Agenda Document Pack - Learning and Families Committee - 23/10/2024
Perth and Kinross Council · 23 October 2024
Back to Learning and Families Committee — 23 October 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Securing the future… • Improving services • Enhancing quality of life • Making the best use of public resources Council Building 2 High Street Perth PH1 5PH 16/10/2024 A hybrid Meeting of the Learning and Families Committee will be held in the Council Chamber on Wednesday, 23 October 2024 at 13:00. If you have any queries please contact Committee Services on (01738) 475000 or email Committee@pkc.gov.uk. THOMAS GLEN Chief Executive Those attending the meeting are requested to ensure that all notifications are silent on their device and other devices are in silent mode. Please note that the meeting will be broadcast online and recorded. The recording will be publicly available on the Council’s website following the meeting. Members: Councillor John Rebbeck (Convener) Councillor Steven Carr (Vice-Convener) Councillor Michelle Frampton (Vice-Convener) Bailie Chris Ahern Councillor Liz Barrett Councillor Dave Cuthbert Councillor John Duff Councillor Neil Freshwater Councillor Noah Khogali Councillor Iain MacPherson Councillor Ian Massie Provost Xander McDade Councillor Caroline Shiers Councillor Grant Stewart Mrs Margaret Conroy Mr Adrian Ferguson Ms Amber Laverty Ms Susan MacLagan Ms Miranda Powell Mr Robert Stubbs Page 1 of 166
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Learning and Families Committee Wednesday, 23 October 2024 AGENDA MEMBERS ARE REMINDED OF THEIR OBLIGATION TO DECLARE ANY FINANCIAL OR NON-FINANCIAL INTEREST WHICH THEY MAY HAVE IN ANY ITEM ON THIS AGENDA IN ACCORDANCE WITH THE COUNCILLORS’ CODE OF CONDUCT. 1 WELCOME AND APOLOGIES/SUBSTITUTES 2 DECLARATIONS OF INTEREST 3 MINUTES 3(i) MINUTE OF MEETING OF THE LEARNING AND FAMILIES COMMITTEE OF 28 AUGUST 2024 FOR APPROVAL (copy herewith) 5 - 8 3(ii) MINUTE OF MEETING OF THE EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE OF THE 3 JUNE 2024 FOR NOTING (copy herewith) 9 - 10 3(iii) MINUTE OF MEETING OF THE JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF OF 10 JUNE 2024 FOR NOTING (copy herewith) 11 - 16 3(iv) MINUTE OF MEETING OF THE CHILDREN, YOUNG PEOPLE AND FAMILIES PARTNERSHIP OF 14 JUNE 2024 FOR NOTING (copy herewith) 17 - 22 4 OUTSTANDING BUSINESS STATEMENT (OBS) (copy herewith) 23 - 24 5 BRIEFING NOTE - SECONDARY SECTOR TEACHER REPRESENTATIVE (copy herewith) 25 - 26 6 SUICIDE PREVENTION UPDATE AUGUST 2024 Report by Strategic Lead - Education and Learning (copy herewith 24/290) 27 - 44 Page 3 of 166
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7 SCOTTISH ATTAINMENT CHALLENGE FUNDING UPDATE 2024 Report by Strategic Lead - Education and Learning (copy herewith 24/291) 45 - 86 8 COMMUNITY LEARNING AND DEVELOPMENT PLAN 2024- 2027 Report by Strategic Lead - Housing and Communities (copy herewith 24/292) 87 - 114 9 RAISING ATTAINMENT UPDATE 2023-2024 Report by Strategic Lead - Education and Learning (copy herewith 24/293) 115 - 144 10 YOUTH STRATEGY 2024 Report by Strategic Lead - Children, Families and Justice (copy herewith 24/294) 145 - 166 Page 4 of 166
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LEARNING AND FAMILIES COMMITTEE Minute of hybrid meeting of the Learning and Families Committee held in the Council Chambers, 2 High Street, Perth on Wednesday 28 August 2024 at 1.30pm. Present: Councillors J Rebbeck, M Frampton, S Carr, Bailie C Ahern, L Barrett, D Cuthbert, J Duff, N Freshwater, I James (substituting for N Khogali), Provost X McDade, I MacPherson, I Massie, C Shiers and G Stewart; Ms A Conroy, Mr A Ferguson, Ms A Laverty and Mr R Stubbs. In attendance: S Devlin, Strategic Lead – Education and Learning; G Doogan, F MacKay, D Macluskey, B Martin-Scott, L Richards, K Robertson and S Turner (all Economy, Place and Learning); D Stokoe, K Evans, S Hendry, W Hacuma, S Hendry, A Brown and M Pasternak (all Strategy, People and Resources). Apologies: Councillor N Khogali. Councillor J Rebbeck, Convener, Presiding. 1. WELCOME AND APOLOGIES The Convener welcomed all those present to the meeting. Apologies for absence were noted as above. 2. DECLARATIONS OF INTEREST There were no declarations of interest made in terms of the Councillors’ Code of Conduct. 3. MINUTES (i) Learning and Families Committee of 29 May 2024 The minute of meeting of the Learning and Families Committee of 29 May 2024 was submitted, approved as a correct record, and authorised for signature. (ii) Executive Sub-Committee of Learning and Families Committee of 22 April 2024 The minute of the Executive Sub-Committee of Learning and Families Committee of 24 April 2024. (iii) Children, Young People and Families Partnership of 1 March 2024 The minute of meeting of the Children, Young People and Families Partnership of 1 March 2024 was submitted and noted. 3(i) Page 5 of 166
