hospital-Slight Injuries 33.3% 50.0% 0.0% Fatality 16.7% 15 18 27 17 18 2020/21 2021/22 2022/23 2023/24 2024/25 Deliberate Performance Summary Non-Fire Casualties Year to Date Non-Fire Casualties by Time of Day Nature of Injury Extent of Harm Non-FireEmergency Activity Age / Gender Profile Non-FireCasualties by Ward (% share) (4) (0) (0) (1) (1) (2) (2) (2) (3) (2) (1) (8) (1)(9) (9) (0) (3) (6) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 7 Page 15
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-33% -10% 20% Year on Year 3 Year Average 5 Year Average Deliberate Fire Setting Cowal Dunoon 37.5% 0.0% Helensburgh and Lomond Helensburgh Central Isle of Bute Kintyre and the Islands Lomond Mid Argyll 12.5% 25.0% 0.0% 0.0% 0.0%12.5% 12.5% Oban North and Lorn 0.0% 0.0% Oban South and the Isles South Kintyre 11 11 6 12 8 2020/21 2021/22 2022/23 2023/24 2024/25 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 18.2% 27.3% 16.7% 0.0% 12.5% 81.8% 72.7% 83.3% 100.0% 87.5% 2020/21 2021/22 2022/23 2023/24 2024/25 Primary Secondary 0 0 1 0 Other Buildings Dwellings Vehicles Other Primary 4 3 Refuse Other Secondary 374 412 454 364 292 9 8 5 12 7 0 200 400 600 0 200 400 600 2020/21 2021/22 2022/23 2023/24 2024/25 All Incidents Deliberate Secondary Fires Non Performance Summary Deliberate Fires Year to Date Deliberate Firesby Time of Day Deliberate Firesby Classification Primary Fire Ratio by Activity Type Secondary Fire Ratio by Activity Type Deliberate Fires Compared to Operational Activity Deliberate Fires by Ward (% share) (1) (3) (0) (1) (2) (0) (1) (0) (0) (0) (0) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 8 Page 16
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-20% -11% 25% Year on Year 3 Year Average 5 Year Average Non Domestic Fire Safety 5 11 6 10 8 2020/21 2021/22 2022/23 2023/24 2024/25 Cowal Dunoon 0.0% 0.0% Helensburgh and Lomond Helensburgh Central Isle of Bute Kintyre and the Islands Lomond Mid Argyll 0.0% 0.0% 0.0% 25.0% 12.5%12.5% 12.5% Oban North and Lorn 37.5% 0.0% Oban South and the Isles South Kintyre 75% 25% Accidental Deliberate Not Known 12.5% 50.0% 37.5% 62.5% No FirefightingAction Direct Firefighting Heat/SmokeDamage No Fire Damage 3 1 1 1 1 1 Offices and call centres, Converted office Food and Drink, Takeaway, fast food Education, Infant/primary school Entertainment and culture, Sports and Social clubNon Residential, Other private non-residential building Unwanted 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 2223 00 Performance Summary Non-Domestic Fires Year to Date Non-Domestic Firesby Time of Day Non-Domestic Fires by Nature of Origin Non-Domestic Fires by Ward (% share) Severity of Non-DomesticFires Non-Domestic Firesby Premises Type (1) (0) (0) (0) (0) (0) (1) (2) (1) (3) (0) (1) (4) (3) (5) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 9 Page 17
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-4% -27% 11% Year on Year 3 Year Average 5 Year Average Unwanted Fire Alarm Signals 132 189 209 68 65 2020/21 2021/22 2022/23 2023/24 2024/25 Cowal Dunoon 6.2% 0.0% Helensburghand Lomond Helensburgh Central Isle of Bute Kintryeand the Islands Lomond Mid Argyll 9.2% 7.7% 9.2% 12.3% 12.3%9.2% 9.2% Oban North and Lorn 20.0% 4.6% Oban South and the Isles South Kintyre 20 9 6 6 4 Other Residential, Hotel/motel Residential Home, Nursing/Care Other Residential, Other Residential Home Hospitals and medical care, Hospital Other Residential, Sheltered Housing - not self contained 22% UFAS Percentage Against all Incidents UFAS Percentage Against all False Alarms 43% Human Influenceand Alarm Activations 33.8% 0.0 1.0 Mon Tue Wed Thu Fri Sat Sun 01 0203 04 05 06 07 08 09 101112131415 16 17 18 19 20 21 22 23 00 Performance Summary Unwanted Fire Alarm Signals Year to Date Unwanted Fire Alarm Signals by Ward (% share) Unwanted Fire Alarm Signals by Time of Day Unwanted Fire Alarm Signals - Top 5 Premises Unwanted Fire Alarm Signals Activity Ratios Average UnwantedFire Alarm Signals per Day (6) (4) (0) (6) (5) (6) (6) (8) (8) (13) (3) Scottish Fire and Rescue Service | Local Fire and Rescue Plan Progress Report for Argyll and Bute 10 Page 18
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OFFICIAL OFFICIAL x Argyll & Bute Performance Summary Report Reporting Period: April 2024 to December 2024 Total Crime 87 Crimes Incidents Recorded Overall Dishonesty Domestic Abuse Incidents +10.4% +0.5% +3.5% +7.8% +3.5% -26.6%* Road Deaths and Serious Injuries -18.2%* Sexual Crime -1724*PYTD, -1342*5YR AVG +53*PYTD, +118*5YR AVG +3*PYTD, +73*5YR AVG +17*PYTD, +4*5YR AVG +58*PYTD, +172*5YR AVG +6*PYTD, +5*5YR AVG -17*on PYTD -290*PYTD Violent Crime Missing People Counter Terrorism -5*PYTD -4.7%* -20*PYTD, -17*5YR AVG Common Assault -30.3% Housebreaking Disorder Complaints The National Terrorism Threat level is SUBSTANTIAL This means that an attack is likely. *PYTD = Previous Year to Date *5YR = 5 year average -1.7% -10.2% Page 19 Agenda Item 5
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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 2024 through to 31st December 2024. Please note that all data included in this report is management information and not official statistics. All data is 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 - Miscellaneous Offences Group 2 - Sexual Crimes Group 7 - Offences relating to motor vehicles Group 3 - Crimes of Dishonesty PYTD - Previous Year to Date Group 4 - Fire Raising, Malicious Mischief CYTD - Current Year to Date Group 5 - Other (pro activity) Crimes Page 20
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OFFICIAL OFFICIAL PRIORITY AREA EXECUTIVE SUMMARY Acquisitive Crime At the end of December 2024, acquisitive crimes show a marginal change of 0.5%, increasing from 631 to 634 crimes. Increases in shoplifting and fraud crimes have been offset by a reduction in reports of housebreaking and common thefts. Public Protection Group 2 sexual crimes have increased by 3.5% (+6) compared to last year. This is due to a slight increase in indecent images/comms offences while the number of rape crimes and sexual assaults have seen marginal change from 34 to 36 crimes and 63 to 64 respectively. Road Safety & Road Crime Overall, there continues to be a 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 by 1 as at the end of December 2024 from 8 to 7. Road traffic collisions involving serious and slight injuries have also reduced from 57 to 41 and 71 to 62 respectively. Serious Organised Crime At the end of December 2024, drug supply offences have increased by 33.3% compared to the previous year, whilst possession charges have continued to see a slight reduction from 337 to 307 crimes. Across Argyll & West Dunbartonshire, 16 persons linked to serious and organised crime (SAOC) have been arrested and £2,595,658 seized under the Proceeds of Crime Act 2002 (POCA). Violence & ASB At the end of December 2024, Group 1 crimes of violence have increased with 798 crimes compared to 740 the previous year to date, while anti-social behaviour (ASB) related crimes have also risen by 12.5% from 690 to 776. 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 21
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OFFICIAL OFFICIAL CRIME PYTD CYTD INCIDENTS PYTD CYTD Total Crimes & Offences 5218 5131 Total number of incidents 16,846 15,122 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 decreased by 1.7% from the previous year but is slightly above the previous 5 year average (4986). Despite the overall reduction in crime levels there have been notable increases in both crimes of violence (+7.8%) and anti-social offences (+12.5%). Group 2 sexual crimes and acquisitive crimes have remained relatively consistent year on year while crimes against society and miscellaneous offences have experienced a reduction. Ongoing work around demand channelling calls to the right agency will be feeding into the 1724 reduction of recorded Police Incidents (calls for service) Page 22
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OFFICIAL OFFICIAL ACQUISITIVE CRIME Shoplifting crimes have increased by 14% with 183 crimes recorded compared to 160 the previous year, the figure remains above the previous 5-year average (109.2), which is in line with the national position. The detection rate has remained consistent at 69.9% (+0.6%), however in number terms 15 more crimes have been detected. Housebreaking crimes have seen a reduction from 66 to 46 at the end of Qtr 3 compared to last year. This is largely due to a 37% decrease in housebreaking’s at domestic dwellings (-13 crimes). The detection rate for housebreaking has increased from 22.7% to 28.3%. Fraud crimes have increased slightly in Argyll and Bute compared to last year, from 143 to 152 crimes. This is primarily due to an increase in frauds involving bank account takeovers/compromises (+15). The detection rate for fraud has increased from 15.4% to 26.3%. Perpetrators of such offences are generally based out with the UK. The increase in shop thefts is in part driven by crimes recorded across Helensburgh and Lomond. Over the last three months we have seen a clear spike in shoplifting crimes with supermarkets targeted. This is however in line with a rise in this crime type across the West of Scotland. A number of these crimes have been attributed to a travelling group of young persons who have been targeting many supermarkets across the West. We are working closely with our analysts, British Transport Police and other policing divisions to share information and evidence to identify those responsible. Our detection rates this year (from April) is sitting at 70% and we continue to engage with the COPFS and the courts to ensure the community impact of these crimes are being realised. Our Preventions Team, Youth Engagement Officer and local policing teams are all providing support to impacted supermarkets and businesses within the local community. They are available to visit businesses and residents to provide crime prevention advice should it be requested. We remain determined to reduce the impact of acquisitive crime locally and we will continue to thoroughly investigate all reports. Bespoke Fraud engagements are being undertaken across the Division, with every Community Council offered opportunity to have an input, as well as hard to reach communities having fraud surgeries to compliment detailed newsletters (currently taking place on the Isle of Mull – where the Community Council and local officers are working to tackle the issue together). Coupled with this are regular advisory reminders circulated through the press and social media channels and inputs into community groups by the Community Engagement Team. As a result of the above, increased education regarding this crime type is fuelling stronger reporting. Page 23
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OFFICIAL OFFICIAL Our detection rates for sexual assault are strong and the upward curve exemplifies the work ongoing to strengthen our response to gender-based-violence and to get it right first time for the victim. Part of what is feeding both the heightened detection rate and up-turn in crime/incident conversion rate in domestic abuse incidents is our own internal auditing process. By scrutinising domestic violence calls each morning we’re able to ensure that all opportunities to support our victims and better prosecute offenders are progressed, leading to increased public confidence and crime recording and sentencing (a recent offender receiving 12 yrs for rape). The Domestic Abuse Investigation Unit, that helps to coordinate best practice in these investigations, has oversight and engagement with all cases in the division to ensure a consistent, multiagency approach to this crime type. Missing person reports are resource intensive for Policing when they come in. The work that has to be undertaken both on the ground and within the office undertaking various checks and searches has the risk of impacting on other key service delivery priorities. As such, we work hard with other agencies to help mitigate the risk factors that lead to missing persons, be it dementia/Alzheimer related, utilising the Herbet Protocol, working together to strengthen care plans, or reviewing the suitability of living conditions for young persons. Direct engagement with partners, combined with constructive challenge, is permitting timely resolution of repeat missing persons. At the end of Qtr 3, Group 2 crimes show a slight increase of 3.5% with 177 crimes recorded compared to 171 (+6) in the same period last year. The increase is due to a slight rise in crimes relating to indecent images/communications from 48 to 54 crimes (+6) the majority of which have been committed online. Both rape and sexual assault crimes have seen marginal change. Approximately 91% of rape crimes occurred in a private setting and 94% were committed by persons known to the victim (with 23 being domestic related). Sexual assaults were largely split 50/50 in terms of public/private space with 91% of crimes also being committed by persons known to the victim. 36% related to non-recent reports. The detection rates for both rape crime and sexual assault have increased 29.4% to 44.4% and 49.2% to 60.9% respectively, year on year. Domestic abuse incidents have increased slightly compared to last year from 492 to 509, while the number of crimes recorded has also seen a considerable rise from 320 to 525. The crime/incident conversion rate has also increased by 4.6% from 55.1% to 59.7%. A total of 101 missing person reports had been recorded within Argyll and Bute at end of December 2024, which is a slight reduction of 4.7% from last year (-6). MP reports relating to adults have reduced from 71 to 56 (-15), while reports relating to children and children in care have seen a marginal increase year on year. PUBLIC PROTECTION Page 24
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OFFICIAL OFFICIAL At the end of Qtr 3, the number of fatal RTC’s recorded Argyll and Bute had reduced marginally from 8 to 7 year on year. Additionally, both serious and slight injuries have also seen a reduction from 57 to 41 (-16) and 71 to 62 (-9), respectively. Road traffic offences have also seen a reduction of 8.8% in Argyll and Bute from 1731 to 1579 (-152) with the majority of crime times experiencing a decrease compared to the same period last year. Road Traffic Casualties 2023/24 2024/25 Number of persons killed on our roads 8 7 Number of persons seriously injured 57 41 Number of persons slightly injured 71 62 Number of children seriously injured 5 0 The work ongoing by our Road Policing Division in tandem with Local Policing assets has helped to reduce the number of people injured on Argyll’s roads, bucking the national trend. Though those killed in road traffic incidents has, unfortunately, remained stable. Speeding and driving complaints remain prevalent across Argyll & Bute. With communities on the A83 and A85 linking with MSPs to express their concern about speeding and measures to tackle it. Police Scotland continues to liaise positively with these reports, seeking to directly address any factors that we can positively influence, i.e. enforcement opportunities, whilst also linking with and supporting the Department of Transport in developing solutions to identified hotspots. Our primary measures to address road safety include speed checks, high visibility patrols (stopping and checking cars committing offences) and working in conjunction with the Camera Safety Partnership. Speed checks are intelligence led, focusing on problem areas, giving a deterrent factor weeks after they have been undertaken as drivers recognise localities that might have a Police presence. This helps to support community concerns through direct action and prevention and intervention work. In LD, one such initiative involved proactive speed checks carried out across the area between 01/11/2024 and 20/01/2025, resulting in 39 drivers being issued with fines or reported with speeding offences. In the same period for that area, our national festive Drink Driving Campaign was running which resulted in 8 drivers being stopped who were found to be unfit to drive. We are also aware that the removal of the average speed camera on the A82 has resulted in a few queries to our elected members. The Safety Camera Unit have confirmed that they will resume enforcing via their mobile vans along this stretch of the A82. They are also hopefully that these cameras will be reintroduced in the summer as a result in the increase in seasonal traffic. Our Preventions Team are proactive on our social media streams to make sure that we are fully engaging with our communities to maximise our footprint by providing advice and guidance to influence road users. The preventions team are planning a number of road safety roadshows in the coming months which were well received in 2024. Further, to this the Preventions Team have set up Community Road Safety Hubs across Argyll, run in conjunction with the Advanced Driver Institute. This initiative helping to educate drivers on risks and standards required for vehicles, helping to deliver better driving standards amongst key groups in the area. ROAD SAFETY AND ROAD CRIME Page 25
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OFFICIAL OFFICIAL Across Argyll & West Dunbartonshire, 16 persons linked to serious and organised crime have been arrested and £2,595,658 has been seized under POCA since 1st April 2024. At the end of December 2024, drugs supply charges show an increase of 33.3% compared to last year from 24 to 32 crimes, which is also slightly above the previous 5-year average (28.6). Drug possession charges have seen an 8.9% reduction from 337 to 307 and are also 3.6% below the previous 5-year average (318). The drop in possession related charges is an expected correlation when seeing an increase in supply charges as, if not charged with supply, the default charge would be possession (as supply relates to ‘possession with intent’ to supply). The change has been fuelled by enhanced intelligence support to help drive forward collation and review of intelligence to an end product, i.e. warrants, which are then executed by our CID/LPA assets. Recent examples of this in practice in the past 3 months include 31 grams of Cocaine recovered from Oban following a warrant execution, and on Rothesay, where a significant amount of suspected cannabis edibles were recovered, both resulting in supply charges for the parties involved. Police Scotland is aware of the connected crimes that stem from drug activity in the communities we serve, be it serious assaults, acquisitive crime or domestic abuse. This is why we endeavour to keep a firm drive on proactive Policing methods to address the impact of it. One such method is Operation Buddleia, which will commence again in Argyll in the early spring, being based in and around Oban, Campbeltown and Mull. Working closely with Border Force resources will be patrolling the West coast targeting and developing intelligence relating to organised criminality, which will include drug supply and trafficking. SERIOUS & ORGANISED CRIME Page 26
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OFFICIAL OFFICIAL VIOLENCE Whilst the number of recorded serious assaults have reduced based on the same time scales last year, we have seen a rise in common assaults across the area, particularly against emergency service personnel, where we have recorded an increase of 70%. The festive quarter often sees a rise in this type of criminality owing to increased alcohol consumption at public events and heightened Police presence to counter the impact of this. Attacks on emergency services personnel are unacceptable, but we continue to work with staff to ensure they have sufficient training and support to make sure they are serving the community with confidence and the appropriate skills. We further support staff impacted by such attacks through welfare focused tools such as TRiM and other welfare options delivered through our Employee Assistance Programme. In explaining figures, it is important to note that heighted domestic assaults will not necessarily correlate with heighted victim numbers. Where a victim comes forward for the first time, reporting a history of different instances, these might necessitate being recorded separately, i.e. 8 crimes coming from the 1 report. This can give a false perception of increase in the figures. Crimes of violence occurring within Argyll and Bute have risen by 7.8% from 740 to 798 (+58) year on year with the current figure also 27% above the previous 5-year average (626). Crimes were largely spilt 50/50 in terms of public and private space however approx. 56% of those occurring in a public space were committed by persons known to the victim. Much of the increase in crimes of violence is due to an increase in common assaults (+53) and common assaults on police and emergency workers (+16). Assaults were largely spilt 50/50 in terms of public/private space and in approx. 67% of public space crimes offenders were known to the victim. The increase in crimes is largely due to a rise in domestic related assaults (+32) and disputes between friends/neighbours (+8). The increase in assaults on police and emergency workers is due to slight increases in Rothesay (+13) and Dunoon (+9) compared to the PYTD. The detection rate for crimes of violence overall remains fairly consistent at 68.9% compared to 70.4% last year, however in number terms an additional 29 crimes have been detected. Page 27
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OFFICIAL OFFICIAL Across the recording period the number of ASB related incidents in Argyll and Bute have reduced by approx.13.7% (-272) compared to last year. Group 6 crimes, which include ASB related offences have increased by 12.5% with 776 crimes recorded compared to 690 the previous year. This is largely attributable to a rise in breach the peace/threatening and abusive behaviour (+33) and alcohol related offences (+20). ANTI-SOCIAL BEHAVIOUR Over the course of the festive period, we provided high visibility patrols throughout our villages and towns, with bespoke patrol plans targeting ASB hotspots and problem individuals/groups. We supported Christmas fayres and community events during the day and at night we provided a high visibility presence in hot spot areas providing reassurance and support to our nighttime economy. Part of this included heighted licensing checks to ensure our local licensees were aware of their obligations and their part to play in maintaining community safety. We continue to target problematic householders who cause misery to neighbours and communities. We work in partnership with housing providers, Argyll & Bute Council and Social Work services to mediate, resolve and where it is possible, deter further escalation. The method by which we do this has recently changed, from general ASB Boards (for MAKI and OLI) including all housing providers, to targeted meetings where providers advise of the methodologies they have utilised to address the issue first, as landlords, evidencing proportionate steps prior to Police bringing their powers to bear. The past quarter saw no areas escalated by Community Councils or elected members of concern. Though we acknowledge, as we move into Spring and Summer traditional hotspots will be liable to come to our attention, as the better weather draws in visitors and more people outside. Organisationally, we are already planning for this, drawing up Summer Patrol Plans ahead of time, to implement as required – one such area that we will be reviewing is Taynuilt Pier, which is being raised through elected members, though not routinely reported by the local community. Our Stop Search levels have remained steady, with the correlation with positive searches maintaining confidence in proportionality of such stops. Every search is reviewed by both supervisors and the Stop Search Administration Team to ensure the rights of the individual are not compromised. The searches in our area are overwhelmingly undertaken under Misuse of Drugs Act powers, helping to drive the returns that we have previously seen in the Serious and Organised Crime section. Page 28
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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 70.1%, which remains in line with the position in 2022/23. Useful Links/Contacts • Argyll and Bute Communtiy Directory - https://abcd.scot/ including warm spaces information • Crimestoppers – Crimestoppers in Scotland | Crimestoppers (crimestoppers-uk.org) 0800 555 111 • Scottish Partnership Against Rural Crime – www.scottishparc.co.uk • Women’s Aid - Home - Women's Aid (womensaid.org.uk) • Citizens Advice – 0808 164 6000 • Argyll and Bute Council Trading Standards – 01546 605 519 • Argyll and Bute Council – https://www.argyll-bute.gov.uk/my-council/how-contact-us • Transport Scotland – road related incidents and road closures - https://www.traffic.gov.scot/traffic-information/incidents • Scottish Water - https://www.scottishwater.co.uk/Help-and-Resources/Contact-Us 0800 0778 778 • NHS24 (including mental health support) – 111 or https://www.nhsinform.scot/ Total of 428 responses Numerous factors feed into satisfaction from the community, from the service we deliver to less tangible factors like 101 and 999 waiting times and whether the communities we serve feel their voices are heard. Currently Police Scotland takes about 9.5 seconds to answer 999 calls and 2.49 minutes to answer 101. We continue to review ways in which to drive this performance. Further, in LB area, C/Insp Page has started a review of our Community Council engagement, seeking better attendance and data recording to understand how we are serving these vital parts of our communities; what concerns are they voicing and how are we, as a service, meet the needs they raise. Local Policing News: The only change since the last reports is PI Karen MacLennan being undertaken maternity leave, leading to PI Matt Shaw temporarily undertaking her role for the duration of her absence as Chief Insp Page’s depute. 70% Satisfied/Very Satisfied Page 29
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1 Community Services Committee Date of Meeting: 6 March 2025 Title of Report: Health & Social Care Partnership - Performance Report – FQ2 2024/25 (Jul – Sep) Presented by: Charlotte Craig Interim Head of Strategic Planning, Performance & Technology The Committee is asked to: • Acknowledge performance for FQ2 2024/25 (July - September) • Acknowledge performance update on the National Health & Wellbeing Outcomes and Ministerial Steering Group Integration Indicators (Appendix 1) • Note Delayed Discharge Sitrep as of 30 September 2024 (Appendix 2) EXECUTIVE SUMMARY This report details performance for Financial Quarter (FQ) 2 2024/25 (July - September), 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 FQ2 notes 51 of 84 measures reporting as on target (61%). The report details performance against each of the service areas and the 84 supporting Key Performance Indicators. Analysis of the KPI’s is supported by performance commentary from the Heads of Service and Service Leads. 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 focussed approach to the access and analysis of data, offering scope for self-service. 2. RECOMENDATIONS The Committee are asked to acknowledge current FQ2 24/25 performance. 3. DETAIL OF REPORT The report details the HSCP (Health and Social Care Partnership) performance for FQ 2 2024/25 (July - September) highlighting key performance trends across the 84 KPIs (Key Performance Indicators). In addition, the report includes performance updates from Heads of Service and Service Leads across the twelve service areas. 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 (Appendix 2). Page 31 Agenda Item 6
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2 4. RELEVANT DATA & INDICATORS 4.1 FQ2 2024/25 (July - September) Performance Summary Overall performance for FQ2 notes that 84 KPI’s are scoring against target, with 51 (61%) reporting as on-track. This is an increase of 11% from FQ1 position, where 42 KPI were on track (50%). 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 Key Performance Indicators (KPIs) for Children & Families & Justice shows 4 KPIs (57%) on track, with 3 KPIs (43%) reported as off track against the targets set in FQ2 24/25. Performance on track reports an increase of 28 % from the reported FQ1 24/25 position (29%) Performance on or above target: • The percentage of Child Protection Register (CPR) cases that have an allocated Social Worker remains at 100% for FQ2. • The number of teams that have delivered 75% or more of the Universal Health Visiting Pathway (UHVP) reports 78% for FQ2, up from 61% FQ1. • The number of statutory individual Health Assessments commenced within four weeks of coming into care in FQ2 again reports 100%. • The numbers 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 122 against target of 6. Performance below target & areas for improvement: • The percentage of Child Protection Planning Meetings (CPPM's) held within 28 days of the initial referral reports 17% in FQ2 against 90% target, an increase from 0% reported in FQ1. • Children & Adolescent Mental Health Services (CAMHS) children and young people seen within 18 weeks of referral reports 73% FQ2 up from 60% FQ1. • Percentage of Criminal Justice social work reports submitted by 12 noon, 2 days before court reports is noted at 82% in FQ2, against 90% target and down slightly from 87% reported in FQ1. Page 32
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3 4.2.2 Telecare and Digital Performance across 13 Key Performance Indicators (KPIs) for Strategic Planning, Performance & Technology Services shows 5 KPIs (38%) on track, with 8 KPIs (62%) reported as off track against the targets set for FQ2 24/25. Performance on track reports an increase of 7% from the reported FQ1 24/25 position (31%) 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: • FQ2 reported 219 Telecare clients starting a new service, an increase of 10% from the previous quarter (198) and above target of 200. • There has been a 2% increase in the digitalisation of telecare device equipment, with FQ2 showing 54% and achieving the 54% rolling performance target set for FQ2. • Implementation of Just Checking activity monitoring equipment has been successfully carried out in nine homes during FQ2, up 33% from 6 in FQ1. • Usage of digital blood pressure monitoring in Primary Care has seen a significant rise, increasing from 40 users in FQ1 to 79 users in FQ2 against a target of 40. Performance below target & areas for improvement: • E-health reported resolving 99% of support requests in FQ2, narrowly missing 100% target • Consultations delivered via Near Me fell slightly from FQ1 (1014), with 999 noted in FQ2 against target of 1025. • The number of telecare clients overdue for their annual review has decreased significantly to 52%, missing the 50% target (and work is continuing to improve data quality around this measure). • Silvercloud referrals performance remains stable with an increase of 1 from 57 in FQ1 to 58 in FQ2 against the target noted, against a target of 60 per quarter. • Percentage of telecare clients with an enhanced package, FQ2 performance remains unchanged at 42%, below the desired target of 45% (work is ongoing to improve data quality around this measure). • FQ2 performance for Waiting Times for Cancer Appointments at 31 & 62 Days reports 12 against target of zero, an increase from 1 reported as at FQ1. • New Outpatient Waiting Times breaches over 12 weeks have reduced from 50% in FQ1 to 49% in FQ2 against a 46% target. • Outpatient Long waiting over 52 weeks also noted a reduction from 3.8% at FQ1 to 3.3% against a 2.8% target. 4.2.3 Primary Care Performance across 10 Key Performance Indicators (KPIs) for Primary Care shows 7 KPIs (70%) on track, with 3 KPIs (30%) reported as off track against the targets set for FQ2 24/25. Performance on track reports an increase/decrease of 10% from the reported FQ1 24/25 position (60%) Performance on or above target: • FQ2 noted 81% of children who received Fluoride Varnish treatment did not require be referred for further dental treatment, an increase from 80% in FQ1. Page 33
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4 • FQ2 performance notes 4% of eligible residents have so far received their Winter Covid 19 booster. This is 1% higher than the national average. • FQ2 notes zero GP practices were returned to HSCP Control during FQ2, against a zero target. • GP practices remained at level zero during FQ2 resulting in no reduction in services provided. • 4.5% of consultations by GPs and other HSCP within the primary care setting were done digitally in FQ2 down slightly from 4.7% in FQ1 however remains on the target of 4.5%. • Primary Care Out-of-Hours Services covered 46% of all recorded out of hour consultations during Q1 exceeding their 45% target. • 96% of children at 12 months of age received their 6 in 1 vaccination achieving the 95% national target (*data for this indicator is 1 quarter behind due to availability of statistics). Performance below target & areas for improvement: • HSCP-run practices did not meet their target of 14 by recording 55 instances of practices operating under contingency measures, up from 7 in FQ1. • The Oral Health Improvement Team noted delivery of 95% of their planned activity, against 100% target. • FQ2 performance notes HSCP Dental services utilised 48% of clinic appointments, missing their 90% target and falling from 52% reported at FQ1. 4.2.4 Public Health Performance across 5 Key Performance Indicators (KPIs) for Public Health shows 5 KPIs (100%) on track against the targets set for FQ2 24/25. Performance on track reports an increase of 20% from the reported FQ1 24/25 position (80%) Performance on or above target: • 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 29 quit dates achieved against a target of 10. This represents a 164% increase compared to FQ1. This success is due to a change in the methodology for counting measure. • 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 26 against a target of 20. • 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 FQ2 we successfully exceeded our target with 111 attendances, against a target of 102. • Increase the number of referrals to community link workers supported by “We Are with You”. Performance this quarter achieved approximately 110% above the target, with an actual performance of 212 against a target of 101. • 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. FQ2 noted 14 instances of working with Scottish Government or National Agencies on National Strategy and Policy development. Performance below target & areas for improvement: None noted this quarter. Page 34
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5 4.2.5 Finance Performance across 6 Key Performance Indicators (KPIs) for Finance shows 5 KPIs (83%) on track, with 1 KPIs (14%) reported as off track against the targets set for FQ2 24/25. Performance on track reports an increase/decrease of 33% from the reported FQ1 24/25 position (50%) Performance on or above target: • Costs for Hospital Delayed Discharges actual spend reports £306,500 against a target of £317,000, noted as 3.3 % under target, and 25% reduction from FQ1 position. • Agency and Locum staffing expenditure with actual spend (6%) being 4% under target of 10% and a reduction from 14% noted at FQ1. • Older People Internal Residential actual spend being under projected target by 17%, from projected overspend of 21% noted at FQ1. • Older People External Residential actual spend reports being 28% below projected target, an increase of 10% from the reported FQ1 position. • Older People Homecare actual spend reports being 8% below projected target, am improvement form the 2% noted at FQ1. Performance below target & areas for improvement: • GP prescribing expenditure with actual spend being 2% over the projected FQ2 spend target. This is a percentage terms increase of 2% from the FQ1 position. 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 FQ2 24/25. Performance on track reports a decrease of 25% from the reported FQ1 24/25 position (100%). 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 3359 (2%) noted from previous FQ1. • The ACSP reviews, which now include welfare contacts, are well above target of 700 per quarter with 1396 achieved in FQ2 compared to 913 in FQ1. • Young Carer Statements completed in FQ2 notes 35, is up from 26 recorded in FQ1 and remains above the target of 4. Performance below target & areas for improvement: • The number of Adult Carer Support Plans completed have decreased this quarter (-17%), with 114 reported against target of 133. 4.2.7 Allied Health Professionals Performance across 7 Key Performance Indicators (KPIs) for Allied Health Professionals shows 5 KPIs (71%) on track, with 2 KPIs (29%) reported as off track against the targets set for FQ2 24/25. Performance on track reports an increase of 14% from the reported FQ1 24/25 position (57%). Page 35
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6 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 again significantly down in FQ2 to 967 (-14%) and meeting target of 1120. • AHP Priority 1&2 referrals breaching > 4 weeks in FQ2 reported 46 against a target of 48 • AHP Outpatient Completed Waits continue to increase in FQ2 (+6%) with 1033 reported against the target of 945. • Community Patient Discharges continue to increase in FQ2 (+8%) to 2034, against the target of 1632. • The percentage of New versus Return Outpatient Physio AHP Referrals remains above the 30% target, with 33% noted in FQ2. Performance below target & areas for improvement: • Outpatients waiting over 12 weeks for AHP services have continued to trend downwards in FQ2 – with a reported total of 504 against the target of 500. • Priority 3 and 4 Community Patient Referrals breaching over 12 weeks have increased quarter on quarter, with FQ2 reporting 571 against a target of 400, up 2% from 558 noted in FQ1. 4.2.8 Delayed Discharges Performance across 6 Key Performance Indicators (KPIs) for Delayed Discharges shows 5 KPI (83%) on track, with 1 KPIs (17%) reported as off track against the targets set for FQ2 24/25. Performance on track reports an increase/decrease of 66% from the reported FQ1 24/25 position (17%). 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: • The number of overall people delayed in hospital at Monthly Census Point as at the end of Q2 was 31, against target of 31. This reflects a fall of 21% compared to FQ1 position (39). 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 Q2 census point, the overall length of stay in a hospital (Delayed Discharge Bed Days) at Monthly Census Point was 613 against the target of 634. This represents a decrease of 25% with 820 recorded in FQ1. The target was set based on the average bed days over the past four quarters of 23/24, which ranged from 598 to 695. Page 36
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7 • Reduce the Number of people delayed in hospital with AWI code at Monthly Census Point. Performance was above target having achieved actual of 2 against a maximum target of 6. In this quarter, the number of people delayed with AWI code recorded fell from 5 in July to 3 in August and to 2 in September. • The number of people delayed awaiting a Care Home Placement was 1, compared to a target of 4. This is a noted reduction (88%) from FQ1 where 8 were recorded. 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 Q2, the number of people delayed in hospital awaiting assessment (Codes 11A and 11B) was 7, which is 23% of census clients, against a target of 10. The target was based on the average from the previous four quarters of 23/24, which ranged 9 to 11. This is a noted reduction of 46% from FQ 1 position with 13 reported. Performance below target & areas for improvement: • At the end of Q2, the number of people delayed in hospital awaiting care at home availability was 20, representing 65% 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 increased by 25% compared to FQ1 position (16). 4.2.9 Adult Social Care Performance across 4 Key Performance Indicators (KPIs) for Adult Social Care shows 2 KPIs (50%) on track, with 2 KPI (50%) reported as off track against the targets set for FQ2 24/25. Performance on track is consistent with the reported FQ1 24/25 position. Performance on or above target: • The number of Unplanned Admissions to A&B hospitals directly from a care home in FQ2 was reported at 16, below the target of 36, and an improvement from 45 reported in FQ1. • Increasing the occupancy rates across A&B Care Homes was above target, achieving 96% occupancy against a target of 95% in FQ2, consistent with. This KPI is now measured against available places (previously all empty beds). Performance below target & areas for improvement: • Increasing the % of Older People who had their homecare monitoring review completed within 6 months was noted at 37% for FQ2, against a target of 49%. This represents a 6% improvement from FQ1 to FQ2, increasing from 31%. • The FQ2 performance looking to reduce the value of assessed unmet need for care at home was £16,679.04, which is £5,269.32 (46%) above the target. Target is set at previous quarter’s value. Page 37
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8 4.2.10 Community Hospitals Performance across 5 Key Performance Indicators (KPIs) for Community Hospitals shows 4 KPIs (80%) on track, with 1 KPIs (20%) reported as off track against the targets set for FQ2 24/25. Performance on track reports an increase/decrease of 40% from the reported FQ1 24/25 position (40%) Performance on or above target: • The average length of stay for inpatients in A&B Community Hospitals was reduced to 7.7 days across the quarter, against the target of 7.8 days. This represents an 11% improvement compared to FQ1, where the average length of stay was 8.7 days. • A&E attendances meeting the 4 hrs wait target reached 97.1%, exceeding the 95% target by 2.1%. This is a slight improvement from FQ1, where performance was noted as 97%. • Maintain A&B Community Hospitals Bed occupancy rates below 80% target. Bed occupancy rates remained well below target at 69.3% for FQ2, marking a 4% reduction from 73.6% in FQ1. • Reduce the number of falls being reported in a Community Hospital setting in A&B. In FQ2, we reported 37 falls, well below the FQ1 total of 63 and the target of 54. Performance below target & areas for improvement: • Reduce the rate of unplanned admissions to Community Hospitals for 65+ population. This KPI reported 487 admissions, 8% above the target of 452 for FQ2. This represents a 2% increase compared to FQ1. 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/ ASP/ADP shows 2 KPIs (25%) on track, with 6 KPIs (75%) reported as off track against the targets set for FQ1 24/25. Performance on track reports a decrease of 13% from the reported FQ1 24/25 position (38%) 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: • 12 Adults were reported on the dynamic support register with a category red or amber status, in line with FQ target and no change from the FQ1 position. • 135 Adults are waiting for a psychological therapy service achieving the target of 175 or fewer. Page 38
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9 Performance below target & areas for improvement: • FQ2 noted 7% of 18-64 people with a Learning Disability were reported as overdue an Adult Review against 3% target, no change from the FQ1 position. • 446 Adults are waiting for a Mental Health outpatient service, this is over the target of 390 or less, and an increase of 16% from 383 noted in FQ1. • 30% of Adult Support and Protection 'duty to inquire' procedures were completed within the 5 working day target of 70%, and down from 56% in FQ1. • 55% of Adult Support and Protection inquiries requiring investigative powers were completed within the 15 working day target of 70%, and down from 65% reported in FQ1. • 53% of Case Conferences began within 20 days of referral or within 12 weeks of the initial conference for review, a drop from 70% noted last quarter. • 89.6% of individuals referred to Alcohol and Drug treatment services were seen within the target waiting period, against 90% target, which is an increase from 79.7% noted in FQ1. 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 FQ2 24/25. Performance on track reports an increase/decrease of 23% from the reported FQ1 24/25 position (67%) Performance on or above target: • Reduce the total number of unplanned bed days in LIH. The actual number of unplanned bed days reported was 2969, 354 below the target of 3323, based on the 23/24 average • Reduce the Average Length of Stay for inpatients in LIH. FQ2 Performance noted we achieved an actual rate of 4.2, against the target of 4.8. This is up slightly from 4.0 noted in FQ1. • Maintain LIH Bed Occupancy Rates below 90% target. FQ2 performance noted an actual rate of 85.8%, a 4% increase from 81.8% noted at FQ1. • Reduce the number of medication errors in LIH. Quarterly indicative target was set at no more than 6 per reporting period, 6 based on 23/24 average. In FQ 2 we achieved an actual of 5, and a slight increase from3 noted in FQ1. Performance below target & areas for improvement: • Reduce the rate of unplanned admissions to LIH 65+ population. FQ2 performance noted the actual number of unplanned admissions was 383, up 12% from 341 in FQ1 and missing the target set of 345. • Our FQ2 target is for 95% of A&E attendances to meet the 4-hour target. Actual FQ2 performance noted 92.9%, down slightly from 93.8% noted at FQ1. • Reduce the number of falls being reported in a hospital setting in LIH. FQ2 target was to reduce reported falls to no more than 26 per quarter, however the actual recorded was 33. This reflects a 27% reduction of 12 from FQ1, where 45 Falls were reported. Page 39
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10 • Reduce 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. However, FQ2 performance on actual instances was 9, increasing from 5 reported in FQ1. • Reduce the number of LIH A&E Attendances that result in an unplanned admission. The FQ 2 performance for reducing unplanned admission from A&E attendances was 19.8% against a target of 19.2%. This is an increase of 2% from FQ1, where the rate was 17.9%. 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. 5. CONTRIBUTION TO STRATEGIC PRIORITIES The monitoring and reporting against Key Performance Indicators using the Integrated Performance Management Framework and Dashboard ensures the HSCP is able to 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. Page 40
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11 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 indictors 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. 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. Page 41
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12 12. CONCLUSION The committee is asked to considerer and acknowledge FQ2 2024/25 (July - September) performance as detailed in the IPMF Dashboard noting this was presented to the Integration Joint Board. 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) REPORT AUTHOR AND CONTACT Author Name: Douglas Hunter- Senior Manager Performance & Improvement Email: douglas.hunter@argyll-bute.gov.uk Page 42
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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 43
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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 44
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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 45
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16 Appendix 2 - Delayed Discharge Sitrep – 30th September 2024 Page 46
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 EDUCATION VISION AND STRATEGY - OUR CHILDREN, THEIR FUTURE – THRIVING TOGETHER 1.0 EXECUTIVE SUMMARY 1.1 The purpose of the paper is for consideration and approval by Elected Members of the refreshed Education vision and strategy document Our Children, Their Future – Thriving Together. A programme of engagement with staff, pupils, parents/carers and wider partners has informed the development of the refreshed strategy. This document has been prepared by the Education Service to present the refreshed Education vision and strategy document Our Children, Their Future – Thriving Together. Page 47 Agenda Item 7
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 EDUCATION VISION AND STRATEGY – OUR CHILDREN, THEIR FUTURE – THRIVING TOGETHER 2.0 INTRODUCTION 2.1 The purpose of the paper is for consideration and approval by Elected Members of the refreshed Education vision and strategy document Our Children, Their Future – Thriving Together. A programme of engagement with staff, pupils, parents/carers and wider partners has informed the refreshed strategy. This document has been prepared by the Education Service to present the refreshed Education vision and strategy document Our Children, Their Future – Thriving Together as per the decision of the Community Services Committee on 6th June 2024 which detailed: Following the development work a final draft version of the Education Vision and Strategy document, informed by the consultation process, will be presented to the Community Services Committee in March 2025 for consideration and approval. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: • Considers and approves the refreshed Education Service vision and strategy: Our Children, Their Future – Thriving Together as informed by consultation and engagement with staff, parents/carers, pupils and wider partners. Page 48
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4.0 DETAIL 4.1 The Education Service strives to ensure the best possible outcomes for all of our children and young people across Argyll and Bute and the Education vision and strategy document provides a framework for this. The current Education vision and strategy, Our Children, Their Future, was developed in 2016 and remains a robust and meaningful document, but with the impacts of a global pandemic and a changing national landscape in regard to Education, a planned and informed refresh has been progressing with these considerations. 4.2 During the period of 1st December 2023 to 23rd February 2024, the Education Service held a consultation with a wide range of partners on the Education vision and strategy. The definition of ‘partners’ includes pupils, parents/carers, staff members and wider partners (Psychological Services, Live Argyll, Health and Social Care Partnership, Early Years, Fire Service Scotland, Police Scotland, Elected Members and local partners identified by individual schools). The aim of the consultation exercise was to gather views from partners on their thoughts on the current Education vision and strategy, Our Children, Their Future as well as to define what was important to them for education in Argyll and Bute. The data from the consultation was shared with partners through a simple, interactive, accessible report which can be viewed using the following links: English Version Gaelic Version 4.3 Following the collation and sharing of consultation findings, the Central Education Team examined the data from and responses to the consultation, and work was undertaken to plan for how this information would be used to inform the refreshed vision and strategy document. 4.4 A development group of members from the Central Education Team was formed and met over a number of weeks to bring together draft content based on the feedback gathered through the consultation. 4.5 Strong themes emerging from the consultation were; our children and young people should be central to the refreshed vision and the strategy, the document should support future aspirations of our children and young people and the document should be easily understood for parents/carers, pupils, staff and wider partners. 4.6 During the continued drafting and development of the refreshed vision and strategy document the Education Service sought to engage with pupils, staff, parents/carers and wider partners to inform the format and content of the refreshed vision and strategy. Page 49
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4.6 Primary pupils, secondary pupils, parents/carers, staff and wider partners were offered engagement sessions to feed back their views, thoughts and opinions on what was important to them for the format of the refreshed vision and strategy document. Secondary pupils, parents/carers and staff were offered two online sessions, primary pupils were offered two in person sessions and wider partners were offered one online session. 4.7 Engagement groups were also sought for input on drafted strategy content. This was facilitated through a selection of schools, representing the variety of our school contexts (English Medium, Gaelic Medium, small, large, primary, secondary, urban and rural settings). Participating schools organised engagement sessions for pupils, parents/carers and staff with resources for engagements provided. 4.8 Headteachers provided feedback on the content and format of the refreshed vision and strategy document through engagement sessions as part of their online area Headteacher meetings. 4.9 The information gathered through the engagement sessions on the content and format of the document, and how this feedback informed the refreshed vision and strategy document can be viewed using this link: Partner voices in the creation of Our Children, Their Future – Thriving Together 4.10 The refreshed vision and strategy document Our Children, Their Future – Thriving Together has five key central priorities: - Best Start for Learners - Ambitious Learners - Nurtured Learners - Connected Learners - Lifelong Learners 4.11 Each key priority area has a description and a concise number of statements (6-8) that illustrate what this priority area would look like for learners from the perspective of a child/young person. 4.12 Integrated throughout the document are the principles of Getting it Right for Every Child (GIRFEC), United Nations Convention on the Rights of the Child (UNCRC) and Scotland’s Curriculum (Curriculum for Excellence). 4.13 The document has been constructed with a mix of visual representations and written content. Our Argyll and Bute children and young people are clearly at the centre of the refreshed document, with the pupil focused statements and all images are children and young people from Argyll and Bute establishments. Both English and Gaelic versions are available and can be viewed using the links below or at Appendix 1 (English) and Appendix 2 (Gaelic). English Version Page 50
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Gaelic Version 5.0 CONCLUSION 5.1 Our Children, Their Future – Thriving Together represents a refreshed Education vision and strategy document, which clearly places our children and young people at the centre. The refreshed vision and strategy has incorporated the views of staff, pupils, parents/carers and wider partners, while simultaneously responding to the changing national and local policy contexts. Our Children, Their Future – Thriving Together will be integral to help shape the delivery of the best possible outcomes for the children and young people of Argyll and Bute both now and in the future. 6.0 IMPLICATIONS 6.1 Policy - The refreshed vision and strategy makes an effective contribution to the Council’s key principle of Children and Young People - to give young people the best start in life, and ensuring we have the right skills for a prosperous future. 6.2 Financial - none 6.3 Legal - none 6.4 HR - none 6.5 Fairer Scotland Duty: 6.5.1 Equalities - protected characteristics - none 6.5.2 Socio-economic Duty - none 6.5.3 Islands - none 6.6 Climate Change - none 6.7 Risk - none 6.8 Customer Service - none 6.9 The Rights of the Child (UNCRC)- Children and young people are central to the refreshed strategy: Article 12 (I have the right to be listened to and taken seriously), pupils views have been clearly sought and represented in the consultation findings. Article 29 – I have the right to an education which develops my personality, talents and abilities Douglas Hendry - Executive Director with responsibility for Education Councillor Audrey Forrest – Policy Lead for Education Page 51
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24th February 2025 For further information contact: Wendy Brownlie Head of Education – Performance and Improvement Wendy.Brownlie@argyll-bute.gov.uk Jennifer Crocket Chief Education Officer Head of Education – Wellbeing, Inclusion and Achievement Jennifer.Crocket@argyll-bute.gov.uk Simone McAdam Education Manager Simone.McAdam@argyll-bute.gov.uk Rachel Binnie Education Manager Rachel.Binnie@argyll-bute.gov.uk APPENDICES Appendix 1 – Our Children, Their Future – Thriving Together (English) Appendix 2 – Our Children, Their Future – Thriving Together (Gaelic) Page 52
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 CARE EXPERIENCED CHILDREN AND YOUNG PEOPLE 1.0 EXECUTIVE SUMMARY 1.1 The main purpose of this report is to provide the Community Services Committee with an update on actions being taken within the Education Service to support Care Experienced Children and Young People to achieve the best possible educational outcomes. 1.2 The report also details the expenditure against the grant allocated by Scottish Government to Argyll and Bute for session 2023/24 from the Scottish Attainment Challenge Care Experienced Children and Young People Fund. 1.3 Recommendations It is recommended that the Community Services Committee: a) Continues to endorse the work undertaken by Argyll and Bute Education Services as part of the Corporate Parenting Board to improve the educational attainment and life chances of Care Experienced Children and Young People. b) Notes that the spending plan for the grant allocated by Scottish Government to Argyll and Bute for session 2023/24 from the Scottish Attainment Challenge Care Experienced Children and Young People Fund has been produced and monitored by the Education Lead for Care Experienced Children and Young People, in consultation with key partners and specifically the Social Work Lead for Care Experience, the Chief Education Officer and Chief Social Worker. c) Agree the attainment funding for Care Experienced Children and Young People will support the continued input from the Care Experienced Education Team (Virtual Head Teacher and Health and Wellbeing Liaison Officers). d) Agree that the Chief Education Officer continues to provide updates on the improved outcomes for Care Experienced Children and Young People to the Corporate Parenting Board and /Community Services Committee. Page 71 Agenda Item 8
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION SERVICE 6 MARCH 2025 CARE EXPERIENCED CHILDREN AND YOUNG PEOPLE 2.0 INTRODUCTION 2.1 Corporate Parenting is the responsibility that all local authority bodies in Scotland have for children and young people who are Care experienced under the Children (Scotland) Act 1995 and this cohort are known as Care Experienced Children and Young People (CECYP). 2.2 The establishment of Argyll and Bute’s Corporate Parenting Board was central to the Council response to improving outcomes for Care Experienced Children and Young People and care leavers. It was also a key element of the Getting it Right for our Care experienced Children’s Improvement Plan alongside our Education Strategic Plan 2022-2024. 2.3 As employees of the local authority, education staff are Corporate Parents and have a clearly defined role to play alongside the other 23 Corporate Parents defined in Schedule 4 of the Act. Staff working in education require to be aware of the unique role which they play in ensuring that care experienced children and young people experience a positive learning environment, strong, nurturing relationships and are supported to achieve positive destinations as they move into adulthood. Senior leaders require to ensure support and ongoing professional learning opportunities for education staff to allow them to fulfil this crucial role. This is clearly stated in the Framework on Supporting Care Experienced Children in Education settings in Argyll and Bute that which launched in January 2017. 2.4 During session 2023/24 we have continued to build on the significant developments during the previous sessions to further support the educational experiences and outcomes for our children and young people in Argyll and Bute. A Virtual Head Teacher for CECYP was appointed on 17th April 2023, replacing the post of Principal Teacher for CECYP, demonstrating the ongoing commitment from Education Services to ‘Keep the Promise.’ (Keeping the Promise implementation plan - gov.scot (www.gov.scot) Page 72
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3.0 RECOMMENDATIONS It is recommended that the Community Services Committee: 3.1 Continues to endorse the work undertaken by Argyll and Bute Education Services as part of the Corporate Parenting Board to improve the educational attainment and life chances of Care Experienced Children and Young People. 3.2 Notes that the spending plan for the grant allocated by Scottish Government to Argyll and Bute for session 2023/24 from the Scottish Attainment Challenge Care Experienced Children and Young People Fund has been produced and monitored by the Education Lead for Care Experienced Children and Young People, in consultation with key partners and specifically the Social Work Lead for Care Experience, the Chief Education Officer and Chief Social Worker. 3.3 Agree the attainment funding for Care Experienced Children and Young People will support the continued input from the Care Experienced Education Team (Virtual Head Teacher and Health and Wellbeing Liaison Officers). 3.4 Agree that the Chief Education Officer continues to provide updates on the improved outcomes for Care Experienced Children and Young People to the Corporate Parenting Board and Business Continuity Committee/Community Services Committee. 4.0 DETAIL 4.1 In 2018, as part of the National Improvement Framework for Scottish Education and Attainment Scotland Fund (a targeted initiative focused on supporting young people affected by poverty and deprivation across Scotland), specific funding was directed towards supporting Care Experienced Children and Young People (CECYP). The term 'care experienced' is now a widely used term within the sector to describe any person who has experience of being in care, regardless of their placement length or type, or their age; this term is used (as opposed to the statutory term ‘Looked After Children') to ensure that our practice is inclusive and provides for all groups of young people who experience care. 4.2 As at January 2025, we have 289 Care Experienced pupils in our education settings (2-18). 145 are “Currently Looked After”. Of those, 101 are looked after by Argyll and Bute and 44 children have been placed in Argyll and Bute from other Authorities. The additional 144 Care Experienced children and young people in our settings have a status of “Previously Looked After”. Page 73
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These figures refer to pupils in Early Years, Primary, Special and Secondary settings. Argyll and Bute Education Service also connects to education providers in relation to any young person placed in other authorities through residential, kinship or foster placements. 4.3 Argyll and Bute Council was awarded a specific grant of up to £131,075 payable over the academic year 2023/24. As previously agreed with the Scottish Government, the Council has used earmarked reserves containing underspends from the Care Experienced grant to supplement the 2023/24 specific grant. Below is a breakdown of the spend for session 2023/24: ITEM AMOUNT Staffing £136,057 Support Activities/Resources £779 Travel and Subsistence £3679 Total expenditure £140,515 Funded by: 2023/24 Scottish Government specific grant £130,432 Earmarked Reserves £10,083 Total funding £140,515 2023 – 24 Grant Award £131,075 Grant underspend £643 Although our total expenditure exceeded the grant award by £9,440, there is a grant underspend of £643 in financial year 2024 -25. This is due to staffing changes and a short-term reduction in the employer’s pension contribution rate. We have requested permission from Scottish Government to carry over this underspend which would be used to continue supporting our CECYP. 4.4 Data on attendance, progress and achievement and exclusions has been provided throughout the last session to the Corporate Parenting Board. The Community Services Committee summary outline is found below: 4.4.1 EXCLUSIONS Page 74
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Underpinned by the management circular ‘Managing Exclusions in Schools’ our settings continue to be pro-active and initiate early intervention strategies to reduce exclusions for our CECYP. Robust scrutiny, including from Education Heads of Service, has led to significant improvements resulting in greater inclusion for our CECYP. During this academic year, zero CECYP were excluded, meeting our target of less than 3 CECYP to be excluded during the 2023-24 academic session. Data above refreshed in Jan 2025 during enhanced scrutiny procedure. The target for 2024-25 is to have less than 2 care experienced children and young people excluded. Through participation in the Corporate Parenting Board, we have increased our partnership working with the Fire Service to enhance our bespoke support approaches for our CECYP. Following a successful pilot project in one area, we now aim to expand the model and continue to build on wider partnership opportunities to help us meet the needs of our CECYP. We remain committed to finding alternative solutions to exclusion and aim to ensure our CECYP feels included, heard and respected in our settings. 4.4.2 ATTENDANCE Subject to census checks, our 2023–24 attendance of Primary CECYP was 91.5%, up 0.8% on 2022-23. Secondary attendance for 2023 – 24 was 80.8%, down 1.2% from the previous year. The attendance gap between primary CE and non-CE pupils in 2023-24 was 1.5& and in secondary it was 6.7%. Scottish Government school attendance and absence statistics are collected every two years and the 2022/23 figure of 90.2% attendance is down from 92% in 2020/21. Scottish Government reports that the attendance rate fell between 2020/21 and 2022/23 for every local authority. 0 50 100 150 200 250 300 350 2020/21 2021/22 2022/23 2023/24 CECYP Exclusion Data No of CECYP in session (incl ELC) No of CECYP Excluded Page 75
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The tables below compare our primary and secondary care experienced and non- care experienced attendance since the 2020-21 academic session. PRIMARY DATA CARE EXPERIENCED NON-CARE EXPERIENCED SECONDARY DATA CARE EXPERIENCED NON-CARE EXPERIENCED Please note these figures are subject to change due to the Attendance, Absence and Exclusions census. Enhanced scrutiny of CECYP attendance in all authority schools is leading to earlier intervention and bespoke support for our young people. This includes support from a Health and Wellbeing Family Liaison Officer (HWBFLO) from the Care Experience Education Team (CEET). 4.4.3 PROGRESS AND ACHIEVEMENT DATA 2023-24 CECYP, P1 – S3, BROAD GENERAL EDUCATION Progress and Achievement data is uplifted at three points across the school year. Care Experience Data is then extracted and used in focused attainment meets. Page 76
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Progress and Achievement Data in Literacy and Numeracy at June 2024 for pupils between P1 and S3 was as follows: Stage LT % Read % Write % Numeracy % P1 achieved early (AE) 71 71 57 71 P4 achieved first (AF) 73 55 55 55 P7 achieved second (AS) 70 50 40 53 S3 achieved third level or above 54 54 54 67 For information: to achieve the level in Literacy 3 components must be achieved at that level – listening and talking/reading/writing. PROGRESS AND ACHIEVEMENT AT OCTOBER 2024 The October 2024 Progress and Achievement data was split to support scrutiny of attainment by care experience type. As an example, the table below shows the percentage of all pupils on track by curricular area and care experienced type in relation to reading. This data supports evidence driven attainment dialogue with settings and positively contributes to the improvement cycle. ACHIEVEMENT OF CURRICULUM FOR EXCELLENCE LEVEL (ACEL) 4 YEAR AUTHORITY VIEW By combining cohorts, we can compare CE and non-CE at authority level. The table below evidences the three-year positive progress for our CE learners. Page 77
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SCOTTISH QUALIFICATION AUTHORITY ATTAINMENT DATA 2023-24 ALL COURSES Please note this attainment data is prior to the appeals process and to full attainment data being published by Insight. The data below represents National Qualification achievements for care experienced young people from S4 – S6 across Argyll and Bute. National Qualifications Pass Rates A B C Pass D National 3 0.0% 0.0% 0.0% 100.0% 0.0% National 4 0.0% 0.0% 0.0% 100.0% 0.0% National 5 11.1% 12.5% 20.8% 2.8% 27.8% Higher 0.0% 16.7% 16.7% 0.0% 37.5% Advanced Higher 0.0% 0.0% 0.0% 0.0% 100.0% Authority National 4 results for all learners are above the national average by 15.5% and we have maintained a 100% pass rate for this session. Literacy Applications of Mathematics Mathematics Level 4 100% 100% 100% Level 5 A-C 62% 30% 40% A-D 85% 50% 60% Literacy combined Level 4 and 5 (A-C) pass rate = 78%. Our target was 68%. Page 78
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Numeracy combined Level 4 and 5 (A-C) pass rate = 60%. Our target was 62%. (Applications of Mathematics was 56% and Mathematics was 66%) Numeracy combined Level 5 and 5 (A – D) pass rate = 72%. 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. Across all Nat 4 and 5 literacy and numeracy presentations, the pass rate was 69% It should be noted that 5 CECYP pupils achieved National 3 level qualifications in Applications of Mathematics. 72% of learners who were presented for Higher/Advanced Higher achieved grades A – D, 32% achieved grades B – C. Positive feedback has been shared with our CECYP from the VHT as appropriate. This includes learners who may not have achieved the results they hoped for but were recognised for their determination. ACIEVEMENT IN LITERACY / NUMERACY - NATIONAL COMPARISON The tables 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. 72.2% 81.3% 77.8% 53.9% 76.5% 64.90% 70.70% 71.60% 74.20% 72.10% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 2020 2021 2022 2023 2024 All Looked After Achieved Literacy Level 4 (S5 by S4 cohort) A and B Literacy Level 4 National Literacy Level 4 Linear (A and B Literacy Level 4) Linear (National Literacy Level 4) Page 79
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86.70% 75% 66.70% 69.20% 82.40% 62.00% 61.90% 64.90% 66.60% 67.50% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% 2020 2021 2022 2023 2024 All Looked After Achieved Numeracy Level 4 (S5 by S4 cohort) A and B Numeracy Level 4 National Numeracy Level 4 Linear (A and B Numeracy Level 4) Linear (National Numeracy Level 4) 44% 31% 44% 46% 59% 36% 41% 38% 42% 41% 0% 10% 20% 30% 40% 50% 60% 70% 2020 2021 2022 2023 2024 All Looked After Achieved Literacy Level 5 (S5 by S4 cohort) A and B Literacy Level 5 National Literacy Level 5 Linear (A and B Literacy Level 5) Linear (National Literacy Level 5) 28% 25% 22% 39% 53% 24% 26% 25% 29% 31% 0% 10% 20% 30% 40% 50% 60% 2020 2021 2022 2023 2024 All Looked After Achieved Numeracy Level 5 (S5 by S4 cohort) A and B Numeracy Level 5 National Numeracy Level 5 Linear (A and B Numeracy Level 5) Linear (National Numeracy Level 5) Page 80
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The tables below show a national comparison of ‘looked after’ school leavers in S5 in relation to achievement of SCQF Level 6 (Higher) and Level 7 (Advanced Higher) Awards. By engaging with pupils beyond school leaver age, pupils can be supported to achieve national qualifications and build on their progress over time. The Association of Directors of Education Scotland (ADES) established a Promise Group to support in the testing phase of The Promise in Education framework. Argyll and Bute Education Service are delighted to be part of this project. We continue to be academically ambitious for our CECYP. DESTINATIONS The data below represents care experienced young people who were eligible to leave school between the census dates (13/9/23 – 11/9/24). 22% 18% 30% 27% 22% 25% 28% 29% 0% 5% 10% 15% 20% 25% 30% 35% 2020 2021 2022 2023 Percentage of Looked After Leavers with 1+ Award at Level 6 A and B Percentage Achieved 1+ at Level 6 National Percentage Achieved 1+ at Level 6 6% 9% 10% 9% 3% 5% 4% 5% 0% 2% 4% 6% 8% 10% 12% 2020 2021 2022 2023 Percentage of Looked After Leavers with 1+ Award at Level 7 A and B Percentage Achieved 1+ at Level 7 National Percentage Achieved 1+ at Level 7 Page 81
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Overall, 97% of care experienced young people were in an initial positive destination, surpassing our Corporate Parenting Board target of 90%. Removing those who stayed at school from the data set shows that 94% of care experienced young people were in an initial positive destination. National comparison figures for 2023-24 are not yet available. Less than 5 young people are receiving specific support in relation to next steps. For some, this is directly related to health issues and partner agencies are making every effort to offer tailored support. It should be noted that amongst the cohort there can be young people who found school attendance challenging but were supported by a range of partners to achieve a positive destination on leaving school. The Virtual School continues to work alongside school colleagues, Skills Development Scotland and Developing the Young Workforce to ensure that each care experienced young person is aware of their options. 4.5 The profile of our CECYP continues to be raised across the Education Service and wider colleagues in the authority. Argyll and Bute were one of the first authorities to deliver Education Scotland’s Keeping The Promise Award. This professional learning programme is designed to support anyone working with children and young people, particularly those who are care experienced. Our Chief Officers Group were the first local authority senior leadership team in Scotland to receive the We Promise Award. This Award is given when 70% of a team have successfully completed ‘I Promise’ training. This Award programme is being embraced across settings and four schools have also achieved ‘We Promise.’ During Care Experience Week in October 2024, daily ‘info-mails’ were sent to all education staff, which were warmly received. 2023- 24 Initial Leaver Destination incl. school % further education staying at school employment economically inactive other formal training Page 82
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The Virtual School continues to attend a range of education meets and deliver training. This helps to ensure CE wellbeing and attainment is considered across all aspects of improvement, including the inspection process. 4.6 The Virtual School continues to build and strengthen their inter-agency links, particularly with Health and Social Work. Working partnerships continue to evolve and this includes with the third sector and private business as we work together to meet each young person’s needs. The child/young person’s views and that of their family/carer/guardian are essential and considered during any planning process. MCR Pathways support our CECYP across four secondary schools. Just under 50 care experienced young people receive weekly 1:1 mentoring session. This is resulting in a range of benefits including positive impacts on self-esteem, confidence and real-life knowledge of career pathways. The Virtual School links with MCR when specific or bespoke interventions may be beneficial. The Virtual Head Teacher represents the Education Service/Care Experience Education Team by reporting and participating in working groups directly related to CECYP or the services around them. This includes the Corporate Parenting Board, Kinship Panel, Keeping the Promise Strategy Group and CELCIS Virtual Head Teacher Network. The Virtual School embraces opportunities to raise awareness of our care experienced young people and has delivered awareness training to the University of the Highlands and Islands student teachers, Fire Service, Police Scotland and The Refugee Resettlement Team. We frequently gather feedback to ensure the information and support we offer remains relevant and supportive to the audience. Our CECYP focused transition project is now feeding into an authority workstream to share good practice. This includes our current project of a welcome pack for each CECYP who starts a new education setting in the authority. This project was made possible by a successful grant application to Argyll Community Housing Association (ACHA). 4.7 The Care Experienced Education Team currently consists of the VHT and four Health and Wellbeing Family Liaison Officers (HWBFLO) – one of whom is currently on secondment. The HWBFLO work operationally across the authority on a referral basis, working directly with our CECYP. The team continually show their commitment and dedication to Keeping the Promise and are highly adaptive whilst working towards defined outcomes. During the course of this academic year over 25 CECYP have benefited from the Care Experienced Education Team input. Interventions have included wellbeing support, emotional regulation, whole family support, transitions planning and consistency, positive role modelling and connection to school community. This input has resulted in increased school attendance, creation of friendship groups, safeguarding and emergency supports to reduce distress in times of crisis. Page 83
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Learner feedback remains essential to informing our approach. We support our CECYP to complete feedback formally and informally and tailor our support to their voice. Headline findings for 2023- 24 were: • 100% of learners look forward to working with their HWBFLO • 83.7% strongly agreed their adult listens and they have the right to be listened to * • Learners felt happy/relaxed/joyful after working with the team • Majority of young people want their support to continue When asked what they liked about working with their HWBFLO: *100% of authority schools have registered for the Rights Respecting Schools Award. At January 2025, 9 had achieved Gold, 25 Silver and 39 Bronze. 4.8 Argyll and Bute Education Service have demonstrated their continued commitment to Keeping the Promise through creation and continued support of the Virtual School. The authority is one of 20 with a Virtual Head Teacher in post. Evidence strongly suggests that this intervention is positively contributing to success for our CECYP and ensuring their profile is raised across our settings. 5.0 CONCLUSION 5.1 The Education Service continues to maintain momentum and make significant improvements for our Care Experienced Children and Young People across Argyll and Bute in line with our Corporate Parenting Board and Education Service targets. Our commitment to ensuring all our CECYP have what they need to thrive is unwavering. We will continue to address raising attainment and Page 84
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closing the gap for Care Experienced Children and Young People in session 2024/25. 6.0 IMPLICATIONS 6.1 Policy – None 6.2 Financial – Appropriate allocation of the Care Experienced Children and Young People Fund Grant 6.3 Legal – The statutory duties of the Children (Scotland) Act 2020 and all previous relevant acts will be met. 6.4 HR – None 6.5 Fairer Scotland Duty: Providing equity and inclusion to meet the needs of all young people. 6.5.1 Equalities - protected characteristics – All legislative requirements will be met 6.5.2 Socio-economic Duty – N/A 6.5.3 Islands – No differentiated impact. 6.6 Climate Change - None 6.7 Risk – Ongoing scrutiny and audit will provide better outcomes for Care Experience Children and Young People. Sustainability and future-planning will mitigate future risk. 6.8 Customer Service – Improvements in service to meet individual needs are being sought 6.9 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 Jen Crocket, Head of Education: Wellbeing, Inclusion and Achievement (Chief Education Officer) For further information contact: Jen Crocket, Chief Education Officer/Head of Education: Wellbeing, Inclusion and Achievement jennifer.crocket@argyll-bute.gov.uk Page 85
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 IMPROVING OUTCOMES THROUGH SCOTTISH ATTAINMENT CHALLENGE FUNDING 1.0 EXECUTIVE SUMMARY 1.1 This paper provides the Committee with an update on how we are utilising Scottish Attainment Challenge (SAC) funding in order to improve outcomes for children and young people in Argyll and Bute through addressing the challenges of the poverty-related attainment gap. 1.2 This targeted funding includes Strategic Equity Funding (SEF) and Pupil Equity Funding (PEF) which Argyll and Bute receive and are the focus of this paper. 1.3 The paper includes an update on progress towards meeting the authority ‘core’ and ‘plus’ stretch aims 2023-26 (Appendix 1), 2024-25 Scottish Government Pupil Equity Funding allocations for Argyll and Bute schools eligible to receive PEF (Appendix 2) as well as highlighting good practice in terms of use and impact of Pupil Equity Funding (PEF). It also provides an update on the progress of the Argyll and Bute Strategic Equity Funding Plan 2023-26. A copy of the updated plan for 2024-2025 is included as appendix 4 with the original 2023-2026 SEF plan included as appendix 5. Page 87 Agenda Item 9
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 IMPROVING OUTCOMES THROUGH SCOTTISH ATTAINMENT CHALLENGE FUNDING 2.0 INTRODUCTION 2.1 The refreshed Scottish Attainment Challenge, launched in March 2022, continues to build on the existing policy that has been in place since 2015. 2.2 The policy’s mission is to ‘use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty related attainment gap’. 2.3 The Scottish Government invited all local authorities to set ‘stretch aims’ as part of the Scottish Attainment Challenge. Stretch aims are ambitious but achievable goals to improve opportunities and outcomes for young people and close the poverty related attainment gap. These stretch aims were required to set out ambitious aims for progress by the end of the three-year period of 2023/24 – 2025/26, accompanied by interim annual aims detailing a trajectory for progress as outlined in the guidance Framework for Recovery and Accelerating Progress. These include 5 ‘core’ aims and an additional ‘plus’ aim. This paper will detail the progress that the Education Service has made in meeting our 2022- 2023 and 2023-24 stretch aims as well as highlighting good practice in terms of use and impact of Pupil Equity Funding (PEF) and impact of Strategic Equity Funding (SEF). 2.4 As part of the Scottish Attainment Challenge (SAC) £1,364,350 in Pupil Equity Funding and £423,068 in Strategic Equity Funding for the 2024- 25 session. It also includes our updated Strategic Equity Funding Plan 2024-2025 as appendix 4. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Notes the progress made toward achieving the aims and objectives of the Argyll and Bute Strategic Equity Funding Plan ‘SEF plan Page 88
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2023- 26 : Tackling the Poverty Related Attainment gap in Argyll and Bute’ b) Notes the update on 2024-25 Scottish Government Pupil Equity and Strategic Equity Funding. c) Notes the provision of strategic guidance at Scottish Government and Authority levels to support the implementation of the Pupil Equity Funding and Strategic Equity Funding. d) Commends the very good progress towards achieving the 2023- 2024 stretch aims. e) Agrees that further updates on the Scottish Attainment Challenge will be presented to a future meeting of the Community Services Committee. 4.0 DETAIL 4.1 The first five years of the Scottish Attainment Challenge saw progress in closing the poverty-related attainment gap across Scotland. With the disruption to learning as a result of the Covid-19 pandemic we saw an impact on attainment of children, with those affected by poverty impacted at disproportionately higher levels. This has been a key focus of our work across Argyll and Bute over the last three school sessions. 4.2 The mission of the Framework for Recovery and Accelerating Progress was to contribute to improved outcomes for children and young people recognising the importance of attainment, achievement and health and wellbeing. The ‘core plus’ model of stretch aims reflects this. 4.3 All Local Authorities have devised stretch aims for core measures (detailed below) and report on these annually to Scottish Government. Stretch aims focus on the following measures: a) achievement of Curriculum for Excellence Levels (literacy combined and numeracy combined); b) the proportion of school leavers attaining 1 or more pass at all SCQF level 5 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication; c) the proportion of school leavers attaining 1 or more pass at all SCQF level 6 based on the “Summary Statistics for Attainment and Initial Leaver Destinations” publication; d) the proportion of 16-19 olds participating in education, employment or training based on the Annual Participation Measure produced by Skills Development Scotland; and Page 89
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e) a locally identified aim for health and wellbeing, to be measured using local datasets. 4.4 We have made significant progress towards meeting our Achievement of Curriculum for Excellence Levels (ACEL) stretch aims for P1/4/7 pupils. An overview of attainment in 2023-23 and 2023-24 is included in tables 1 and 2 below. Full details of progress and stretch aims for 2025-2026 are included in Appendix 1. Table 1 Literacy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed ACEL Data 2021-22 62.4% 53% 80% 27.4pp Interim Stretch Aim 2022/23 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 Table 2 Numeracy (P 1/4/7 Combined) Stretch Aim Overall SIMD Q1 SIMD Q5 GAP (Q1- Q5) Confirmed ACEL Data 202122 72.7% 68.1% 85.9% 17.8pp Interim Stretch Aim 2022/23 69% 58% 87% 29pp Confirmed ACEL Data 2022-23 76% 76% 90% 14pp Interim Stretch Aim 2023/24 78% 73% 89.5% 16.5pp Confirmed ACEL Data 2023-24 80% 73% 88% 15pp Page 90
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Tables 1 and 2 demonstrate improvements in achievement of Curriculum for Excellence levels at P1/4/7 combined for literacy (reading, writing, talking and listening) and numeracy. The tables also demonstrate progress that we have made towards achieving our stretch aims. 5.0 Pupil Equity Funding Schools are allocated PEF funding directly and this is to be used to provide targeted support for children and young people (and their families if appropriate) affected by poverty. School leaders plan for the use of Pupil Equity Funding through the existing School Improvement Planning processes which includes a template for reporting on expenditure, outcomes and measures for PEF funding. National Operational Guidance is provided by the Scottish Government to support school leaders in the use of PEF. This national guidance is further supported by the Argyll and Bute PEF information pack (appendix 6) and Argyll and Bute Framework and online ‘PEF Hub’ which further details processes, procedures and good practice in effective and targeted use of PEF. Head Teachers report annually through their Standards and Quality Reports the impact of the use of PEF within their school. Appendix 3 provides case studies highlighting examples of good practice in the use of PEF across Argyll and Bute Schools. In schools where the funding has been most impactful, there has been a focussed plan in place, informed by data and evidence, taking account of stakeholder voice and with clear measures and intended impact/outcome statements outlined. An Education Officer for the Scottish Attainment Challenge was appointed for a 23 month seconded period from January 2023-March 2026 using SEF funding. This Officer is supporting all schools in their identification of need and their drive to close their attainment gaps in their analytical use of data and targeted use of school-specific PEF funding. In close partnership with the authority’s link Education Scotland Attainment Advisor, and in conjunction across the Performance and Improvement Team, the Education Officer tracks progress towards achieving the stretch aims and engages with schools in analysis and quality assurance of attainment. 5.1 Progress and Impact of work funded through Pupil Equity Funding (PEF) to date includes: • The appointment and role of Family Liaison Officers (FLOs) of which there are 19 across Argyll and Bute, all funded through school level PEF allocations. FLOs have carried out targeted work resulting in positive impact on vulnerable pupils and families in terms of school attendance and engagement. The newly created network for FLOs acts as powerful vehicle to further develop approaches to supporting Page 91
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children, young people and their families affected by socio-economic deprivation • Supporting attendance and reducing food poverty through breakfast clubs. These have resulted in an increase in pupils eating a healthy breakfast before coming to school, increase in % of pupils being on time for the start of the school day the opportunity to engage in a calm, social breakfast in order to start the day in a relaxed manner, children accessing and eating fruit and a reduction in financial pressure for families experiencing food poverty. • Lego Therapy to promote social skills through collaborative play and has provided opportunities for children involved to develop: shared attention, collaboration, listening, and communication (verbal & non- verbal), joint problem solving, negotiation, compromise, turn-taking, shared enjoyment, sharing materials. In addition to the observable positive impact evidenced between pupils’ interactions in class and in social spaces, there have been a reduced number of playground incidents and behaviour referrals from pupils who had engaged within the programme. • Music workshops to support regulation and engagement. Music and creativity are proven to support healthy nervous system development in children who have experienced developmental trauma, whether as a result of the COVID-19 pandemic or other factors. The school consulted data from their tracking and monitoring of attendance, attainment, engagement and wellbeing and identified that all pupils would benefit from this strategy and that targeted pupils would gain additional benefit. Impact included an increase in pupil engagement, attendance and attainment, increased access to specialist creative-expressive activities to enhance and inform the curriculum and build staff capacity to deliver similar in future, an increase in trusting adult relationships within the broader school community, in the best interests of the children. • Developing a communication supportive environment for children with complex communication needs. Quantitative and qualitative outcomes provided evidence that the collaborative project between school staff and staff from Speech and Language Therapy (SLT) resulted in gains in the quality of the communication environment across the three areas ( total communication approaches, communication partners and shared experiences) with the most gains evident in the communication partner (use of interaction and language learning strategies). Educators noted increased confidence in making communication accessible using total communication approaches, mainly for pre-verbal communicators. Page 92
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6.0 Strategic Equity Funding Strategic Equity Funding continues to support all 32 local authorities to invest in approaches to achieving the mission of the Scottish Attainment Challenge. This funding is part of the Scottish Government’s Attainment Scotland Fund and is distributed equitably based on numbers of children in Low Income Families data for the 2019/20 financial year. SEF allocations have been confirmed over the four year period from 2022/23 to 2025/26 financial years to enable clarity to support strategic planning over the four year period. Argyll and Bute has received £423,068 for session 2024-2025 through SEF funding. 6.1 Planning for the spend of SEF funding for 2024-2025 (appendix 4) includes continued funding for Education Officer: Scottish Attainment Challenge, Education Lead - Benchmarking, Data and Performance post, Education Support Officer: Literacy, Numeracy Lead, Nurture teachers and training and resource costs relating to literacy and numeracy. 6.2 Progress and Impact of work funded through Strategic Equity Funding (SEF) to date includes: • Appointment of an Education Officer with responsibility for the Scottish Attainment Challenge. Main aspects of the role include auditing of all Pupil Equity Fund (PEF) plans and schools’ attainment data, a proportionate programme of school visits (support and challenge), robust discussions on how data is being gathered, audited and analysed to inform improvement, additional support for PEF planning offered to ensure planned outcomes can be measured effectively and are related to identified gap(s) that are based on school data. targets and check-in points have been agreed to track, monitor and support evaluation of progress. As a result of work in this area there has been an increase in the rigour of planning and reporting of PEF within targeted schools. • There has been a relentless focus on further building the capacity of school leaders to manage PEF financial budgeting. In turn, there has been a significant decrease in carry-forward of PEF (63% spend in 2021-22 increasing to 93% in 2022-23). Monthly reports from finance sent to the SAC EO. The EO looks at schools’ projected financial planning to ensure there is no under/over spend and robust accountability. There has been a notable and sustained decrease in PEF underspend since 2021. Dedicated support from the EO has resulted in increased confidence around creating outcomes and measures, leading to more appropriate interventions being planned and more tangible impact for targeted learners • The creation of and successful appointment to a new post: Education Lead for Benchmarking, Data and Performance has led to a fresh thinking in the way that data is being used. Our approaches are being refined and data is being presented more meaningfully and accessibly using a range of data Page 93
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dashboards focussing on key indicators which are proving useful for school level and comparison data. The Education Lead is playing an instrumental role in contributing to an improved understanding of data and identification of focus areas in order to raise attainment for all. • Whilst it is too early to ascertain the direct impact of our numeracy and mathematics development work on attainment, progress has been made in a number of identified areas for improvement. These include: o The creation of the Counting on Excellence framework which ensures a seamless progression of learning, spanning early to third level outcomes. This provides teachers in Argyll and Bute schools with a clear and cohesive structure to support continuity in teaching and learning, enabling students to build a strong foundation in mathematics and numeracy across the BGE. The framework is designed to complement the Curriculum for Excellence (CfE) and its benchmarks, offering detailed guidance to teachers that enhances consistency and rigor in mathematics learning and teaching. By incorporating additional strands, the framework strengthens alignment with national priorities while allowing for flexible and context-sensitive teaching practices. o Support for Inclusive Mathematics Education: The expanded framework provides a robust support system for teachers, equipping them with tools and resources to address diverse learning needs. By integrating additional strands into the existing structure, it ensures that learners in Argyll and Bute schools benefit from a comprehensive, inclusive, and innovative mathematics education that prepares them for future academic and real-world challenges. This fits with the curriculum improvement cycle as well as recommendations from the OECD and the mathematics thematic inspection. o Enhanced Teacher Confidence Through Customised CLPL: o The collaborative design and implementation of a professional learning programme, informed by the latest research and best practices, ensures tailored professional development for practitioners. Data gathered around teacher confidence in mathematics pedagogy, particularly in Helensburgh and Lomond schools as a test of change, demonstrates measurable improvements in teacher efficacy. This professional growth directly supports improved classroom practices, fostering better outcomes for learners across the authority. o Data-Driven Support and Continuous Improvement: Observations in targeted schools combined with focused dialogue with practitioners and senior leaders, provide valuable insights into strengths and areas for development. The coordination of follow-up support by the numeracy lead, within specified timescales, ensures a responsive and adaptive approach to improvement. This data-driven strategy empowers schools to address gaps effectively, supporting consistent progress in mathematics teaching and learning authority-wide. • Literacy work funded by Strategic Equity Funding (SEF) has centered around the Children and Young People’s Improvement Collaborative (CYPIC) Improving Writing Programme. The impact of this programme has been Page 94
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significant and has resulted directly in increased attainment in writing in all schools involved. Training and ongoing support has been provided to practitioners to improve pedagogy and use of data to secure improvement in writing at first level and across first and second in multi composite classes. Two teachers who have been involved in the programme are also supporting the delivery and support for the programme to ensure that a sustainable model of improvement is developed. 33 schools have been involved since the start of the programme. In Cohort 1: an average of 21-point increase from attainment at P4 in June 22 and June 23. In Cohort 2: an average of 2-point increase from attainment at P4 in June 22 and June 23. In Cohorts 3 and 4 combined there has been an increase of 10% in the number of children assessed by teachers as on track in writing from P3 to P7. In feedback all staff involved agree/strongly agree that this has improved writing within their class. In almost all cohorts of children there has been an improvement in writing attainment. A full evaluation of impact on writing will be completed during this school session. • Two nurture teachers are funded through SEF and work has continued, in collaboration with partners to progress with the implementation of our strategy for embedding effective nurture and relationship-based approaches across all establishments. Progress includes: o Our Children, their Nurturing Education (OCTNE) documents have been refined and now include an OCTNE Implementation Framework for Bronze to Platinum. A Self-Evaluation toolkit has also been developed to include How Good is Our School? 4 (HGIOS4) challenge questions that align with OCTNE. Supportive documentation has been developed and includes an exemplar Silver Action Plan, a Plan, Do, Study, Act (PDSA) exemplar and a bespoke nurture and relationships-based programme of professional learning for the Argyll and Bute Newly Qualified Teacher (NQT) programme and the UHI PGDE course. o Whole-school accreditation has increased with 46 settings now on board, including new cohort (51% of active schools, 33 primary schools, 6 secondary schools, 7 ELC/nurseries) 6 new partner ELCs have signed up for cohort 4. Current accreditation levels are: Bronze: 22 schools, Silver: 6 schools, Gold: 1 school. The uptake for targeted nurture has increased over the last school session. Referral for targeted nurture support comes via the link Educational Psychologist to ensure that involvement is relevant. All pupils referred for targeted nurture have remained in in-authority placements. Work has been in 18 schools (22 pupils) and is ongoing in 7 schools (7 pupils). Universal and targeted work in this area has improved approaches to embedding the principles of nurture within schools and settings involved and for targeted pupils, has demonstrated impact in terms of ability to access the curriculum and understand their own feelings and emotions. This work has enabled us to exceed our 2023/24 core plus stretch aim as detailed in appendix 1. Page 95
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7.0 CONCLUSION 7.1 The refreshed Scottish Attainment Challenge and associated funding streams focus on and accelerate targeted improvement activity to reduce the poverty related attainment gap. It is also intended to support and complement the broader range of initiatives and programmes to ensure that all of Scotland’s children and young people reach their full potential. In Argyll and Bute, the funding has been specifically targeted towards literacy, numeracy and health and wellbeing and has impacted positively in a number of ways as detailed in this report. We will continue to track and monitor the impact of this funding and build on approaches and interventions that have demonstrated greatest impact. 8.0 IMPLICATIONS 8.1 Policy – Attainment Scotland Funding through the Scottish Attainment Challenge supports the central purpose of the Scottish Government and the delivery of national outcomes. Supporting delivery on the Long Term Outcomes 3 and 4. 8.2 Financial – Potential financial implications given the limited nature of funding in ensuring the avoidance of ongoing liabilities or redundancy costs which are unfunded. 8.3 Legal – The Council requires to meet their statutory duties as prescribed in the ‘Standards in Scotland’s etc., Act 2000’ 8.4 HR – Potential HR implications given the time limited nature of the funding in ensuring the avoidance of ongoing HR liabilities or redundancy costs which are unfunded. 8.5 Fairer Scotland Duty: 8.5.1 Equalities - protected characteristics – The Scottish Attainment Challenge is aimed at reducing inequalities. 8.5.2 Socio-economic Duty - 8.5.3 Islands - none 8.6 Climate Change - none 8.7 Risk – Potential reputational risk to the Council by failing to deliver the statutory requirements of the revisions arising within the Standards in Scotland’s Schools etc., Act 2000. Page 96
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8.8 Customer Service – none 8.9 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 31 January 2025 For further information contact: Brendan Docherty Education Manager – Performance and Improvement Brendan.Docherty@argyll-bute.gov.uk APPENDICES Appendix 1 – Argyll and Bute Stretch Aims: Progress in 2022-2023 and 2023 2024 and Stretch Aims for 2025-2026 Appendix 2 – Pupil Equity Fund school level allocations 2024-2025 Appendix 3 – Argyll and Bute Pupil Equity Funding Case Studies Appendix 4 – Argyll and Bute updated Strategic Equity Funding Plan 2024-2025 Appendix 5 – Argyll and Bute Strategic Equity Funding Plan 2023-2026 Appendix 6 – Argyll and Bute PEF Information Pack 2024-25 Page 97
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Classification: OFFICIAL Appendix 1 3 Year Stretch aims 2023-2026 and progress 2022-23 and 2023-24. In partnership with our Attainment Advisor, we have devised provisional stretch aims 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) Confirmed ACEL Data 2021-22 62.4% 53% 80% 27.4pp Interim Stretch Aim 2022/23 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) Confirmed ACEL Data 202122 72.7% 68.1% 85.9% 17.8pp Interim Stretch Aim 2022/23 69% 58% 87% 29pp Confirmed ACEL Data 2022-23 76% 76% 90% 14pp Interim Stretch Aim 2023/24 78% 73% 89.5% 16.5pp Page 99
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Classification: OFFICIAL 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 School Leavers with 1 or more pass at ALL SCQF Level 5 Overall SIMD Q1 SIMD Q5 GAP (Q1-Q5) Confirmed Data 2022-23 (Feb 2024) 89.12% (VC 89.77%) 80.00% (VC 80.82%) 96.43% (VC 98.39%) 16.43pp (VC – 17.57pp) Stretch Aims 2023/24 91.5% 85% 98.5% 13.5pp Interim Improvement required between 2023 and 24 2.38pp 5.00pp 2.07pp 2.93pp 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) Confirmed Data 2022-23 (Feb 2024) 62.61% (VC 67.66%) 38.82% (VC 53.06%) 85.71% (VC 88.93%) 46.89pp (VC – 29.88pp) Interim Stretch Aims 2023/24 67% 57% 84% 27pp Interim Improvement required 5.39pp 20.23pp 0pp 19.89pp Page 100
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Classification: OFFICIAL between 2023 and 24 Final Stretch Aim 2025/26 72% 64% 89% 25pp Participation Measure - 16–19-year-olds in Education, Training and Employment Overall Q1 Q5 Gap (Q1 –Q5) Baseline (Aug 2021) SDS Data 93.5% 90.6% 96.7% 6.1pp Confirmed SDS Data Aug 2022 93.9% 89.1% 95.5% 6.4pp Stretch Aims 2022/23 95% 91% 96.7% 5.7pp Confirmed SDS Data Aug 2023 95.6% 90.3% 98%* 7.7pp* Stretch Aims 2023/24 95.8% 90.5% 98.1% 7.6pp Confirmed SDS data Aug 2024 94.3% 91.5% 97.1% 5.6pp Stretch Aims 2024/25 96% 90.9% 98.3% 7.4pp Page 101
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Classification: OFFICIAL HWB – Attendance in Primary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Stretch aim 2022-23 96% 93% 96.06% 3.06pp Confirmed Data 2022-23 97.53% 88.86% 93.43% 4.57pp Interim Stretch Aims 2023/24 93.5% 89.5% 93.5% 4pp Confirmed Data 2023-24 93% 89.3% 93.5% 4pp Interim Stretch Aims 2024-25 94% 90.25% 94.25% 4pp Final Stretch Aim 2025/26 94.5% 92% 96% 4pp HWB – Attendance in Secondary - Free School Meal registered and Non Free School Meal Registered Overall FSM registered Non FSM registered GAP (FSM/non FSM) Stretch aim 2022-23 93% 87% 93% 6pp Confirmed Data 2022-23 88.15% 81.24% 89.46% 8.23pp Interim Stretch Aims 2023/24 90% 82% 89.5% 7.5pp Confirmed Data 2023-24 87.32% 82% 88.1% 6pp Interim Stretch Aims 2024-25 91% 83.5% 90.75% 7.25pp Final Stretch Aim 2025/26 92% 87% 94% 7pp Page 102