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(iv) Joint Negotiating Committee for Teaching Staff of 4 March 2024 The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 4 March 2024 was submitted and noted. 4. OUTSTANDING BUSINESS STATEMENT With regards to the Outstanding Business Statement (24/236) S Hendry, Democratic Services Manager, gave a verbal update in relation to the teacher representation on the committee, it was reported that following the resignation of Tim Kearns, secondary teacher representative, a timetable and information for elections will be issued shortly and it is planned to have the results in time for the next committee on 23 October 2024. With reference to youth representation, it was reported that following further discussions with staff in Children, Families and Justice and also Education and Learning, together with the Convener, officers proposed that rather than have fixed members of the youth forum attend meetings of this committee, regardless of the time or location, over and above their time given to be members of the youth forum, it would be more meaningful to have informal engagement with the youth members themselves. It was suggested that an engagement plan was developed involving the Convener and the Vice-Conveners and representatives of the youth forum with updates then being brought to the committee, this would be over and above the statutory engagement that already takes place. Additionally, it was proposed that committee members would be invited to sit in on the discussions with the youth forum members. Resolved: The committee noted the position and endorsed the proposals. 5. APPOINTMENT OF PARENT COUNCIL REPRESENTATIVES W Hacuma provided an update on nominations received for both the primary and secondary sector and the meetings held with the nominees, Councillor J Rebbeck and Councillor C Shiers (as opposition spokesperson) on 14 August 2024. Resolved: (i) Ms A Laverty, Meigle Primary School Parent Council, be appointed as Primary School Parent Council Representative, until the next local government elections. (ii) Mr R Stubbs, Breadalbane Academy Parent Council, be appointed as Secondary School Parent Council Representative, until the next local government elections. 6. PERTH AND KINROSS EDUCATION IMPROVEMENT PLAN 2024/2025 There was submitted a report by Strategic Lead – Education and Learning (24/237) providing an update on (1) progress against the Perth and Kinross Education Improvement Pan 2023-202; and (2) detail on the priorities set within the Education Improvement Plan 2024-2025. Resolved: (i) The Education Improvement Plan 2024-2025 be approved. (ii) The Strategic Lead – Education and Learning be requested to submit the Plan to the Scottish Government by 202 September 2024. Page 6 of 166
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7. PERTH AND KINROSS COMMUNITY LEARNING DEVELOPMENT PLAN 2021-24 – PHASE 2 UPDATE REPORT There was submitted a report by Strategic Lead – Housing and Communities (24/238) providing an update on Community Learning and Development work completed in year 2 (April 2023 to March 2024) of the Community Learning and Development Plan. Resolved: (i) The progress made in delivery Year 2 of the Statutory Community Learning and Development Plan be noted. (ii) The outcome of the Education Scotland Progress Visit be noted. (iii) Plans for the new Community Learning and Development Plan 2024-2027 be noted. 8. SCHOOL TERMS AND HOLIDAY DATES 2025/26 AND 2026/27 There was submitted a report by Strategic Lead – Education and Learning (24/239) (1) setting out the future school terms and holiday dates for all schools in Perth and Kinross for 2025/26 and 2026/27; and (2) outlining the considerations and consultation undertaken in determining these dates. Resolved (i) The proposed dates for school terms and holidays for sessions 2025/26 and 2026/27, as attached at Appendices 1 and 2 of Report 24/239, be approved. (ii) The proposals for school closure days for In-Service and Occasional Holidays be approved. (iii) The proposals for additional closure days for schools, where necessary, be noted. Page 7 of 166