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Classification: OFFICIAL Core Plus’ Stretch Aim- Our Children, their Nurturing Education Overall Stretch Aim 2022/23 60% Data pick-up (June 2023) 61.05% Stretch Aim 2023-24 64% Data pick-up (June 2024) 67% Stretch aim 2024-25 67% Stretch aim 2025-26 70% Page 103
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Classification: OFFICIAL Appendix 2 PEF ALLOCATIONS + C/F 2024-25 2024/25 School Alloc Top Ups 2024/25 Alloc+TopUps 2023/24 C/F Islay High School £ 9,800 £ - £ 9,800 £ - Campbeltown Grammar School £ 39,200 £ - £ 39,200 £ 62,380 Tiree High School £ 4,900 £ 1,580 £ 6,480 £ - Dunoon Grammar School £ 91,875 £ - £ 91,875 £ 7,363 £ Oban High School 100,450 £ - £ 100,450 £ 1,112 Tarbert Academy £ 2,450 £ 790 £ 3,240 £ 2,841 Tobermory High School £ 2,450 £ 2,950 £ 5,400 £ 3,173 Lochgilphead High School £ 24,500 £ 340 £ 24,840 £ - Rothesay Academy £ 34,300 £ - £ 34,300 £ 9,619 Hermitage Academy £ 53,900 £ - £ 53,900 £ 13,046 Ardrishaig Primary School £ 11,025 £ - £ 11,025 £ - Bunessan Primary School and GMU £ 1,225 £ 1,080 £ 2,305 £ 601 Carradale Primary School £ - £ 1,080 £ 1,080 £ 230 Dalmally Primary School £ 4,900 £ - £ 4,900 £ 4,687 Dervaig Primary School £ - £ 3,240 £ 3,240 £ 521 Drumlemble Primary School £ 2,450 £ - £ 2,450 £ 670 Dunbeg Primary School £ 14,700 £ - £ 14,700 £ 3,403 Dunoon Primary School £ 51,450 £ 390 £ 51,840 £ - St Mun's Primary School £ 33,075 £ - £ 33,075 £ 14,053 Easdale Primary School £ 4,900 £ - £ 4,900 £ - Furnace Primary School £ 4,900 £ - £ 4,900 £ 9,434 Gigha Primary School £ 3,675 £ - £ 3,675 £ 4,635 Glassary Primary School £ 4,900 £ - £ 4,900 £ 3,144 Innellan Primary School £ 7,350 £ 210 £ 7,560 £ 7,687 Inveraray Primary School £ 4,900 £ 3,740 £ 8,640 £ 8,643 Keills Primary School £ 2,450 £ - £ 2,450 £ 1,982 Kilchattan Primary School £ - £ 1,080 £ 1,080 £ 923 Kilmartin Primary School £ 1,225 £ 935 £ 2,160 £ 2,786 Kilmodan Primary School £ - £ 1,080 £ 1,080 £ 514 Page 104
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Classification: OFFICIAL Kilninver Primary School £ 4,900 £ - £ 4,900 £ 1,563 Kirn Primary School £ 67,375 £ - £ 67,375 £ 10,172 Lochnell Primary School £ 14,700 £ - £ 14,700 £ 10,368 Lochgoilhead Primary School £ 3,675 £ 645 £ 4,320 £ 326 Park Primary School £ 22,050 £ 1,710 £ 23,760 £ 5,749 Rockfield Primary School £ 53,900 £ 6,580 £ 60,480 £ 10,676 St Columba's Primary School - Argyll £ 26,950 £ - £ 26,950 £ 359 Port Charlotte Primary School £ 2,450 £ 2,950 £ 5,400 £ 1,362 Port Ellen Primary School £ 8,575 £ 2,225 £ 10,800 £ - Rhunahaorine Primary School £ 8,575 £ - £ 8,575 £ 3,880 Salen Primary School £ 2,450 £ 790 £ 3,240 £ - Sandbank Primary School £ 14,700 £ 2,580 £ 17,280 £ 15,433 Strachur Primary School £ 4,900 £ - £ 4,900 £ 1,561 Strath of Appin Primary School £ 2,450 £ 790 £ 3,240 £ 1,109 Strone Primary School £ 4,900 £ - £ 4,900 £ 626 Taynuilt Primary School £ 6,125 £ 355 £ 6,480 £ 2,569 Tayvallich Primary School £ 2,450 £ - £ 2,450 £ 2,459 Tighnabruaich Primary School £ 14,700 £ - £ 14,700 £ - Toward Primary School £ 1,225 £ 935 £ 2,160 £ 1,843 Rockfield Gaelic Primary School £ 6,125 £ - £ 6,125 £ - Salen Primary School Gaelic Unit £ 1,225 £ 2,015 £ 3,240 £ - Sandbank Primary School Gaelic Unit £ 9,800 £ - £ 9,800 £ - Tiree Primary School £ 1,225 £ 935 £ 2,160 £ - Tarbert Primary School £ 12,250 £ - £ 12,250 £ 2,671 Tobermory Primary School £ 6,125 £ 355 £ 6,480 £ 6,236 Lochgilphead Primary School £ 41,650 £ - £ 41,650 £ - Castlehill Primary School £ 28,175 £ - £ 28,175 £ 3,819 Dalintober Primary School £ 62,475 £ - £ 62,475 £ - Tiree Primary School Gaelic Unit £ 1,225 £ - £ 1,225 £ - North Bute Primary School £ 9,800 £ - £ 9,800 £ 1,706 St Andrew's Primary School - Argyll £ 23,275 £ - £ 23,275 £ 12,926 Rothesay Primary School £ 78,400 £ - £ 78,400 £ 14,520 Bowmore Primary School £ 9,800 £ - £ 9,800 £ - Bowmore Primary School Gaelic Unit £ 1,225 £ - £ 1,225 £ - Page 105
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Classification: OFFICIAL Arrochar Primary School £ 6,125 £ - £ 6,125 £ 3,697 Cardross Primary School £ 8,575 £ 65 £ 8,640 £ - Garelochhead Primary School £ 12,250 £ - £ 12,250 £ - Colgrain Primary School £ 39,200 £ - £ 39,200 £ 1,701 Hermitage Primary School £ 36,750 £ - £ 36,750 £ 2,304 John Logie Baird Primary School £ 26,950 £ 4,370 £ 31,320 £ 1,169 St Joseph's Primary School - Helensburgh £ 35,525 £ 1,195 £ 36,720 £ 12,070 Kilcreggan Primary School £ 13,475 £ - £ 13,475 £ 849 Luss Primary School £ 2,450 £ - £ 2,450 £ 954 Rhu Primary School £ 13,475 £ 1,645 £ 15,120 £ 1,977 Rosneath Primary School £ 35,525 £ - £ 35,525 £ 6,151 Parklands School £ 7,350 £ 1,290 £ 8,640 £ 2,251 TOTALS £ 1,314,425 £ 49,925 £ 1,364,350 £ 308,503 Page 106
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school refusal low attendance Background Rationale Page 107
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trauma-related dysregulated behaviours low motivation disengagement attainment As a result of the intervention, the school hoped to see: an increase in pupil engagement, attendance and attainment ability to demonstrate strategies to cope with anxiety, behaviour regulation and resilience an increase in trusting adult relationships co-ordinates pick-ups of the targeted pupils from home in order to ensure school attendance signposts families to partner agencies for further support (e.g. counselling, social security, Ministry of Defence (MOD) families support worker, Active Schools) supports families with clothing and applications for free school meal and travel costs organises and accompanies pupils in wider community enrichment activities such as trips to local coffee shops, social meetups and football clubs Evidence from another school in the cluster, which was part of the Scottish Attainment Challenge Outcomes Description FLO initially did one-to-one short sessions in the school building, then introduced class activity, building Page 108
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arranges in-school therapeutic sessions for the targeted learners to address issues around anxiety and wellbeing counselling Social Security Scotland Forces Families Support Active Schools from 59% in 2022-23 to 93% so far this session from 59% in terms 3 and 4 of 2022-23 to 85% in terms 1 and 2 of 2023-24 “I’m getting better at doing my work in P7 … I did a really long piece of writing on the Chromebook and I hadn’t done that before”. Impact All pupils (100%) in targeted group are now on a full school timetable. time to chat”. Page 109
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Full time FLO - £34,065 (35 hpw, 52 week post) For any inquiries on this project, reach out to: For more information, see the school’s whole Gemma Houston PEF strategy - its plans, operational activity Acting Head Teacher and impact - in this presentation Hermitage Primary School Gemma.Houston@argyll-bute.gov.uk Cost Contact / additional information Page 110
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Gigha Primary is a rural, remote, island school with 10 pupils. They have an attached ELC with 4 pupils on roll. The school sits within a small community of approximately 160 people. All island postcodes are within SIMD 3 although due to the small cohort, this is not representative of all individual families; 50% of pupils are eligible for free school meals. The school’s Breakfast Club began in October 2023 and was funded until the end of June 2024. For many reasons, food poverty is a challenge experienced by some people within the island community and a Foodbank was established in September 2023 to support this issue. With this in mind the Head Teacher made the decision to use Pupil Equity Funding to establish and run the Breakfast Club. Breakfast Club is open from 8.15am-9am and is free for all pupils who attend. The Breakfast Club is staffed by a Classroom Assistant who is funded through PEF. A variety of hot and cold breakfast options are available as well as unlimited fruit. A selection of games and activities are available for all pupils who attend. The Breakfast Club was primarily aimed at pupils who are eligible for FSM. However, it is also freely available for all pupils at the school. Persistent lateness was also identified in 30% of pupils and it was hoped the breakfast club would also help to improve this. The Head Teacher kept a record of attendance times and lateness of pupils over a four week period and recorded whether latecomers had eaten breakfast upon arrival. This identified that persistent lateness was an issue for 30% of pupils. Not all pupils who arrived late had eaten breakfast before attending. The Head Teacher also spoke with parents of pupils eligible for FSM to find out whether a Breakfast Club would be a facility they would use for their children. Following a positive response to Background and reducing food poverty Rationale Page 111
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this the Head Teacher engaged with the PEF Lead within the Local Authority to seek advice on setting up a Breakfast Club and using PEF funding for this. The Head Teacher also consulted with other schools who had set up a breakfast club to ask for advice around strengths and challenges and all pupils were surveyed to find out their preferences for healthy breakfast options. Analysis of attendance and latecoming data informed the improvements necessary. The school identified improvements necessary: persistent lateness in 30% of pupils reduce latecomings support increased engagement and concentration in classes, ‘first-thing’ Observations made by school staff indicated that some learners took time to settle within the classroom environment, finding the transition challenging between home and school. As a result of the intervention, the school hoped to see: increase in pupils eating a healthy breakfast before coming to school increase in % of pupils being on time for the start of the school day the opportunity to engage in a calm, social breakfast in order to start the day in a relaxed manner children accessing and eating fruit reduction in financial pressure for families experiencing food poverty decrease in dysregulated behaviour experienced by pupils for whom the start of the school can be a stressful experience September 2023 Staffing was secured to run the Breakfast Club Parents were consulted to identify times which would be most helpful in the daily operation of this Pupils were surveyed to find out what choices of a healthy breakfast they would prefer October 2023 Application for the Kellogg’s Breakfast Club Grant for additional funding to improve the longevity of the Breakfast Club Consultation with the Local Authority Operations Manager to ensure compliance with nutritional requirements in schools and to order as many of the required food items as possible through the Local Authority approved Food Provider Outcomes Description Page 112
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Start up equipment and food items ordered to set up the club ready to open on 23rd October October-December 2023 Breakfast Club was attended by 60-80% of all pupils Ascertained that Breakfast Club needed to use separate cutlery, cups and crockery to the school catering kitchen so these were required to be purchased at an additional cost January 2024 An informal pupil check in identified the ongoing breakfast choices that pupils wanted. This reduced the likelihood of food waste and ensured that pupil’s food needs were being met Confirmation of success for the Kellogg’s Breakfast Club Grant of £1000 which would allow the Breakfast Club to continue until October 2024 March 2024 A Pupil survey was completed to gather pupil feedback on the Breakfast Club The school used a combination of quantitative and qualitative data to evaluate impact. Quantitative data provided the evidence that aims in % increase had been met: 30% increase in pupils on time for the start of the school day - from 70% to 100% Children has access to a greater volume of fruit. During a surveyed time period (October to December), pupils had access to between 3-5 portions of fruit and vegetables a day whilst at Breakfast Club and throughout the school day Increase in attendance and engagement of pupils in the first thirty minutes of the school day. Over the surveyed period (October to December), on average 90% of pupils were in school, on time and ready to learn at the start of the school day The Head Teacher recorded and monitored Breakfast Club attendance for 8 weeks between October and December 2023. Data gathered through this evidenced improvements from baselines: 100% of pupils eligible for FSM attended at least 3 times per week 100% of persistent latecomers attended 5 times a week, reducing lateness to 0% in the month of December And between January and March 2024: 60% of pupils attended Breakfast Club at least 3 times per week 66% of persistent latecomers attended at least 4 times per week 60% of pupils eligible for FSM attended at least 3 times a week Impact Page 113
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A pupil survey in March 2024 provided additional data: 75% said breakfast club gave them access to a healthy meal. 75% reported that breakfast club helped them to be on time for school 37.5% said that eating breakfast had helped them to concentrate 62.5% said breakfast club gave them the opportunity to eat a breakfast in a relaxed environment 100% of pupils reported that breakfast club gave them additional time to socialise with their friends outside of the school day Qualitative data was gathered using feedback and stakeholder voice: The provision of a Breakfast Club supported positive home-school relationships. A Parent Helper also joined the Breakfast Club on occasion. Pupils attending Breakfast Club had access to a healthy nutritious breakfast with hot and cold choices and fruit. These were responsive to childrens’ requests (where possible). Child B- “You can always have breakfast and a good breakfast.” Child A- “Breakfast club is good for getting to school on time because sometimes [my parent] forgets.” Child B-“ Breakfast club means you can definitely get to school on time.” Pupils reported enjoying having the opportunity to eat friends in a social occasion with staff and their friends. Pupils reported that the breakfast had supported their families during times of financial challenge: Child A “It helps mum and dad spend less money because you don’t need to buy as much cereal.” Child B-“Breakfast club is good because the food tastes good. It gives your mums and dads more money to spend on other things they may need.” Child C “Breakfast club is good because if you’ve just woke up late and you haven’t had breakfast you can get yourself a breakfast.” Observation of improved pupil engagement in the first thirty minutes of learning: Child C “[Eating breakfast] helps your brain not feel tired. I like oranges at breakfast club.” Staffing (5 hours Classroom Assistant weekly) £2223 Resources (Food for Breakfast Club) £1280 Cost Page 114
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For any inquiries on this project, reach out to: Alex Vipurs Head Teacher Gigha Primary School Alexandra.Vipurs@argyll-bute.gov.uk Contact information Page 115
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Lego Therapy has been used successfully in Castlehill Primary School for 5 terms. When this case study was put together the school roll was 170 across 7 classes. 13% of pupils were living in SIMD Quintile 1 and 11% of pupils were entitled to a free school meal. The school is located in Campbeltown towards the southern end of the peninsula of Kintyre. It is one of two primary schools within the town. Local employment opportunities in South Kintyre include farming, the distillery industry, local government and the health service. The school identified the need to: develop children’s social, emotional and communication skills build pupil’s self-confidence build pupils’ problem-solving and negotiation skills in a structured context link to other areas of learning in STEM The school used their knowledge of pupils social, emotional and communication skills and collated suggestions from teachers and support staff at the start of each group. Additionally referrals were encouraged from staff and parents, as pastoral needs arose. Educational Psychology supported the school with consultation and training. Background Rationale Page 116
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As a result of the intervention, the school hoped to see: an increase in targeted pupils’ self-confidence an improvement in targeted pupils’ communication skills an improvement in targeted pupils’ cooperation skills a reduction in targeted pupils’ involvement in negative interactions with peers After identifying that there was a group of pupils requiring additional structured support in relation to their communication and interaction skills and/or their emotional needs, the school began to explore using Lego as a therapeutic intervention. An additional benefit meant this would also provide a structured context for developing cooperation and problem-solving skills. The school responded to advice from Educational Psychology about the availability of training and support for the programme and identified a member of the leadership team to oversee and coordinate. Existing support staff had suitable skills and were available to run the programme and time was made available for those nominated support staff to attend the training. A suitable room was identified for the programme to be based in and the required Lego resources were purchased Supporting staff were given time to get to know the programme fully in school, prepare planning resources and prepare the identified space in school. The programme was planned to run for identified stage groups (of up to 6) across the school year for 6 week blocks and named ‘Lego Club’. Parents of all attendees were advised of the purpose of the programme. The results were positive in relation to the key purposes of the programme in building confidence, communication and cooperation skills. The school used a questionnaire on samples of pupils, staff and parents and the Leuven Scale to measure the impact of the work Description Impact Page 117
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Analysis from the questionnaire found: 100% of parents indicated that their children enjoyed the programme. 100% of teachers indicated that their pupils enjoyed the programme. 96% of pupils indicated that they enjoyed the programme. 73% of pupils indicated clearly that they felt more confidence after being involved in Lego Therapy/Club. A further 15% indicated they felt a little more confident. 65% of pupils independently indicated that they were better at listening to others. 54% of pupils independently indicated that their teamwork skills had improved. 62% of pupils expressed that they enjoyed being able to share their feelings at the start of Lego sessions. A further 23% indicated that they enjoyed this a little bit. Overall, the questionnaires gave a positive view of the impact of the programme on the wellbeing of the pupils. Leuven Scale assessments of all pupils at the start and end of Lego Club sessions during 2023/24 showed 95% of pupils were assessed as showing improved wellbeing and 93% as showing improved involvement. Initial cost of Lego Resources approx. £300 Classroom Assistant 5.75 hrs @ approx. £4200 per year For any enquiries on this project, reach out to: Richard Long Head Teacher Castlehill Primary School richard.long@argyll-bute.gov.uk Cost Contact information Page 118
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Lego Therapy promotes social skills through collaborative play. It provides opportunities to develop: shared attention, collaboration, listening, and communication (verbal & non-verbal), joint problem solving, negotiation, compromise, turn-taking, shared enjoyment, sharing materials. It has been used successfully in Dalintober Primary School since 2022. Dalintober Primary School and ELC is in Campbeltown, which has a population of 4,670. It is therefore classed as an urban school. When this case study was put together the school roll was 191 across 7 classes. 30% of pupils were living in SIMD Quintile 1 and 20% of pupils were entitled to a free school meal. Members of the PEF team attended training delivered by the Nurture team in May 2022, with a view to introducing an intervention that would help prevent playground incidents and exclusions while improving social skills and overall wellbeing of pupils. Thereafter, Lego Therapy was offered, with a number of successful groups being facilitated thus far. Groups were identified through data and consultation with the Head Teacher and Class Teachers. The school identified health and wellbeing needs: develop self-regulation skills build pupils’ cooperation and negotiation skills promotion of positive relationships build self-confidence / ‘finding your voice’ RAG ratings and referrals initially identified children with challenges with self-regulation. Background Rationale Page 119
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Observations made by school staff demonstrated that positive social interaction increased when children were engaged in games and social interactions that incorporated their interests. Lego Therapy could provide the conditions for fun and child led practice, and sit effectively within the school’s existing nurture provision. Educational Psychology’s Nurture Team supported the school with consultation and training. As a result of the intervention, the school hoped to see: an increased awareness of social cues improvements in collaborative working improvements in self-regulation more positive social interactions skills for competence development in the ability to problem solve Pupils are identified through data and consultation Weekly groups of up to three pupils are established to meet weekly Initial meeting focuses on an introduction to Lego Therapy and what the rules and expectations are The member of staff supporting the programme offers little intervention, instead enabling the pupils to problem solve and work through their emotions, giving them a safe space to learn how to self-regulate in challenging social circumstances The group concludes once they have made their Lego ‘project’ together which can take on average up to 12x 1 hour sessions. If the desired outcome has not been achieved, the group may continue on to another Lego build Outcomes Description Impact Page 120
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In addition to the observable positive impact evidenced between pupils’ interactions in class and in social spaces, there have been a reduced number of playground incidents and behaviour referrals from pupils who had engaged within the programme. Qualitative data was gathered using feedback and stakeholder voice: ‘The pupils involved in ‘Lego Therapy’ from my class loved going. They often asked when their next input would be, and spoke enthusiastically about their tasks when they came back to class. At the beginning of the block of inputs, each pupil was asked what they personally felt they needed to work on. This was beneficial in allowing the pupils to set their own targets, and be aware of what they were working on each time. This input helped the pupils to bond and work on creating a positive relationship. They were learning to communicate respectfully, and cope when things didn’t go the way they had hoped. Lego Therapy is an excellent way of engaging pupils by taking part in a fun activity while developing skills to support their social and emotional wellbeing. I am very grateful for the time and effort that was put in to these sessions.’ - Class Teacher Pupils attending Lego said: “I liked when we all got along together. Whenever we do it we’re all good friends” “I liked it because it’s fun” “I liked being friends” Initial cost of Lego Resources approx. £300 Pupil Equity Funded Youth Work Assistants = £15ph Cost Page 121
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For any enquiries on this project, reach out to: Caroline Armour Fraser Cosgrove Head Teacher Youth Work Assistant Dalintober Primary School caroline.armour@argyll-bute.gov.uk Fraser.Cosgrove@argyll-bute.gov.uk Contact information Page 122
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Tayvallich School is situated near the shore of Loch Sween on the Argyll coast of Scotland. The school values and aims have been developed with the pupils, staff and families and all work together to ensure that everyone in the school community are nurtured to be Ready, Respectful and Safe. The school work to promote children’s and human rights in all they do and are committed to becoming a Rights Respecting School. At time of case study preparation the school roll was 19 pupils from Primary 1 to 7 and 2 children learning in the ELC. The school has a very comprehensive and diverse pupil body and supporting community. SIMD/FSM data does not accurately affect some of the broader issues related to rural isolation that affect pupils, particularly related to rural deprivation and a lack of broader community cohesion. The geographical location and transport connections locally mean that it can be challenging to recruit specialist and qualified staff/practitioners to deliver the interventions required for the children in the school. Creative solutions are therefore employed to ensure equity. Although the increase of online provision, particularly since the pandemic, has assisted with delivery of some interventions, the school acknowledge that face to face delivery of quality interventions by skilled, known and trusted practitioners is an essential factor in improving outcomes. When looking for a practitioner to deliver these music sessions, they were exceptionally fortunate to find exactly this within their parent body. Music and creativity are proven to support healthy nervous system development in children who have experienced developmental trauma, whether as a result of the COVID-19 pandemic or other factors. The school consulted data from their tracking and monitoring of attendance, attainment, engagement and wellbeing and identified that all pupils would benefit from this strategy and that targeted pupils Background Rationale Page 123
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would gain additional benefit. They decided to recruit a Music Practitioner who could deliver music sessions involving group play, body percussion and creative expression. The strategy was delivered as a universal offer to all pupils in the setting, with additional focus activities offered to identified individuals as per agreed child planning outcomes and actions. Additional resources helped to develop their thinking / approach A Roadmap for Creating Trauma-Informed and Responsive Change - Part One (traumatransformation.scot) Resources (beaconhouse.org.uk) Argy ll and Bute Educational Psychology Service - Our Children Their Nurturing Education (OCTNE) (google.com) Perry, B. and Winfrey, O. (2021). What Happened to You? Pan Macmillan. Van der Kolk, B. (2014). The Body Keeps the Score: Brain, mind, and body in the healing of trauma. London: Penguin Books. The school identified improvements necessary: attendance: aimed to reach 95%+ for identified pupils regulation and engagement: there was an observable increase in pupils challenged in self and co-regulation and engagement with learning attainment: taking into account identified individual circumstances, the school aimed to bring school attainment in line with authority comparator data. As a result of the intervention, the school hoped to see: an increase in pupil engagement, attendance and attainment increased access to specialist creative-expressive activities to enhance and inform the curriculum and build staff capacity to deliver similar in future an increase in trusting adult relationships within the broader school community, in the best interests of the children Outcomes Description Page 124
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Using local knowledge and networks a practitioner was recruited. She had already gained a PVG as a volunteer within the school and was set up an external provider service contract through the Education Purchasing/Procurement Team. It was not necessary to put the service out to tender, due to projected spend being under the required limit. The service contract clearly stated the intended outcomes and timescales of the strategy and these were reiterated in initial briefing/induction discussions between the practitioner and Head Teacher. The initial plan was for: - 8 weeks of 45 minute sessions of singing and ukulele tuition with the P5,6,7 class - 8 weeks of 30 minute body percussion and rhythm with the ELC/P1 to 4 pupils Once the sessions had begun and as children became familiar with the process, the practitioner also offered to work individually with pupils who seemed to lack confidence when in a bigger group, by “snatching” ten minutes between the group sessions. The practitioner also helped create a school song based around their core expectations of being “Ready, Respectful and Safe” – using a remix of “Another One Bites the Dust” and worked on preparing some children to sing solos and perform with confidence in the Christmas Show. After the initial 8 sessions, the practitioner and Head Teacher completed an evaluation and planned a further 8 sessions for the spring term. Based on pupil need, it was agreed that the P4s would be split from the ELC/P1 to 3 children and undertake sessions involving the ukulele. The sessions continued with a further block in the summer term and at the time of writing, the practitioner is working with pupils to deliver musical entertainment at a lunch for older residents of the local community and a workshop with Cuban guitarists. The school used a combination of quantitative and qualitative data to evaluate impact.* While improvements could not be attributed to the music provision alone, the school noted the following impact: Attainment: Progress over time - across all stages (P1-7), between 73.68% and 94.74 % of pupils progressed (‘Up’) at least one progress measure over the Literacy & Numeracy organisers between Feb 23 and Feb 24. ACEL projections Impact Page 125
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February Projections Exceeding + Expected % ALL School Projections P1/4/7 Reading 89.14% Authority Stretch Aim 2023-24 S/Aim Literacy 71% P1/4/7 Writing 73.69% P1/4/7 L&T 94.74% P1/4/7 Numeracy 68.42% S/Aim Numeracy 78% Pupil engagement The school saw a reduction of recorded incidents of dysregulation and dis-engagement from learning in chronologies (recorded in pastoral notes) and Wellbeing Assessment data. There was an increase in the number of children choosing to perform in showcase opportunities - Assemblies, Christmas Showcase, Daffodil Tea, Poetry sharing sessions, Lunch for the older members of the community Pupils who previously did not have the confidence to speak out in class or perform in showcases have done so and enjoyed it and engaged fully. This can be seen in the videos of the performance opportunities on the school’s website. Attendance: levels in all targeted pupils improved Additional benefits All pupils invited family members/friends to the Daffodil tea, many of whom fed back very positively; one of the older residents of the village was very emotional after the event and said “I enjoyed that very much; more than I ever thought I would.” Staff have developed confidence in leading music and singing activities outside of the session and the school’s probationer has supported pupils in setting up a lunchtime music club. The legacy of the strategy is therefore secure *due to the size of the school, some impact figures have not been included in order to protect the identification of individuals. 8 sessions of 2 hours per week @£20 per hour. The two hours includes workshop delivery time in school plus some preparation time. October to December - £160 January to March - £160 April to June - £160 Cost Page 126
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Total – £480 For any enquiries on this project, reach out to: Lena Carter Head Teacher Tayvallich Primary School Lena.Carter@argyll-bute.gov.uk Contact information Page 127
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Sarah Johnston Spec:ialill Speec:h and language Therapist nhs scot mail com Aim: To evaluate the impact of a ten-month collaborative PEF funded project with bespoke training and support provided by Speech and Language Therapy (SLT) Background Rockfield Learning Centre provides education to learners with complex and diverse learning needs. While the language and communication needs of the students differ, the majority present as pre-verbal communicators (SCERTS - social partner) whereby body language, facial expression and gestures are the main means of communication. The overall aim of the project was to establish current practice, design and deliver professional development and evaluate the impact in developing the communication friendly environment. The focus of the training and coaching was on promoting educators' knowledge, skills and confidence across three main areas Outcomes Quantitative Outcomes Data from the CEOC was used to highlight the practitioners use of 'good' and 'enhanced' strategies pre and post intervention across the three main areas. Qualitative Outcomes Change in Knowledge and Skills - Feedback from Educators Methodology Three methods were used pre and post intervention to evaluate the aims and outcomes of the project Methods Description 1:1 semi-structured interviews Pre-project :To establish priorities and the intervention focus of the professional development, carried out by the author. Post-project: To identify perceived change using questions mapped to the Kirkpatrick Evaluation model, carried out by a SLT. Self-Evaluation Rating Scale and Questionnaire Each member of the team sharing their perceptions of the communication environment Communication Environment Observation Checklist (CEOC) A blind observer recorded evidence of staff using 45 strategies across three areas: Total Communication), Shared Experiences) and Communication Partners. The rating scale for each strategy in the CEOC ranged from Change in Working Practices - Feedback from Educators everyday dialogue· Change in Working Practices - Feedback from CEOC Quantitative and qualitative outcomes provided evidence that the collaborative project between the education team & SLT resulted in gains in the quality of the communication environment across the three areas with most gains evident in the communication partner (use of interaction & language learning strategies). Educators noted increased confidence in making communication accessible using total communication approaches, mainly for pre-verbal communicators. Specific feedback about pupils highlighted increases in intentional communication and the active use of total communication methods to initiate and communicate wants & needs. 100 90 c: -0 .c: " c: " -0 ., llJ ., I 70 40 0 0 ., " " Partner ·moreaware of non- andthinking aboutmy ownbody language, whetheris a barrier or helping• "bookengagement strategies werereally helpful" "trying to make books interactive". "trying to make communicaion as visuals/Makalon" "variedaided language displays in use, some were bespoke to match children's boards" ion References: Kirkpatrick, 0 (1994). Evaluating Training Programs: The Four Levels. San Francisco. Serr-Koehler. Prizant, B., Wetherby, A., Rubin, E., Laurent, A., & Rydell, P. (2006). The SCERTS Model: A Comprehensive Educational Approach for Children with Auffsm Spectrum Disorders. Baltimore, MO: Paul H. Brookes Publishing. Points: The findings highlight the fundamental importance of empowering forward-facing professionals by not only imparting knowledge but also by enabling behaviour change & confidence to develop through follow-up training with modelling, coaching, & hands-on delivery evelopment of regular, specific experiences to promote participation in language learning activities. Using child centred approach alongside language learning strategies to support communicative esponsiveness. Implementation of visuals to enable communication access including Makaton, symbols, photos etc. responsweness is having the biggestimpactnow, interpreting body language to then have matched esponseswhichvalidate the child" changedtimetable & structure ofthe day with structuredplay & communicaion opportunities,withdaily ocus on language & None Some Good Enhanced No evidence of strategy being used. Strategy used intermittently. Strategy used often across different situations and by a range of staff Strategy used consistently & adaptations made to support the individual communication needs. Page 128
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Seasons for Growth has been offered as a targeted therapeutic support in Castlehill Primary School for 4 terms. When this case study was put together the school roll was 170 across 7 classes. 13% of pupils were living in SIMD Quintile 1 and 11% of pupils were entitled to a free school meal. The school is located in Campbeltown towards the southern end of the peninsula of Kintyre. It is one of two primary schools within the town. Local employment opportunities in South Kintyre include farming, the distillery industry, local government and the health service. Initially this strategy was chosen to provide emotional support for the relatively high number of bereaved pupils in the school. Additionally it was found to be an effective support for pupils who have experienced significant changes or loss in their lives, who have emotional, social or communication needs, who require support to build their self-esteem and/or who are at risk of disengaging from learning. It could provide a process through which pupils could feel comfortable and confident in expressing their feelings and develop positive, trusting relationships with members of staff and other pupils. By providing emotional, social and communication support, it could enhance pupil’s wellbeing, engagement in learning and school and, thereby, improve their progress and attainment. Primary factors considered for targeting: bereavement experience of significant change or loss in life Background Rationale Page 129
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identified emotional, social or communication difficulties identified difficulty in engaging in learning and school life Secondary factors considered for targeting: FSM SIMD Q1 Attendance Attainment Additional sources helped develop the thinking / approach. The programme came highly recommended by Educational Psychology. Training was essential in order to operate the programme and was provided for those leading the sessions and for a member of staff to support those leading the sessions. As a result of the intervention, the school hoped to see: an increase in pupils’ understanding of change and how to manage it an increase in pupils’ confidence in their communication improved interactions and engagement in school and learning resulting improvement in pupils’ attainment in literacy and numeracy The school used their knowledge of pupils and family situations to identify a group of pupils whose primary needs were emotional or social or related to self-esteem and engagement in school life and learning. The school’s senior leaders reviewed all cases through: the Child's Plan process other pastoral support provided referral/recommendation by teachers request by parents or other agencies Senior leaders then evaluated/selected on highest need basis: bereavement/loss, significant change in family structure or relocation, significant current emotional difficulty, with some consideration of how well individuals would work and benefit from being in a given group Outcomes Description Page 130
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Taking advice from Educational Psychology, the school were able to find out about the availability of training and support for the programme. A member of the leadership team was appointed to oversee and coordinate the programme. Existing support staff were recruited to run the programme. Time was made time available for the leadership team member and nominated support staff to attend the training (Companions) A suitable space was identified to be developed for Wellbeing interventions / supports (Nurture Room) Time was freed up for support staff to enable them get to know the programme fully in school, prepare resources and prepare the identified space in school Resources were purchased to make the Nurture Room a suitably calm environment Staffing was provided for 2 members of staff (Companions) to dedicate an afternoon to preparing resources, running the sessions and evaluating The programme was timetabled for identified groups (of up to 6) across the school year (P1-3 and P4-7 groupings) in 8 week blocks with additional for parent information sessions. Additional staffing was provided for the 2 members of staff (Companions) to provide additional 1 hour drop-in sessions for those children who have been involved in the programme and whose series of sessions has ended The two Companions have been able to make Seasons for Growth feel like a special 'club' children come along to and have gone above and beyond to build a safe, secure group dynamic where children feel able to share experiences, talk about emotions and develop a strengthened peer support network that lasts beyond the Seasons group. Children who join the programme are met by the Companions in their own Seasons for Growth t-shirts which the staff made especially for Seasons. They shared that it makes the group feel different to other parts of their school day and helps children see them in a slightly different role than they usually do. The Companions felt this really helped to make the children feel happy to share their experiences and talk about their emotions. Following this, children have been approaching them to find out more about Seasons and to talk about opportunities to join future Seasons Clubs. In addition group members are gifted 'pocket pals' so they have a reminder between sessions of the people in group, what they have talked about and things they can do to help themselves feel better. This has brought a lot of comfort to the children and they enjoy having something that connects them all and something that they keep after the group to maintain a positive memory. Page 131
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Qualitative data was gathered through questionnaires, feedback and observation. The school observed that a number of pupils who had come through the programme demonstrated improved self-confidence, and ability to solve problems. In addition they could better identify who could help them in school. Pupils reported that they liked and benefited from the sessions and found the additional drop-in sessions a useful, constructive time in which they continued to feel supported by trusted adults. Improvements evidenced: 86% of pupil responses, from initial groups, identified that they had made good progress in understanding how to manage feelings a number of pupils expressed the wish to attend post-programme drop-in sessions and reported positively about having members of staff in the school that support them all parents engaged in parent sessions and verbally supported the programme 80% of parents considered the effectiveness of the programme to be very good or excellent individual pupils are observed to have developed strategies for discussing and resolving playground difficulties individuals in programme have been observed to be developing positive relationships with others that have attended the programme and who are outside their usual peer group, indicating peer to peer support being developed These impact findings relating to increased understanding of change and confidence in support from adults, lay the groundwork for further improvements in communication and interaction in the school. ASNA x7 hrs per week - approx £5400 Nurture Room resourcing - £2000 For any enquiries on this project, reach out to: Impact Cost Contact / additional information Page 132
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Head Teacher ASN Assistants Richard Long Mary Barbour / Marie McCallum Head Teacher Castlehill Primary School richard.long@argyll-bute.gov.uk mary.barbour@argyll-bute.gov.uk / marie.mccallum@argyll-bute.gov.uk If you would like further information or would like to talk about Seasons for Growth you can also contact colleagues in Psychological Services: Joanna Moir, (Seasons for Growth Trainer) Mhairi Irvine, (Seasons for Growth Trainer) at educational.psychology@argyll-bute.gov.uk You can also visit the Seasons for Growth website where Companions can download materials to support groups - including parent letters, notices for newsletters and assemblies and resources for different levels. Page 133
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Classification: OFFICIAL Appendix 4 Critical Activities .2024-25 Wellbeing: Readiness to Learn Learning and Cantinue to share successful interventions and learning within and beyond Argyll and Bute from SEF, PEF and CECYPF . Support quality, coherence and progression across early level Leaming and teaching. Page 134
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Classification: OFFICIAL Appendix 2 Appendix 5 Argyll and Bute Council Education Service Tackling the Poverty Related Attainment Gap in Argyll and Bute Strategic Equity Funding Plan 2023-2026 August 2023 Page 135
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Classification: OFFICIAL 1 Contents 1.1 Introduction 3 1.2 Local context 3 2.1 Key themes and areas of focus 4 2.2 Three year theory of change logic model 4 2.3 One year operational action plan 5 2.4 Scottish Attainment Challenge Funding Streams 5 3.1 Stretch Aims 6 3.2 Monitoring, Evaluation and Reporting on Progress and Impact 6 Appendix 1: Argyll and Bute Theory of Change Logic Model- 2023-26 and action plan 2023-24 8-10 Appendix 2: Strategic Equity Funding Proposed Spending overview 2023-24 11 Appendix 3: Argyll and Bute PEF Guidance 2023-24 12-36 Appendix 4: Provisional Stretch Aims 2023-26 and interim stretch aims 2023-24 37-39 Page 136
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Classification: OFFICIAL 2 Ernest L. Boyer 1.1 Introduction Argyll and Bute Council is fully committed to delivering high quality educational experiences and to securing the best possible outcomes for all children, young people and adults. Our vision statement ‘Our Children, Their Future’ signals our commitment to ensuring positive outcomes and destinations for all of our young people, it is our aim to ensure that all of our children and young people are well-equipped with a range of skills and competencies that they can draw on and utilise now and in later life. Ambition, Excellence and Equality are our core values as a service and all of our work is underpinned by article 28 of the UNCRC which states that children and young people have the right to education. The impact of the Covid-19 global pandemic, has highlighted the equity gap and the need for us as an education service to take action. We maintain a relentless focus on tackling the poverty-related attainment gap as we strive to improve outcomes for those living in poverty. Due to the rural nature of many areas across Argyll and Bute, we are aware that national measures such as the Scottish Index of Multiple Deprivation (SIMD) is not always an accurate reflection of the level of poverty that exists within our communities. We know that our schools and educators know our families and communities best and therefore we empower them to use their local knowledge in order to target resources effectively. This document is closely linked to the education service strategic plan and is informed by a range of evidence and data including our annual progress and impact report 2022-23. It also outlines how we adhere to the key principles of planning for Strategic Equity Funding (SEF) within the Scottish Attainment Challenge (SAC). 1.2 Local Context Improving outcomes for all of our children and young people is our raison d’etre and it is through our relentless focus on removing barriers to learning and participation and ensuring excellence through equity that we will tackle the poverty related attainment gap. Our vision and work as an education service align closely to the priorities set out in Getting it Right for Every Child (GIRFEC) and the National Improvement Framework (NIF) and we have already made some progress towards closing the gap between our most and least disadvantaged learners but like every local authority, we have more to do. We must ensure greater consistency across all of our schools and services in order to ensure that there is equity of experience for all. Knowing our services, schools and settings well, through the use of a wide range of meaningful data and evidence is key to building on our strengths and identifying our next steps. Change has to be well informed and managed to ensure sustainability and long lasting impact. We know that the Scottish Attainment Challenge funding is not guaranteed infinitely and therefore, we must ensure that sustainability is a key factor in all initiatives and developments at both local authority and school level. We are ambitious for each and every one of our children and young people and in addition to our universal approaches we will use the funding to deliver more targeted support and interventions for those in key equity groups who need it most across our schools and settings. Our skill in gathering and analysing a range of data qualitative and quantitative data has improved at pace and it is this data, subsequent analysis and consultation with stakeholders that has informed our clear rationale for the use of Scottish Attainment Challenge Funding. We will continue to seek out opportunities to collaborate with other services and third sector organisations in order to ensure a strategic and cohesive approach to tackling the poverty related attainment gap. ‘Excellence and equity cannot be divided’ Page 137
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Classification: OFFICIAL 3 2.1 Key themes and areas of focus Argyll and Bute Council Education Service has actively consulted with school leaders around the planned spend of SEF. Consultation was through virtual HT sessions around the development of stretch aims and SEF funding as well as email communication. It is the intention of the Service that as the funding amount of SEF increases over the remaining years until 2026, there will be increased consultation and collaboration. Published national data and our own local data including Achievement of Curriculum for Excellence Levels (ACEL), school leavers’ SCQF data for attainment at Levels 5 and 6, attendance data and participation measure data for 16-19 year olds and a range of other evidence has informed our SEF plan. Three main areas of focus were evident. Whilst these areas are interconnected, each has their own clear set of associated actions and measures. Wellbeing – Readiness to Learn The impact of COVID-19 is still prevalent, particularly on our children and young people. In listening to their views and opinions and through analysis of both qualitative and quantitative data including attendance, exclusion and numbers of referrals to other services, we recognise that there is work required in order to ensure that every one of our learners are happy, confident and feel ready to learn. Post COVID-19 pandemic, attendance at school continues to be a local and national issue, with attendance rates consistently sitting lower than pre-pandemic levels. This has led us to undertake a major piece of work to address non-attendance across Argyll and Bute. This will be formally launched during session 2023-24. Whilst we have made good progress through our ‘Our Children, their Nurturing Education’ (OCTNE) programme, further work will be carried out in order to ensure that all children and young people feel secure and nurtured. Learning and Teaching We know that our practitioners are our greatest resource and the quality of the experiences that are delivered is pivotal to ensuring excellence for all through equity informed practice. From listening to children and young people, practitioners and our parents and carers coupled with our own quality assurance evidence, we have recognised the need for work to ensure consistent high quality learning and teaching across the authority. We believe in equity of experience and know that there is work need to ensure that this is consistent across all of our learning environments and that all of our practitioners feel empowered and supported to deliver experiences of the highest quality for all learners. Literacy and Numeracy Attainment in literacy for Argyll and Bute continues to be an area of focus for 2023-24 and the coming years this has informed our decision to spend a significant proportion of SEF on employing an Education Support Officer for Literacy and why we are continuing our participation in the CYPIC Improving Writing Programme. Through interrogation of data, it is evident that there is need for ongoing universal and targeted numeracy work in order to raise attainment for all whilst closing the poverty related attainment gap. We will utilise the skills and expertise of our existing practitioners in order to provide support and challenge for schools. High quality leadership and the use of research and data will be integral to all three themes. The short and long term outcomes and key themes in our Theory of Change Logic model (Appendix 1) are congruent with the national model. Whilst we will aim to build on existing practice, we will work to ensure a greater level of rigour around tracking and monitoring to ensure progress and achievement for all. In line with local and national priorities, Participatory Budgeting will be addressed through our plan in one Council locality each school session. A sum of money from SEF will be ring-fenced for this purpose and schools will be supported to lead a Participatory Budgeting approach within their own setting. One project proposal from the locality will then be selected and the funding awarded. This will provide a meaningful vehicle on which to further empower our schools and their communities. 2.2 Three Year Strategic Plan (Our Theory of Change-Logic Model) Our three year strategic plan (appendix 1) details the high level activities that will be undertaken to achieve the intended outcomes. The activities which we will deliver through SEF will complement the activities detailed on our Service Plan with the main aim of targeting additionality to those children and young people adversely affected by poverty. A degree of flexibility will be inbuilt in order for us to respond to findings from Page 138
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Classification: OFFICIAL 4 ongoing evaluation and monitoring and ongoing analysis of performance both quantitative and qualitative research will take place, allowing support, challenge and resource to be targeted at specific establishments. Local authorities remain accountable for the use of Attainment Scotland Funding, including PEF, therefore in collaboration with schools, a deep understanding of their context, rationale for improvement and use of Pupil Equity Funding (or core budget) will be considered to set ambitious individual targets. Our SEF funded Education Officer for the Scottish Attainment Challenge in partnership with our Education Scotland Attainment Advisor and other members of the central team, will coordinate a framework of support for schools in order to ensure that there is clear alignment across all funding streams and that all PEF interventions and initiatives are clearly based on evidence and data and that there is rigorous ongoing monitoring both in terms of impact on learners and budget. Our PEF guidance is included as appendix 3 and we will publish our PEF support framework early in session 2023-24. 2.3 One Year Operational Action Plan A one year action plan will be devised and shared for each year until 2026. This contains detail of the key areas of focus under each of the three overarching themes. The plan for session 2023-24 can be found in appendix 2. Following analysis of impact of activities from each annual plan, the 3 year plan may be refined or adapted in order to respond to what our data and evidence is telling us. 2.4 Scottish Attainment Challenge Funding Streams Our targets for the 3 year period are ambitious but achievable and will drive improvements in literacy, numeracy and health and wellbeing. We are cognisant of the fact that the various SAC funding streams (Strategic Equity Funding, Pupil Equity Funding and Care Experienced Children and Young People Fund) are designed to provide additionality to more universal plans and initiatives and must be utilised carefully in order to ensure a sharp focus on improving outcomes for those adversely affected by poverty. Due to the fact that funding has been guaranteed until session 2025-26, our service and schools have been able to plan ahead to ensure that initiatives and interventions which are proven to be having an impact can be scaled up or sustained. We are mindful of the fact that sustainability must be inbuilt to any work taken forward and that our ultimate goal is to ensure that the most effective approaches become embedded as routine practice in our schools and settings. The table below indicates Argyll and Bute allocations from the various funding streams that are part of the Scottish Attainment Challenge (SAC) Local Authorities 2022/23 2023/24 2024/25 2025/26 Argyll and Bute SEF £142,162 £282,615 £423,068 £563,522 Argyll and Bute PEF £1,366,800 £1,366,800 £1,366,800 £1,366,800 Argyll and Bute CECYPF £127, 400 TBC TBC TBC Page 139
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Classification: OFFICIAL 5 3.1 Stretch Aims Attainment Advisors within Education Scotland’s regional improvement teams work with authorities to identify core attainment measures and specific aims (Stretch Aims) which, informed by local evidence and data, are identified as local priority areas for improvement. The stretch aims are intended to be both ambitious and achievable within local contexts and targets are specific to individual authorities. Progress towards achieving the current stretch aims will be reported on later in 2023. Our stretch aims for 2022-23 and our provisional stretch aims for 2023-24 can be found in appendix 4. The Stretch Aims are intended to support recovery from the pandemic and accelerate progress in closing the attainment gap and include: • Achievement of Curriculum for Excellence Levels (literacy P1/4/7 combined and numeracy P1/4/7 combined) • Schools leavers achieving 1 + award SCQF level 5 • School leavers achieving 1 + award at Level 6 • Attendance • 16-19 year old participation measure The stretch aims for literacy and numeracy identify the percentage of young people who achieve their expected Curriculum for Excellence (CfE) level: ➢ An overall attainment target, which includes all young people ➢ An attainment target for young people who live in the most deprived areas (SIMD quintile 1) ➢ An attainment target for young people who live in the least deprived areas (SIMD quintile 5) ➢ A target to reduce the attainment gap between the most and least deprived young people In addition, In order to measure the impact of our investment in nurture and nurturing approaches, we devised a ‘Core Plus’ stretch aim. This was a bespoke measure for schools engaged with Argyll and Bute’s ‘Our Children, Their Nurturing Education’ programme. Pupils across nine schools at P1, P4, P7 and S3 formed the sample group. Five questions to measure pupils’ perception of the wellbeing indicator for ‘achieving’ were developed using a Likert scale. The ‘overall’ measure above was a cumulative measure of those responses at scale level 5 for all questions. 3.2 Monitoring, Evaluation and Reporting on Progress and Impact The proposed SEF plan clearly signals our relentless focus on improving outcomes. The plan is ambitious and is part of the wider equity agenda as well as our longer term strategic goals to close the poverty related attainment gap in Argyll and Bute. We are committed to ensuring that our improvement activities are: Specific -The funding is specifically focusing on acute areas of required improvement which, as data suggests, is literacy and numeracy, health and wellbeing (readiness to learn) and learning and teaching. Measurable – Evidence of impact will be collected via collection and analysis of a range of qualitative and quantitative data including progress and achievement data collected 3 times a year, stakeholder views and our own quality assurance processes. The data used to produce our stretch aims for 2022-23 work as a reliable baseline for the SEF plan 2023-26. Progress and Achievement data is collected centrally 3 times over the academic year (Oct, Feb, June) and predictions for achievement of a level operate for P1,4 and 7. We are already closely tracking the attainment profile of pupils living in SIMD Q1 and conducting follow up conversations with Head teachers and school staff. The impact of Participatory Budgeting will be measured through qualitative data from participants within the school communities that are part of the target group. Measures for interventions/approaches/resources decided through the PB process will be developed as appropriate depending on the area of focus identified by the community. Page 140
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Classification: OFFICIAL 6 Achievable, Realistic and Timely – The aims of the SEF are achievable, realistic and timely because they are informed by and directly correspond to our 2023-26 stretch aims and our interim 2023-24 stretch aims. The education service’s SEF Plan and Strategic Plan clearly identifies how progress will be monitored and annually reported. Using existing quality assurance mechanisms, the Executive Director, Heads of Education and Education Management Team will scrutinise the progress and impact of the plan at identified points across the year, reviewing progress against the stretch aims. Quarterly meetings with our Education Scotland Attainment Advisor and Senior Regional Advisor will provide further support and challenge. Our annual Impact and Progress Report will also outline progress with improving outcomes for children and young people impacted by poverty. This report will be shared with Elected Members annually at Community Services Committee. In addition, progress measures relating to Primary Schools such as Achievement of Curriculum for Excellence Levels (ACEL) and attendance data will also be shared annually through primary area reports at area committee meetings. Education Managers will analyse performance data for all link schools as part of their support and challenge role. In addition, raising attainment will be continue to be a key focus for all Quality Improvement visits to schools and ELC settings. A robust PEF support framework is due to be finalised early in session 2023-24. This will outline the level of support and challenge that schools can expect on an annual basis and includes: • Focus visit from Education Officer (SAC) • Support from Attainment advisor if requested/required • Budget support/information on a monthly basis from Administrative Finance Assistant (AfA) • Opportunities to moderate PEF plans and progress with ‘family groups’ of schools with shared areas of focus. • Targeted support as required from members of the Performance and Improvement and wider central team. Evidence gathered from school PEF reports, professional discussions and performance data as outlined above, will inform the department’s ongoing evaluation of the progress made towards meeting its annual stretch aims. This progress will be monitored externally through progress discussions with Education Scotland as well as written reports to Scottish Government. Schools report on the impact of Pupil Equity Funding to Parent Councils and the wider parent body on an annual basis through their Standards and Quality Report. The information should be accessible, succinct and focussed on progress/impact and next steps. Key messages and developments are shared at locality area committees on an annual basis. In Argyll and Bute, we believe that ensuring equity is everyone’s responsibility. It is only through our collective endeavours at all levels of the system that we will make significant progress in ensuring excellence for all through equity. Our schools are empowered to make best use of available resources for the benefit of their families and communities and they are cognisant of the fact that with empowerment and autonomy comes accountability. We challenge all staff across our establishments to think and act creatively and innovatively, informed by data, evidence and research in order to improve outcomes for all children and young people and especially those adversely impacted by poverty. Page 141
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Short term Long term
ClasAsiPfiPcaEtiNonD: OIXFF1ICIAL
Strategic Ptan 2023-2026
Vision 'Our children, their future: achieving excellence through equity'
Mission: Closing the poverty related attainment gap in literacy and numeracy between the most and least disadvantaged, achieving equity for all, improving
outcomes for all children and young people, especially those impacted by poverty in order to achieve the national vision of excellence and equity in education.
------ -----O-U-T-C--O-MES/-IM--IP-A-C--T------------
• Attendance for a.I1primary pupils .!: 93.5".
Gap between FSM v Non-FSM pupils will be
4pp.
• Attendance for a.I1Hconda.ry puplls will be
l! 90". Gap between FSM v n on-FSM pupils will
be !>7.Spp.
• Nunure core plus stretch aim l! 64"
• Ammdanc1:1 and Exclusion data - k1:1y 1:1quity
groups, SIMD, ASN, EAL and Care Experienc.id
pupils
• No of children being educated full time in LA
settings (link to a.tten danc1i)
• Cost of the school day including activities is
re-duced
• No. of referrals and rn-referrnls to school
counselling service
• No of schools achievingOCTNEaccreditation
• Improved tracking and supporting of attendance
• Positive destinations .!: 93.5% ov1irall. Gap
bBtw@@n Ql and 5 pu pits will bB !> 6.5pp.
• School leavers 1-t at SCQF Level 5 l! 91.5'!4overall
Gap between Ql and 5 pupils will bes 13.Spp.
• School leavers 1-t at SCQF Laval 6 o!: 67% overall.
Gap between Ql and 5 pupils will be !> 2N.
• Achie\1'1im1int of Curriculum for Exoelllln oe
Levels (stretch aims)
• NIF performance ta.rgets / e\l'aluations i.e.
number of schools e\l'aluating Q.ls 1.2, 2.3, 3.2 as
Good or better
• Staff attendan oe data for professional \earning
in pedagogical approach@s.
• Quality assuranc.i provamme - .iva\uations of
I.earners' experiences impro\l'e/increased
numbllr of central t.iam L&T obser\l'ations
• Inspection evidence- increase in number of
schools evaluated as Good or better for Q.I 2.3
by 2026 and beyond
• Attendance for all primary pupils o!: 94.5". Gap
between FSM v Non-FSM pupils will be 4pp_
• Attendance for all secondary pupils l! 93%.
Gap between FSM v non-FSM pupils will be 7pp.
• Nurture core plus stretch aim 70%
• A sustained focus on childrnn and young
peopl1i's readiness to learn through eng8{!.ement,
participation, attendance, confidence, wellbeing..
attainment and inclusion.
• All parts of the syst@m arn aware of the rang8 of
approaches to support equity, can apply them in
their local context and identify impact e\l'idence.
• Increased stilt in identifying and tact.ling rural
po\l'erty in areas where this is most pertinent.
• Positive destinations will be .!: 95" for all pupils.
Gap between Ql and 5 pupils will bes 4.Spp.
• School leavers 1• at SCQF Level 5 o!: 93'!4overall
Gap between Ql and 5 pupils will be Upp.
• Schoolleavers hat SCQF Level 6 o!: 72" o\l'erall
Gap between Ql and 5 pupils will be s 2591..
• Achi@ve equity for every child and young person
• Improved outcomes for children and young
peopl@ impacted by pov@rty.
• The attainm@nt gap between th@ most and least
disadvantaged children and young p@ople is
closed.
7
• High quality l@arning, teaching and assessm@nt,
focusing on equity of experi@nce
ACTIVITIES
•
.5 0
OJl ...J
Further develop 'Our Children, their Nurturing
Education' programme m ensure an ongoing
commitment to supporting the mental health,
wellbeing. attainment and achievement of all
children and young people.
Review ASN provision across A&B with
intention of redesign
Enhance collaboration and partnership
working to ensure pupils are well equipped to
learn and engage in school
Implement Parental Engagement Strategy
Evaluate impact of School Counselling
Launch Ltiarning, teaching and assessm!mt
frameworll:
Launch refrnsh.id GAPE programme
Further d!!'V@lop approaches to asses.sm@nt
and moderation
Tackling the Poverty-Related Attainment Gap - Our Theory of Change
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Classification: OFFICIAL ::i Build leadership capabiUty and capacity of senior staff and teachers in schools on use of data for improvement in order to ensure rigour and consistency. Provide high quality professional learning on the teaching of key aspects of literacy and numeracy. Ensure parents/carers have the literacy and numeracy and maths skills to support their children. additional resource, with focus on key equity Work with DYW team/ employers and HEJFE to promote greater understanding of numeracy and maths as an essential skill for learning. life and work. Further develop use of CYPIC Improving writing methodology. Refresh Literacy and Numeracy strategies and guidance. Share impactful interventions and learning within and beyond A&B from SEF, PEF and CECVPF. Assumptions There Is no hierarchy of outcomes in terms of importance to the programme There Is a recognition that some of the outcomes will need to be Collaboration with partners will lead to Innovative and impactful approaches Engagement with Children and Young People and their famlUes will lead to better decision making Leadership and professional learning will support development of a positive culture and ethos Use of data and evidence when they are critically Interrogated can lead to better targettlng of those who need support and can assist with monitoring of progress The right to and goals of education are enshrined in the United Nations Convention on the Rights of the Child (UNCRC) The Service's Strategic Plan will complement the SEF plan 2023·26 Local authorities have the statutory duties to provide education, deliver educational Improvement, secure best value, and fulfill their role as em_ployer Tackling the Poverty-Related Attainment Gap - Our Theory of Change Strategic Plan 2023-2026 INPUTS ACTIVITIES OUTCOMES/IMPACT Short term • Pl-4-7 literacy n91, overall Gap between Ql and 5 pupjls will be s Upp • Pl-4-7 numara.cy !! 78% overall. Gap between Ql and 5 pupils will be s 16.Spp • Achievement of Curriculum for Excellence levels (stretch aims) • Staff attendance data for professional learning in pedagogical approaches in literacy and numeracy • Quality assurance programme - evaluations of learners' !!J(periences improveJincreased number of central team L&T observations • Inspection evidence- increase in number of schools evaluated as Good or better for QJ 2.3 and 3.2 Longterm by 2026 and beyond • Pl-4-7 literacy for :all!! 76" Gap between Ql and 5 pupils wiLL be s 10pp • P1·4-7 numaracy for all !! 83'K. Gap between Ql and 5 pupils will bes 13pp • All parts of the system are aware of the range of approacheo;. to support equity, can apply them in their local conte:,ct and identify impact evidence_ • Achieve equity for evesy child and young person • Improved outcomes for children and young people impacted by poverty_ • The attainment gap between the most and least disaclvamagBd childr@n and young people in literacy and numeracy is clos@d. • High quality l!!aming, teaching and assessment, focusing on achieving equity for all learners_ 8 Contextual Factors Impact of COVID Increase in cost of living/ poverty Education Refm-m Changes In funding models Parent/Carer/ Family engagement " Focus on Health and Wellbeing Voice of Children and Young People Focus on wider achievement Role of Local authorities Partnership working Local context Bureaucracy and workload for staff Key resources National Improvement Hub fg.Y.itY. Toolkit fygil Eq.YitY. Funding Looking inwards, outwards forwards Page 143
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Classification: OFFICIAL Tackling the Poverty-Re-lated Attainment Gap Strategic Equity Funding Operational Plan 2023-24 Vision: 'Our children, their future: achieving excellence through equity' ,@Hule COUNCIL Mission: Closing the poverty related attainment gap in literacy and numeracy between the most and least disadvantaged, achieving equity for all, improving outcomes for all children and young people, especiallly those impacted by poverty in order to achleve the national vision of excellence and equity in education. • Launch Addressing Non-Attendance (ANA) policy and guidance and deliver associated training and support. • Early Intervention approaches for pupils experiencing emotionally based school avoidance. • Further develop 'Our Children, their Nurturing Education' programme, support increased number of schools on their nurture journey to ensure that nurturing principles and approaches are embedded. • Develop online wellbeing resources for children, young people and their families. • Further develop approaches to supporting and tracking care experienced children and young people in order that they attain and achieve. • Launch Argyll and Bute Learning, Teaching and Assessment Framework and associated materials and professional learning opportunities including refreshed GAPE programme. • Build capacity at all levels in order to drive forward pedagogical improvement, through engagement with research and best practice whilst strengthening approaches to quality assurance and self-evaluation of Q.1 2.3 • Support and challenge schools to raise attainment through analysis of data, improved professional judgements and learning and teaching, particularly for key equity groups. • Build leadership capability and capacity of senior staff and teachers in schools on use of data for improvement In order to ensure rigour and consistency at all levels. • Share successful Interventions and learning within and beyond Argyll and Bute from SEF, PEF and CECYPF. • Provide high quality professional learning on key aspects of literacy and numeracy • Provided targeted literacy and numeracy support for schools based on analysis of data and evidence. • Support and challenge schools to raise attainment through analysis of data, improved professional judgements, the target-setting process and improved learning and teaching, particularly for key equity groups. • Support and challenge schools on their approaches to raising attainment and use of additional resource, with a focus on key equity groups. • Engage staff at all levels in professional learning with a focus on equity and reducing poverty-related attainment gap. • Build leadership capability and capacity of senior staff and teachers in schools on use of data for improvement in order to 9 ensure rigour and consistency at all levels. • Refresh A&B literacy and numeracy strategies and associated guidance. Critical Activitie,s.2023-24 Page 144
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Classification: OFFICIAL Appendix 2 Proposed Spending Overview 2023-24 Description Total Duration Education Officer (SAC)* 104,199 1st of April 2023 to 31st of March 2024 Part salary for Lead Teacher (Recovery and Renewal)- Literacy and Numeracy 16,217 1st of April 2023 to 15th of August 2023 Nurture teacher 1.0FTE* 40,086.88 11th August 2023 to 31st of March 2024 Nurture Teacher 0.5 FTE* 20,043.44 11th August 2023 to 31st of March 2024 Education Support Officer-Literacy* 11th of August 2023 to 31st of 49,323 March 2024 Cover costs- Numeracy Lead* 7,000 August 2023-March 2024 Travel and Subsistence – Literacy ESO/Numeracy Lead) 2000 August 2023-March 2024 Literacy and Numeracy resources/training Dependent on what is left after TBC calculated salary increase Participatory budgeting 5000 Carry forward from financial year 2022-23 (spent by August 2023) 29,255 Non-PEF schools 7,141 Cover 3,748 Lead Teacher (Recovery and Renewal)- Literacy and Numeracy 18,365 Income financial year 2023-24 282, 165 Total income inc carry forward 311,165 Total projected cost April 2023-March 2024 311,165 * denotes cost likely to increase due to teachers’ salary increase January 2024 10 Page 145
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Pupil Equity Fund Information Pack 2024-25 Appendix 6 ARGYLL & BUTE COUNCIL EDUCATION SERVICE Page 146
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2 Page Contents 3 Argyll and Bute Pupil Equity Funding Guidelines 2024-25 7 Pupil Equity Fund Planning – Roles and Responsibilities 8 Pupil Equity Fund Planning – Yearly Overview 9 PEF Planning Flowchart 10 Self-Evaluation Reflective Questions 11 National Operational Guidelines – PEF 12 Measurement tools 20 Example of PEF intervention reporting and expenditure 28 Guidance on Employing Staff using PEF (Or Other Temporary) Funding 30 Links to further information Page 147
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3 1 Introduction 1.1 Nationally, the Scottish Government has provided funding to help raise attainment with a focus on supporting those children and young people who face barriers to their learning due to the impact of poverty. This is called Pupil Equity Funding (PEF). PEF has been allocated based on the numbers of children and young people from P1 to S3 in each primary, secondary and special school in Scotland known to be eligible and registered for free school meals. The funding is available for the financial year 2024-25. The planning for the funding is a partnership between Scottish Government, local authorities and schools with Head Teachers leading the planning process. The First Minister launched the Scottish Attainment Challenge in February 2015 to bring a greater sense of urgency and priority for everyone involved in Scottish education to relentlessly focus their efforts on narrowing the poverty-related attainment gap at all levels and in all sectors. The Challenge has been introduced to focus and accelerate targeted improvement activity in literacy, numeracy and health and wellbeing. It also supports and complements a broader range of initiatives and programmes to ensure that all of Scotland's children and young people reach their full potential. This advice should be read in conjunction with the national operational guidance on Pupil Equity Funding, Argyll and Bute Education Service School Improvement Planning and Standards and Quality guidance as well as Our Children, Their Future to ensure that all interventions are directed to meet the Education Service key objectives to deliver improved outcomes for children and young people. 1.2 Planning for improvement 1.2.1 When developing proposals, schools should consider the feasibility of their plans and take into account the time taken to implement some interventions, such as staff recruitment timescales, adherence to local authority policies and availability of staff sought. 1.2.2 Schools, with the support of the central team, colleagues and partners, should identify the issue to be addressed, and the target group (or groups) of pupils experiencing disadvantage most in need of additional support, based on an analysis of local evidence and data. Schools should ensure that they focus on a small number of priorities to meet national priorities and those detailed in Our Children, Their Future. A focused number of priorities will allow for robust planning and evaluation. It is a legal requirement that every School Improvement Plan identify how the school plans to close the attainment gap. Therefore, the identified priorities in the PEF plan should be aligned and referred to within the School’s Improvement Plan. The funding Pupil Equity Funding 2022-23 Authority Guidance for Schools Page 148
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4 should be focused on activities and interventions that will lead to improvements in Literacy, Numeracy, and/or Health and Wellbeing for pupils experiencing disadvantage. Schools should choose to utilise funding in a way which best meets their pupils' needs, based on an analysis of their local needs, and the current evidence base. Whilst a particular focus may overlap with other areas, there should be a clear rationale for why a particular approach has been chosen, with clear methodology to measure impact and demonstrate improvement in this area. The use of funding should complement and add to the school's approaches to raising attainment. 1.2.3 Impact must be considered in terms of the desired outcomes for pupils and how progress towards these will be measured over time. Planning must include consideration of how data and/or evidence will be collected and reported, including reporting timescales. Short, medium and long term outcomes should be given to ensure progress over time. This would allow for plans to be amended if the intended results were not being achieved. Evaluation methods should be clarified before any intervention begins. 1.2.4 Explicit consideration should be given to working in partnership with other schools, sharing practice and building capacity. Other partnerships should also be considered, such as with local third sector partners, for example, to support family learning or health and wellbeing. 1.2.5 A template is provided in the 2024-25 School Improvement Planning form which should be used to set out detail of the proposed plan using, where appropriate, the framework of interventions published by Scottish Government and the Equity Toolkit. Scotland’s Equity Toolkit | Resources | Education Scotland Interventions for Equity | Self-evaluation | National Improvement Hub (education.gov.scot) Interventions for equity Improve employability skills and school leaver destinations Improve attainment in literacy and numeracy Learning and Teaching Improve health and wellbeing Families and Communities Page 149
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5 2 Timeline for submission of plans and financial reporting 2.1 The following timeline will be used by the Education Service in working with schools to support and agree the completion of plans: • Schools draft plans in consultation with colleagues, partners, children and young people and parents with support from the central team as required. • All plans to be submitted to argyllhousereception@argyll-bute.gov.uk as part of the School Improvement Plan no later than Friday 14th June 2024. • All PEF planning will be reviewed by the SAC Education Officer and discussed by the Education Central Team; schools will be contacted for further information if required. • During the first Quality Improvement Visit feedback on the school’s PEF plan will be given and a date for a revised version to be completed will be agreed. • In consultation with the link Education Manager, school plans will be revised as appropriate during school Quality Improvement Visits, and as required through discussion with the SAC Education Officer, during the session. • At a given point within an academic year opportunity will be created for peer moderation on plans and progress. This will be coordinated centrally and communicated to Head Teachers. • Mid-year progress reporting section should be completed by the beginning of February 2025. • Financial reports will be expected from Head Teachers in mid May on committed spends between April-September 3 Points to consider when planning improvement approaches 3.1 Schools should take account of the following points when preparing their plans: • The grant awards seek to deliver improvements to educational attainment by specific targeting of key groups of learners to reduce the impact of poverty on attainment outcomes. Funding must provide targeted support for children affected by poverty. However, Head Teachers can use their professional judgement along with an evidence based approach to bring additional disadvantaged children in to the targeted interventions. • Funding may cover staff costs, both teaching and non-teaching, logistics, resources and services. The funding cannot be used for capital expenditure or re-establishment of a service that has been previously withdrawn through Service Choices e.g. school librarians. Any appointments will require to be in line with procurement approaches and adhere to HR policies. • Funding must provide additionality to core service delivery in new or enhanced activity and take into account the views of children and young people and, where appropriate, other stakeholders. Schools must be able to evidence and report on how pupil views were gathered and informed PEF intervention planning. Page 150
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6 • Targeted deliverables in outputs such as hours of activity, numbers of pupils, analysis of pupils' background, parental involvement etc. should be included. • Targeted outcomes must be specified and include baselines and measures: for example, attainment levels, improved wellbeing, attendance, exclusions, achievement and positive destinations • Targeted outcomes should take into consideration pupils from identified equalities groups and the 6 priority family types that may be disproportionately affected by deprivation. • Funding will be for financial year 2024/25. The funding budget will be managed centrally and downloaded to establishments and vired across expenditure headings as required. • The PEF spending plan should be shared with your AFA who will profile budget lines accordingly and monitor this with you on a monthly basis. • The Scottish Government also expect school to project committed spends to September 2025. • In conjunction with the link Education Officer, staff, the Parent Council and pupils should be consulted on the proposed plan. • Contracts should be temporary, not exceeding a school year and checks should be made with HR made to ensure any appointments do not lead to permanency. If permanency of post arises directly from implementation of the PEF, then the full ongoing salary costs will be met by the school. 3.2 A summary report on the implementation and impact of plans should be included in the supplied reporting format as part of the Standards and Quality Report and should be submitted to the Education Service at the end of each academic year, evaluating progress towards targeted outcomes. Further guidance on planning for Pupil Equity Funding should be sought from the Education Officer: Scottish Attainment Challenge or your link Education Manager Page 151
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Head of Service EMs / EO (SAC) Authorise and sign off on staffing hours requested through PEF. Sign off on completed PEF plans. Selective auditing of PEF plans. AFAs Management of PEF budget based on PEF spend plan and in conjunction with HTs during regular budget monitoring visits. EO (SAC) Initial evaluation and comment on PEF plans. Support with review of progress on PEF plan and monitoring on spend in line with plan. HTs - review of impact of PEF interventions - consultation with stakeholders (staff, parents, pupils, community) - robust planning including aims, measures and outcomes. - reporting on impact of interventions 7 Pupil Equity Funding Roles and Responsibilities Page 152
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HTs and staff responsible for PEF interventions/projects review evidence and impact of interventions/projects. (ongoing throughout the year) HTs - consultation with stakeholders - staff, parents, pupils, community on PEF funding. (April/May) HTs to report on PEF intervention/project in Standards and Quality Report. (May/June) HTs use A&B PEF planning flowchart to plan interventions/projects, recorded on planning/reporting proforma. (May/June) HTs submit SIP and PEF proforma. (June) EMs and EO (SAC) Evaluate and feedback on SIP and PEF plan. (August/September) HTs to: * evidence and monitor impact of interventions/projects * monitor PEF budget and spend with AFA regularly * report on PEF spend and impact at QI visits. (ongoing throughout the year) New staffing for PEF posts signed off by Head of Service. Pupil Equity Fund Planning - Yearly Overview Page 153
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HTs to edit SIP and PEF plan and submit for sign off by Education Officer. (September) 8 Page 154
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2 Improvement Planning 1. What is the aim? What is it you are trying to achieve? *For who? * What should change, by how much? *By when? *Keep it SMART! *Have you considered risks, contingencies, how to minimise the possibilities of failure/maximise the possibilities of success? Intervention plan *Who? *When? *How? *What measure? *Measure checkpoints – evidencing impact as the project proceeds *Identify project manager Future planning * Adopt, Adapt or Abandon *Have you considered risks, contingencies, how to minimise the possibilities of failure/maximise the possibilities of success? Reporting on IMPACT * Who did you target? * What was your aim? * What was the baseline? *What did you do? *What was the measureable difference? % change? Impact Intervention 2. What is your baseline? What are you going to use to measure impact * See example measurement tools – p.9 Measures *What tool will you use to measure? *When, how often and what will you measure? 1. Have you taken into consideration views of stakeholders? * Staff *Pupils * Parent Council * Parent Forum *Have you captured evidence of your consultation? Where to look for evidence based examples: Interventions for Equity Equity Toolkit National Improvement Hub EEF SAC self evaluation resource Design your intervention * challenge questions here? * Project management * Check procurement rules and regulations and HR processes * School’s Guide to Implementation (EEF) 1. Identify your target group Look at or consider: * Who is the target group? Which pupils are experiencing disadvantage due to poverty? * What is the gap? * SIMD data * FSME data * Community context * Think about your equalities / priority family type groups that may be disproportionately affected by deprivation. 2. Key target areas * Attainment * Attendance * HWB indicators/inclusion * Participation/engagement * Wider achievement 3. Data to support analysis * ACEL achievement * SNSA data * Standardised assessment information * School tracking information * Wellbeing app * Attendance stats 9 Pupil Equity Fund Planning, Action, Measure Flowchart Identify the gap Consultation Page 155
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10 Argyll & Bute Council PEF Guidance Framework - Self Evaluation Reflective Questions Have PEF projects/interventions been planned on the basis of a contextual analysis of your learners’ needs including review of all relevant data? Are the planned activities, interventions and/or resources providing targeted support for children and young people affected by poverty to achieve their full potential? Are your plans grounded in evidence of what is known to be effective at raising attainment for children and young people affected by poverty? Are activities, interventions and/or resources clearly additional to those already planned? (i.e. not budget substitution) Have parents and carers, children and young people and other key stakeholders been involved in developing your plans? Have you discussed the PEF projects with all relevant staff and identified leads where appropriate? Have you set clear outcomes and measures to evidence impact? If your plans involve the third sector, have you agreed measures and outcomes with them, including processes to evaluate impact? Have you considered PEF projects at cluster level which might address common interests? Have you incorporated details of PEF plans into existing reporting processes to Parent Council and Forum including SIP/S&Q? Has consideration been given to HR and procurement requirements? Have you sought advice and confirmed processes as appropriate? Have you considered risks, contingencies, how to minimise the possibilities of failure/maximise the possibilities of success? Sustainability beyond the life of the funding? Page 156
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11 Please use the following link to access the National Operational Guidance: Pupil Equity Funding : National Operational Guidance 2023 (www.gov.scot) Page 157
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12 Measurement Tools Outcomes and Measures Writing Outcomes: Outcomes are specific, measureable statements that let you know when you have reached your goals. The best outcomes are written as SMART targets • Specific • Measureable • Achievable • Relevant • Time bound To develop outcomes for PEF projects/interventions ask yourself: • Who/what will change? • By how much? • By when? • How will it be measured? Outcomes/Measures Reflective Questions: • How confident are we that all of our staff and partners understand how to use data effectively to monitor the impact of our interventions and approaches? • To what extent is our self-evaluation underpinned by a shared strong understanding of our data? • Are there sufficient opportunities for professional discussion of data and evidence as part of our self-evaluation processes at all levels? • To what extent is our effectiveness in using data and evidence enabling us to set out clear outcomes and measurable targets? • How well are we making progress at improving the attendance and reducing rates of exclusion of children and young people living in our most deprived communities and circumstances? • Is progress evident at all stages from early years to post school? Is progress sustained beyond the intervention? • How confident are we that our interventions and approaches, whether universal or targeted, are leading to improvement? How effectively do we change our approaches if they are not having the intended impact? • To what extent are we narrowing the attainment gap in literacy, numeracy and health and wellbeing? What can we do to ensure that we make sufficient progress over time in all three of these areas? • How confident are we that all children and young people, regardless of their socio-economic circumstances, are accessing a wide range of learning experiences and pathways? Are they progressing to positive and sustained destinations? Page 158
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13 Some possible measures: Listed are a number of measures generally used by schools, this list is not exhaustive and you may find other measures to be more appropriate for your intervention/project. • Pre/post teacher judgement (on specific criteria linked to plan) • Whole school tracking information • Emergent literacy trackers • Progress and Achievement (XBRA) data • Pre/post pupil survey • Standardised assessments • GL assessments • PIRA • PUMA • SNSA • Boxall • YARC • Suffolk • Wraps • Parallel spelling • Behavioural Indicators of Self Esteem (BIOS) • Levels of parental engagement • Attendance data • Class assessments • Wellbeing webs / tools • Class observations • Record of behaviour incidents • Monitoring of pupil work (progression of ‘book looks’) • Leuven Scale Page 159
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14 Measurement - Leuven Scale ** The following is an excerpt from-** Comhairle nan Eilean Siar Pupil Equity Fund A Guide to Tracking Change and Measuring Impact Using the Five Measures Measurement - Engagement with Learning What is Engagement with Learning? Children with a high level of engagement show high levels of concentration and are fully absorbed by the learning experience. They show interest and motivation and, therefore, tend to persevere with tasks. Their body language indicates intense mental activity and they most engaged are operating at the very limits of their capabilities. As a result of these qualities high levels of engagement lead to deep learning. Engagement with activities and learning from activities happens in different ways: • Behavioural A learner who is behaviourally engaged would be observed to be doing the activity set, or one of the activities on offer, and would not be behaving in a disruptive manner. • Emotional A learner who is engaged emotionally would be experiencing emotional responses to the activity: such as interest, enjoyment, or a sense of belonging or achievement. This may be apparent from the learner’s level of motivation to engage with the activity, or from his or her facial or bodily expression. • Cognitive A cognitively engaged learner would be absorbed in the activity. He or she would be pursuing learning going beyond the requirements of the task, perhaps by doing it to his or her very best ability, by experimenting, asking questions or doing further reading. He or she would relish challenge and may be motivated to persist in solving problems and overcoming difficulties. A learners’ engagement will vary according to their interest, motivation to learn, confidence, ability to do the task, and mood. Some factors are within the learner and some relate to the teacher’s relationship with the learner, understanding of the learner’s level of skill and prior learning, and skill in planning learning activities that capture the learner’s interest. Environmental aspects such as seating arrangements, space, temperature and resources can also affect engagement. Measuring Engagement with Learning A measure of engagement has been developed for use in Western Isles schools using the Leuven Involvement Scale. The Scottish Government has recommended the Leuven Scale to schools as a measure of engagement to be used through Primary and Secondary. It is a five point framework that can be used to measure engagement against set criteria. Page 160
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15 The Leuven Involvement Scale (Adapted) Rating Exemplification 5 Extremely High The learner is continuously engaged in the activity and completely absorbed in it: • is absolutely focused, concentrating without interruption • is highly motivated, is finding the activity strongly appealing, perseveres • not distracted, even by strong stimuli • is alert, has attention for detail, shows precision • demonstrates intense mental activity and experience • the learner’s capabilities, imagination and mental capacity are in top gear • the learner obviously enjoys being engrossed in the activity 4 High There are clear signs of involvement but these are not always present to their full extent: • the learner is engaged in the activity without interruption • most of the time there is real concentration, but during some brief moments the attention is more superficial • the learner feels challenged, there is a certain degree of motivation • the learner’s capabilities, and imagination are, to a certain extent addressed in the activity • they are mostly happy to engage in most learning and other school activities 3 Moderate The learner is busy the whole time, but without real concentration: • in routine actions, attention is superficial • the learner is not absorbed in the activity, activities are short lived • limited motivation, no real dedication, does not feel challenged • the learner does not gain deep level experiences • the learner does not use his/her capabilities to full extent • the activity does not address the learner’s imagination 2 Low The learner shows some degree of activity although this is often interrupted: • limited concentration: looks away during the activity • fiddles, fidgets, and/or daydreams • easily distracted from tasks • learner’s action only leads to limited results • Significant support is needed to engage with learning • referral is needed to HT/SMT or Support for Learning (Staged Intervention) 1 Extremely Low The learner hardly shows any activity: • no concentration: staring, prolonged daydreaming • an absent, passive attitude • no goal- oriented activity, aimless actions, not producing anything • no signs of exploration and interest • not taking anything in, no mental activity Method of Assessment (See Figure 1 on p16) The PEF Dataset sheet requires the recording of a baseline measure of engagement and then allows for up to five future recordings, all completed using the same methodology. The learner’s level of engagement is assessed through observation of him/her in class in a situation during which they are expected to complete a task that has been set. The observer must complete the process as set out in the flow diagram (Figure 1, Page 16). A focused observer may be able to observe more than one child at a time in the same class. To make reliable judgements, it is recommended that the engagement score be calculated as an average of three observations of different activities, ideally all on the same week. They should all be of the same duration, as set out below: • P1-3: 3 x 10 minute observations • P4-S3 : 3 x 15 minute observations Learners who are in Primary 4 or above can be asked to complete a brief self- report form after the end of the observed period. After taking a baseline measure of engagement, the Dataset allows for up to five more recordings. The minimum expectation is that there would be one more recording, repeating the methodology of the first baseline measure. If engagement is a particular issue for a learner, then additional interim measurements could be taken. Page 161
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16 Figure 1. Measuring Engagement Process Observer to write what he or she has observed on ‘Observation Form’ (p17,18) P4-S2 Support learner to complete ‘My Learning’ form (p19). P4-S3 Carry out up to 3 x 15 minute observations During the observation the observer may wish to jot down a few words but needs to ensure that he or she is watching the learner at all times. It is best if the observer is discreet so that the learner does not realise that he or she is being observed. The observer prepares for the observations by: reading engagement section of the PEF Dataset Guide reading the Engagement Scale level descriptions (p15). copying observation schedules (p17 & 18 back-to-back) and (for learners from P4 upwards) copying a ‘My Learning’ form(p19) P1-3 Carry out up to 3 x 10 minute observations Each observation should start when everything is ready for the learner to begin the task. If organisational factors, such as waiting for equipment or instructions, are interfering with the learner’s engagement this should be noted, the observation delayed. The observer should have no other duties during this time Observer to score learner’s engagement based on observation, having considered discussion with teacher and learner’s view. Observer to discuss observation with teacher. Ideally identify 3 suitable sessions in which to observe the learner’s level of engagement, selecting situations in which they are expected to complete a task that has been set. The 3 observations should encompass literacy, numeracy and one other subject. Page 162
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Measuring Engagement: Observation Form 17 Observer: Learner: Curriculum Area: Date: Observation Start time: Activity: Observation Finish Time: Aspect of Engagement Evidence observed Estimate of percentage of time spent on activity Focus on Activity Enjoyment of activity Being challenged by activity Showing interest in further exploration or research Imagination or creativity being engaged by activity Level of Engagement agreed (based on Engagement Scale levels, see reverse), following reflection on learner’s view, and discussion with teacher: Page 163
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Measuring Engagement: 18 Scale of Engagement (Adapted from the Leuven Scale for Involvement for use in the Western Isles) The Leuven Involvement Scale (Adapted) Rating Exemplification 5 Extremely High The learner is continuously engaged in the activity and completely absorbed in it: • is absolutely focused, concentrating without interruption • is highly motivated, is finding the activity strongly appealing, perseveres • not distracted, even by strong stimuli • is alert, has attention for detail, shows precision • demonstrates intense mental activity and experience • the learner’s capabilities, imagination and mental capacity are in top gear • the learner obviously enjoys being engrossed in the activity 4 High There are clear signs of involvement but these are not always present to their full extent: • the learner is engaged in the activity without interruption • most of the time there is real concentration, but during some brief moments the attention is more superficial • the learner feels challenged, there is a certain degree of motivation • the learner’s capabilities, and imagination are, to a certain extent addressed in the activity • they are mostly happy to engage in most learning and other school activities 3 Moderate The learner is busy the whole time, but without real concentration: • in routine actions, attention is superficial • the learner is not absorbed in the activity, activities are short lived • limited motivation, no real dedication, does not feel challenged • the learner does not gain deep level experiences • the learner does not use his/her capabilities to full extent • the activity does not address the learner’s imagination 2 Low The learner shows some degree of activity although this is often interrupted: • limited concentration: looks away during the activity • fiddles, fidgets, and/or daydreams • easily distracted from tasks • learner’s action only leads to limited results • Significant support is needed to engage with learning • referral is needed to HT/SMT or Support for Learning (Staged Intervention) 1 Extremely Low The learner hardly shows any activity: • no concentration: staring, prolonged daydreaming • an absent, passive attitude • no goal- oriented activity, aimless actions, not producing anything • no signs of exploration and interest • not taking anything in, no mental activity Page 164