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EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE Minute of Hybrid Meeting of the Executive Sub-Committee of the Learning and Families Committee held on Monday 3 June 2024 at 1.00pm. Present: Councillors J Rebbeck, S Carr, Bailie C Ahern, M Frampton, L Barrett, D Cuthbert and C Shiers. In Attendance: S Devlin, G Doogan, D Macluskey, A Carr, S Cowmeadow and J Chiles (all Education and Learning) and W Hacuma, A Brown and M Pasternak (all Strategy, People and Resources). Councillor J Rebbeck, Convener, Presiding. 1. WELCOME AND APOLOGIES The Convener welcomed all those present to the meeting. There were no apologies for absence. 2. DECLARATIONS OF INTEREST There were no declarations of interest made in terms of the Councillors’ Code of Conduct. 3. MINUTE OF PREVIOUS MEETING The minute of meeting of the Executive Sub-Committee of the Lifelong Learning Committee of 22 April 2024 was submitted, approved as a correct record. 4. STANDARDS AND QUALITY IN SCHOOLS, LEARNING COMMUNITIES AND PRE-SCHOOL CENTRES/DAY CARE OF CHILDREN There was submitted a report by the Strategic Lead – Education and Learning (24/173) setting out the key findings following inspections of schools and nurseries by Education Scotland/ His Majesty’s Inspectorate of Education (HMIE) and of early learning and childcare (ELC) settings undertaken by the Care Inspectorate in the day care of children. Reporting is of inspections reported since the Executive Sub- Committee of Learning and Families Committee on 22 April 2024. Resolved: Having heard from the relevant officers on the key findings of the inspection reports and following consideration and questions from the Sub-Committee, the contents of Report 24/173 and its appendices, be noted. 5. SUMMARY REPORT ON CARE INSPECTORATE AND EDUCATION SCOTLAND INSPECTIONS There was submitted a report by Strategic Lead – Education and Learning (24/126) (1) providing an overview of the performance of Education and Children’s 3(ii) Page 9 of 166
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services inspected and reported over the past year by the Care Inspectorate and Education Scotland, since the previous report of this type in 2023, and (2) setting out the Service’s approach to implementing improvement actions arising out of inspection. Resolved: The contents of the report 24/126, be noted. Page 10 of 166
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JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF Minute of hybrid meeting of the Joint Negotiating Committee for Teaching Staff (JNCT) held in Meeting Room 10/11, Pullar House, Perth on Monday 10 June 2024 at 2.30pm. Present: Representing Perth and Kinross Council Councillors J Rebbeck and G Stewart (substituting for S Carr); S Devlin, J Donnelly, G Doogan, F Mackay, D Macluskey and P Smith (all Economy, Place and Learning); P Johnstone (Strategy, People and Resources). Representing Teachers’ Associations L Gibb, L J Grant, M Laurie and C Weston (all EIS); M Mackie (SSTA); Shaun Topen-Cooper (NASUWT) In Attendance: K Robertson (up to Item 9), B Martin-Scott (Economy, Place and Learning); A McAuley, Joint Secretary (Teachers’ Side); J Guild for Joint Secretary (Management Side). Apologies: Councillor C Shiers, A Dickinson, J Leslie, C Rose and M Taylor. Councillor J Rebbeck, Convener, Presiding. 1. APPOINTMENT OF CONVENER Nominations were sought for the Appointment of Convener from the Management Side. Councillor G Stewart, seconded by S Devlin, nominated Councillor J Rebbeck. There being no other nominations, Councillor J Rebbeck was duly appointed as Convener of the Joint Negotiating Committee for Teaching Staff for the Management Side for a period of two years. COUNCILLOR J REBBECK, CONVENER, TOOK THE CHAIR. 2. APPOINTMENT OF VICE-CONVENER Nominations were sought for the Appointment of Vice-Convener from the Teaching Side. A McAuley, seconded by M Laurie, nominated L Gibb. There being no other nominations, L Gibb was duly appointed as Vice Convener of the Joint Negotiating Committee for Teaching Staff for the Teaching Side for a period of two years. 3. WELCOME AND APOLOGIES Councillor J Rebbeck welcomed those present to the meeting and apologies for absence were noted as above. 4. DECLARATIONS OF INTEREST (ELECTED MEMBERS ONLY) There were no Declarations of Interest made in terms of the Councillors’ Code of Conduct. 3(iii) Page 11 of 166
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5. MINUTE OF MEETING OF THE JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF OF 4 MARCH 2024 FOR APPROVAL The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 4 March 2023 was submitted and approved as a correct record. 6. MATTERS ARISING (i) Pauline Smith was duly appointed to the vacancy of Primary Representative for the Management Side of the Joint Negotiating Committee for Teaching Staff. (ii) Fiona Mackay was duly appointed to the vacancy of Officer for the Management Side of the Joint Negotiating Committee for Teaching Staff. 