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19 Learner Feedback Form Name: Date: Which statement best describes your learning in the last activity? Please tick What I thought The activity was fascinating. I was really absorbed in it. I felt energised by the challenge. I had to use my imagination. I found the activity interesting. I enjoyed it and I had to think hard, I concentrated well. I felt I was being challenged. I worked hard. The activity was OK. I quite enjoyed it, I had to think. I kept getting distracted. The activity wasn’t interesting. I didn’t get much done. I found the activity boring. I didn’t see the point Comments: Page 165
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20 Pupil Equity Funding | Planning and Reporting School Name: Pupil Equity Funding must be used to deliver activities, approaches or resources which are clearly additional to universal local improvement plans. Identify: • Who is the target group? What is the gap? SIMD data? FSME? Community context? • Think about your equalities groups that may be disproportionately affected by deprivation. • What data did you use to identify this? ACEL achievement, SNSA data, Standardised assessment information, School tracking information, Wellbeing app • To be included: - School locality (rural, urban, remote rural, etc. https://www.gov.scot/binaries/content/documents/govscot/publications/transparency-data/2017/05/rural-schools/documents/rural-schools-list-2017- xlsx/rural-schools-list-2017-xlsx/govscot%3Adocument/Rural%2Bschools%2Blist%2BMay%2B2017.xlsx -% FSME - % SIMD 1/2 and other bands as appropriate - % ASN : is there a link with those affected by poverty? A consideration for longer term planning of approaches, with funding confirmed until 2026, should be considered in the targets below. A few examples of how you may want to detail context for your PEF expenditure. These are only for illustration purposes and can be amended as necessary. Example 1 The school is classed as a (remote rural, rural, urban, etc). Target group: # pupils from P1-P7 who are: ➢ % SIMD 1 or 2 Add school ➢ x% of children Deciles 3-4, x % of children Deciles 5-7, x% of children Deciles 8-10 information ➢ x% of children FSME here ➢ x% of children EAL ➢ x% of children with ASN ➢ through professional judgement and knowledge of families, pupils have been identified as requiring additional support due to socio-economic background. X% of these targeted pupils have been identified as needing literacy intervention through use of X data* (attainment, attendance, engagement), and X% have been identified as needing numeracy intervention through use of X data. A further # pupils have been identified as requiring HWB/nurture support. * Note: Data gathered around attainment, attendance, engagement must then correlate with SIMD, FSME and other markers of disadvantage. For example the target group could be defined as, "all those living in SIMD quintile 1 (and/or with FSME etc.) and whose attendance is under 80%". Some of those with low attendance may have no observable socio-economic disadvantage so they will need an intervention not funded through PEF. Page 166
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21 Example 2 The school is classed as a (remote rural, rural, urban, etc). The SIMD picture for the school is limited due to the rural context of the school has only a small amount to tell us (enter data here %SIMD 1&2). Staff have accessed school data, information and local knowledge to identify families experiencing disadvantage or potential disadvantage. (Enter details of what this is for your school’s context) We also know of a small number of families who, for various reasons, do not apply for FSME, even though they would fall within the eligibility category (include %FSME). Targeted PEF funded interventions will support pupils who: • are care experienced • from a traveller background • have experienced ACEs • have challenges forming attachments • live in one of the aspects of poverty as identified in the national strategy for ‘closing the gap’. • experience digital inequity Targeted PEF interventions will include nurture for those children identified through Boxall profiles Identification of target groups/individuals through observation, profiles (Boxall), ACEL, SNSA, GL (etc.) linked to markers of disadvantage (see note in sample 1). Through consultation with stakeholders and data across the school (reading, writing, mental agility, etc.) has been identified as a priority area for targeted intervention. Page 167
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22 Pupil Equity Funding | Planning and Reporting What are you planning to do with your PEF Allocation? • Proposals to address identified issues within Literacy, Numeracy and/or Health and Wellbeing. • How have you consulted with and involved parents/carers and pupils in the process? • Aim and expected impact of proposals. • Plans to work in partnership with other schools/local partners/providers, if applicable • Link to Our Children, Their Future • Link to HGIOS 4 Quality indicators / NIF • Which organiser does the planned key actions fall within – Teaching and Learning, Leadership, Family and Community How will progress be measured (what, when and how)? • How will you know your interventions are having an impact/improving outcomes? • Proposals for measuring impact (including specific reference to targeting young people most affected by poverty). • Data, new and existing, which will be required. • Plans for how data will be collected and reported What was the impact of your planned interventions? • Do you have quantitative and qualitative data that tells the story of attainment and achievement for the target group(s)? • What was the impact for pupils based on the outcome(s)/measures(s) you identified? This section of the plan tells the story of how your PEF spend impacted attainment for those pupils disadvantaged by poverty. Area Key Actions Outcome and Measure Mid-Year Progress Impact Detail here what is the area of focus for the intervention, who will be the key lead person and links to key documents. The actions we are planning in order to improve attainment in the areas we have identified for the target group(s) experiencing disadvantage due to poverty. (Success Criteria to facilitate evaluation of learners’ progress) This is what we want to happen for the pupils by when, by how much, who, what and includes how we will measure the specific outcomes. This is where we check to see if things are on track and if we need to continue, adapt or abandon what we had planned. Record information on progress and detail any changes. What is progress looking like based on your planned action/outcome/measure – on track, complete, not on track? This is where we bring together qualitative and quantitative data to show how what we did improved attainment for the identified pupils. How did you meet the aims set out in your proposed interventions? What data do you have that evidences impact? Identify any significant changes in expenditure. Page 168
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23 Area Key Actions Outcomes and Measure Mid-Year Progress Impact Literacy HGiOS – 2.3, 3.2 OCTF – Outcomes 1, 2 Organiser – Learning & Teaching Define the intervention here • What action/change is taking place? • Staff involved? Timings- is it whole year or over a number of weeks/term? Target group will demonstrate progress in literacy skills of: - blending and segmentation - reading fluency - comprehension skills - vocabulary Gather baseline data from target group including rate of progress from previous year Systematic regular pupil support sessions timetabled through the week for targeted pupils, using Dancing Bears and PM+ resources (ASN: PEF and PST: PEF) Provide training for all practitioners in the effective use of Accelerated Reader online programme Provide training for all practitioners on the effective use of the reading scheme - guided reading lessons and online resources Pupil Support Teacher (PEF) to teach alongside class teachers within class shared reading sessions by when, by how much, who, what Target group A - % increase in (raw score, age, level, etc.) from baseline for x skill measured by (YARC, Suffolk, Parallel Spelling, Accelerated Reading, Nessy, etc.) By June 2025 100% of targeted pupils with a +1yr gap will improve their reading age by at least 6 months +months in school Target group : Accelerated Reading data - gathered through Star Testing • August baseline • November, April, June – pick ups Pupil confidence and motivation survey • August baseline • June pick up Comparison of library and reading records • June 2024/June 2025 will evidence an increase in texts read Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why?) Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, 89% of targeted cohort are on track with improvements. Data has been analysed from RA within Star Tests in August and November pick-ups. 13% not on track are also now in receipt of weekly targeted comprehension support (ASN: PEF). Early indications using the inbuilt assessment within the supported resource are evidencing a weekly upward trend of raised scores. Detail the impact of the interventions as outlined in your Outcome and associated measure. • In June 2025, almost all pupils within target cohort (93%) have raised reading ages by at least 16 months (AR data) • In June 2025, almost all pupils articulate an increased confidence and motivation to read. This was evidenced by pupil and parent surveys and learning conversations with pupils. • Teachers observe increased engagement amongst cohort within class shared reading sessions. • Library and reading records for almost all pupils in cohort evidence increased number of texts read from comparison of same records for children the previous academic session. • ASN pupils within P2/P3 targeted cohort evidence improvements in progress, with almost all moving through at least 6 PM+ benchmark levels • In June 2025 most pupils within phonic target cohort (87%) increased retained phonic sounds by 14+ months. This is evidenced through internal phonics tracking records, Highland Literacy assessments, Codecracker fluency scores and Burt reading tests. Page 169
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24 By June 2025, 100% of P2 and P3 pupils with +1 year gap) will improve their phonological awareness by 12+ months • ASN pupils in P2 & P3: by June 2025 individually profiled increases in PM Benchmark levels from August benchmark • Target group : by June 2025 14+month increase in retained phonic sounds from August baseline measured by Codecracker and Highland Literacy phonological assessments As of December 2024, 94% of targeted P2/P3 ASN cohort have increased PM benchmark levels in line with individual targets. 6% of pupils not increasing are now being supported by timetabled 1-1 Pupil Support Teacher sessions in addition to daily practice with ASN. As of December 2024 phonic target groups are making good progress with Codecracker fluency records indicating consistently raised scores in 100% of pupils. Numeracy HGiOS – 2.3, 3.2 OCTF – Outcomes 1, 2 Organiser – Learning & Teaching P4/5 Target groups will demonstrate progress in numeracy skills of: - mental agility Pupil Support Teacher (PEF) will: Share the NPLR (Numeracy Professional Learning Resource) professional document with staff. Staff familiarise themselves with the NPLR. Gather baseline data from target group through use of SEAL assessments and Numeracy Signposts Use assessment information to identify gaps and emerging patterns. Target group B - % increase in (raw score, age, level, etc.) from baseline for x skill measured by (SEAL, PUMA, SNSA, Progress and Achievement Data, etc.) By end of each 8 week block 100% of targeted P4/5 pupils with identified gaps will improve their confidence and skill in mental agility by engaging in daily supported focus sessions. Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why?) Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, 3 blocks have been complete. Almost all children within these cohorts are observed to have increased confidence and post block survey and assessments evidence this alongside improvements in almost all Detail the impact of the interventions as outlined in your Outcome and associated measure. • By end of 8 week blocks all pupils within target groups (100%) evidenced improved progress in mental agility. Authority SEAL Maths Recovery assessment records (mental agility) show individual progress. • By end of 8 week blocks, almost all (95%) pupils articulate an increased confidence in applying mental strategies. This was evidenced by pupil and surveys and learning conversations with pupils. • Staff observe targeted pupils relying less on concrete aids to make calculations. • Additionally, most pupils can articulate processes using the language of Number Talks. Page 170
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25 Using the patterns that have emerged from assessments and using the NPLR as a scaffold, PST (PEF) will employ targeted SEAL strategies with identified individuals and groups daily in 8 week block periods. Target groups : SEAL assessment data • Pre intervention block baseline • Post intervention block pick up Pupil confidence survey • Pre intervention block baseline • Post intervention block pick up Teacher observation during class lessons. cases (92% of pupils across the 3 blocks). Further blocks are planned for the remainder of the year, with a renewed focus on applying Number Talks strategies. HWB HGiOS – 2.3, 3.1 OCTF – Outcomes 1, 3 Organiser – Learning and Teaching Identified pupils will develop their skills, attitudes and resilience to be more ‘learning ready’. - spending more time in class - more time engaging with teacher designed activity - less time (or less number of) being dysregulated - an improved sense of self-worth and ambition. - increased understanding of vocabulary of emotion - increased understanding and use of self-regulation strategies. Target group C - % increase in (raw score, number of occurrences, time) from baseline. Measured by (Boxall, pupil survey, GWMP, wellbeing web data, Emotion Works, staff observation, Leuven, etc.) By June 2025, 100% of all pupils will improve their HWB by having experience of outdoor learning at least once per week. • In June 2025, pupils will self- evaluate on their Wellbeing wheels 7+ on ‘I am encouraged to be active’ (current baseline as of June 2024 was 70%). Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why). Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, pupils have participated in 8 outdoor learning sessions. These sessions are proving very popular with all pupils. HT has noted improvement in positive attitudes and behaviour. Detail the impact of the interventions as outlined in your Outcome and associated measure. • By June 2025, almost all pupils participated in all outdoor learning sessions. (Attendance data) • By June 2025, all pupils showed an increase in ability to self-assess risk and participate in co-operative outdoor learning activities. This was evidenced by HT observations and learning conversations with pupils. • In June 2025, 100% of all pupils recorded 7+ on their Shanarri indicator ‘ I am encouraged to be active’. Possible next steps … • As per positive results, this intervention will continue for next school session 2025-26 and will continue to be a SIP HWB priority Page 171
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26 Parental Engagement HGiOS – 2.3, 2.7 OCTF – Outcomes 3, 5 Organiser – Families and Communities Target Group of identified pupils with less than 85% attendance through 2022-23 reporting periods. Our family liaison officer will offer home visits and engage with identified families on a weekly basis. Targeted families with 5 or less weekly Seesaw engagements. Support with SeeSaw through provision of school device Prepared video ‘how to’ guides. Additional face to face workshops will be offered where appropriate or necessary Monthly coffee mornings will be organised and run by family liaison officer throughout the year By June 2025 attendance for targeted pupils will increase by at least 10% • Attendance records –monthly tracking and monitoring 100% of families of pupils identified will show an 85% increase in engagement with SeeSaw • At least 10 weekly engagements in Seesaw increased attendance at stay and play sessions, parents’ nights/meetings / Coffee Mornings • Attendance register for Stay and Play / Parent Meetings Detail here progress towards outcome (on track? Complete and moving on to? Not on track and why?) Identify if any adaptations need to be made or if aspects need to be abandoned. As of December 2024, 60% of targeted pupils have increased attendance by 10%, 25% of pupils have a 5% increase and the remaining 15% have no increase or show a further decline. From January 2024 the Nurture Base will be opened up to facilitate a ‘Soft Start’ session targeting this 15% to enable an alternative experience to start their day. Seesaw engagement has increased within all targeted families. All are making at least 10 weekly engagements, with 52% exceeding this target. 95% of targeted families attended November Parents Meeting. The remaining 5% took up the offer of phone consultations with staff. Numbers at monthly coffee mornings have increased from 10 (September) to 26 (December) Detail the impact of the interventions as outlined in your Outcome and associated measure. • By June 2025, the majority of targeted pupils had raised attendance levels by at least 10%. (Attendance data) • By June 2025, all targeted families showed an increase in Seesaw engagement. This was evidenced by online interactions. • By June 2025, 100% of targeted families had attended at least 12 Stay and Play sessions and 4 coffee mornings. Parents reported the value of these informal sessions and how this has helped them connect better with the school. This was evidenced through Sessional registers and Parental Feedback Possible next steps … • As per positive results, this intervention will continue for next school session 2024-25. Plan to include information at Coffee Mornings and to offer specific workshop support in shared reading to targeted group. Page 172
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27 Pupil Equity Funding | Planning and Reporting Remember contracts should be temporary and should not exceed a Staff Spend Detail * Note: - Please see information from HR regarding PEF posts school year Name Post Start Date Proposed End Date Cumulative Time in Post AN Other Classroom Assistant (15 hpw) September 2024 June 2025 years months years months Highlight the Intervention for Equity addressed by your PEF interventions/projeRctesmember to tick https://education.gov.scot/resources/interventions-for-equity/ Early intervention and prevention Social and Emotional Wellbeing Promoting Healthy Lifestyles Targeted approaches to Literacy and Numeracy Promoting a High Quality Learning Experience Differentiated Support Employability and Skills Development Engaging Beyond the School Ensure actual cost s are Partnership Working noted here, Professional Learning and Leadership Research and Evaluation to Monitor Impact Using Evidence and Data wherever possible. This will enable more effective budget profiling with Spend Details your AFA Carry Forward 2023-24 PEF Allocation 2024-25 Staffing Supported Study Resources Purchased/Commissioned Services Other Classroom Asst £5,946 Accelerated Reader £5,623.11 Seesaw £818.40 Sum Dog £294.00 PM Benchmark £1520 assessment kit Numicon £262.50 Maths Recovery £336.75 TOTAL – 14,800.76 £ 2,200 £ 13,000 Spend Checkpoints Mid-Year Spend checkpoint (Dec – Jan) Identify any significant changes in expenditure. Final spend (End of Session) Identify any significant changes in expenditure. £ £ Break spend details down into the specifics of the staffing, resources etc. * Please note that your PEF spend plan should be shared with your AFA who will profile this budget line and monitor it monthly. During your mid-year checkpoint note spends and any change in spend allocations here. Note all final spends and any committed spends that would be part of any carry forward here. Page 173
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28 GUIDANCE ON EMPLOYING STAFF USING PEF (OR OTHER TEMPORARY) FUNDING Ring fenced post for a current employee (irrespective of whether s/he already holds a permanent or temporary post) The post may be ring fenced providing the number of hours being offered is less than 10 per week and the employee is suitably skilled and experienced to undertake the duties. Otherwise, the post should be advertised. A new post must be created in order to identify this work is funded by PEF and as being a separate and distinct contract from any other the employee may hold. Do not put hours funded by PEF through as additional hours on a timesheet/via MyView – we need to be able to monitor and track where and how PEF is being utilised. The procedure to be followed is: 1. An advert authorisation form must be completed and authorised, clearly showing the PEF budget code and that it is a temporary post. The form is sent to annemargaret.houston@argyll-bute.gov.uk 2. The successful candidate will receive a contract separate to any others s/he may hold with the council so a Successful Candidate Form (SCF) needs to be completed and sent to annemargaret.houston@argyll-bute.gov.uk . This can be sent at the same time as the Advert Authorisation form. 3. You cannot process hours you wish to allocate to PEF funding via timesheets/MyView – you must follow the above process. It will help to monitor and report on spending against this budget. Employing a new employee The recruitment process as described at 1-3 will need to be followed. As we don’t know how long PEF funding will continue, posts will be offered on a temporary basis. You need to be aware that the employee is building up employment rights from when s/he starts in post and If s/he continues to be employed in a PEF funded post for a continuous period of 2 or more years, s/he will be entitled to a redundancy payment when the funding comes to an end, which could be substantial. The cost of redundancy will not be funded centrally. You may also wish to note that if the employee transfers from another post within the Council and there is no break in service before s/he starts work with you, his/her service is continuous from their start date with the Council. If, however, s/he does not transfer to your post, i.e. s/he stays in their original post as well as your post, then their continuous service date is the date s/he begins employment with you. PEF funding to augment reduced staffing budget Where an employee has been identified as having their hours reduced due to reduction in budget, it is possible to offer the employee work funded by PEF. There is likely to be implications for employees accepting a PEF funded post and HR’s Transformation team will be able to support and guide you in this. Their involvement is essential to ensure we comply with Council and legal processes and to ensure the employee understands the implications of accepting this type of post and receives the relevant correspondence and contract. If you plan to use PEF funding which may help mitigate the number of hours an employee has to reduce, you must Page 174
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29 discuss this with the HR Transformation team prior to taking any action. (HRtransform@argyll-bute.gov.uk). PEF funding to second an employee There have been some occasions where an employee has been deployed to PEF funded duties rather than undertake the duties of their contracted post. This may be because the PEF post offers better conditions, e.g. more hours than their contracted post. Irrespective of whether there is an increase in hours or not, the employee should be seconded into the PEF funded post (which has been duly created and described as above) and at the end of the secondment s/he will return to their substantive post. Their contracted post can be backfilled for the period of the secondment. Temporary posts Be realistic about the duration of a temporary post and review your requirements regularly to ensure you are complying with the purpose of the funding. Be aware that if you employ a person for a period of 2 or more years, that person has the same employment rights as a permanent employee and if s/he cannot be redeployed into a suitable post then s/he will be entitled to a redundancy payment. There may not be a central budget for paying redundancy costs. Page 175
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30 Links to further information • Pupil Equity Funding National Operational Guidance (published 30/3/22) • Scotland’s Equity Toolkit | Resources | Education Scotland • Scottish Attainment Challenge self-evaluation resource | Resources | Education Scotland • EEF Teaching and Learning Toolkit (Primary and Secondary) • EEF Early Years Toolkit (Early Years settings) • The Cost of the School Day Toolkit, updated 2021 | CPAG • Pupil Equity Funding: Looking inwards, outwards, forwards – sharing effective practice to maximize support for learners and practitioners (Education Scotland document) • PEF examples Scotland (Education Scotland) • SAC action research links Page 176
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 COUNSELLING IN SCHOOLS 1.0 EXECUTIVE SUMMARY 1.1 Mental Health is a priority of the Scottish Government and all wider wellbeing professionals who work with children and young people as outlined in the Mental Health Strategy 2017-2027. Poor mental health is associated with significantly worse educational and longer-term life outcomes which are exacerbated by social inequalities such as poverty. This is reported to be a growing concern for Scotland (Joseph Rowntree Foundation, 2014, 2020). 1.2 In 2018, the Scottish Government announced an investment of over £60 million in additional school counselling services across Scotland with the aim of responding to mild and moderate emotional and mental health needs experienced by children and young people. This funding aimed to deliver counselling services to children and young people aged 10 and above. This funding has since been baselined into the Council’s financial settlement from Scottish Government. 1.3 Within Argyll and Bute this funding was utilised to develop a counselling in schools service which was in place from January 2021 – December 2022. From January 2023, Counselling in Schools has been provided by the Therapeutic Counselling Service – The Exchange. 1.4 There has been a steady increase in referrals to The Exchange, which continues to evidence improvements to children and young people’s wellbeing following intervention. 1.5 The service was expanded early 2024 to support children under 10 years (Primary 1 onwards) and in January 2025 a Parent Project has launched. Page 177 Agenda Item 10
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 COUNSELLING IN SCHOOLS 2.0 INTRODUCTION 2.1 The Counselling in Schools Service provides an early intervention through therapeutic counselling to school aged children and young people. This directly supports children and young people with health and wellbeing concerns. Counselling offers young people, a safe and supportive environment to talk over difficult issues in confidence. This involves listening to their views, experiences and feelings without judgement, within the context of a safe and trusting relationship characterised by empathy and respect. 2.2 The Counselling in Schools Service makes a considerable contribution towards all of the four core aims of the current Children and Young People’s Service Plan 2023-2026 • CYPSP Priority 1: By ensuring Getting it Right for Every Child is central to our core working practice we are getting it right for our children and young people • CYPSP Priority 2: Our children and young people have access to early help and support • CYPSP Priority 3: We improve the mental health and well-being of our children and young people • CYPSP Priority 4: We ensure our children and young people’s voice is heard 2.3 As an accessible tier 1 service, counselling can support rising mental health needs and provide an early intervention which can reduce the escalation of these needs. Over time it is expected that this will also reduce the pressures on other services including Child and Adolescent Mental Health Services (CAMHS) through prevention of escalation as a result of providing support at an earlier stage. Page 178
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2.4 The service is provided by The Therapeutic Counselling Service (The Exchange), with the contract monitored by the Educational Psychology Service who meet regularly with The Exchange. 2.5 Counselling is delivered face to face across all localities in Argyll and Bute, with the option for virtual sessions where appropriate. Referrals are primarily made by schools but can also be made by parents, other professionals and the young person themselves. 2.6 This paper is presented to provide an update on the delivery and impact of the Counselling in Schools service from October 2023 – December 2024. 3.0 RECOMMENDATIONS It is recommended that the Community Services Committee: 3.1 Note the continued positive impact Counselling in Schools has had on children and young people’s wellbeing since its inception in January 2023, and support the on-going commitment to deliver this service within all schools. 3.2 Agree the continued need for support across the Health and Social Care Partnership and the Education Service to further embed this service within current processes, ensure a clear continuum of support and improve access for children and young people. 3.3 Note that a successful approach requires joint working between Education establishments and the Counselling in Schools Service as partners in co-facilitation including the use of school spaces for young people to access their counselling sessions. 4.0 DETAIL 4.1 Getting it Right for Every Child (GIRFEC) is the national policy framework aimed at supporting the wellbeing of children and young in Scotland. This framework incorporates the articles of the United Nations Convention on the Rights of the Child (UNCRC) into practice and promotes a rights-based approach. The Children and Young People (Scotland) Act (2014) reinforces the rights of children and young people. The 8 GIRFEC wellbeing indicators provide a shared language and common understanding of wellbeing for all professionals across the HSCP, which children need to grow and develop: Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, and Included. Page 179
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4.2 Health and wellbeing are also core components of the Curriculum for Excellence and Building the Ambition, emphasising the need to ensure that children and young people develop the knowledge and understanding, skills, capabilities and attributes which they need for mental, emotional, social and physical wellbeing. 4.3 The Exchange have provided Counselling in Schools from January 2023. A report was provided to the Committee in November 2023. 4.4 The service was extended and a Parent Project was launched in January 2025. The Parent Project provides free support to parents and carers of children aged 4-18 and includes online and face-to-face workshops, wellbeing discussions, and one-to-one sessions. These services aim to address common mental health challenges such as anxiety, stress, and self-esteem issues, equipping parents with practice strategies to support their children’s wellbeing. Early indications report positive uptake, with over 70 parents and carers signing up for workshops in the first few weeks, and over 100 parents and carers registering online. 4.5 This report provides a summary of the service from October 2023 until December 2024. During this period The Exchange have received 927 referrals. This represents an approximate increased referral rate of 34% per month in comparison to the monthly referrals reported in the previous report. 4.6 Of the referrals received by The Exchange: • 664 were for secondary pupils and 263 for primary pupils. • Of the referrals, approximately 3.1% for Care Experienced pupils (slight increase), and 2.2% were referred onwards to CAMHS (slight reduction). • The most common reasons for referral in secondary schools continue to be for support with anxiety, relationship difficulties, and family difficulties. Self-harm also remains a common reason for referral. Note that more than one reason for referral can be identified. • In primary referrals, the most common reasons for referral were anxiety and emotional regulation. Relationships and family difficulties also feature highly in the reasons for referral. • As per the previous report, overwhelmingly the referrals come from school staff, although an increase in referrals from School Nurses been noted. • As with the previous report, referrals have been made by all secondary schools across Argyll and Bute. Page 180
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• 53 primary schools have referred pupils to the service; compared to the previous report, pupils from a further 15 primary schools have received support from The Exchange. • Group work intervention has been delivered in four primary schools. • Data is now being collected on the numbers of pupils who have a neurodevelopmental diagnosis, or suspected neurodivergence and who access school counselling. It is estimated that around 29% of children and young people accessing counselling are neurodivergent. 4.7 Efficacy of counselling (Quantitative) • The Young Persons CORE 10 (YP CORE), a validated outcome measure, is used by The Exchange to evaluate counselling with secondary pupils. • For young people who completed counselling there is a measured reduction in scores which represents an improvement. • Using the YP CORE there has been an average 37% decrease in first and final scores. On average, scores have moved from a moderate/severe to mild level of distress. • 87% of secondary pupils reported feeling less distressed following counselling. • For primary pupils, The Exchange use two measures to evaluate counselling; Strength and Difficulties Questionnaire (SDQ) completed by parents and the Child and Youth Resilience Measure (CYRM) completed by pupils. • On average, 84% of children report an improvement and 81% of parents report an improvement in the scores from the beginning to the end of counselling. 4.8 Efficacy of counselling (Qualitative) The following statements were gathered from surveys completed following counselling by pupils, parents, and head teachers: Feedback from Parents and Carers • “My child never used to talk to me about things before, and now they do. I have noticed such a positive change in them.” • "Our child no longer has outbursts before school since starting sessions, these were previously a regular occurrence.” • “I have noticed a big change in how my child talks about their emotions, and she can manage her anger so much better.” Feedback from Young People • “Before counselling I was lost. I used to try and problem solve but made it worse, the advice has helped develop skills and problem solving.” Page 181
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• “To be honest I didn't really think counselling would help, but it's helped me a lot.' 'It's like laying everything out in front of me so I can sort it out in my head.” • “I now feel excited about my future again, and realise how much talking about how I feel helps.” Feedback from Schools and Services • “We feel very supported by the school counselling service and have noticed some many changes in some of our most vulnerable pupils.” - Guidance Teacher • “I could not recommend this service enough. Children are getting help quickly and I see so much value in the work the exchange are doing in primary schools.” - GP • “As a school, we have been very impressed with the Exchange counselling service. The response to referrals has been quick and the sessions themselves are already having an impact on our young people.” - Head Teacher • “We continue to hear so many amazing things about your service and are really seeing a difference in the children you are working with.” - School Nurse • ”I don't often tell you this, but I want you to know that I genuinely think you are remarkable. The support you offer to our young people is outstanding.” - Deputy Head Teacher 4.9 The Counselling in Schools Service reports regularly to Scottish Governments through the Children and Young People’s Mental Health Report (Combining School Counselling and Children and Young Peoples Mental Health and Wellbeing Supports and Services Framework) annually. 5.0 CONCLUSION 5.1 The establishment of the Counselling in Schools Service continues to make a significant contribution towards four core aims of the current Children and Young People’s Service Plan 2023-2026 and national priorities around supporting the wellbeing and mental health of our children and young people, in line with Scottish Government requirements. 5.2 Since the change of service provider to The Exchange, there has been an increase in referrals to school counselling and initial evidence of an increase in efficacy. 5.3 With the funding now baselined it will continue to have a positive impact on outcomes for children and young people in Argyll and Bute. Page 182
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5.4 The expansion of the service to children under 10 years has been well received, and the addition of the Parent Project is expected to have a positive impact on early intervention and prevention of mental health and wellbeing concerns of our children and young people. 6.0 IMPLICATIONS 6.1 Policy – Policy to support service delivery is currently in place. 6.2 Financial – funding has now been base-lined. 6.3 Legal - None 6.4 HR – None 6.5 Fairer Scotland Duty - None 6.5.1 Equalities - protected characteristics 6.5.2 Socio-economic Duty 6.5.3 Islands – service delivery is provided on an equitable basis across all areas of Argyll and Bute 6.6. Climate Change - None 6.7 Risk – None 6.8 Customer Service - None 6.8 The Rights of the Child (UNCRC) – school counselling relates to several sections of the United Nations Convention on the Rights of the Child, particularly Article 13 (freedom of expression), Article 24 (health and health services, Article 28 (education) and Article 29 (goals of education) Douglas Hendry, Executive Director with responsibility for Education Councillor Audrey Forrest, Policy Lead for Education Jen Crocket, Head of Education: Lifelong Learning and Support For further information contact: Dr. Sabrina Collins Acting Principal Educational Psychologist Educational Psychology Service Sabrina.collins@argyll-bute.gov.uk Page 183
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – DALMALLY PRIMARY SCHOOL 1.0 EXECUTIVE SUMMARY 1.1 This report provides details of the outcome and findings of the statutory consultation exercise undertaken in respect of the formal Proposal to rezone the catchment area for Dalmally Primary School so that it is extended to include the whole of the catchment area of the former Bridge of Orchy Primary School, as detailed in the published Consultation Report (Appendix A); and in accordance with the requirements of the Schools (Consultation) (Scotland) Act 2010, as amended (the 2010 Act). 1.2 It is recommended that the Community Services Committee: 1.2.1 considers the contents of the Consultation Report, attached as Appendix A; and 1.2.2 approves the implementation of the Proposal to rezone the catchment area for Dalmally Primary School so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School, with effect from 6th March 2025. Page 185 Agenda Item 11
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 – DALMALLY PRIMARY SCHOOL 2.0 INTRODUCTION 2.1 When considering a proposal to rezone a school the Education Authority must meet the requirements of the 2010 Act. 2.2 The Council is required to prepare and publish a Proposal Paper which clearly sets out the Proposal on which the Council is consulting. The Proposal Paper must include details of the proposed date for implementation, an Educational Benefits Statement, a summary of the consultation process and details of the supporting evidence or information used to formulate the Proposal. 2.3 The 2010 Act also requires that at the close of the consultation process, Education Scotland must consider the educational aspects of the Council’s Proposal and prepare and submit a report for consideration by the Council when preparing its final Consultation Report. 2.4 The Council is then required to review the Proposal, taking into consideration the report from Education Scotland and all other responses received within the consultation period, and thereafter prepare and publish its final Consultation Report. 2.5 The Consultation Report must explain how the Council has reviewed the Proposal, a summary of the points raised during the consultation period and the Council’s response to them, and details of any alleged inaccuracies or omissions. 2.6 The Council will then make a decision on whether or not to implement the Proposal. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: Page 186
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3.1.1 considers the contents of the Consultation Report, attached as Appendix A; and 3.1.2 approves the implementation of the Proposal to rezone the catchment area for Dalmally Primary School so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School, with effect from 6th March 2025. 4.0 DETAIL 4.1 This report provides details of the outcome and findings of the statutory consultation exercise undertaken in respect of the formal Proposal to rezone the catchment area of Dalmally Primary School, as detailed in the published Consultation Report which is attached as Appendix A; and in accordance with the requirements of the 2010 Act. 4.2 In accordance with the 2010 Act, a report was produced by Education Scotland on the educational aspects of the Proposal (Appendix 5 of the Consultation Report). The Education Scotland report is supportive of the Proposal. 4.3 Having considered the report from Education Scotland and all other responses received within the consultation period, officers carried out a further review of the Proposal in light of this information and a Consultation Report was thereafter prepared and published for public scrutiny on the Council’s website from 13th February 2025. This provided a full three week period prior to a final Committee decision on Thursday 6th March 2025, in compliance with Section 9(3) and Section 11 of the 2010 Act. 5.0 CONCLUSION 5.1 The Consultation Report for Dalmally Primary School has been prepared in accordance with the requirements of the 2010 Act, as amended. 5.2 Following the conclusion of the statutory consultation exercise as detailed within the Consultation Report (Appendix A), having due regard to the consultation responses, and to Education Scotland’s report, it is recommended that the decision is made to implement the Proposal that the catchment area of Dalmally Primary School be rezoned so that it is extended to include the whole of the former Bridge of Orchy Primary School catchment area, with effect from 6th March 2025. 6.0 IMPLICATIONS 6.1 Policy – An authority that is formulating a proposal to change the catchment area of a school must satisfy the requirements of the Schools (Consultation) (Scotland) Act 2010 as amended. Page 187
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6.2 Financial – there are financial implications to consider in regard to school transport as detailed within the Consultation Report (Appendix A). 6.3 Legal – The Consultation Report for Dalmally Primary School has been prepared in accordance with the requirements of the Schools (Consultation) (Scotland) Act 2010, as amended. 6.4 HR - none 6.5 Fairer Scotland Duty: 6.5.1 Equalities - protected characteristics – An EqSEIA was undertaken as part of the consultation exercise, and is attached as Appendix 2 to the Consultation Report. 6.5.2 Socio-economic Duty – An EqSEIA was undertaken as part of the consultation exercise, and is attached as Appendix 2 to the Consultation Report. 6.5.3 Islands - none at present 6.6 Climate Change - none 6.7 Risk – none at present 6.8 Customer Service - none at present 6.9 The Rights of the Child (UNCRC) - The views of pupils were gathered and taken into consideration as part of the Consultation exercise, in line with Article 12 – I have the right to be listened to and taken seriously. Douglas Hendry, Executive Director with responsibility for Education Councillor Audrey Forrest, Policy Lead for Education 28th January 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 Simone McAdam Education Manager Simone.McAdam@argyll-bute.gov.uk Page 188
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Graeme Mcmillan Transformation Programme Manager Graeme.Mcmillan@argyll-bute.gov.uk APPENDICES Appendix A – Consultation Report – Dalmally Primary School Page 189
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Education Service CONSULTATION REPORT Report on the outcome of the consultation relating to the proposal to rezone the catchment area of Dalmally Primary School February 2025 This document has been issued by Argyll and Bute Council in accordance with the Schools (Consultation) (Scotland) Act 2010, as amended. If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone: 01369 708576 Email: argyllhousereception@argyll-bute.gov.uk Page 191
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CONTENTS 1. Summary of the Proposal 2. Reasons for the Proposal 3. Introduction 4. Background 6. Equality and Socio-Economic Impact 6. The Consultation Process 7. Pupil Engagement 8. Responses to the Consultation Exercise 9. Education Authority Response to Written/Oral Representations 10. Education Scotland Report 11. Education Authority Response to Education Scotland Report 12. Compliance with Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 13. Alleged Omissions or Inaccuracies 14. Conclusion 15. Recommendation Appendix 1 – Proposal paper Appendix 2 – Equality and socio-economic impact assessment Appendix 3– Note of the public meeting Appendix 4 – Pupil focus group notes Appendix 5 – Education Scotland Report Page 192
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1. SUMMARY OF THE PROPOSAL 1.1 The Proposal is to rezone the catchment area for Dalmally Primary School so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School. 2. REASONS FOR THE PROPOSAL 2.1 The Education Service has reviewed the historic decisions in relation to the closure of Bridge of Orchy Primary School in 2004. In particular, the decision taken at that time in respect of its catchment area – namely, that families in that area were given the option for pupils to attend either Dalmally Primary School or Crianlarich Primary School (which is situated within the local authority area of Stirling Council). 2.2 Following the recent review, Argyll and Bute Council’s Education Service identified a number of potential issues with the present arrangement, which in effect can automatically place pupils in a school outwith the Education Authority’s area. 2.3 Argyll and Bute Council therefore conducted a consultation exercise on the Proposal to realign the catchment area of Dalmally Primary School to subsume the entire previous catchment area of Bridge of Orchy Primary School. 3. INTRODUCTION 3.1 This is a Consultation Report prepared in compliance with the Schools (Consultation) (Scotland) Act 2010, as amended (the 2010 Act), on the above Proposal. 3.2 The purpose of this report is to: • Provide a record of the total number of written responses made during the statutory consultation period; • Provide a summary of any written responses; • Provide a summary of any oral representations made at the public meeting, held on 17th September 2024. • Provide a statement of the Council’s response to any written and oral representations; • Provide the full text of Education Scotland’s report and a statement of the Council’s response to this report; • State how the Council reviewed the proposal following the representations received during the statutory consultation period and receipt of the report from Education Scotland; and • Provide details of any omission from, or inaccuracy in, the Proposal Paper and state how the Council acted upon these. Page 193
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4. BACKGROUND 4.1 Dalmally Primary School is a co-educational, non-denominational school serving the villages of Dalmally and Loch Awe along with the surrounding area. The School, built in 1975, is situated in the Glenview housing scheme in Dalmally. The School and its nursery unit cater for children from the age of 3 through to 12 years. The school roll as of January 2025 is 21, as per the table below: Dalmally Primary School School Roll January 2025 P1 P2 P3 P4 P5 P6 P7 Total 1 1 2 2 6 3 6 21 4.2 Crianlarich Primary School is a co-educational, non-denominational school within the Stirling Council area. The school’s local authority catchment area serves the communities of Crianlarich and Tyndrum. The school caters for primary aged children only with nursery children accessing provision at Killin Nursery. The school roll as of January 2025 is 23, as per the table below: Crianlarich Primary School School Roll January 2025 P1 P2 P3 P4 P5 P6 P7 Total 1 2 6 2 3 6 3 23 4.3 On 6th May 2004 the Strategic Policy Committee (Education) of Argyll and Bute Council considered the Bridge of Orchy Primary School Consultative Document. The decision was taken that the submitted report be issued as a consultation document and circulated to all parties in terms of the Education (Publication and Consultation etc.) (Scotland) Regulations 1981. A further report by the Director on the results of the consultative process was to be prepared for a future meeting of the Committee. 4.4 On 15th July 2004 the Strategic Policy Committee (Education) met to consider the findings of that consultation exercise. The Committee recommended to the Council the permanent closure of Bridge of Orchy Primary School. 4.5 Later that day (on 15th July 2004) a meeting of the full Council considered the above recommendation of the Strategic Policy Committee (Education). The Council agreed to the permanent closure of Bridge of Orchy Primary school Page 194
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with pupils residing within the Bridge of Orchy catchment area to be rezoned to a choice between either Dalmally or Crianlarich Primary Schools.1 4.6 On 22nd August 2024, Argyll and Bute Council’s Community Services Committee adopted the current Proposal to rezone the catchment area of Dalmally Primary School as a “Relevant Proposal” in terms of the 2010 Act and agreed to proceed with the statutory consultation process: Agenda for Community Services Committee on 22nd August 2024 – agenda item 7 4.7 The Education Service has reviewed historic decisions in relation to the closure of Bridge of Orchy Primary School in 2004. In particular, the decision taken at that time in respect of its catchment area – namely, that families in that area were given the option for pupils to attend either Dalmally Primary School or Crianlarich Primary School (which is situated within the local authority area of Stirling Council). 4.8 Following this recent review, Argyll and Bute Council’s Education Service has identified a number of potential issues with the present arrangement, which in effect can automatically place pupils in a school outwith the Education Authority’s area. Argyll and Bute Council therefore conducted a consultation exercise on the Proposal to re-align the catchment area of Dalmally Primary School to subsume the entire previous catchment area of Bridge of Orchy Primary school. 4.9 Full details of the Proposal can be found within the Proposal Paper, which is attached as Appendix 1. 5. EQUALITY AND SOCIO-ECONOMIC IMPACT 5.1 The Council, as a public authority, has a duty under the Equality Act 2010, the Public Sector Equality Duty 2011, the Fairer Scotland Duty and the Islands (Scotland) Act 2018 to have due regard to their provisions when making strategic financial decisions. This is done through assessing the potential impact of the decision on equality through Equality and Socio-Economic Impact Assessments (EqSEIAs). The full EqSEIA in respect to the Proposal to rezone the catchment area for Dalmally Primary School is attached as Appendix 2. 6. THE CONSULTATION PROCESS 6.1 Following the Community Services Committee’s decision of 22nd August 2024 – where it agreed to adopt the Proposal as a “Relevant Proposal” in terms of the 2010 Act and issue it as a basis for consultation – the Proposal Paper was made available on the Argyll and Bute Council website: 1 A typographical error in the minute of the decision of this meeting reports pupils attending Crianlarich Primary School instead of the agreed parental choice between Crianlarich or Dalmally Primary Schools. Page 195
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School consultations and proposals | Argyll and Bute Council (argyll- bute.gov.uk) 6.2 A Summary of the Proposal (including details of where/how to access the full Proposal Paper) was made available to the following “relevant consultees” in terms of the 2010 Act: • The Parent Councils of the affected schools; • The parents of the pupils at the affected schools; • All Early Years Establishments in the local area of the affected schools, giving access to parents who have children expected to attend the affected schools within two years of the publication of the Proposal Paper; • The pupils at the affected schools (in so far as the Education Authority considers them to be of suitable age and maturity); • All employees at the affected schools; • Trade union representatives of employees at the affected schools; • Glenorchy and Innishail Community Council; • Strathfillan Community Council; • All relevant users of the affected schools; • Argyll and Bute Community Planning Partnership; • Stirling Community Planning Partnership; and • Stirling Council Education Service 6.3 A Summary of the Proposal (including details of where/how to access the full Proposal Paper) was also made available to: • Argyll and Bute Councillors for Ward 5 – Oban North and Lorn; • Stirling Councillors for Trossachs and Teith Ward • The Constituency MSPs for the areas of the affected schools; • List MSPs for the areas of the affected schools; • The MPs for the areas of the affected schools; • Argyll and Bute Council School Transport Team; 6.4 It was also possible for the Proposal Paper to be made available in alternative forms or translated by contacting Argyll House, Dunoon. 6.5 Hard copies of the Proposal Paper were made available for inspection, free of charge, at the Council Headquarters (Kilmory, Lochgilphead), Dalmally Primary School and Crianlarich Primary School. 6.6 Summary Proposals were emailed to notify Education Scotland and all relevant consultees (as prescribed by Schedule 2 of the 2010 Act) of the Proposal and consultation exercise. All consultees were invited to make representations as part of the consultation process. 6.7 The consultation period started on 26th August 2024 and ended on 4th October 2024 – a minimum of 6 weeks which included at least 30 school days, as required by Section 6(4) of the 2010 Act. Interested parties wishing to make written Page 196
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responses to the proposal were invited to respond no later than close of business on 4th October 2024. 6.8 A public meeting was duly convened on 17th September 2024 in Dalmally Primary School at 6:00pm. Anyone wishing to attend the meeting and participate was welcome to do so. Advance written notice of this meeting was given to all Relevant Consultees, in terms of the 2010 Act and advertised for the attention of the wider public. The meeting was convened by the Education Authority who was prepared to present the reasons for bringing forward the Proposal. An opportunity for questions to be asked and comments to be made would have also been made available. However, there were no members of the public in attendance at the Public Meeting. A note of the public meeting is attached as Appendix 3. 6.9 This Consultation Report is the Council’s response to the representations made in relation to the Proposal as part of the consultation exercise. It will be published on the Council’s website for a period of no less than three weeks prior to the final consideration of the Proposal by the Council’s Community Services Committee on 6th March 2025 7. PUPIL ENGAGEMENT 7.1 The Proposal could have an impact on pupils, parents, communities and schools. In this regard, pupils’ views are a significant part of the consultation process and pupils potentially impacted by the proposed rezoning took part in focus groups to identify both positive and negative impacts of the Proposal. 7.2 Officers from the Education Service invited engagement on the Proposal from children living in the Bridge of Orchy area attending Dalmally Primary School and Crianlarich Primary School, as the other affected school. 7.3 Two pupil focus groups were consulted. The first, on 5th September 2024 at Crianlarich Primary School, consisted of six pupils attending the school who live within the Bridge of Orchy area. The second focus group met on 5th September 2024 at Dalmally Primary School, and consisted of six pupils, four of whom live within the Bridge of Orchy area. 7.4 All pupils in the two focus groups were deemed to be of suitable age and maturity to be able to communicate a view on the Proposal. 7.5 The pupils were given information regarding the Proposal and asked for their thoughts and ideas through a series of questions which are detailed in Appendix 4, along with pupil responses, which can be summarised as follows: • Pupils recognised that if the catchment area for Dalmally Primary was rezoned it could mean more pupils at Dalmally Primary School with increased opportunities for making friends. • Pupils shared that it could mean additional transport costs for parents wishing to make a placing request to Crianlarich Primary in the future. Page 197
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• Pupils were asked what others may be concerned about in regard to the Proposal and they identified increased costs to the Council and the possible need for increased staffing if the school roll at Dalmally increased, as they know it’s hard to get teachers. • Pupils also voiced an appreciation at being included in the consultation. 8. RESPONSES TO THE CONSULTATION EXERCISE 8.1 Zero written responses were received by the Council in relation to this consultation exercise via the Council’s online platform or via post. 8.2 A public meeting was convened at Dalmally Primary School on 17th September 2024, in accordance with the 2010 Act requirements, with the intent to gather oral responses to the Proposal. Officers from the Education Authority, an Inspector from Education Scotland and a local Ward Councillor attended, but no members of the public were in attendance at the meeting, meaning that there was no opportunity to gather oral representations on the Proposal. 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 9.1 As per Section 8 above, zero written responses were received in response to the consultation via the Council’s online platform or via post, nor were there any oral representations made at the public meeting. 9.2 The views of pupils have been a crucial element to the consultation on the Proposal. Pupils’ views were gathered through focus groups and are summarised in Section 7, above, with detailed responses contained within Appendix 4. 9.3 The Education Service agree with what pupils anticipate being the educational benefits for those attending Dalmally Primary. This potential benefit primarily being more pupils attending Dalmally Primary with the impact of additional peers to play and learn with. Additionally, the capacity of Dalmally Primary would adequately cover the anticipated increase in pupil numbers. Further to this, the current teaching arrangements at Dalmally Primary would cover the anticipated increase in pupil numbers without the need for increased staffing costs. 9.4 Pupils also identified the possibility of additional transport costs for families making placing requests to Crianlarich Primary. The cost of transport to catchment area schools would be met by the Council. Therefore, families of pupils attending Dalmally Primary from the Bridge of Orchy area would not be at a financial disadvantage due to transport costs. There would be additional transport costs to consider for families choosing to make placing requests to schools outwith their catchment area. However, the responsibility to pay for any transport costs is a factor that all families generally bear when they make placing requests to schools outwith their catchment area. 9.5 Having considered the points raised by pupils, the Education Service are of the view that implementation of the Proposal would also provide much needed clarity Page 198
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in relation to the catchment area schools for families residing in the former Bridge of Orchy Primary catchment area, as officers consider the present position to lack sufficient clarity. 10. EDUCATION SCOTLAND REPORT 10.1 In accordance with Section 8(2) of the 2010 Act, Education Scotland produced a report on the educational aspects of the Proposal. 10.2 In preparing their report, Education Scotland considered all relevant documentation in relation to the Proposal, specifically the educational benefits statement and related consultation documents. They also visited Dalmally Primary School and Crianlarich Primary School to seek the views of relevant consultees. A representative of Education Scotland was present at the Public Meeting on 17th September 2024 at Dalmally Primary School. 10.3 The Education Scotland report is attached in full at Appendix 5. 10.4 The Education Scotland report is supportive of the Proposal to rezone the catchment area of Dalmally Primary School, and its conclusions can be summarised as follows: a) HM Inspectors agree with the educational benefits outlined by Argyll and Bute Council. b) Dalmally Primary School has the capacity to accommodate the projected increased numbers. c) Children at Dalmally Primary School are enthusiastic to have new peers to play and learn with. d) HM Inspectors suggest Argyll and Bute Council works closely with Stirling Council to address concerns of parents regarding the impact of this Proposal on disadvantaged families living in the Bridge of Orchy area, the importance of parental choice and additional travel time for children. 11. EDUCATION AUTHORITY RESPONSE TO EDUCATION SCOTLAND REPORT 11.1 The Education Service welcomes the report from Education Scotland and agrees with its findings. 11.2 The Education Service’s response to the findings contained within the Education Scotland Report is as follows: 11.3 (a) HM Inspectors agree with the educational benefits outlined by Argyll and Bute Council 11.3.1 Officers are pleased to note that Education Scotland agrees with the anticipated educational benefits of the Proposal being implemented for pupils attending Dalmally Primary School, which includes: Page 199
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• Increased opportunities for personal and social development; • Additions to the diversity, strength and vibrancy of the school; and • The potential to ensure a stable school roll. 11.4 (b) Dalmally Primary School has the capacity to accommodate the projected increased numbers 11.4.1 Dalmally Primary School currently has a school roll of 21, with a capacity of 99. Therefore, significant growth in pupil numbers at the school can be maintained within the current school capacity. 11.5 (c) Children at Dalmally Primary School are enthusiastic to have new peers to play and learn with 11.5.1 This finding reflects the consultation feedback that the Education Service gathered, via the pupil focus groups, whereby pupils engaged in Dalmally Primary School were very welcoming of additional pupils joining their school community, and saw a benefit of having more friends to play and learn with. 11.6 (d) HM Inspectors suggest Argyll and Bute Council works closely with Stirling Council to address concerns of parents regarding the impact of this Proposal on disadvantaged families living in the Bridge of Orchy area, the importance of parental choice and additional travel time for children 11.6.1 Parents from the Bridge of Orchy area with children attending Crianlarich Primary School, who engaged with Education Scotland, raised concerns regarding the cost of transport in regard to any possible disadvantaged families living in the Bridge of Orchy catchment area. Should the Proposal be agreed, the cost of transport to the pupils’ catchment area school, namely Dalmally Primary School, would continue to be met by the Council. This is consistent with the general position across Scotland – whereby the Education Authority meets any transport costs for attendance at the catchment area school; and families bear the responsibility for transport in the case of a placing request. 11.6.2 Parents, from the Bridge of Orchy area with children attending Crianlarich Primary School, who engaged with Education Scotland, identified they want to continue to have a choice of school to send their child(ren) to. The only catchment areas within Argyll and Bute which have more than one choice of catchment area school are those which include the catchment area of a denominational school. The Bridge of Orchy area already falls under the catchment area for St. Columba’s Primary School. Otherwise, it is generally the case that there should be one non-denominational primary school for each catchment area. Implementation of the Proposal would allow that to be the case for the Bridge of Orchy area, which officers suggest is a much clearer statement of the Authority’s arrangements for the automatic placing of pupils in the Council’s area. Page 200
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11.6.3 Notwithstanding the above, Parents have a legal right (in terms of the Education (Scotland) Act 1980) to submit a placing request to any school other than their catchment area school, should they so choose. In such a case, any transport costs associated with attendance at a non- catchment area school would generally be covered by the parents. Feedback from early engagement with Stirling Council noted that historically, pupils from Bridge of Orchy the Bridge of Orchy area attended Crianlarich Primary School by way of placing requests. Stirling Council indicated that they would be happy to continue considering placing requests from families residing in the Bridge of Orchy area, but no funding is available for them to provide school transport in relation to those requests. 11.6.4 Moreover, the catchment area secondary school for the Bridge of Orchy area continues to be Oban High School. Accordingly, if the Proposal were to be implemented, then the automatic placing arrangements would provide a greater degree of continuity, in terms of peer group, at this key transition stage for pupils attending Dalmally Primary School. Further to this, nursery provision is also available at Dalmally Primary School - ensuring a continuity of transition across all key stages. 11.6.5 Parents from the Bridge of Orchy area with children attending Crianlarich Primary School, who engaged with Education Scotland, were concerned about longer travel times for pupils from the Bridge of Orchy area to Dalmally Primary School. Currently, pupils travelling to Crianlarich Primary School from the Bridge of Orchy area would pass through Tyndrum. Google Maps shows a difference of approximately 10 minutes in travel time between Tyndrum and Crianlarich Primary School, and Tyndrum and Dalmally Primary School. An additional 10 minutes of travel time to Dalmally Primary School is not considered by officers as being significantly consequential. 11.7 In addition to the above key findings of Education Scotland’s report, the Education Service also noted that staff, parents and pupils – who engaged with Education Scotland – indicated that the school roll at Crianlarich Primary School could reduce if the Proposal is implemented. The Education Service accept that this could be an unintended consequence of implementation of the Proposal. However, it may also be worth noting that Stirling Council’s Children and Young People Committee, at its meeting on 26th September 2024, approved a proposal to permanently close Crianlarich Nursery, with effect from August 2025. This decision may therefore point to an already naturally falling school roll at Crianlarich Primary School. Page 201
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12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 12.1 After the consultation process concluded and the Education Service received Education Scotland’s report, officers carried out a further review of the Proposal, having regard (in particular) to: a) Representations made by the pupil focus groups; and b) Education Scotland’s report. 12.2 The Education Authority has listened carefully to the points made by the focus groups, and have considered equally carefully the stakeholder views as reflected within the Education Scotland report. The Proposal was reviewed to consider whether any of the representations made led the Education Service to reconsider the Proposal. None of the representations led officers to conclude that there are any viable alternatives to implementation of the Proposal. 12.3 In considering the stakeholder representations made through pupil focus groups and the Education Scotland report, officers continue to be of the view that implementation of the Proposal will realise the following benefits: • A clearer position regarding school catchment areas for Argyll and Bute Council and the automatic placing of pupils residing within the Bridge of Orchy area. • A continuity of provision for pupils from nursery, through primary school and into secondary school • The educational benefits of increased opportunities for personal and social development, securing the diversity, strength and vibrancy of the school and the potential to ensure a stable school roll at Dalmally Primary School. 12.4 Based on the above, officers consider that the benefits of the Proposal outweigh the possible disadvantage of any impact on the school roll at Crianlarich Primary School. As such, officers have concluded that there is no cause to reconsider the Proposal based on all of the evidence available. 12.5 The Educational Benefits Statement was also reviewed by officers in respect of the pupil focus group feedback, the Education Scotland report and representations made therein. There were no factors included in the Education Scotland report or other representations made requiring any aspect of the Educational Benefits Statement to be reconsidered. Having reviewed the Education Scotland report and feedback from consultees, the Council has concluded that implementation of the Proposal continues to be the most appropriate response to the underlying reasons for formulating it. 13. ALLEGED OMISSIONS OR INACCURACIES 13.1 Section 10(3) of the 2010 Act places a requirement on the Council to provide details of any inaccuracy or omission in the Proposal Paper which has either been identified by the Council or raised by consultees. This provision also Page 202
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requires the Council to provide a statement on the action taken in respect of the inaccuracy or omission, or if no action was taken, to state that fact and why. 13.2 In the course of the statutory consultation, there were no areas identified by the respondents or the Council as being inaccurate or omitted from the Proposal Paper. 13.3 In the course of the statutory consultation, it was identified by officers of the Council that the Summary Proposal document, distributed to the relevant consultees and published on the Council’s website on 26th August 2024, contained a typographical error in terms of the anticipated implementation date for the Proposal. It stated an implementation date of 6th March 2024 instead of 6th March 2025. Officers noticed this error in the Summary Proposal shortly thereafter, and a corrected Summary Proposal was distributed to the relevant consultees, and published on the Council’s website, on 28th August 2024. 13.4 The above typographical error within the Summary Proposal was noticed by officers early on in the consultation period, and was corrected immediately. Also, the implementation date as stated within the Proposal Paper itself was always correct. As such, officers took the view that the error, as outlined above, did not prejudice the ability of any consultee to meaningfully engage with the consultation exercise, nor was it an error within the Proposal Paper itself. Accordingly, officers reached the view that no further action was necessary in terms of Section 5 of the 2010 Act. 13.5 The Education Service would also like to highlight that data relating to pupil numbers are by their nature fluid, were accurate at the time of writing, and have been reviewed as this process progressed. 14. CONCLUSION 14.1 It is proposed that the catchment area for Dalmally Primary School is extended to include the whole catchment area of the former Bridge of Orchy Primary School. 15. RECOMMENDATION 15.1 On the basis of the report by Education Scotland, taking into account the educational benefits for the children involved and the absence of written or oral representations on the Proposal (other than the views expressed at the pupil focus groups); it is recommended that the catchment area for Dalmally Primary School be rezoned so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School, with effect from 6th March 2025. Page 203
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Appendix 1 – Proposal Paper Education Service PROPOSAL PAPER We are looking for your views on a Proposal to re-zone the catchment area of Dalmally Primary School Closing date for written responses: 4th October 2024 A public meeting will be held on: 17th September 2024 in Dalmally Primary School at 6:00pm This document has been issued by Argyll and Bute Council for consultation under the terms of the Schools (Consultation) (Scotland) Act 2010. If you need this information in another language or format, please contact us to discuss how we can best meet your needs. Phone: 01369 708576 Email: argyllhousereception@argyll-bute.gov.uk Page 204
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CONTENTS 1. The Proposal and Consultation Process 2. Implementation Date for the Proposal 3. Background to the Proposal and Overview of School Roll Data 4. Educational Benefits Statement 5. Assessing the impact on the local community affected by this Proposal 6. Employee Implications 7. Other Implications 8. Conclusion 9. Responding to the consultation Appendices: Appendix 1 Distribution List Appendix 2 Map of Current Boundary and Proposed Boundary Appendix 3 Map of Previous Bridge of Orchy Primary School Catchment Area Appendix 4 Map of Crianlarich Primary School Catchment Area Appendix 5 School Roll Data Appendix 6 Consultation Response Form Page 205
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1.0 THE PROPOSAL AND CONSULTATION PROCESS 1.1 The Proposal being consulted on is as follows: “To re-zone the catchment area for Dalmally Primary School so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School.” 1.2 Decision to Undertake the Consultation The Education Service has reviewed the historic decisions in relation to the closure of Bridge of Orchy Primary School in 2004. In particular, the decision taken at that time in respect of its catchment area – namely, that families in that area were given the option for pupils to attend either Dalmally Primary School or Crianlarich Primary School (which is situated within the local authority area of Stirling Council). Following a recent review, Argyll and Bute Council’s Education Service has identified a number of potential issues with the present arrangement, which in effect can automatically place pupils in a school outwith the Education Authority’s area. Argyll and Bute Council are therefore conducting a consultation exercise on the Proposal to re-align the catchment area of Dalmally Primary School to subsume the entire previous catchment area of Bridge of Orchy Primary school. 1.3 Consultation on the Proposal Under the Schools (Consultation) (Scotland) Act 2010 (the 2010 Act), if a local authority proposes to alter the catchment area of a school, it must undertake a statutory consultation with the ‘relevant consultees’ affected by the Proposal. In this instance: • Dalmally Primary School; and • Crianlarich Primary School are the ‘affected schools’. The formal consultation on the Proposal within this document will be undertaken under the terms of the 2010 Act. The consultation period will start on 26th August 2024 (with due written notice of the Proposal issued to the relevant consultees listed in Appendix 1) and end on 4th October 2024. Written representations must be received by the close of business on the closing date in order to be taken into account. 1.4 Public Meeting A public Meeting will be held on 17th September 2024 at 18:00 in Dalmally Primary School to discuss the Proposal. Anyone wishing to attend the public meeting is invited to do so. The meeting will provide those in attendance with an opportunity to: Page 206
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• Hear about the Proposal; • Ask questions about the Proposal, and • Express views about the Proposal. A note will be taken of any views expressed and/or questions asked at the public meeting so that they can be taken into account as part of the consultation process. In addition to the public meeting, written representations will be able to be made during the consultation period. A copy of the Consultation Response Form can be found at Appendix 6. 1.5 Pupil Views Pupils at the affected schools will be invited to comment during the consultation process, through a session facilitated by a Council Officer, ensuring that they have an opportunity to contribute their views. 1.6 Education Scotland (HM Inspectorate of Education, HMIe) At the start of the consultation period, the Council will provide Education Scotland with this Proposal Paper. When the consultation period has ended, the Council will collate all of the written and oral representations. Thereafter, this information will be provided to Education Scotland and include; • A copy of written representations made to the Council on the Proposal (or summary of them if agreed with Education Scotland); • A summary of oral representations made at the public meeting, and • Other relevant documentation, so far as is practicable. Education Scotland will prepare a report on the educational aspects of the Proposal taking account of the above, and in so far that Education Scotland considers them relevant, any written representations made directly to them. Education Scotland may also visit the schools affected by the Proposal and make any other enquiries as they consider appropriate. Education Scotland require to send their report to the Council no later than three weeks (or longer if agreed with the Council) after having received the information from the Council. 1.7 Consultation Report After receiving Education Scotland’s report, the Council will review the Proposal taking account of written representations received during the consultation period, oral representations made during the public meeting and Education Scotland’s report. The Council will then prepare and publish a Consultation Report which will include a recommendation on the Proposal and make it available for inspection. The Consultation Report will be published no later than three weeks before it is formally considered by the Council. Page 207
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1.8 Inaccuracies or Omissions Where any inaccuracies or omissions are discovered within this Proposal Paper, the Council will determine whether relevant information has been omitted or, if there has been an inaccuracy. Appropriate action will then be taken by the Council, which may include issuing corrections, re-issuing a corrected Proposal Paper or an extension of the consultation period. In any of these events, all of the Relevant Consultees (and where applicable the notifier(s) of any omissions or inaccuracies) and Education Scotland will be advised of the action that is taken. 2.0 IMPLEMENTATION DATE FOR THE PROPOSAL 2.1 The proposal, if accepted, would be implemented from 6th March 2025. 3.0 DETAIL 3.1 Dalmally Primary School is a co-educational, non-denominational school serving the villages of Dalmally and Loch Awe along with the surrounding area. The School, built in 1975, is situated in the Glenview housing scheme in Dalmally. The School and its nursery unit cater for children from the age of 3 through to 12 years. The current school roll is 24 as per the table below. Historic and projected school roll data can be viewed in Appendix 5. Dalmally Primary School P1 P2 P3 P4 P5 P6 P7 Grand Total 1 1 3 3 6 4 6 24 3.2 On 6th May 2004 the Strategic Policy Committee (Education) of Argyll and Bute Council considered the Bridge of Orchy Primary School Consultative Document. The decision was taken that the submitted report be issued as a consultation document and circulated to all parties in terms of the Education (Publication and Consultation etc.) (Scotland) Regulations 1981. A further report by the Director on the results of the consultative process was to be prepared for a future meeting of the Committee. 3.3 On 15th July 2004 the Strategic Policy Committee (Education) met to consider the findings of that consultation exercise. The Committee recommended to the Council the permanent closure of Bridge of Orchy Primary School. 3.4 Later that day (on 15th July 2004) a meeting of the full Council considered the above recommendation of the Strategic Policy Committee (Education). The Council agreed to the permanent closure of Bridge of Orchy Primary school Page 208
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with pupils residing within the Bridge of Orchy catchment area to be re-zoned to a choice between either Dalmally or Crianlarich Primary Schools.2 3.5 Following a recent review, the Education Service has identified a number of potential issues with the Council’s earlier decision (in 2004) which effectively makes arrangements to place pupils in a school outwith the Argyll and Bute area, if families were to choose Crianlarich Primary School over Dalmally Primary School. Whilst that arrangement was agreed with Stirling Council at the time, a number of concerns have been identified by the Education Service as to how sustainable such an arrangement could be in the future, as well as concerns about how such an arrangement could be managed and fulfilled. In order to rectify this historic issue, the Council is now undertaking a consultation exercise on the Proposal to re-align the catchment area of Dalmally Primary School to subsume the entire previous catchment area of Bridge of Orchy Primary school. 3.6 In the development of all proposals to re-align catchment areas, the Council must have due regard to its specific statutory duties as laid out in the 2010 Act, as amended. 3.7 The existing catchment area of Dalmally Primary School is shown in Appendix 2 and the previous catchment area of Bridge of Orchy Primary School is shown in Appendix 3. 3.8 The decision by the Council, following the closure of Bridge of Orchy Primary School in 2004, allowed for families living within the Bridge of Orchy Primary School catchment area to choose to send children to either Dalmally Primary School or Crianlarich Primary School – which is in the Stirling Council area. The catchment area of Crianlarich Primary School is shown in Appendix 4. 3.9 The Education Service considers that its broad arrangements should be such that all pupils living within the Argyll and Bute Council area should generally be placed within Argyll and Bute Council schools. Argyll and Bute Council is not generally empowered to make arrangements which place pupils in schools outwith the local authority area as their catchment area schools. The current catchment area split/choice for those families within the previous catchment area of Bridge of Orchy Primary School is a historic boundary legacy. It was agreed with Stirling Council at the time, but could raise issues for the Education Authority going forward if the circumstances of Crianlarich Primary School are to change. It is the intention of the Education Service that all new pupils living within previous Bridge of Orchy Primary School catchment area should be automatically zoned to Dalmally Primary School, therefore rectifying the historic catchment area anomaly arising from the 2004 decision. 2 A typographical error in the minute of the decision of this meeting reports pupils attending Crianlarich Primary School instead of the agreed parental choice between Crianlarich or Dalmally Primary Schools. Page 209
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3.10 Notwithstanding the above, under the Education (Scotland) Act 1980, parents have a statutory right to make a placing request for any educational establishment. Therefore, families within the previous Bridge of Orchy Primary School catchment area would still be able to apply for a placing request within any school other than their catchment area school – including Crianlarich Primary School – if this Proposal were to be implemented. 3.11 The school roll of the affected schools, as per May 2024, is detailed in the table below; and historical and projected school roll data is available in Appendix 5: School P1 P2 P3 P4 P5 P6 P7 Grand Total Dalmally Primary School 1 1 3 3 6 4 6 24 Crianlarich Primary School 2 6 2 3 6 3 1 23 4.0 EDUCATIONAL BENEFITS STATEMENT – ASSESSMENT OF THE LIKELY EFFECTS OF THE PROPOSAL 4.1 Benefits for Present Pupils at Dalmally Primary School Should the catchment area be re-zoned, there may be benefits for current pupils such as additional opportunities for personal and social development through an increased roll. From a curricular perspective, there would be no particular changes; however, an increased school roll may well bring additional opportunities for children to develop socially and emotionally, particularly in developing them as confident individuals. 4.2 Benefits for Future Pupils of Dalmally Primary School If the catchment area was re-zoned, it would mean that all pupils living in the previous catchment area of Bridge of Orchy Primary School would generally attend Dalmally Primary School. From a curricular perspective there would be no particular changes, however an increased school roll may well bring additional opportunities for children to develop socially and emotionally, particularly in developing as confident individuals. It is proposed that the pupils at Dalmally Primary School could potentially benefit from an increased number of prospective pupils at the School – thereby adding to the diversity, strength and vibrancy of the school community. If this Proposal was to be implemented, there could be a positive effect on children who currently attend Dalmally Primary School, as well as prospective pupils. Page 210
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4.3 Effects on Other Users of the School’s Facilities Effects on any other users of the School’s facilities would be negligible. 4.4 Effects on Pupils of Crianlarich Primary School Currently, families with children who live in the proposed rezoning area are able to choose for their children to attend either Dalmally Primary School or Crianlarich Primary School, with the cost of transport being met by Argyll and Bute Council. If the Proposal was to be implemented, then the children of families who reside in the previous Bridge of Orchy Primary School catchment area, who are new to the area or have children starting Primary 1, would generally attend Dalmally Primary School. Families residing in the previous Bridge of Orchy Primary School catchment area would still have their statutory right to apply for a placing request to Crianlarich Primary School. However, as with all placing requests, the cost of transport would be met by the family, not the Local Authority. For those families currently residing in the former Bridge of Orchy Primary School catchment area, with children already attending Crianlarich Primary School, their current school transport provision arrangements would be honoured through to those pupils completing Primary 7. If this Proposal was implemented, all pupils who reside in the proposed rezoning area (and not already enrolled at Crianlarich Primary School) would fall within the new extended catchment area for Dalmally Primary school. 4.5 Implications for Pupils if the Proposal was not Implemented If this Proposal is not implemented, the children who currently live in the rezoning area and who may move into the rezoning area would continue to have the choice of attending either an Argyll and Bute primary school or a Stirling Council primary school. This has an implication on the cost of transport to Argyll and Bute Council in transporting pupils to a school in another local authority area. Additionally, should the school roll at Crianlarich Primary School increase to a point where the school was at capacity, the present agreement for Argyll and Bute pupils attending Crianlarich Primary School could be unsustainable as Argyll and Bute Council are not empowered to generally place pupils in a school outwith their Authority area. Pupils living within the previous catchment area for Bridge of Orchy Primary School generally attend secondary school at Oban High School. This may mean pupils attending Crianlarich Primary School would start High School with a different peer group as pupils residing in the constituted catchment area for Crianlarich Primary School, who generally attend Wallace High School. School roll data for Crianlarich Primary School, as detailed in Appendix 5, shows a relatively stable trend of between 22 and 25 pupils from 2017/18 to 2026/27 with a lower projected school roll of 19 or 20 from 2027/28. Page 211
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5.0 ASSESSING THE IMPACT ON THE LOCAL COMMUNITY AFFECTED BY THIS PROPOSAL 5.1 There may be implications for the local communities of the affected schools. Potentially, children who live in the rezoning area who may have chosen to enrol at Crianlarich Primary School, would attend Dalmally Primary School. This may lead to a reduction in school roll for Crianlarich Primary School. Currently the school roll at Crianlarich Primary School is 23 with historic numbers of pupils at Crianlarich Primary school not being less than 21. Therefore, the proposed change in catchment area is not projected to have a significant impact on the school roll. A reduction in the school roll could have an impact on the ethos of the school and its community. Conversely, there are a number of potential positive impacts for Dalmally Primary School, should their school roll rise as a result of an increased/clarified catchment area, given the School has ample capacity for additional pupils. An increased school roll could positively affect the School ethos with a larger number of pupils for social groupings, class group work and even school plays and events. Dalmally Primary School is active within the local community and the potential of having additional pupils on the school roll could strengthen the viability of community and school events. 6.0 EMPLOYEE IMPLICATIONS 6.1 Staffing arrangements will continue to be consistent with the Argyll and Bute Council Staffing Standards and other local arrangements. 6.2 The projected school roll for Dalmally Primary School, taking in consideration of historical numbers of pupils in the rezoned area, does not show a significant impact for overall staffing at the School. However if families with a large number of children move into the rezoned area, this may have an impact on staffing. If the school roll of Dalmally Primary School increases, it may require more staff, and if Crianlarich Primary School sustains a corresponding drop in their school roll, they may require reviewing their staffing arrangements. The Education Authority do not anticipate the numbers of pupils involved as a result of this proposed catchment extension to materially affect either school in the short to medium term. 7.0 OTHER IMPLICATIONS 7.1 There will most likely be decreased transport costs for the Council in the long term, should this Proposal be implemented. 8.0 CONCLUSION 8.1 This is a Proposal to rezone the catchment area of Dalmally Primary School to subsume the whole of the previous catchment area for Bridge of Orchy Primary School, following a review of the historic catchment area decision of the Council in 2004. The matter is being considered by way of a statutory consultation exercise in accordance with the 2010 Act. There are currently six pupils who attend Crianlarich Primary School and live within the Bridge of Orchy catchment Page 212
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area - who would remain unaffected for the remainder of their time at primary school. This Proposal, if implemented, would encompass any new families moving to the area, or younger children attaining school age. There may be future implications in terms of staffing and transport costs should there be an increase in the school roll of Dalmally Primary School as a result of implementation of this Proposal. 9.0 RESPONDING TO THE CONSULTATION 9.1 Interested parties are invited to respond to the consultation exercise by making written or electronic submissions on the Proposal, using the form at Appendix 6, by no later than close of business on 4th October 2024. Responses can be posted to: Argyll and Bute Council Customer Services: Education Argyll House Alexandra Parade Dunoon, PA23 8AJ Or emailed to: argyllhousereception@argyll-bute.gov.uk 9.2 Those submitting a response, whether by letter or electronically, should be aware that their response will be published as part of the Council’s final Consultation Report. 9.3 If they do not wish their response to be publicly available, they should clearly indicate on the document by ticking the box which states: “I wish my response to be considered as confidential with access restricted to elected members and officers of Argyll and Bute Council.” Otherwise, it will be assumed that the respondent agrees to their response being made publicly available. Page 213
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Appendix 1 – Distribution List Distribution list and how to access a copy of the proposal document A Summary of this Proposal (including details of where/how to access the full Proposal Paper) will be provided to the following ‘Relevant Consultees’ in terms of the Act: • The Parent Councils of the affected schools; • The parents of the pupils at the affected schools; • All Early Years Establishments in the local area of the affected schools, giving access to parents who have children expected to attend the affected schools within two years of the publication of this Proposal Paper; • The pupils at the affected schools (in so far as the Education Authority considers them to be of suitable age and maturity); • All employees at the affected schools; • Trade union representatives of employees at the affected schools; • Glenorchy and Innishail Community Council; • Strathfillan Community Council; • All relevant users of the affected schools; • Argyll and Bute Community Planning Partnership; • Stirling Community Planning Partnership; and • Stirling Council Education Service A Summary of this Proposal (including details of where/how to access the full Proposal Paper) will also be made available to: • Argyll and Bute Councillors for Ward 5 – Oban North and Lorn; • Stirling Councillors for Trossachs and Teith Ward • The Constituency MSPs for the areas of the affected schools; • List MSPs for the areas of the affected schools; • The MPs for the areas of the affected schools; • Argyll and Bute Council School Transport Team; The steps listed below have also been taken to ensure that the proposal is widely available: • This Proposal Paper will be published on the Argyll and Bute Council website; • This document can be made available in alternative forms or translated by contacting Argyll House, Dunoon, telephone: 01369 708576 or argyllhousereception@argyll-bute.gov.uk; • Hard copies of this Proposal Paper will also be available for inspection, free of charge, at the following locations: a) Council Headquarters – Kilmory, Lochgilphead b) Dalmally Primary School c) Crianlarich Primary School Page 214
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Appendix 2 – Map of Current Boundary and Proposed Boundary Page 215
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Appendix 3 - Map of Previous Bridge of Orchy Primary School Catchment Area Page 216
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Appendix 4 - Map of Crianlarich Primary School Catchment Area Page 217
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Appendix 5 – School Roll Data School Roll Data Dalmally PS Crianlarich PS Capacity 99 50 School Roll School Roll 2014-15 38 34 2015-16 37 23 2016-17 35 27 2017-18 38 23 2018-19 35 22 2019-20 31 22 2020-21 29 23 2021-22 37 21 2022-23 30 23 2023-24 24 23 * Historical roll figures taken from Census of each year. Predicted Roll Dalmally PS Crianlarich PS Capacity 99 50 School Roll School Roll 2024-25 21 25 2025-26 20 23 2026-27 21 22 2027-28 19 19 2028-29 21 20 2029-2030 24 19 2030-31 27 19 * projected school roll data for Dalmally Primary takes into account projected pupil numbers including those from Bridge of Orchy Primary School catchment area. Page 218
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Appendix 6 – Response Form CONSULTATION RESPONSE FORM Education Service Please use this form to let us know what you think about the proposal You can complete this feedback form in Adobe Acrobat and print it out, or print and complete it by hand, using block capital letters. Return the form to: Customer Services: Education, Argyll House, Alexandra Parade, Dunoon, PA23 8AJ Or as an e-mail to argyllhousereception@argyll-bute.gov.uk. The closing date for comments is 4th October 2024. Proposal Argyll and Bute Council is seeking the views on the following proposal, namely: • To rezone the catchment area of Dalmally Primary School to include the whole of the previous catchment area of Bridge of Orchy Primary School. If you do not wish your response to be publicly available, you must tick the box below. Otherwise, it will be assumed that you agree to your response being made publicly available. “I wish my response to be considered as confidential with access restricted to elected members and council officers of Argyll and Bute Council.” Name Address I agree with the proposal(please tick) Yes No Undecided If you wish to comment on the proposal please use the space below, or attach another sheet Page 219
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I am responding in my capacity as a (please indicate by ticking the appropriate box) Parent/ carer of child at Dalmally Primary School Trade Union Parent/ carer of child at affected primary school (Crianlarich Primary School) Elected representative Pupil Community Council Dalmally PS Parent Council Member of the public/ community Crianlarich PS Parent Council Member of staff Other Details: _________________________ Handling your response - Please note that: • We will use the information you provide for the purpose(s) of this consultation, including statistical and analytical purposes; • We will pass a full copy of your written response to Education Scotland or a summary of it of agreed with them; and • We are subject to the provisions of the Freedom of Information (Scotland) Act 2002 and therefore would have to consider any request made under that Act for information relating to written responses/ records of oral representations made to us relating to this consultation. Electronic publication and additional copies This consultation, and all other consultation exercises, can be viewed online on the consultation web pages of the Council website at: www.argyll-bute.gov.uk/consultations Public internet can be accessed at your local library. Thank you for taking time to respond. Page 220
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Appendix 2 – Equality and Socio-Economic Impact Assessment Argyll and Bute Council: Equality and Socio-Economic Impact Assessment Section 1: About the proposal Title of Proposal Dalmally Primary School Consultation Report Intended outcome of proposal The report is to outline the outcome relating to the Proposal to extend the catchment area for Dalmally Primary School to include the former Bridge of Orchy Primary School catchment area. The Proposal is to rezone the catchment area for Dalmally Primary School so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School. Through the consultation process, as outlined in the Schools (Consultation) (Scotland) Act 2010, the views of all stakeholders affected by this proposal have been sought. Local Authority Officers are preparing a Consultation Report on the issue, with input from Education Scotland. This report will be presented to the Community Services Committee (CSC) for their decision on 6th March 2025. If after consultation the stakeholders involved in the process, Education Scotland, and ultimately the CSC feel that rezoning of the catchment area is not the most reasonable option, then the Proposal would not be implemented.. Page 221
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Description of proposal Consideration of this proposal means that a decision is being taken to permanently change the catchment area of Dalmally Primary School. Historic decisions made when Bridge of Orchy Primary School was closed in 2004 meant pupils living in the Bridge of Orchy Primary School catchment area could choose to attend Crianlarich Primary or Dalmally Primary School. This has meant some pupils living in Argyll and Bute have attended a school outwith the Education Authority’s area as their catchment area school. As per the legislative requirements as set out in the Schools (Consultation) (Scotland) Act 2010, Argyll and Bute Council has sought stakeholder views on the following proposal, namely: It is proposed that the catchment area for Dalmally Primary School is re-zoned so that it is extended to include the whole catchment area of the former Bridge of Orchy Primary School from 6th March 2025. The catchment area school for pupils living in the former Bridge of Orchy catchment area, registering for a school placement from 6th March 2025 would be Dalmally Primary School. Pupils from the Bridge of Orchy catchment area currently being educated at Crianlarich Primary School would have school transport honoured until Primary 7 if they so choose. Reasons for this proposal On 22nd August 2024, Argyll and Bute Council’s Community Services Committee agreed that a statutory consultation with all relevant stakeholders be undertaken on the Proposal as outlined in the 2010 Act. This statutory consultation opened on 26th August 2024 and concluded on 4th October 2024. A public meeting was also arranged for 17th September 2024 in Dalmally Primary School. Business Outcome(s) / Corporate Outcome(s) to which the proposal contributes Community Wellbeing - Enabling a voice in collective decision making Lead officer details: Name of lead officer Simone McAdam Job title Education Manager Department Education Appropriate officer details: Name of appropriate officer Wendy Brownlie Job title Head of Education – Performance and Improvement Department Community Services - Education Sign off of EqSEIA Date of sign off 04/12/24 Page 222
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Who will deliver the proposal? Should the change in catchment area for Dalmally Primary School go ahead, there will be little change to the current arrangements that have been in place since Bridge of Orchy Primary School was closed in 2004. Pupils from the Bridge of Orchy area currently attending Crianlarich Primary will be able to do so until Primary 7 should they choose, with school transport being met by Argyll and Bute. The change in catchment area for Dalmally Primary School will affect any new families moving into the Bridge of Orchy catchment area or any families registering a Primary 1 child after 6th March 2025. The Head Teacher of Dalmally Primary School will be the senior officer of the Council who provides the leadership of the educational experience for the children attending the school. The Education Central team of the Council will be responsible for the support and challenge of the school as per standard protocols. Transport colleagues will be responsible for any travel arrangements for children who are entitled to this after March 6th 2025 should the decision to change the catchment area for Dalmally Primary School be agreed. Section 2: Evidence used in the course of carrying out EqSEIA Consultation / engagement Page 223