7. EMPLOYEE SURVEY UPDATE P Johnstone, Corporate HR Manager, provided an update to members on the Employee Survey which closed on 31 May 2024. P Johnstone extended her thanks to the Unions for their contribution to the design of the survey questions and promoting with their members to complete. P Johnstone advised engagement has increased since the last employee survey, from 27% to 47%, and analysis of results is ongoing. Full results and guidance for discussion with teams will be shared later this month and this should aid discussions to establish actions locally. P Johnstone emphasised the importance of follow up to ensure meaningful use of the responses submitted is evident amongst staff. C Weston reiterated the importance of staff being able to see the impact of change from their input to the survey, and in turn the impact this will hopefully have on completion engagement for future surveys. The Committee noted the update. 8. FAIR WORK ACTIVITY There was submitted a report by the Corporate HR Manager (G/24/69) regarding Fair Work Activity. P Johnstone advised Fair Work First is a Scottish Government statement and criteria which Committee are asked to support following agreement by Finance and Resources Committee in November 2023. C Weston provided feedback on the statement and criteria and requested due consideration be given to a review of increasing facility time aligning with other local authorities, and asked that links to the zero tolerance for bullying and harassment for staff be included. In response to a question from C Weston regarding part time working for teaching staff, P Johnstone advised all staff can apply for flexible working arrangements from day one of employment and each application is dealt with on a case by case basis. In response to a question from M Mackie regarding termination of contracts at 23 months, P Johnstone confirmed Fair Work First relates specifically to the Page 12 of 166
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Council’s use of casual and supply contracts which is up to 12 weeks only, as fixed term arrangements would then apply. The Committee noted the contents of G/24/69. 9. SCHOOL TERMS AND HOLIDAY DATES 2025/26 AND 2026/27 There was submitted a report by the Service Manager, Business Services (G/24/70) seeking the views of the Joint Negotiating Committee for Teaching Staff on the proposals for the School Terms and Holiday Dates for 2025/26 and 2026/27. In introducing the report, K Robertson, Service Manager, Business Services, advised the dates have been compiled following consultation, with presentation to the Joint Negotiating Committee for Teaching Staff being the final consultation prior to submission to Learning and Families Committee in August. K Robertson acknowledged the requirement for an inservice day in Term 4 has attracted some differing views, but advised this is a complex term with SQA dates to be taken into account. K Robertson advised commitment has been given to Good Friday and Easter Monday and May Day remaining as school holidays for 2025/26 and 2026/27 and confirmed there will remain the right to apply to the Scottish Government for exceptional closure days as required. C Weston advised it would be preferable to have an inservice day on each day of the working week throughout the year for the benefit of part time pro rata staff. In response, K Robertson advised it has been agreed it is not beneficial to have an inservice day midweek and there have been ongoing requests for inservice days to be attached to other holidays as far as is possible. K Robertson advised in the current draft all working days have been covered with the exception of Tuesday, and this can be reviewed before the final draft is submitted to Learning and Families Committee in August. The Committee noted the contents of G/24/70. 10. TEACHERS AGREEMENT FOR THE 21ST CENTURY – GUIDANCE TO SCHOOLS 2024/25 There was submitted a Report (G/24/71), providing the Guidance to Schools on the 35 hour working week and continuing professional development. In introducing the report, G Doogan advised this is updated guidance on Working Time Agreements with no changes to the previous version content, with the exception of dates. In response to a request from L J Grant to have the guidance around March, G Doogan agreed this would be possible and will move planning forward for future years. The Committee noted the contents of G/24/71. 11. SUITE OF GUIDANCE TO SUPPORT SCHOOLS S Devlin advised a Suite of Guidance is being developed following an identified need for existing guidance to be reviewed in relation to weapons, assaults and drugs and alcohol. The suite will be designed to address areas of commonality Page 13 of 166
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and provide clear, succinct guidance which will be easily accessible and in place for the start of 2024/25 terms. Input from Health, Police Scotland and Community Safety colleagues has been received to date, and C Weston confirmed she will be inputting on behalf of Trade Unions and extended her thanks for the opportunity to do so. S Devlin also confirmed the Critical Incidents Protocol on Eric will be updated, if required, in conjunction with the new guidance. Councillor J Rebbeck extended his thanks to those involved with this work. The Committee noted the update. 12. PROFESSIONAL LEARNING, LEADERSHIP AND DEVELOPMENT UPDATE MAY 2024 There was submitted a report by the Service Manager (Early Years and Childcare) (G/24/72). In introducing the report, B Martin-Scott advised the new learning library is now live and forms part of the ECS Learning Hub. Users can electronically request to take out books for personal or group use which will be delivered to schools. B Martin-Scott advised any ideas for new books are welcomed. B Martin-Scott also confirmed plans to re-establish the Probationer Reference Group are underway. In response to a request from C Weston for union representatives to form part of the group, B Martin-Scott agreed this would be useful. In response to another question from C Weston regarding 5 of 8 days attendance for core support days, B Martin-Scott advised this was originally implemented when schools would have 3 or 4 probationer staff and the organisational impact of them being absent at one time, was not manageable. B Martin-Scott advised this wording can be reviewed to strengthen the expectation of probation staff being present and the importance of doing so for personal development. 13. ANY OTHER COMPETENT BUSINESS (i) P Johnstone advised a new policy is being rolled out in relation to the use of removeable devices. Due to increased risk, use of removeable devices is no longer permitted and any use must be approved via business case which will be determined on an exception only basis. In response to a question from C Weston it was confirmed that forms were available online and P Johnstone would forward a link. (ii) P Johnstone advised retention periods will be introduced to emails in phases for staff groups over the coming months, with guidance available on Eric. (iii) S Devlin advised the Education Scotland bill was published by Scottish Government last week and will be circulated to the Committee in due course. (iv) S Devlin advised guidance on use of mobile phones will be communicated as soon as available. Page 14 of 166
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(v) Councillor Rebbeck extended his thanks to M Laurie for her work as Convener over the past two years, and to Council Officers and Trade Unions for their collegiate engagement contributing to the Joint Negotiating Committee for Teaching Staff. (vi) Councillor Rebbeck thanked A McAuley, at her last meeting of the Joint Negotiating Committee for Teaching Staff, for her work and commitment to the Committee since its establishment. C Weston echoed her thanks to A McAuley for her dedication and hard work contributing to the instrumental success of the JNCT. 14. DATE OF NEXT MEETING 9 September 2024 at 2:30pm in Room 10/11, Pullar House, Perth. Page 15 of 166
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CHILDREN, YOUNG PEOPLE AND FAMILIES’ PARTNERSHIP Minute of meeting of the Children, Young People, and Families Partnership held on Friday 14 June 2024 at 10.00 am in the Council Chambers, Council Building, 2 High Street, Perth. Present: Councillor L Barrett Councillor J Rebbeck (substituting for M Frampton) Councillor N Freshwater (substituting for C Shiers) S Devlin, Executive Director (Education and Children’s Services), PKC Z Pullar (substituting for L Sharkey), NHS Tayside A Singh, Strategic Lead – Children, Families and Justice, PKC S Turner, Principal Education Psychologist / Inclusion Service Manager, PKC S Liang, Counselling in Schools Tayside Co-ordinator Apologies: L Sutherland, Scottish Children’s Reporter Administration G Burns, Police Scotland, A Taylor, NHS In Attendance: J Chiles, L Johnston, J Baker, C McAuley, W Hacuma (all PKC). S Devlin in the Chair 1. WELCOME AND APOLOGIES FOR ABSENCE S Devlin welcomed everyone to the meeting. Apologies were noted as above. 2. DECLARATIONS OF INTEREST There were no declarations of interest in terms of the relevant Codes of Conduct. 3. MINUTE OF PREVIOUS MEETING The minute of the meeting of the Children, Young People and Families Partnership of 1 March 2024 was submitted and noted as a correct record. 4. MATTERS ARISING There were no matters arising from the minute of the previous meeting. 3(iv) Page 17 of 166