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Under the Schools (Consultation) (Scotland) Act 2010, if a local authority proposes to alter a school’s catchment area it must undertake a statutory consultation with the ‘relevant consultees’ affected by this proposal. In this instance; Dalmally Primary School and Crianlarich Primary School are the ‘affected schools’. The formal statutory consultation on the Proposal was undertaken under the terms of the Schools (Consultation) (Scotland) Act 2010 (“the Act”). The consultation period was open from 26th August 2024 to 4th October 2024. A summary of the Proposal was made available to the following “relevant consultees” in terms of the 2010 Act: • The Parent Councils of the affected schools; • The parents of the pupils at the affected schools; • All Early Years Establishments in the local area of the affected schools, giving access to parents who have children expected to attend the affected schools within two years of the publication of the Proposal Paper; • The pupils at the affected schools (in so far as the Education Authority considers them to be of suitable age and maturity); • All employees at the affected schools; • Trade union representatives of employees at the affected schools; • Glenorchy and Innishail Community Council; • Strathfillan Community Council; • All relevant users of the affected schools; • Argyll and Bute Community Planning Partnership; • Stirling Community Planning Partnership; and • Stirling Council Education Service A Summary of the Proposal (including details of where/how to access the full Proposal Paper) was also made available to: • Argyll and Bute Councillors for Ward 5 – Oban North and Lorn; • Stirling Councillors for Trossachs and Teith Ward • The Constituency MSPs for the areas of the affected schools; • List MSPs for the areas of the affected schools; • The MPs for the areas of the affected schools; • Argyll and Bute Council School Transport Team; The Proposal Paper was also available at the following locations: • Published on the Argyll and Bute Council website; • Available in alternative forms or translated through Argyll House, Dunoon, telephone: 01369 708576 or argyllhousereception@argyll-bute.gov.uk; • Hard copies of this Proposal Paper was also available for inspection, free of charge, at the following locations: d) Council Headquarters – Kilmory, Lochgilphead e) Dalmally Primary School f) Crianlarich Primary School The statutory consultation had zero written responses received via email or post. The public meeting arranged for 17th September 2024 had zero attendees. Page 224
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Data The catchment area for Dalmally Primary School is classed as remote rural. The definition for remote rural are settlements with a population of less than 3,000 with a greater than 30 minute drive time to the nearest settlement with a population of 10,000 or more. National statistics detail a reducing and aging population for Argyll and Bute. The National Records of Scotland details a reducing population in Argyll and Bute as per the diagram below. Data gathered shows a 2.4 percentage point reduction in population in Argyll and Bute. Population records held by National Records of Scotland show an ageing population in Argyll and Bute with an increase to population groups above 45 years with a reduction to population in age groups below 45. Source information: Scotland's Population 2022 - The Registrar General's Annual Review of Demographic Trends | National Records of Scotland (nrscotland.gov.uk) Population Estimates of Scotland - National Records of Scotland (shinyapps.io) Page 225
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Other information Evidence was found in the Schools (Consultation) (Scotland) Act 2010, in terms of legislative compliance. Education management circulars, 1.33 on capacity, 3.01 on admission and 3.09 on transfers were also consulted. The circular 3.23 on child protection and safeguarding was also considered. The national policy of GIRFEC – Getting it Right for Every Child, and the newly incorporated United Nations Convention on the Rights of the Child were also considered in the formation of this proposal, as was the Argyll and Bute Education vision and strategy, Our Children, Their Future. Gaps in evidence There are no gaps in evidence. Section 3: Impact of proposal Impact on service users: Negative No impact Positive Don’t know Protected characteristics: Age X Disability X Ethnicity X Sex X Gender reassignment X Marriage and Civil Partnership X Pregnancy and Maternity X Religion X Sexual Orientation X Fairer Scotland Duty: Mainland rural population X Island populations X Low income X Low wealth X Material deprivation X Area deprivation X Socio-economic background X Communities of place X Communities of interest X If you have identified any impacts on service users, explain what these will be. If any ‘don’t knows have been identified, at what point will impacts on these groups become identifiable? Page 226
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If the proposal is accepted, there will be no immediate impact on pupils and families, as children currently attending either Dalmally Primary or Crianlarich Primary will continue to do so with current arrangements and school transport would continuing. There may be families who move into the revised catchment area, or are registering a Primary 1 child after 6th March 2025 who would then require school transport. The Education Management team will use their existing quality assurance procedures to monitor the education provided in the school. Impact on service deliverers (including employees, volunteers etc): Negative No impact Positive Don’t know Protected characteristics: Age X Disability X Ethnicity X Sex X Gender reassignment X Marriage and Civil Partnership X Pregnancy and Maternity X Religion X Sexual Orientation X Fairer Scotland Duty: Mainland rural population X Island populations X Low income X Low wealth X Material deprivation X Area deprivation X Socio-economic background X Communities of place X Communities of interest X If you have identified any impacts on service deliverers, explain what these will be. If any ‘don’t knows have been identified, at what point will impacts on these groups become identifiable? How has ‘due regard’ been given to any negative impacts that have been identified? Page 227
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In looking at the educational benefits statement of this Proposal these have been considered. All information is contained in the Proposal paper and subsequent Consultation paper. Section 4: Interdependencies Is this proposal likely to have any knock-on effects for any other activities carried out by or on behalf of the council? Potentially on school transport, as more children may move into the new catchment area or are registered in Primary 1 after 6th March 2025. Details of knock-on effects identified Increased number of children requesting free school transport may add pressure to the transport system. Section 5: Monitoring and review How will you monitor and evaluate the equality impacts of your proposal? The Education Central Team including locality Education Managers will monitor the impact this catchment area change would have, if implemented. Page 228
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Appendix 3 – Note of public meeting Dalmally Primary School Consultation - Public Meeting Held in Dalmally Primary School on 17th September 2024 at 6pm Panel Douglas Hendry, Executive Director with responsibility for Education Councillor Audrey Forrest – Policy Lead for Education Jennifer Crocket, Chief Education Officer/Head of Education - Wellbeing, Inclusion and Achievement Simone McAdam – Education Manager Graeme McMillan – Transformation Programme Manager In attendance Andrea McMillan – Education Scotland Councillor Andrew Vennard – Ward 5 (Oban North and Lorn) Admin: Fiona Ferguson – Directorate Support Officer Laura Blackwood – Directorate Support Officer There were no members of the public in attendance. The meeting was duly convened at the advertised time of 6pm. However, it was noted that there were no members of the public in attendance. After postponing the start time of the meeting until 6.20pm, to leave extra time for any late attendees, it was noted by all present that Ms McMillan from Education Scotland was present in the capacity of an observer. Councillor Vennard also confirmed that he was present as a local councillor, had read the Proposal Paper, and he had no specific questions or feedback to raise in relation to the Proposal being consulted on. Accordingly, all present agreed that, in the circumstances, there was no requirement to continue with the presentation and question session on the proposal, and the meeting was accordingly brought to a close at 6.25pm. Page 229
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Appendix 4 – Pupil Focus Group Notes Date of Visit 05/09/2024 School Dalmally Primary School 6 pupils Staff member(s) Leading S. McAdam Background information for pupils I am meeting with you today about a possible change in catchment area for Dalmally Primary School. That is a big word, let us talk about what that means. The school that children go to is decided by which street and sometimes which house they live in. Each school in Argyll and Bute has a zone; the zone is a line on a map, which shows the streets, and houses that are grouped together for a particular school. Argyll and Bute Council want to find out what you think about changing the catchment area for Dalmally Primary School. Bridge of Orchy Primary School closed in 2004 and since then pupils that lived in that zone could go to either Dalmally Primary or Crianlarich Primary. Because Crianlarich Primary School is not in Argyll and Bute, Argyll and Bute council think it is a good idea to make the catchment area for Dalmally Primary School bigger and include the zone for Bridge of Orchy Primary School so that children that live in Argyll and Bute go to Argyll and Bute Schools. What this means is that the council are looking at drawing new lines on the map that shows which areas go to Dalmally Primary School - this is called rezoning. The proposed new zone for Dalmally Primary would include the zone that was for Bridge of Orchy Primary before it closed. They are asking parents, community members, teachers and pupils what they think about this new zone for Dalmally Primary School. • We want to talk with you to find out what you think about the Council’s idea to make the catchment area for Dalmally Primary School bigger. • This process of asking for your views is called a consultation. • This consultation is anonymous – which means your words and ideas may be used in public reports that are written, but your name will not be written with your words and ideas. The Council thinks that a new zone for Dalmally Primary School is a good idea because: • They think pupils who live in Argyll and Bute should be in a catchment area for an Argyll and Bute school. What are the possible positive impacts? • It could mean that more pupils go to Dalmally Primary School. • It means that pupils who live in Argyll and Bute are given an Argyll and Bute school to go to. • Families can still choose a placing request to a different school, so if families wanted their children to go to Crianlarich Primary they could still ask Crianlarich Primary School for this. What are the possible negative impacts? • It could mean that the number of children going to Crianlarich Primary School goes down. • Families that make a placing request would have to pay for bus transport or drive children to the school they ask for that is not the school in their zone. Page 230
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It is important that we find out your thoughts and opinions on how your school could be affected by the idea to make this change. So, your views are important, and this will help the council make a decision for the re-zoning of Dalmally Primary School. What do you think the positive things for having a bigger catchment area for Dalmally Primary would be? • It might add more people to the school. • There may be more teachers needed. • It might mean more money for the school. • I’d like more people for more friends. Do you have any concerns about what would happen if Dalmally Primary had a bigger catchment area? • I don’t want more kids at this school. • I used to go to Crianlarich Primary and some things about Crianlarich Primary are better. • People would want to stay with their friends. • If your big brother goes to Crianlarich Primary you might not want to go to a different school. What might other people be concerned about or happy about if Dalmally Primary had a bigger catchment area? • It might cost the council money. • It might be better to let people choose which school to go to. • It might be expensive for parents to travel to Crianlarich Primary. • It might be hard for new pupils to make friends here. Is there anything that interests you or excites you about the proposed change? • Thank you for listening to us. Is there anything you think the Council needs to think about if the proposal was to go ahead? Do you have any other comments about this that you want to add? • If you have more ideas please let your teacher know and they can get in contact with me. • If anything we have chatted about today has made you worried remember you can talk to your class teacher or your parents. • Next steps – the ideas that people tell us are part of a big paper that goes to councillors at a meeting and that information helps them to decide if the catchment area should change. Page 231
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Date of Visit 05/09/2024 School Crianlarich PS (6 pupils) Staff member(s) Leading S. McAdam Background information for pupils I am meeting with you today about a possible change in catchment area for Dalmally Primary School. That is a big word, let us talk about what that means. The school that children go to is decided by which street and sometimes which house they live in. Each school in Argyll and Bute has a zone; the zone is a line on a map, which shows the streets, and houses that are grouped together for a particular school. Argyll and Bute Council want to find out what you think about changing the catchment area for Dalmally Primary School. Bridge of Orchy Primary School closed in 2004 and since then pupils that lived in that zone could go to either Dalmally Primary or Crianlarich Primary. Because Crianlarich Primary School is not in Argyll and Bute, Argyll and Bute council think it is a good idea to make the catchment area for Dalmally Primary School bigger and include the zone for Bridge of Orchy Primary School so that children that live in Argyll and Bute go to Argyll and Bute Schools. What this means is that the council are looking at drawing new lines on the map that shows which areas go to Dalmally Primary School - this is called rezoning. The proposed new zone for Dalmally Primary would include the zone that was for Bridge of Orchy Primary before it closed. They are asking parents, community members, teachers and pupils what they think about this new zone for Dalmally Primary School. • We want to talk with you to find out what you think about the Council’s idea to make the catchment area for Dalmally Primary School bigger. • This process of asking for your views is called a consultation. • This consultation is anonymous – which means your words and ideas may be used in public reports that are written, but your name will not be written with your words and ideas. The Council thinks that a new zone for Dalmally Primary School is a good idea because: • They think pupils who live in Argyll and Bute should be in a catchment area for an Argyll and Bute school. What are the possible positive impacts? • It could mean that more pupils go to Dalmally Primary School. • It means that pupils who live in Argyll and Bute are given an Argyll and Bute school to go to. • Families can still choose a placing request to a different school, so if families wanted their children to go to Crianlarich Primary they could still ask Crianlarich Primary School for this. What are the possible negative impacts? • It could mean that the number of children going to Crianlarich Primary School goes down. • Families that make a placing request would have to pay for bus transport or drive children to the school they ask for that is not the school in their zone. It is important that we find out your thoughts and opinions on how your school could be affected by the idea to make this change. So, your views are important, Page 232
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and this will help the council make a decision for the re-zoning of Dalmally Primary School. What do you think the positive things for having a bigger catchment area for Dalmally Primary would be? • More kids might go to Dalmally Primary. • Might have to make it bigger. Do you have any concerns about what would happen if Dalmally Primary had a bigger catchment area? • If anyone wants to live in Bridge of Orchy but send their kids to Crianlarich PS they would have to pay for transport, it might make a difference to those making a choice to live there. • Might mean less pupils at Crianlarich PS if more pupils go to Dalmally PS. What might other people be concerned about or happy about if Dalmally Primary had a bigger catchment area? • They might think that maybe too many children will come to their school, they would have to find more staff, and it’s hard to find teachers. Is there anything that interests you or excites you about the proposed change? • It’s nice to be asked what we think. Is there anything you think the Council needs to think about if the proposal was to go ahead? Do you have any other comments about this that you want to add? • I think we should have less playtime and more work. • If you have more ideas please let your teacher know and they can get in contact with me. • If anything we have chatted about today has made you worried remember you can talk to your class teacher or your parents. • Next steps – the ideas that people tell us are part of a big paper that goes to councillors at a meeting and that information helps them to decide if the catchment area should change. Page 233
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Appendix 5 – Education Scotland Report Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by Argyll and Bute Council to rezone the catchment area of Dalmally Primary School. 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by Argyll and Bute Council to rezone the catchment area of Dalmally Primary School. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the council to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. 1.2 HM Inspectors considered: • the likely effects of the proposal for children of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. Page 234
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1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 17 September 2024 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others and; • visits to the site of Dalmally Primary School and Crianlarich Primary School, including discussion with relevant consultees. 2. Consultation process 2.1 Argyll and Bute Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. 2.2 The council conducted a public consultation on the proposal from 26 August to 4 October 2024, in line with statutory requirements. Copies of the proposal document were sent to parents and relevant stakeholders. A public meeting was held at Dalmally Primary School on 17 September 2024, which no members of the public attended. The council received no responses to the proposal through their online platform or by post. Council officers met with children at Dalmally and Crianlarich primary schools to gather their views. At these meetings children were positive about having new children at their school. They stated they want to go to school with their friends and siblings. Children at both schools think that choice is important. Children at Dalmally Primary School were worried that their school would become too large and would need more teachers. Children at Crianlarich Primary School were concerned that there would be less children at their school. They were also concerned about the additional transport costs for parents. 3. Educational aspects of proposal 3.1 The council propose to rezone the catchment area, so that children living in the Bridge of Orchy area will attend Dalmally Primary School. Under the current arrangements, parents can choose Crianlarich Primary School, which is in Stirling Council, or Dalmally Primary School. Dalmally Primary School has a current roll of 26. Crianlarich Primary School roll is 23, six of whom are from Bridge of Orchy. In their proposal, the council have stated that children currently attending Crianlarich Primary School will continue to have their transport costs met. In its statement on the educational benefits of the proposal, the council has highlighted the potential for an increased school roll at Dalmally Primary School. They state that this will bring increased opportunities for personal and social development and add to the diversity, strength and vibrancy of the school. HM Inspectors agree with the educational benefits outlined by the council. The rezoning of the catchment area has the potential to ensure a stable school roll for Dalmally Primary School. The school also has the capacity to accommodate the projected numbers of children who may wish to attend. Page 235
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3.2 HM Inspectors met with children, parents and staff at Dalmally and Crianlarich Primary Schools. The majority of children at Dalmally Primary School, who met with HM Inspectors, are in favour of the proposal. They are proud of their school and ready to welcome new children. Children think that it is important that friends can go to school together. A few children do not agree with the proposal. They are concerned that new children will make the school larger. A few children think it is important that they and their parents continue to have a choice about which school they attend. 3.3 Parents who met with HM Inspectors do not agree with the proposal. They want to continue to have a choice of the most appropriate school for their child and for transport costs to be met. In parts of the rezoned area, the journey to Dalmally Primary School is longer than the journey to Crianlarich Primary School, impacting on the length of the child’s day. Parents are also concerned about the impact of this decision on the most disadvantaged in their community. For example, parents who do not have their own transport. Parents feel that their community crosses both council boundaries and would like to see more collaborative working between the two councils. They think this is important to help keep families living in the area. Parents agree that the proposal has the potential to protect the school roll at Dalmally Primary School. However, they do not wish to protect one school at the expense of another. 3.4 Staff at Dalmally Primary School agree with the proposal. They think that a number of families from Bridge of Orchy already attend Dalmally Primary School and the impact of the proposal will be minimal. They are confident that they can accommodate any children who wish to attend. Staff also see the benefit to Dalmally Primary School of a wider catchment area, which has the potential to increase the school roll. They believe that this helps protect resources at the school. However, staff at Crianlarich Primary School are concerned that the proposal may reduce their already small school roll. 4. Summary HM Inspectors agree with the proposal to rezone the catchment area of Dalmally Primary School. Dalmally Primary School has the capacity to accommodate the projected increased numbers. Children are enthusiastic to have new peers to play and learn with. If this proposal is agreed by Argyll and Bute Council, stakeholders would appreciate Argyll and Bute Council working closely with Stirling Council to address their concerns. These include the potential impact on any disadvantaged families living in the Bridge of Orchy area, the importance of choice and the potential additional travel time for children. HM Inspectors October 2024 Page 236
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1 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 LUING PRIMARY SCHOOL – MOTHBALLING REVIEW 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to update the Community Services Committee on the current situation of Luing 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. 2.0 RECOMMENDATIONS 2.1 It is recommended that the Community Services Committee agree that: 2.1.1 Luing Primary School continues to be mothballed on a temporary basis, and that the building be retained for one year on a care and maintenance basis. 2.1.2 Officers will conduct a review of the School’s mothballing ahead of the Committee’s March 2026 meeting. 2.1.3 The community shall have pre-arranged access to the building to promote any community functions during the period of continued mothballing. Page 237 Agenda Item 12
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2 ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 2025 LUING PRIMARY SCHOOL – MOTHBALLING REVIEW 3.0 INTRODUCTION 3.1 On 7th March 2024, the Community Services Committee considered a Consultation Report, produced in accordance with the Schools (Consultation) (Scotland) Act 2010 (the 2010 Act) and decided to continue the mothballing of Luing Primary School for a further year to allow the community adequate time to demonstrate the sustainability of the School long-term. 3.2 As that constituted a decision not to implement a closure proposal, Section 2A of the 2010 Act applies. Under that provision, the Education Authority may not publish a Proposal Paper concerning a further closure proposal in relation to the School during the period of five years (beginning with the day on which the decision is made) unless there is a “significant change in the School's circumstances”. 3.3 The purpose of this report is to update the Community Services Committee on the present position of Luing Primary School, so that its continued mothballing remains subject to at least annual review. 4.0 RECOMMENDATIONS 4.1 It is recommended that the Community Services Committee agree that: 4.1.1 Luing Primary School continues to be mothballed on a temporary basis, and that the building be retained for one year on a care and maintenance basis. 4.1.2 Officers will conduct a review of the School’s mothballing ahead of the Committee’s March 2026 meeting. 4.1.3 The community shall have pre-arranged access to the building to promote any community functions during the period of continued mothballing. 5.0 DETAIL 5.1 Since the Committee’s March 2024 decision to continue the mothballing of Luing Primary School, officers have been keeping the circumstances of the School under review. Below are the officers’ findings in relation to a range of relevant factors. Page 238
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3 5.2 Pupil Numbers/School Roll Projections Year Predicted roll 2023 3 2024 4 2025 5 2026 6 2027 6 2028 6 5.2.1 The above table outlines the number of school aged children who reside in Luing Primary School’s catchment area but who attend Easdale Primary School (2023 and 2024 figures). The figures for 2025- 2028 are the projected numbers of children of school age who will reside within the Luing catchment area. 5.3 Condition of the Building and Costs of Continued Mothballing 5.3.1 The school building whilst unoccupied, will continue to deteriorate over time. As the Luing Primary School building is of a significant age, officers also expect ongoing maintenance to be required in order to preserve the fabric of the building. Current maintenance costs for 2024/25 are in the region of £12k. 5.4 Community Requests to Use the School Building 5.4.1 In the period since mothballing commenced, there have been no formal requests from local community groups to use the School building. Officers anticipate that this may mainly be due to the fact that there are already several community spaces situated on the island. 5.5 Activity of Local Community Groups on Luing in the Intervening Period 5.5.1 Luing Community Council provided officers with an update on potential developments on the island. Whilst there have been no new housing developments built or proposed since the closure consultation, the Isle of Luing Community Trust is actively working to deliver additional affordable homes, and agreement has been reached with the Council to commence asset transfer negotiations on some land for housing. This is being progressed to the valuation stage, and the Trust have submitted an Expression of Interest to the Rural and Islands Housing Fund for feasibility funding to technically assess the land for building and tender for a design team. The Luing Local Place Plan was registered with the Council on 21st November 2024. The Local Place Plan brings together the development of the slate enterprise, housing and net zero to set out long term strategic goals for the island. Place based housing remains a key priority for the community and the Homes Page 239
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4 for Luing campaign has run throughout the year, attracting interest from residents and some non-resident house owners. 5.5.2 Planning approval has also been granted for the slate quarry set up and distribution of slate spoil to the shore. This includes not just slate production but the product possibilities and the benefits of craft learning and tourism. This has fed into the design of a slate workshop building for craft and tourism activities, which is anticipated to be submitted for planning consent in March 2025, and aiming for Quarter 2 (2025/26) to complete the detailed design and contract tenders. 5.5.3 The Trust have continued to engage with the Council's Transformation Projects and Regeneration team. In January 2025, the Council applied to the Scottish Government’s Regeneration Capital Grant Fund to secure funding for the reopening of the slate quarry. The Trust anticipate receiving a decision around March 2025. 5.6 School Transport Arrangements to Easdale Primary School 5.6.1 A return door-to-door transport service from individual addresses on Luing runs to Easdale Primary School. This service was reintroduced around May 2024. The Luing taxi transport is a Council vehicle which can accommodate five children. Currently, three pupils use this service frequently with one child using it more occasionally. In August 2025, there will be an additional school age child requiring transport from Luing. The School Transport team will continue to keep the uptake of the service, and capacity of the transportation, under review. 5.6.2 The driver collects children from their homes, drives to the ferry, travels over on the Cuan ferry and drops the children at Easdale Primary School. At the end of the school day, the taxi collects the children from school at 15.30 to take the 4pm ferry back over to Luing. Whilst parents are satisfied with the service, they did raise with officers the fact that the travel time and timings of the ferries makes the overall day longer for their children and can mean periods of waiting at the ferry terminal. 5.6.3 Feedback from parents of children using service reported that the driver is very accommodating in terms of any changes to drop off points and is also good at communicating directly with families over any changes, if the ferry is disrupted due to weather conditions, etc. There were concerns raised over communication between the Council’s transport teams (Roads and Infrastructure Services) more widely with families and Easdale Primary School. Parents commented that the ferry team is accommodating and at times is able to offer an additional service to ensure that children are not required to wait until the next scheduled ferry. 5.6.4 In addition, a West Coast Motors service bus still runs to connect from the Cuan Ferry to Easdale Primary School. This is available on all school days for any family with a Luing postcode. Page 240
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5 5.7 Parent/Pupil Feedback on the Current Education Arrangements 5.7.1 Whilst Luing Primary School remains mothballed, pupils residing in the School’s catchment area have been rezoned temporarily to Easdale Primary School. The parents and pupils whom officers spoke to are generally satisfied with the educational experience at Easdale Primary School. Several parents stated that they feel that the larger number of pupils at Easdale is beneficial to their children, in terms of socialisation and friendship groups. 5.7.2 One parent expressed their view that ultimately it would be preferable for Luing Primary School to reopen, but appreciates that current numbers do not allow for this. Easdale Primary school plan events during the school day or towards the end of a day for transport purposes. These events include concerts, sports clubs for pupils and parent/carer consultation meetings. Whilst, as in any school, these timings will not suit all parents/carers, the school works hard to ensure that no families from Luing miss out on these opportunities due to transport limitations. 6.0 CONCLUSION 6.1 As the above update does not indicate that a significant change in the School’s circumstances has occurred (as per Section 2A of the 2010 Act), it is proposed that Members agree to the continuation of the temporary mothballing of Luing Primary School for a further year, and that a report will be presented to the Committee in March 2026 reviewing the position of the School after that further year has elapsed. 7.0 IMPLICATIONS 7.1 Policy – None 7.2 Financial – If the continued mothballing of the School is agreed, there will be costs associated with the upkeep and maintenance of the School premises. 7.3 Legal – The provisions of the Schools (Consultation) (Scotland) Act 2010 will subsequently apply if the Authority later decide to formulate a relevant proposal under that Act in order to assess and ultimately determine the future of Luing Primary School. 7.4 HR – None 7.5 Fairer Duty Scotland 7.5.1 Equalities 7.5.2 Socio-Economic Duty – None at present Page 241
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6 7.5.3 Islands – It is acknowledged that Luing is an island community and the provisions of the Islands (Scotland) Act 2018 will apply if any policy or service changes are to be proposed in due course. 7.6 Risk – None at present 7.7 Customer Service – None at present 7.8 Climate Change – None 7.9 UNCRC – Under this legislation the Council are required to act in the best interests of the child. Given the age and stage of children and in line with Article 5 (parental guidance and a child’s evolving capacities) views of children have been given through their parents (Article 13) – see Section 5.7, above. This has helped ensure that children are not unsettled by uncertainty around the school they may attend in the future. Time was provided to allow parents to reflect and discuss with their child. In the event of any future engagement, pupils’ views will be sought with approach being agreed with parents. 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 For further information please contact: Jennifer Crocket Chief Education Officer/ Head of Education-Wellbeing, Inclusion and Achievement Jennifer.crocket@argyll-bute.gov.uk / 01546604288 Wendy Brownlie Head of Education: Performance and Improvement wendy.brownlie@argyll-bute.gov.uk / 01369707118 Brendan Docherty Education Manager brendan.docherty@argyll-bute.gov.uk / 01436657643 5th February 2025 Page 242
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES EDUCATION 6 MARCH 2025 FINAL ATTAINMENT AND ACHIEVEMENT REPORT – SESSION 2023-2024 1.0 EXECUTIVE SUMMARY 1.1 The purpose of this report is to update members on final attainment across all Argyll and Bute Secondary Schools. 1.2 This update follows the release on 26th February of data on the Scottish Government’s Insight tool. The Insight tool is designed to allow fair comparison of a group of pupils in Argyll and Bute with larger groups of pupils taken from all the other 31 local authorities with similar backgrounds (sex, additional support needs, stage, and SIMD band). This is known as the Virtual Comparator (VC) and is a key feature of Insight. It should be noted that the current Virtual Comparator methodology does not incorporate any measure of rurality. Insight also allows comparison of attainment in Argyll and Bute with average attainment nationally 1.3 This report focusses on attainment data made available by the Scottish Government in February 2025. Members will recall that data on pupil attainment and wider achievement was shared in the December 2024 paper Education Performance Data Analysis 2023-24. Education Performance Data Analysis 2023-24 1.4 The report offers analysis of attainment levels across Argyll and Bute secondary schools post-SQA appeals, and of the overall success of appeals in the authority. 1.5 The report goes on to present updated attainment information from Insight. Presented data incorporates the results of appeals. It also refers to the Insight tariff points allocated to candidates’ wider achievement attainment described in December’s report. Tariff points are applied by Insight to levels of attainment – for example a Higher A award gains more tariff points than a Higher B award, and both gain more than a National 5 A award. Tariff points allow a score to be calculated for each candidate that summarises a wide range of achievement and awards from a range of providers. Tariff points also allow comparisons to Page 243 Agenda Item 13
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be made between pupil cohorts, schools, local authorities and their virtual comparators. 1.6 Analysis of attainment includes that of school leavers, the specific attainment of whom is a feature of the February Insight update. Specifically, the areas analysed in this report are: • Leavers cohort trends (stage of leaving) • Literacy and Numeracy • Average attainment for all candidates, • Attainment in the context of levels of deprivation • Young people’s initial destinations on leaving school in summer 2024 and at Christmas 2023. 1.7 It is recommended that the Community Services Committee: a) Consider the information in this report, particularly as it relates to the attainment performance of school leavers; b) Note the increase in attainment brought about by successful appeals, at authority level and school-by-school; c) Note that the information contained in this report constitutes all attainment across both National Qualifications and Wider Achievement courses, the latter of which was described in the December report without the associated tariff points having been included in statistics. d) Note the difficulty in making meaningful comparisons with leavers cohorts over the last few sessions due to alterations in assessment methods and also shifting patterns of school leaving, which are not unique to Argyll and Bute and have occurred nationally. Page 244
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES EDUCATION 6 MARCH 2025 FINAL ATTAINMENT AND ACHIEVEMENT REPORT – SESSION 2024-2025 2.0 INTRODUCTION 2.1 In August 2024, the Council received notification from the SQA of awards for all pupils in Argyll and Bute entered for National Qualifications in session 2023/24. 2.2 In December 2024, the Council received updated attainment data from the SQA, incorporating the results of appeals submitted by or on behalf of candidates. 2.3 The 2024 diet saw a return to established awarding procedures for most courses. As a result of these modifications, the SQA has advised that comparison to 2019, the last pre-pandemic diet, is most appropriate for comparative purposes. The SQA has advised that extreme caution should be applied in comparing 2024 attainment data to data from results produced between 2020 and 2023. 2.5 This report is the third report focusing on the attainment of young people to have been brought to Committee in school session 2024-2025. The August 2024 report summarised the initial attainment pattern immediately following the release of attainment results by the SQA. In December 2024, a report gave an overview of attainment across all ten authority secondary schools, incorporating both authority post-appeal data and data from The Scottish Government’s Insight tool. 2.6 The data in this report reiterates and further analyses the impact of appeals on attainment. It also presents and evaluates the newly-released data on the attainment of young people who left school in 2024. 2.7 Comparison of leavers cohort data is limited for two reasons. As mentioned in 2.3 above, alternative assessment methods applied over the last 5 years mean that attainment and achievement have been accumulated under differing circumstances. Furthermore, changes to the constitution of leavers cohorts and specifically the proportion of leavers who leave after S4, means that cohort to cohort comparison is limited in some measures. For example, an increase in S4 leavers would mean that the available time to accumulate tariff points is Page 245
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diminished, and also the proportion of pupils who around to sit Level 6 awards (most often completed in S5 and S6) would be lower than in previous cohorts. 3.0 RECOMMENDATIONS 3.1 It is recommended that the Community Services Committee: a) Consider the information in this report, particularly as it relates to the attainment performance of school leavers; b) Note the increase in attainment brought about by successful appeals, at authority level and school-by-school; c) Note that the information contained in this report constitutes all attainment across both National Qualifications and Wider Achievement courses, the latter of which was described in the December report without the associated tariff points having been included in statistics. d) Note the difficulty in making meaningful comparisons with leavers cohorts over the last few sessions due to alterations in assessment methods and also shifting patterns of school leaving, which are not unique to Argyll and Bute and have occurred nationally. 4.0 DETAIL 4.1 SQA Appeals For the 2022-2023 exam diet, SQA revised the appeals process. Unlike in 2021- 22, when evidence of candidate attainment could be submitted and such information was considered in terms of any change in grade, in 2022-23, the appeal process was limited to an administrative check relating to the accuracy of the final grade entered, and a check on addition of marking. This same process was applied in 2023-24. As a result, there has been an overall reduction in the number of appeals submitted and the number of amended grades, both nationally and in Argyll and Bute. 4.2 A-C Pass Rates The table below details pre- and post-appeals attainment at grades A-C for Argyll and Bute in comparison to the national figures. 2024 National Qualifications Argyll & Bute National SQA Results August Post Appeal Change (% points) SQA Results August Post Appeal Change (% points) December December Adv. Higher 76.43% 76.43% 0.00% 75.25% 75.53% 0.28% Higher 72.06% 72.29% 0.23% 74.87% 75.11% 0.24% Nat 5 75.58% 75.60% 0.02% 77.24% 77.33% 0.09% Post-appeals, at Advanced Higher the post-appeal A-C pass rate has remained unchanged and remains ahead of the national post-appeal figure. Page 246
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At Higher, the post-appeal A-C pass rate has risen by 0.23% points, but remains behind the national post-appeal percentage, which also rose by 0.24% points. At National 5, the post-appeal A-C pass rate has risen by 0.03%, and remains below the national post-appeal percentage, which also rose by 0.09% points. 4.3 A-D Pass Rates The table below details pre- and post-appeals attainment at grades A-D for Argyll and Bute in comparison to the national figures. 2024 National Qualifications A-D Argyll & Bute National SQA Results August Post Appeal Change (% points) SQA Results August Post Appeal Change (% points) December December Adv. Higher 90.45% 90.45% 0% 89.85% 89.92% 0.07% Higher 89.32% 89.34% 0.02% 89.48% 89.55% 0.07% Nat 5 89.15% 89.24% 0.09% 89.05% 89.09% 0.04% Post-appeals, at Advanced Higher the post-appeal A-D pass rate has remained unchanged, and is still 0.53% points above the national post-appeal figure. At Higher, the post-appeal A-D pass rate has risen by 0.02% and remains 0.2% behind the national post-appeal percentage. At National 5, the post-appeal A-C pass rate has risen by 0.09%, and is now 0.2% above the national percentage. 4.4 Post Appeal Impact on Schools The tables below outlines the extent to which attainment at grades A-C and A-D in each of the ten secondary schools increased once successful appeals were taken into account: % (A-C) Change Aug 24 to Post Appeal Dec24 % (A-D) Change Aug24 to Post Appeal Dec 24 School Nat 5 Higher Adv Higher Nat 5 Higher Adv Higher Campbeltown Grammar School 0.00% 0.70% 0.00% 0.00% 0.00% 0.00% Dunoon Grammar School 0.15% 0.00% 0.00% 0.15% 0.00% 0.00% Hermitage Academy 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Islay High School 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Lochgilphead High School 0.00% 0.55% 0.00% 0.00% 0.00% 0.00% Oban High School 0.00% 0.43% 0.00% 0.00% 0.00% 0.00% Rothesay Academy 0.00% 0.76% 0.00% 0.43% 0.00% 0.00% Tarbert Academy 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Tiree High School 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Tobermory High School 0.00% 0.00% 0.00% 0.00% 0.00% 0.00% Page 247
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Argyll and Bute 0.02% 0.23% 0.00% 0.05% 0.00% 0.00% 4.5 Appeal Success by Subject The table below shows the subjects and levels at which appeals were successful in increasing the mark awarded to the pupil: Subject National 5 Higher Advanced Higher Number of Awards Changed Applications of Mathematics 1 1 Biology 2 1 3 English 2 7 9 Geography 2 2 Graphic Communication 1 1 History 1 3 1 5 Mathematics 1 3 4 Modern Studies 1 2 3 Physical Education 1 1 Practical Cookery 1 1 Religious, Moral and Philosophical Studies 1 1 1 3 Grand Total 12 19 2 33 Although two awards at Advanced Higher level were raised post appeal, both were already within the A-C pass range and therefore did not impact the authority’s A-C pass rate. Of 33 appeals which led to a revised award, 30 saw the award increase by a single award level (7 to 6 for example). Two pupils, both in Higher English, saw increased of +2 and +3 respectively, whilst a Practical Cookery pupil saw an increase of 6 (9 to 3) – signifying a move from No Award to B. Insight Analysis 4.6 The Scottish Government’s Insight tool allows analysis of attainment from a variety of perspectives. Below, attainment analysis is provided from three such perspectives: attainment in Literacy and Numeracy – a key element of the Scottish Government’s National Improvement Framework; average attainment of young people in the context of the top 20% of attainers, the middle 60% of attainers and the lowest 20% of attainers; and attainment in the context of the Scottish Index of Multiple Deprivation (SIMD). For each attainment focus, data is supplied for all pupils in S4-S6, and for those who left school in 2024 – data which was unavailable in the October insight update. 4.7 Analysis of leavers cohorts is useful as a snapshot to understand Page 248
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attainment and achievement of those who leave school in any given year. However, leavers cohort attainment statistics are also impacted by the constitution of the cohorts – that is, who makes up the cohort and specifically when they have left school. For example, if a leavers cohort has an increased proportion of S4 leavers compared to the previous year, then the percentage of pupils who will have achieved a Level 6 award will likely reduce because the majority of S4 pupils do not present for a Higher award. This does not mean that Level 6 attainment has declined, but a higher percentage of the possibly population would not present for it compared to the previous year. As such, the constitution of leavers cohorts should be considered alongside any attainment analysis. The table below shows the constitution of Argyll and Bute leavers cohorts over the last 5 years: Leavers Cohort S4 Numbers S5 Numbers S6 Numbers Total Cohort Size S4 % of Cohort S5 % of Cohort S6% of Cohort 2020 53 190 459 702 7.5% 27.1% 65.4% 2021 62 227 513 802 7.7% 32.3% 73.1% 2022 94 213 531 838 11.2% 30.3% 75.6% 2023 93 225 463 781 11.9% 32.1% 66.0% 2024 105 203 488 796 13.2% 25.5% 61.3% As the table above shows, the percentage of S4 leavers as a proportion of all leavers increased from 7.5% in 2020 to 13.2% in 2024. The S5 leaving percentage also increased from lows in 2020. This was perhaps the result of limited employment opportunities during the pandemic and in 2020 specifically. For example, nationally, only 16% of leavers entered employment in 2020, whilst 24% did so after leaving school in 2023. However, S5 leavers as a proportion of all leavers dropped to 25.5% in 2024 – likely as a result of increased S4 leavers in the previous cohort. Only 61% of the 23/24 leavers cohort were pupils who had left after S6 – 14% points down on the proportion of S6 leavers in 2022. This has a direct impact on how much time this leavers cohort had collectively to accrue tariff points and attainment in literacy and numeracy. Furthermore, the National table below shows that S4 leaving trends in Argyll and Bute have followed the National trend whilst also remaining lower in each of the last 5 cohorts: Leavers Cohort S4 Leavers Nationally All Leavers Nationally Percentage of S4 Leavers 2020 5397 47430 11.4% 2021 5659 50719 11.2% Page 249
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2022 6863 55211 12.4% 2023 7890 54719 14.4% 2024 8084 55961 14.4% It should be noted that the proportion of S4 leavers remained the same nationally, whilst Argyll and Bute saw an increase of 1.3% points against the 2023 cohort. 4.8 Attainment in Literacy and Numeracy SCQF (Scottish Credit and Qualifications Framework) levels 4, 5 and 6 Literacy and Numeracy are achieved primarily via the passing of National 4, National 5 or Higher English or Maths. The subject Applications of Maths is also an increasingly accessed means of attaining the above SCQF levels in Numeracy. Additionally, the above SCQF levels can be achieved via the completion of separate Literacy and Numeracy units at levels 4, 5 or 6, which do not require an examination. Literacy SCQF levels 4, 5, 6 – all Leavers (including post appeal results and wider achievement accreditation) • Attainment of Level 4 Literacy stands at 90.0%, a decrease of 2.1% points against 2023. A fall of 0.7% points in this measure was also experienced at a national level. The gap between Argyll and Bute and its virtual comparator has grown from 2.7% points in 2023 to 5.1% points in 2024. • Attainment of Level 5 Literacy stands at 78.9%, a decrease of 2.0% points against 2023. Performance in this measure at a national level remained in line with the previous year. The gap between Argyll and Page 250
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Bute and its virtual comparator has grown from 2.7% points in 2023 to 6.1% points in 2024. • Attainment of Level 6 Literacy stands at 50.6%, a decrease of 1.0% points against 2023. Performance in this measure at a national level remained in line with the previous year. The gap between Argyll and Bute and its virtual comparator has grown from 2.9% points in 2023 to 6.3% points in 2024. • Caution should be used in comparison to previous years’ performance. This is because the constitution of leavers cohorts has changed, with an increase of S4 leavers. Furthermore, assessment method changes over the last few years also limit comparison of data. Literacy Performance – S6 Leavers Only The visual below provides an overview of S6 leavers only. This limits the impact of differing leavers cohort make ups, allowing for a more like for like comparison over the last 5 years. However, differences in assessment method cannot be avoided, and comparison is still limited because of this. • Attainment of Level 5 Literacy stands at 92.8%, a decrease of 1.2% points against 2023. Performance in this measure at a national level remained in line with the previous year. The gap between Argyll and Bute and its virtual comparator has grown from 1.9% points in 2023 to 3.6% points in 2024. • Attainment of Level 6 Literacy stands at 73.8%, an increase of 0.1% points against 2023. Performance in this measure at a national level increased by 0.3% points against the previous year. The gap between Argyll and Bute and its virtual comparator has grown from 5.7% points in 2023 to 6.5% points in 2024. Page 251
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Numeracy SCQF levels 4, 5, 6 – all Leavers (including post appeal results and wider achievement accreditation) • Attainment of Level 4 Numeracy stands at 86.8%, the same as in 2023. A fall of 0.4% points in this measure was experienced at a national level. The gap between Argyll and Bute and its virtual comparator has grown from 5.4% points in 2023 to 6.0% points in 2024. • Attainment of Level 5 Numeracy stands at 68.2%, a decrease of 0.7% points against 2023. Performance in this measure at a national level increased by 1.0% points against the previous year. The gap between Argyll and Bute and its virtual comparator has grown from 4.4% points in 2023 to 7.6% points in 2024. • Attainment of Level 6 Numeracy stands at 23.9%, an increase of 1.0% point against 2023. Performance in this measure at a national level increased by 1.4% points against the previous year. The gap between Argyll and Bute and its virtual comparator has grown from 3.4% points in 2023 to 4.8% points in 2024. • Caution should be used in comparison to previous years’ performance. This is because the constitution of leavers cohorts has changed, with an increase of S4 leavers. Furthermore, assessment method changes over the last few years also limit comparison of data. Page 252