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5. PERTH AND KINROSS CHILD PROTECTION COMMITTEE BUSINESS ACTIVITY REPORT SINCE 1 MARCH 2024 There was submitted a report (G/24/75) by the Independent Chair, Child Protection Committee, providing a summary of the key business activities of the Perth and Kinross Child Protection Committee since the last meeting of the Children, Young People and Families Partnership (CYPFP) on 1 March 2024. In presenting, J Baker advised that it has been a busy period for the Child Protection Committee (CPC) and the close partnership working with the CPC Scotland has continued and is progressing the implementation of national guidance contributing towards the national Public Protection agenda. It was noted that since J Baker had come into post on 3 April 2024, she has met with a range of partners as part of her induction. A Singh expressed his appreciation following J Baker's appointment, praising her capacity to understand and manage a complex Child Protection agenda. He also acknowledged the support and guidance from colleagues and looked forward to progressing the work over the coming months. The Partnership Agreed: To note and endorse the content of the report. 6. WHOLE FAMILY WELLBEING FUND There was submitted a report (G/24/76) by the Strategic Lead – Children, Families and Justice which provided a summary of the progress at the end of year 2 in relation to the ambition, development and implementation of the Whole Family Wellbeing Fund (WFWF) and included the annual return for Scottish Government to be included with the Annual Report of the Tayside Plan for infants, Children, Young People and Families 2023-24. C McAuley advised that they had been successful in setting up a directory of services which went live after the last meeting of the Children, Young People and Families Partnership on 1 March. It was noted that from January – March 2024 there was a reported 500 views on the website which will continue to be monitored. It is intended the resource will help families being able to access support that’s available to them within the local area on their own terms. C McAuley further advised following the end of the tender period, Aberlour Childcare Trust had been successfully appointed to provide the Universal Whole Family Support Service and are in the initial stages of planning the service to ensure it is promoted widely and reaches families who will be able to refer themselves for help and support. It is intended that the service will be operational by the end of August or the beginning of September 2024, with recruitment for positions currently underway. Page 18 of 166
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In collaboration with partners and professionals, the team has been working to identify gaps in services for families. These gaps will be the focus of service provision and funding over the next few years. The key areas identified were: i. Child Poverty. ii. Support for families where a child has a mental health concern. iii. Support for families where a child has additional support needs. S. Devlin added that whilst the Whole Family Wellbeing Support should be viewed as an early intervention and preventative measure, this approach is expected to reduce the costs of more interventions needed later when perhaps issues have escalated. The timelines for seeing these changes and the redirecting of resources from acute services might have been slightly ambitious and it is recognised that observing significant differences across the wider Perth and Kinross community may take some time. Councillor Barrett requested an update on the GIRFEC steering group, which the Partnership was due to receive after the last meeting. In response, S. Devlin informed that the steering group meeting had been postponed to 2 July 2024, to allow for a meeting with colleagues from NHS Tayside and Fife. This meeting aims to gather insights for further development, which will determine the content of the update. Members will receive the update via email after the 2nd of July meeting. Councillor Barrett asked about the FORT (Fast Online Referral Tracking) system pilot, a web-based referral management system designed to enable organisations to easily make and track referrals to and between services. She inquired about the length of the pilot. In response, C. McAuley advised that the system is already live and the team are ensuring it complies with data protection governance. The pilot will run for the next six months. Whole Family and Wellbeing will provide funding for running costs for the first two years. The Partnership Agreed: (i) To note the content of the annual report and proposed activities. (ii) To approve the summary of annual Return to Scottish Government for 2023-24 7. LOCAL MENTAL HEALTH PATHWAYS RESOURCE There was submitted a report (G/24/78) by the Strategic Lead – Education and Learning which provided an update on the work of the mental health pathway resource since the last meeting on 1 March 2024. S. Turner reported that Perth and Kinross Council has taken the lead in developing a resource in collaboration with NHS Tayside and the three Tayside local authorities, working closely with colleagues in Angus and Dundee. The team collaborated with the PKC corporate communications team and NHS Tayside to plan the development and hosting of the resource. Initially, there was a view that NHS Tayside would host the resource but later were advised that they could not. There was a suggestion that it could be Page 19 of 166
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hosted within the ‘Cool 2 Talk’ online resource, but it was felt that as an umbrella resource, this shouldn’t be contained within a particular resource. Meanwhile, work is continuing to develop the content, incorporating consultation and feedback from young people. L. Johnston provided a verbal update, noting that young people, through engagement, clearly preferred an app as the best format for the online resource. The team is exploring this option further. After discussions with the corporate IT colleagues, it was advised that the app could not be built in- house and would require an external provider to develop. The estimated cost to build the app is between £50,000 and £75,000, with an additional budget of around 20% for ongoing maintenance and updates. The next challenge is securing funding, and it is hoped this could be in the form of attracting a third-sector partner to come on board and collaboratively submit a bid to the NHS Charitable Fund. This would include seeking funding support from the three local authorities and NHS Tayside. A business case is being submitted to the PKC Digital Board to ensure they are informed and kept updated on the development of the proposed app. S. Devlin sought clarity on which third sector partners would be invited to collaborate on the bid to the NHS Charitable Fund. In response, S. Turner and L. Johnston explained that once the detailed cost analysis through the business case and discussions with the three local authorities and NHS Tayside are concluded, they will then be in a position to approach a third sector organisation. Currently, no third sector organisation has been approached, however, it is anticipated that one of the organisations that supported the project during the initial engagement will be considered. There was an acknowledgment that while there is a strong desire and commitment to deliver the digital resource and support young people if available funding streams are not successful and the bid fails, the app will not be developed. Expectations need to be managed accordingly and be prepared to accept this outcome. The Partnership Agreed: (i) To note the progress to date and request that a business case, including cost analysis, be submitted to the PKC Digital Board for their review, and. (ii) To add an additional recommendation within the report to include that an approach is made to a prospective third sector partner for an in- principal agreement to lead the funding bid submission. 8. COUNSELLING IN SCHOOLS PROGRAMME There was submitted a report (G/24/28) by the Strategic Lead - Education and Learning which gave an overview of the last nine months of the Counselling in Schools program in Perth and Kinross Council (PKC) to highlight the work, the evaluative feedback, and the pilot work undertaken, over the last year. Page 20 of 166
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S Turner introduced the report and advised that the report accounted for the period 1 July 2023 to the end of March 2024. The Scottish Government reporting period has been changed from a calendar year to a financial year. After initial challenges in getting the pilot off the ground, Counselling in Schools began in 2019 and was formally launched towards the end of 2020 across Tayside, in line with the Tayside Emotional Wellbeing Strategy. The funding provides a counselling service for each Local Management Group (LMG), the Tayside Counselling in Schools Co-ordinator, ‘Clown Doctors’ at Fairview, a drama based therapeutic support and a 24/7 digital resource ‘Togertherall’ for young people aged 16 years old. S Liang further added that a high number of young people in Perth and Kinross are self-referring to Talking Therapy, either by contacting school staff or directly reaching out to a counsellor. It is noted that the key themes for young people accessing counselling were in respect of anxiety, family issues, and exam stress, which was more prevalent in Perth and Kinross compared to the other two Tayside authorities. Counselling providers have also reported difficulties in recruiting counsellors, a challenge that is common not just in Perth and Kinross, but across the country. Councillor Barret noted that page 74 of the report, stated that the majority of young people accessing counselling were male. However, the table on page 77 showed that more female pupils were accessing counselling than male pupils. Councillor Barret asked for clarification regarding these figures. In response, S Turner confirmed that the report on page 74 should have said "predominantly female" rather than "predominantly male." A Singh expressed his appreciation for the helpful report and thanked the teams for ensuring young people have someone to talk to and hailed the investment in "Clown Doctors." which allowed young people to express themselves. The Partnership Agreed: (i) To review and approve the proposals contained in the report. (ii) To add the date of April 2025 for the Strategic Lead – Education and Learning to bring back future ‘Counselling in Schools' program reports for Scottish Government. 