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Numeracy Performance – S6 Leavers Only The visual below provides an overview of S6 leavers only. This limits the impact of differing leavers cohort make ups, allowing for a more like for like comparison over the last 5 years. However, differences in assessment method cannot be avoided, and comparison is still limited because of this. • Attainment of Level 5 Numeracy stands at 85.1%, a decrease of 1.0% points against 2023. Performance in this measure at a national level remained in line with the previous year. The gap between Argyll and Bute and its virtual comparator has essentially stayed the same, going from 1.9% points in 2023 to 2.0% points in 2024. • Attainment of Level 6 Numeracy stands at 35.2%, a decrease of 0.2% points against 2023 and matching performance from 2022. Performance in this measure at a national level remained increased by 1.2% points against the previous year. The gap between Argyll and Bute and its virtual comparator has grown from 3.2% points in 2023 to 5.3% points in 2024. Raising Literacy and Numeracy attainment in schools As part of individual Attainment Meetings with secondary Head Teachers, key actions have been discussed to raise literacy and numeracy attainment in all secondary schools. Page 253
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Effective, high-quality leadership is a research-proven catalyst for raising attainment, and across all our secondary schools, the Principal Teachers/Faculty Heads, who lead learning in subject areas across our schools are being challenged and supported to develop their skills and capacities to raise attainment, and to develop the capabilities of the teachers they lead and manage. In this context, Principal Teachers are developing in their teams four key drivers in raising attainment: • A culture of high expectations underpinning aspirational presentation policies within schools. o Subject Principal Teachers are being challenged and supported in relation to their data, ensuring that, as well as monitoring pupils’ progress towards success in courses, they are also ensuring that as high a proportion of the relevant pupil cohorts are given the chance to achieve as possible. Percentage of cohort presented and presentation rates per pupil is now a key element of data analysis, and target setting with young people is an important element of the focus on maximised attainment. • Rigorous tracking and monitoring of pupils attainment in literacy and numeracy at frequent, regular intervals; o In both the Senior Phase (S4-S6) and in the Broad General Education (S1-S3), secondary teachers are working to ensure that the ongoing progress of every young person in literacy and numeracy throughout their time in school is understood, and is the central factor in planning next steps in learning for each young person. • Frameworks of supportive intervention for pupils achieving or at risk of achieving below their potential in literacy and numeracy; o As a natural consequence of rigorous tracking and monitoring of attainment, teachers are expanding the number and scope of interventions with young people to address underperformance, and are developing their skills in ensuring interventions are personalised and focused on assessed need. • High-quality, learner-centred learning and assessment experiences in literacy and numeracy across the curriculum continuing into the Senior Phase. o Through the newly introduced programme of focused learning, teaching and assessment support for secondary schools and, in some establishments, through the Guided Approaches to Pedagogical Enquiry (GAPE) programme, an increasing number of teachers across secondary schools are developing their practice in planning and delivering high quality learning Page 254
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experiences which ensure that young people know what they are learning, why they are learning it, how they will know they are learning successfully, and how their learning links to the development of their wider skills. 4.9 Improving attainment for all This measure details the average attainment of pupils in three attainment cohorts – the highest 20% of attainers, the middle 60% of attainers and the lowest 20% of attainers – using the tariff points gained for the passing of courses at different levels. Average cumulative attainment of all leavers (after appeals and Wider Achievement Accreditation) • Performance in the Lowest 20% of the leaver’s cohort fell from an average of 119 tariff points to 97. A fall was also experienced by the Northern Alliance and nationally. The virtual comparator grew from 144 to 149, meaning the gap between Argyll and Bute and its VC has grown from 25 to 52. • Performance in the Middle 60% of the leaver’s cohort increased from an average of 587 tariff points to 603 – an increase of 16 tariff points. A small increase of 6 tariff points occurred within the Northern Alliance, whilst nationally the average figure dropped by 2 tariff points (612 to 610). As such, Argyll and Bute now exceeds the Northern Alliance and has Page 255
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closed the gap to the national figure (25 points in 2023 to 7 points in 2024). The gap to the VC has grown from 47 to 58. • Performance in the Top 20% is in line with 2023 (1254 in 2023 and 1251 in 2024). A small decrease was experienced in the Northern Alliance (1269 to 1261) and also nationally (1286 to 1269). As such, Argyll and Bute has closed the gap to both the Northern Alliance (10 points down from 15) and the national figure (18 points down from 32). The gap to the VC has grown from 27 to 41. Average cumulative attainment of S6 leavers only (after appeals and Wider Achievement Accreditation) The visual below provides an overview of S6 leavers only. This limits the impact of differing leavers cohort make ups, allowing for a more like for like comparison over the last 5 years. However, differences in assessment method cannot be avoided, and comparison is still limited because of this. • Performance in the Lowest 20% of the leaver’s cohort increased from 289 to 310 – an increase of 21 tariff points. The virtual comparator average increased by 12 tariff points, meaning the gap between Argyll and Bute and its VC closed from 85 points in 2023 to 76 points in 2024. The Northern Alliance increased by a similar amount of points as Argyll and Bute meaning the gap remains the same. The national figure remained the same meaning the gap between Argyll and Bute and national performance closed from 79 in 2023 to 58 in 2024. • Performance in the Middle 60% of the leaver’s cohort increased by a single point meaning that performance is in line with 2023. The virtual comparator average increased by 9 points, meaning the gap between Argyll and Bute and the VC grew from 50 in 2023 to 58 in 2024. The Page 256
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Northern Alliance figure was unchanged meaning the gap between Argyll and Bute and the Northern Alliance closed by a single point. National performance declined by 6 tariff points, meaning the gap between Argyll and Bute and the National figure closed from 56 points in 2023 to 49 points in 2024. • Performance in the Top 20% declined against 2023 (1354 in 2023 and 1349 in 2024). A decrease was also experienced in the Northern Alliance (1415 to 1403) and nationally (1405 to 1386). As such, because Argyll and Bute’s decline was smaller than that of the Northern Alliance and of national performance, gaps to both have closed. The gap to the Northern Alliance has closed from 61 to 54 whilst the gap to the national figure fell to 37 from 51. The VC increased by a single point, meaning the gap has grown to 43 points from 37 in 2023. Raising Attainment for all in schools Head Teachers in all secondary schools are being challenged and supported to continually examine and where appropriate, refresh their curriculum structures and options frameworks to ensure that they allow all young people to attain and achieve to their maximum potential. This includes planning future learning and attainment pathways with pupils and their families at the earliest opportunity, to ensure that, as well as the required breadth of the S1-S3 Broad General Education, there is also the focus on depth of learning, specialisation and coherent progression in S1-S3 which reflects each young person’s aspirations and interests and prepares them for high levels of Senior Phase attainment. Secondary Head Teachers are also being challenged and supported to ensure their Senior Phase curricula are wide and dynamic. This will ensure that there are meaningful attainment and achievement opportunities for all young people – not only in the traditional academic context, but also in terms of vocational and skills-focused courses and certification. In line with clear national thinking, schools are also working to develop the culture where there is parity of esteem between academic and vocational pathways and attainment, where all young people have access to relevant, stimulating courses which take them towards their preferred post-school positive destination. By ensuring these types of wide, accessible and equitable senior-phase curricula are in place in our schools, the attainment and achievement of all young people will increase, regardless of their academic ability or to which percentage of attainers they belong. 4.10 Attainment in Context of the Scottish Index of Multiple Deprivation (SIMD) In interpreting the graphs below, it is helpful for members to acknowledge that the mechanism nationally for defining the SIMD status of young people from decile 1 (the most disadvantaged) to decile 10 (the least disadvantaged), Page 257
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based as it is on post codes, is not always helpful in categorising families in this way. In a predominantly rural area region such as Argyll and Bute, such a mechanism may not be effective in defining the actual level of poverty experienced by a young person, as the rural environment and large areas covered by a single data zone can lead to many different levels of advantage and disadvantage existing side by side. Schools in Argyll and Bute ensure they know every young person’s situation individually, regardless of SIMD level ascribed by post code, and work to meet their individual needs on that basis. One limitation of exploring attainment via SIMD data is that the SIMD profile of Argyll and Bute is skewed to the middle deciles. For example, last year’s S6 cohort had 8% of its pupils from Deciles 1 and 2 (20% most deprived), and a further 8% from Deciles 9 and 10 (20% least deprived). Therefore, 84% of all pupils came from the 6 deciles between 3 and 8. At a national level, the use of SIMD to report attainment gap statistics frequently uses Quintile 1 (20% most deprived) versus Quintile 5 (20% least deprived). Whilst this undoubtedly has statistical value at a national level, for Argyll and Bute this essentially compares the performance of two very small groups. Small sample sizes are open to natural variation as the under/overperformance of a small number of pupils can skew significantly the performance of the entire group. To overcome this limitation, the visuals below looks at Argyll and Bute performance using an alternate SIMD grouping split. To better capture the relationship between SIMD and attainment, the data has been split into three groups; 1) 30% most deprived, 2) 40% middle and 3) 30% least deprived. Whereas quintile 1 and 5 covered only 16% of last year’s S6 cohort, comparing the least and most deprived 30% covers 34% of all pupils. This limits the impact of year-on-year natural variation through increasing the size of each sample group. Average Total Tariff Points by All Leavers (after appeals and including Wider Achievement) Page 258
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• Performance amongst leavers from the 30% Most Deprived SIMD areas improved against the previous year, with the average total tariff points of these leavers rising to 631 from 598 in 2023. Nationally, performance was in line with the previous year meaning that gap between Argyll and Bute SIMD 1-3 pupils and National SIMD 1-3 pupils fell from 82 points in 2023 to 46 points in 2024. The gap to the virtual comparator increased from 117 points in 2023 to 132 points in 2024. • Performance amongst leavers from the 40% middle SIMD areas (deciles 4-7) decreased slightly against the previous year, with the average total tariff points of these leavers falling to 889 from 901 in 2023. Nationally, performance was in line with the previous year meaning that Argyll and Bute performance is now behind national performance by 9 tariff points, a reversal from last year when Argyll and Bute exceeded the national figure by 5 points. The gap to the virtual comparator increased from 49 points in 2023 to 74 points in 2024. • Performance amongst leavers from the 30% least deprived SIMD areas (deciles 8-10) increased against the previous year, with the average total tariff points of these leavers increasing to 1232 up from 1125 the previous year. Performance in this group is slightly behind the best result in the last 5 years (1246 in 2021), which was achieved under an alternative assessment model. Argyll and Bute performance now exceeds the national figure by 32 points, a reversal on 2023 performance when Argyll and Bute was 65 points behind the national figure in this measure. • Although performance in both the 30% most and least deprived groups improved, because the increase was greater in the 30% least deprived, the Argyll and Bute attainment gap measured by tariff points has increased to 601 from 527 in 2023. Page 259
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Average Total Tariff Points by S6 Leavers only (after appeals and including Wider Achievement) The visual below provides an overview of S6 leavers only. This limits the impact of differing leavers cohort make ups, allowing for a more like for like comparison over the last 5 years. However, differences in assessment method cannot be avoided, and comparison is still limited because of this. Page 260
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• Performance amongst S6 leavers from the 30% Most Deprived SIMD areas improved against the previous year, with the average total tariff points of these leavers rising to 933 from 917 in 2023. Nationally, performance was in line with the previous year meaning that gap between Argyll and Bute SIMD 1-3 pupils and National SIMD 1-3 pupils fell from 171 points in 2023 to 115 points in 2024. The gap to the virtual comparator decreased very slightly from 195 points in 2023 to 188 points in 2024. • Performance amongst S6 leavers from the 40% middle SIMD areas (deciles 4-7) increased slightly against the previous year, with the average total tariff points of these leavers increasing to 1244 from 1237 in 2023. Nationally, performance increased at the same rate, meaning the gap between Argyll and Bute and national performance remains 48 points. The gap to the virtual comparator increased from 55 points in 2023 to 78 points in 2024. • Performance amongst S6 leavers from the 30% least deprived SIMD areas (deciles 8-10) increased against the previous year, with the average total tariff points of these leavers increasing to 1430 up from 1413 the previous year. Argyll and Bute performance remains behind the virtual comparator and national figure for the third consecutive year. • Although performance in both the 30% most and least deprived groups improved, because the increase was greater in the 30% least deprived by a single point, the Argyll and Bute attainment gap measured by tariff points increased to 497 from 496 in 2023. Raising attainment and achievement for our most disadvantaged young people As part of the annual school improvement planning and reporting cycle, all secondary schools complete detailed analysis within their Standards and Quality report to illustrate the impact that the Pupil Equity Fund (PEF) allocation has had on identified groups of the least advantaged young people. In their School Improvement Plans, Head Teachers present detailed planning of how their PEF allocation will be spent in the coming year to reduce inequality and support the wellbeing and progress of pupils from the most deprived backgrounds. Additionally, Head Teachers must account for the attainment and achievement of the most disadvantaged pupils in their schools as part of the annual Attainment Meeting with the Executive Director, Heads of Service, Education Manager and Education Data Lead. The Mentoring Programme established in four of our secondary schools in partnership with MCR Pathways is targeting our care experienced and most disadvantaged young people in Argyll and Bute. The programme seeks to empower the young people, develop their confidence and broaden their horizons through being paired with a volunteer mentor from their community. The programme has already had a positive impact in Argyll and Bute, and we are exploring opportunities to extend this to additional secondary schools next session. Page 261
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Our Virtual Head Teacher (VHT) for Care Experienced Children and Young People (CECYP) ensures a sharp, increased the focus on the wellbeing, achievement and attainment of this cohort of young people. As part of her role, she undertakes detailed tracking of both progress and wellbeing, with targeted interventions which are central to ensuring they attain their potential 4.11 Initial Destinations of young people in Argyll and Bute The visual below provides an overview of performance in initial destinations for all school leavers in the last 5 leaving cohorts. • Of those young people who left school in 2024, 94.9% moved into a positive destination. Argyll and Bute performance continues to be behind the virtual comparator and the national figure. The Northern Alliance figure also increased on 2023 performance and is now 0.5% points ahead of Page 262
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Argyll and Bute. The national figure decreased by 0.2%, but remains 0.8% points ahead of Argyll and Bute performance. • Performance in 2024 was 2.4% points ahead of 2020, when 7.5% of the cohort had left at the end of S4. This compares to 13.2% of the cohort leaving in 2024. The shifting constitution of the leavers cohort has a direct impact on potential positive destinations, as in most cases, S4 leavers will not have had a chance to present for more advanced qualifications. Nationally, 91.9% of S4 leavers were in a positive initial destination, compared to 97.8% of those who had left after S6. • The table below provides the long term wider context to initial destinations data: • The figure of 94.9% in 2024 has only been exceeded four times in the last 15 years and remains well above the figures experienced prior to 2017. The 15-year trend line remains positive. S4 Leavers Trends • As mentioned previously, the rates of S4 leaving have increased within Argyll and Bute and nationally over the last 5 years. The visual below provides an overview of initial destination data for those who have left school at the end of S4: Page 263
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• The percentage of S4 leavers entering a positive destination has increased slightly against 2023 figures, but remains behind the virtual comparator, Northern Alliance and national figure. • It should be noted that the figure of 2020 involved only 53 pupils, whilst the 2024 pupil involved 105 S4 leavers. As the numbers of S4 school leavers has almost doubled, rates of positive initial destinations have not been negatively impacted. S6 Leavers Trends • The visual below provides an overview of initial destination data for those who have left school at the end of S6: Page 264
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• The percentage of S6 leavers entering a positive destination has decreased slightly against 2023 figures, and remains behind the virtual comparator, Northern Alliance and national figure. • Performance in 2024 remains ahead of the figures from 2020 and 2021. The Education and Developing the Young Workforce (DYW) teams continue to extend their work with schools, establishing and developing school- employer partnerships to allow meaningful work-based vocational learning for young people. Bespoke and individualised curricula are in place for many pupils, contextualised by their own interests and professional aspirations. There is particular focus on this type of engagement with young people who are disengaged or disadvantaged, and who would otherwise be least likely to attain a positive destination post-school. Schools are also working closely with further and higher education establishments, to ensure all those who wish to pursue such a pathway are able to do so, regardless of situation or place. Additionally, Education has partnerships with a range of third sector agencies, and work closely with them to develop in young people the key skills for life and work required to attain and sustain positive destinations. 4.12 Attainment of Looked After Young People The very small size of the Care Experienced Young People (CEYP) cohort, and the sometimes challenging situations they face, means that year-on-year tracking of attainment trends is difficult, and attainment can fluctuate from year to year. Furthermore, the Scottish Government’s Insight tool uses Page 265
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Census Data which captures only those pupils who are looked after at home or away. Previously care experienced young people are excluded from their analysis. As such, Insight data can provide analysis for looked after pupils but not for the wider encompassing care experienced group. Comparison with looked after pupils nationally is possible via the Insight tool, but we need to be cautious around the small numbers which limit the statistical meaningfulness of the data. For example, the visual below shows how many looked after pupils were included in leavers’ cohorts over the last 5 years: Literacy The visual below shows the literacy performance of looked after school leavers at both an authority and national level: Page 266
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• Performance in Level 4 literacy increased against 2023 figures and is in line with national performance levels. • Performance in Level 4 literacy is greater than in three of the last four years. • Performance in Level 5 literacy is in line with the previous years figures and remains ahead of the national figure. • Performance in Level 5 literacy is greater than in three of the last four years. • Performance in Level 6 literacy is in line with the previous years figures and remains ahead of the national figure. • Performance in Level 6 literacy is greater than in three of the last four years. Numeracy The visual below shows the numeracy performance of looked after school leavers at both an authority and national level: Page 267
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• Performance in Level 4 numeracy increased against 2023 figures and is ahead of national performance levels. • Performance in Level 4 numeracy is greater than in all of the last four years. • Performance in Level 5 numeracy is ahead of the previous year’s figures and remains ahead of the national figure. • Performance in Level 5 numeracy is greater than in all of the last four years. • No looked after pupil who left school in 2024 achieved a Level 6 qualification in numeracy. Only 3.4% of all looked after leavers in the country achieved this. This is the third time in four years that this has occurred. Breadth and Depth of Learning – Accumulation of Tariff Points The visual below provides an overview of total and complementary tariff points accumulated by looked after leavers in the last five sessions. Total tariff points are accumulated from all attainment and achievement, whilst complementary tariff points are the tariff points attached to your best 120 SCQF credit points. The 120 credit points are often made up of only 5 qualifications and is thus more a measure of quality of achievement than quantity. As complementary tariff points are limited by the credit points, they are almost always lower than the total tariff points. For example, a pupil with 10 Nat 5 qualifications can only use 5 for their complementary tariff points, whereas all 10 qualifications would count within the total tariff points. The visual below shows averages for looked after leavers since 2019: Page 268
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• The average number of complementary tariff points dropped against 2023 and 2022 figures but remains above the pre-pandemic figure of 253. • The last cohort which had a comparable size was in 2020, when 18 school leavers had an average complementary tariff point score of 218. The 17 leavers of 2024 exceeded this figure by 63 points. • The average number of total tariff points dropped against 2023 and 2022 figures but remains above the pre-pandemic figure of 312. • The last comparable cohort (2020) had an average score of 262 whilst the 2024 cohort had a score of 355. • Trend lines for both average complementary and total tariff points scores are moving in a positive direction. Page 269
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Looked After School Leaver Initial Destinations The visual below provides an overview and comparison of leaver destinations for looked after pupils spanning the last 5 sessions. • Of 17 leavers, 14 entered a positive initial destination, accounting for 82% of all looked after leavers. This is above the 77% of comparable leavers from the Northern Alliance, but slightly below the 87% experienced nationally. • Argyll and Bute performance has exceeded the Northern Alliance figure in each of the last four years. • Argyll and Bute performance has exceeded the national figure in 3 of the last 5 years. • As the Argyll and Bute cohort size is small (each pupil accounted for 6% in 2024 data), then only one pupil extra entering a positive initial destination would have meant the figure exceeded the national figure. Narrowing the Attainment Gap and Ensuring best outcomes for Looked After and CECYP The Virtual Head Teacher (VHT) for CECYP has created a framework to rigorously address the needs and fulfil the entitlements of all such young people. This demonstrates how the service has prioritised equity for all CECYP, and has an unrelenting focus on their wellbeing and attainment. The VHT for CECYP tracks and monitors a range of data for this cohort, including attendance and attainment. Settings are both supported and challenged by the Virtual School to ensure their care experienced learners receive personalised interventions to maximise their success whilst in school and continue into a positive destination. Page 270
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This enhanced scrutiny supports settings to identify those most at risk of not attaining in literacy and numeracy. Bespoke support approaches can then be identified to support the young person achieve success which is personal to them, whilst maintaining high aspirations. Supports can include utilising the authority Staged Intervention Framework, nurture spaces and personalised curriculums. As a result, the attainment in Literacy and Numeracy of CECYP is maximised in terms of what they are able to achieve at this time in their lives and they are able to achieve success. The VHT works alongside school colleagues and wider partners to support our CECYP to obtain a positive destination when they choose to leave school. This includes ensuring Skills Development Scotland are aware of who our care experienced learners are, allowing the maximum level of support to be offered. Working alongside the Corporate Parenting Board has been beneficial in opening up a range of opportunities and work experience placements for our young people, alongside reducing the stigma of care experience. It is recognised and agreed that the attainment of young people is underpinned by their physical and emotional wellbeing. This is particularly true for CECYP, where challenges out with the young person’s control, such as trauma and change of home, can be more prevalent and require additional support. A skilled team of Health and Wellbeing Family Liaison Officers works across the authority to support the wellbeing of CECYP. They work alongside the young people, schools, families/carers and wider partners to offer a range of supports. Our young people voice how welcome this support is and how it positively impacts their attendance, self-esteem and resilience, further evidenced by data. The Virtual School continues to raise awareness of our CECYP by delivering training to settings and partner agencies and ensuring as policy and guidance is reviewed, it reflects our CECYP and their needs. The voice of our CECYP remains paramount in shaping our improvement priorities. 4.13 Summary Statistics for Attainment and Initial Leaver Destinations On 25th February 2025, the Scottish Government published the annual Summary Statistics for Attainment and Initial Leaver Destinations. The document provides information on the attainment and initial destinations of school leavers in Scotland and reports on school leavers’ attainment in National Qualifications. Among key information contained within the report relevant to this paper are the following: • Of all 32 local authorities in Scotland, Argyll and Bute is placed 26th for school leavers having achieved at least one Level 5 National Page 271
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Qualification (National 5, or National 5 Skills for Work), with 85.7% of our school leavers having done so. This is down from 89.1% in the 22/23 leavers cohort and 90.9% in the 21/22 cohort. The National Average is 87.4%, down from 87.9% in 2023 and 88.9% in 2022. • Argyll and Bute is placed 12th for young people having achieved at least one Level 6 National Qualification (Higher or Higher Skills for Work), with 66.7% of our school leavers having done so. This is up from 62.6% in 2023 and 66.0% in 2022. The national average is 66.5%, up slightly from 65.6% in 2023 but below the 67.1% achieved in 2022. • Argyll and Bute is placed 11th for young people having achieved at least one Level 7 National Qualifcation (Advanced Higher), with 26.1% of our school leavers having done so. This is up from 22.5% in 2023 and 25.5% in 2022. The national average is 25.4%, which is in line with 2023 performance and slightly below the 26.0% recorded in 2022. • The visual below shows Argyll and Bute’s national ranking over these three measures between 2020-21 and 2023-24 cohorts. • Argyll and Bute’s national ranking has improved in both the Level 6 and Level 7 measures. In both cases, 23/24 performance was the best it had been across the last 4 years. Performance for Level 5 pupils fell to the lowest it has been over this period. Page 272
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5.0 CONCLUSION 5.1 This report updates previous reports to committee on key attainment performance data. It incorporates data from the Scottish Government’s Insight tool, which was most recently updated in late February 2025 to include all post- appeal attainment, accreditation for wider achievement qualifications and attainment data relating to all 2024 school leavers. 5.2 Central Officers continue to take forward the programme of support and challenge with schools across the authority, involving a range of actions and measures to support schools to secure further improvement in examination attainment and accredited wider achievement outcomes for young people. Increasing attainment and achievement, and ensuring that all young people achieve to their potential, regardless of location, circumstance or potential barriers, is at the heart of the work of the Education Service. 5.3 Heads of Service and Managers continue to meet regularly with Head Teachers to ensure appropriate levels of both scrutiny and collaboration are in place in relation to performance and securing positive outcomes for young people. This work is reinforced and enhanced by central staff through their involvement with national performance networks, such as the Northern Alliance group of local authorities and the Association of Directors which allows them to share best practice with wider Local Authority colleagues. 5.4 Additionally, the Education Service has reviewed and improved the process for analysis and evaluation of attainment data. Attainment Meetings with individual secondary Head Teachers take place in November/December, at which all aspects of attainment from S1-S6 are analysed and key improvement strategies to raise attainment are discussed and agreed. 5.5 Secondary school Head Teachers will present individual school performance analysis for session 2023-2024 at Local Area Committees in June 2025. Additionally, in May 2025 young people will speak personally to elected members about their own educational journeys and pathways, illustrating the many personalised pathways to attainment which are available to young people in Argyll and Bute’s secondary schools. Invitations for members to visit schools to meet young people will be issued in coming weeks. 6.0 IMPLICATIONS 6.1 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 6.2 Financial: None 6.3 Legal: None Page 273
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6.4 HR: None 6.5 Fairer Scotland Duty: 6.5.1 Equalities – This report links directly to NIF Priority 3: Closing the attainment gap between the most and least disadvantaged children and young people. 6.5.2 Socio-economic Duty – None 6.5.3 Islands – None 6.6 Risk: The performance of Argyll and Bute schools in national examinations and wider achievement qualifications can significantly enhance or detract from the Council’s reputation and attractiveness as an area to work and live in. 6.7 Customer Service: This report provides elected Members with an overview of Service Performance. 6.8 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 Wendy Brownlie Head of Education – Performance and Improvement Jennifer Crocket Chief Education Officer/ Head of Education – Wellbeing, Inclusion and Achievement Brendan Docherty Education Manager – Secondary Performance and Improvement James Bowness Education Lead – Benchmarking, Data and Performance 6 March 2025 Page 274
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 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 December 2024 to March 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 275 Agenda Item 14
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ARGYLL AND BUTE COUNCIL COMMUNITY SERVICES COMMITTEE EDUCATION 6 MARCH 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 December 2024 to March 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 276
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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 It is recommended that the Community Services Committee notes: 3.1 The contents of this report; 3.2 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 3.3 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 Colgrain Primary School and ELC was inspected week beginning 9th September using the full model of inspection. The ELC inspection was a joint inspection with the Care Inspectorate. The school received positive feedback from the Managing Inspector with specific reference to: The shared professional values of the staff teams across the school and nursery who work collaboratively to improve children’s experiences. Led ably by the senior leadership team, staff work very well together to implement ongoing improvements to the quality of learning and teaching. The very effective partnerships that staff have developed with the local community, parents and outside agencies. Through these partnerships, staff improve the learning experiences and wellbeing of children and their families. The highly effective approaches staff in the school and nursery take to meet the needs of children who require additional support with their learning. They implement and deliver well-planned interventions which help children who require additional support to make good progress. The high levels of attainment across the school and nursery and the worthwhile opportunities children have to achieve and apply their learning in different contexts. Senior leaders and staff have robust processes to track children’s attainment which enables them to evidence clearly the progress children make over time. The link to the published letter and Summary of Inspection Findings (SIF) can be found below: Colgrain Primary School | Inspection Report | Education Scotland 4.2 Dervaig Primary School was inspected week beginning 23rd September using the full model of inspection. The school received positive feedback from the Page 277
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Managing Inspector with specific reference to: Children are well-mannered, respectful, welcoming and proud of their school. They demonstrate the values of the school in their interactions with others. Senior leaders and staff work effectively to foster positive, respectful relationships with children and wider school community. This effectively supports an inclusive and nurturing ethos in the school. Senior leaders and staff work effectively with colleagues across the cluster schools and wider island to share practice and to moderate attainment of learning. This impacts positively on outcomes for children. Children make good progress in literacy and numeracy. The link to the published letter and Summary of Inspection Findings (SIF) can be found below: Dervaig Primary School | Inspection Report | Education Scotland 4.3 A joint review, with HM Inspectors and the Education Service, focussing on the two remaining areas for improvement at Campbeltown Grammar School took place in October 2024. This was a very positive engagement, with HMIE disengaging from further visits and the Education Service taking forward identified continued improvements and providing a progress report within twenty-four months. The school received positive feedback from the Managing Inspector with specific reference to: The headteacher has been in post since August 2023 and was appointed on a permanent basis in May 2024. During her time in post, she has provided effective strategic leadership with important contributions from the local authority. The improved curriculum offer has enhanced opportunities for personalisation and choice, increased individualised pathways and ensures aspirational coursing for all young people. All classes demonstrate a positive ethos and relationships. Moderation activity in the BGE has had a positive impact on ensuring increasingly robust teacher judgements. We are confident that the headteacher will continue to provide strong, strategic leadership in order to secure further improvement. We have shared this progress report with Education Scotland who have confirmed that they are confident that Campbeltown Grammar School has the capacity to continue to improve. The link to the published letter can be found below: campbeltown-grammar-school-pv-031224 (1).pdf The link to the published progress review report can be found below: CGS progress review report 4.4 Tarbert 2-18 was inspected the week beginning 24th February 2025 using the full model of 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. Page 278
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4.5 A summary of all external school inspection audit reports published by Education Scotland across Argyll and Bute Education Service establishments during the period December 2024 to March 2025 is provided in Appendix 1. 4.6 A summary of the inspection outcomes per establishment detailing strengths and areas for improvement is provided in Appendix 2. 5.0 DETAIL – National Thematic Inspections 5.1 In addition to visits to schools and settings, HMIe also carry out national Thematic Inspections. 5.2 The most recent phase of national Thematic Inspection which took place in October 2024 focused on Local Authority Approaches to School Improvement and focused on the following four themes: 1. How do local authorities support schools to improve the quality of education through implementing effective improvement planning and standards and quality reporting? 2. How do local authorities support schools to improve the quality of education through self-evaluation and quality assurance? 3. How do local authorities support schools to improve the quality of education through professional learning? 4. How do local authorities deliver universal support and challenge for all schools, and/or targeted support for specific schools to improve the quality of education? 5.3 Overall findings will be shared through a national report expected to be published early in 2025. The link to the published report will be made accessible when it is available on Education Scotland’s website. 5.4 During the academic year 2023-2024 HMIE visited a number of settings and schools across Scotland to complete a Thematic Inspection on Enhancing the quality of mathematics education in Scotland. A number of Argyll and Bute establishments participated in the Thematic Inspection with Rockfield Primary School and ELC class / Bun-sgoil Achadh na Creige and Sgoil àraich being highlighted to the Education Service as having a number of approaches in place that were recognised as good practice. 5.5 The school hosted Janie McManus, HMIE Inspector, to launch the Thematic Inspection report in November 2024 and Education Scotland has requested an additional visit during session 2024-2025 to examine further the interesting practice identified within Maths and Numeracy at Rockfield Primary School and ELC class / Bun-sgoil Achadh na Creige and Sgoil àraich. Page 279
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5.6 The full Thematic Inspection report can be accessed below with any further information specific to Argyll and Bute schools and establishments being detailed in future committee reports. Enhancing the quality of mathematics education in Scotland | National thematic inspections | HM Chief Inspector reports and guidance | Inspection and review | Education Scotland 6.0 CONCLUSION 6.1 In summary, two published reports are available from the three inspections which took place during the period of September 2024 to March 2025. 6.2 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. 7.0 IMPLICATIONS 7.1 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. 7.2 Financial – None 7.3 Legal – None 7.4 HR – None 7.5 Fairer Scotland Duty: – None 7.5.1 Equalities - protected characteristics – None 7.5.2 Socio-economic Duty – None 7.5.3 Islands – None 7.6 Climate Change - None 7.7 Risk – Reputational risk to the Education Service following a weak report. 7.8 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. Page 280
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7.9 The Rights of the Child (UNCRC) 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 Councillor Audrey Forest - 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 please contact:- Simone McAdam, Education Manager Email: Simone.McAdam@argyll-bute.gov.uk January 2025 Appendices Appendix 1 - Overview of Inspection Outcomes Appendix 2 - Summary of Inspection Outcomes Page 281
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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 Colgrain Primary School September 2024 5 5 5 5 Colgrain ELC ELC September 2024 5 5 5 5 Dervaig Primary School September 2024 3 4 3 4 Tarbert Academy School February 2025 not yet published not yet published not yet published not yet published Tarbert Academy Pre-5 ELC February 2025 not yet published not yet published not yet published not yet published The Six-point Scale for Inspection Grading Excellent 6 Very Good 5 Good 4 Satisfactory 3 Weak 2 Unsatisfactory 1 Page 282
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Appendix 2 – Summary of Inspection Outcomes Report Title: Colgrain Primary School and Pre-Five Unit Inspection Agency: Education Scotland Key Findings: The inspection team found the following strengths in the school’s work. • The highly trusting and respectful relationships, based on the school and nursery values, that are evident across the school community. Children flourish within the stimulating and nurturing learning environment and are confident and successful learners. • The shared professional values of the staff teams across the school and nursery who work collaboratively to improve children’s experiences. Led ably by the senior leadership team, staff work very well together to implement ongoing improvements to the quality of learning and teaching. • The very effective partnerships that staff have developed with the local community, parents and outside agencies. Through these partnerships, staff improve the learning experiences and wellbeing of children and their families. • The highly effective approaches staff in the school and nursery take to meet the needs of children who require additional support with their learning. They implement and deliver well-planned interventions which help children who require additional support to make good progress. • The high levels of attainment across the school and nursery and the worthwhile opportunities children have to achieve and apply their learning in different contexts. Senior leaders and staff have robust processes to track children’s attainment which enables them to evidence clearly the progress children make over time. The following areas for improvement were identified and discussed with the headteacher and a representative from Argyll and Bute Council. • Continue to develop leadership opportunities for younger children across the school. • Increase opportunities for children in the nursery to explore and expand their learning in the local community. • Streamline approaches to analysing assessment data and as planned, continue to develop creative approaches to high-quality learning and teaching Date of Inspection: September 2024 Lead Officer to take forward improvement: Lesley Watt – Headteacher (acting) Central Officer to support improvement: Simon Easton – Education Manager Page 283
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Report Title: Dervaig Primary School Inspection Agency: Education Scotland Key Findings: The inspection team found the following strengths in the school’s work. • Children are well-mannered, respectful, welcoming and proud of their school. They demonstrate the values of the school in their interactions with others. • Senior leaders and staff work effectively to foster positive, respectful relationships with children and wider school community. This effectively supports an inclusive and nurturing ethos in the school. • Senior leaders and staff work effectively with colleagues across the cluster schools and wider island to share practice and to moderate attainment of learning. This impacts positively on outcomes for children. • Children make good progress in literacy and numeracy. The following areas for improvement were identified and discussed with the headteacher and a representative from Argyll and Bute Council. • Senior leaders and staff should continue to develop approaches to evaluate the quality of the school’s work. As they do so, they should involve children, parents and other partners in decisions regarding school improvement. • Senior leaders and staff should improve approaches to planning for children who require additional support for their learning. They should ensure they set clear, measurable targets. This should help all children to make the best possible progress in their learning. • Senior leaders and staff should work with the whole school community to review the curriculum on offer. In doing so, they should ensure that it aligns with Curriculum for Excellence and reflects the unique features of the school and its setting. Date of Inspection: September 2024 Lead Officer to take forward improvement: Richard Gawthrope – Headteacher (acting) Central Officer to support improvement: Rachel Binnie – Education Manager Page 284
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Report Title: Campbeltown Grammar School Progress Review Inspection Agency: Education Scotland Key Findings: A sample of the strengths identified by the inspection team within the progress report: • Significant changes have been made to the structure and logistics of the curriculum, resulting in increased opportunities for breadth and depth. • Senior leaders are continuing to build productive partnerships with local businesses in order to extend the curriculum offer. • The improved curriculum offer has enhanced opportunities for personalisation and choice, increased individualised pathways and ensures aspirational coursing for all young people. • There are clear opportunities for wider achievement linked to the local context and external partners are used effectively to enhance the experiences on offer. • The school’s approaches to the design and creation of bespoke curricula for identified young people is developing. • All classes demonstrate a positive ethos and relationships. • Engagement with the quality assurance calendar is improving middle leaders’ capacity to support improvement in learning, teaching and assessment through observations and evaluation of the ‘Introduction-Engage-Evaluation’ approach. • All school improvement priorities for this session have a sharp focus on intended impact on attainment. • In 2024, there have been improvements in BGE attainment across all organisers in comparison to 2022-23. • Staff have an increased focus on how best to improve young people’s attainment and support all young people to achieve their maximum potential. • Senior leaders have developed more robust approaches to coursing young people in the senior phase. A sample of the areas for improvement identified by the inspection team within the progress report: • Senior leaders should now formalise the learner pathway policy and procedures. • The school should continue with plans to consult upon and develop its Curriculum Rationale, giving consideration to local labour market data in order to ensure that the curriculum on offer is relevant and appropriate to the needs of local communities. • As planned, teachers should continue to work collaboratively to develop consistent, high quality approaches to learning, teaching and assessment. • Senior and middle leaders should continue to implement consistent approaches to observing and evaluating learning, teaching and assessment across the school • Staff now need to ensure that improvements in attainment within the BGE are built upon in order to deliver higher levels attainment for all young people within the senior phase. Date of Inspection: October 2024 Lead Officer to take forward improvement: Kirsty Donnelly - Headteacher Central Officer to support improvement: Brendan Docherty – Education Manager Page 285
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Community Services Committee Work Plan 2024 - 2025 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 6 March 2025 Police Scotland Argyll & Bute Performance Summary Report – Reporting Period: Q3 April – December 2024 Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Scrutiny Report 2024-25 Q3 Scottish Fire and Rescue Service Quarterly Argyll & Bute Health & Social Care Partnership – Performance Report – FQ2 2024/25 Argyll & Bute HSCP Quarterly Education Vision and Strategy – Our Children, Their Future – Thriving Together Education Care Experienced Children and Young People Education Improving Outcomes Through Scottish Attainment Challenge Funding Education Counselling in Schools Education Schools (Consultation) (Scotland) Act 2010 – Dalmally Primary School Education Luing Primary School – Mothballing Review Education External Education Establishment Inspection Report Education Quarterly Final Attainment and Achievement Report – Session 2023-2024 Education Page 287 Agenda Item 15
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Community Services Committee Work Plan 2024 - 2025 5 June 2025 Police Scotland Argyll & Bute Performance Summary Report – Reporting Period: Q4 April 2024 – March 2025 Police Scotland Quarterly Scottish Fire and Rescue Service – Argyll & Bute Performance Report Q4 – 1 January – 31 March 2025 Scottish Fire and Rescue Service Quarterly Argyll & Bute Health & Social Care Partnership – Performance Report – FQ3 2024/25 Argyll & Bute HSCP 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 2024/25) 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 288
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Community Services Committee Work Plan 2024 - 2025 Schools (Consultation) (Scotland) Act 2010 Dalmally Primary School Education Schools (Consultation) (Scotland) Act 2010 Furnace Primary School Education Come back to Committee December 2025 Education Performance Data Analysis 2023-24 Education Page 289
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