9. THEMATIC APPROACH FOR PERFORMANCE REPORTING There was submitted a report (G/24/79) which continues the thematic reporting plan for performance and outcome information focused on children, young people and families. It sets out a suite of information around the second of the themes, namely, Outcomes for Vulnerable Children, for consideration and scrutiny by the Partnership. Presenting the report, J Chiles advised that Perth and Kinross Council remains significantly above the national and comparative levels for retaining placements in community settings and shows that they are supportive of Page 21 of 166
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central placements which has seen a noticeable change in the increase of Kinship carers as opposed to foster careers. J Chiles further advised there was an ongoing issue around the proportion of Child Protection Planning Meetings held within agreed timescales during the last reporting period However, there has been significant improvement in this area. The situation will be closely monitored, and updates will be provided to track continued progress. A Singh noted the large proportion of 'unknown' data on page 95 of the report, which impacts the reported levels of sustained employment, education, or training. He advised that there were various reasons for this and based on experience, as young people mature, they were less likely to maintain contact. The focus, therefore, was around ensuring that they know where to seek help if needed and feel empowered to initiate contact. There was an acknowledgment that young people may also choose to disengage as they transition to independent living. The Partnership Agreed: (i) To note the content as set out in Appendix 1. (ii) To continue receiving updates on thematic data based on a chosen theme on a quarterly basis. 10. ANY OTHER COMPETENT BUSINESS Review the membership and contact colleagues who were unable to attend or send representatives. Ensure that we are reaching out to the correct individuals for future meetings and that these meetings are scheduled in their diaries in advance. 11. DATE OF NEXT MEETINGS 13 September 2024 29 November 2024 Page 22 of 166
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NAME OF COMMITTEE / SUB-COMMITTEE: LEARNING AND FAMILIES COMMITTEE OUTSTANDING BUSINESS STATEMENT (OBS) (Report No. 24/295) Please note that this statement sets out outstanding decisions of Council / this committee / sub-committee along with an update and estimated completion date. Actions which are overdue are shaded for ease of reference. Where an update reflects that an action is complete then agreement will be sought to its removal from the OBS. No Date / Minute Reference / Report Number Subject Title Outstanding Action Update Lead Officer /Service Action Due/completed Action Expected 9. 28 August 2024. 23/280 Appointment of non-elected members of the Learning and Families Committee. Appointment of Secondary Teacher Representatives on the Committee. Provide update at the next meeting of the Learning and Families Committee on 23 October. Democratic Services Due 23 October 2024 4 Page 23 of 166
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Secondary Sector Teacher Representative Nominations were invited for the position of Secondary School Teacher Representative to fill the vacancy created by the resignation of the previous representative. Two candidates were nominated, leading to a ballot vote. Teaching staff were asked to vote for their preferred candidates and the results were as follows: Total Votes Received – 126 votes Laura-Jane Grant (Blairgowrie High School) – 86 votes David Sinclair (Perth Grammer) – 40 votes The committee is asked to agree the appointment of Ms Grant as the Secondary School Teacher Representative on the Learning and Families Committee. 5 Page 25 of 166
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Perth and Kinross Council Learning and Families Committee 23 October 2024 SUICIDE PREVENTION UPDATE AUGUST 2024 Report by Strategic Lead – Education and Learning (Report No. 24/290) 1. PURPOSE 1.1 This report provides an update on the activity in relation to suicide prevention within Education and Learning. 1.2 The previous Suicide Prevention and Mental Health Work (Report No. 23/130 refers) which went to the Learning and Families Committee on 3 May 2023 gave a full overview of mental health and suicide prevention work across the then Education and Children’s Services (ECS). It described that through the Health and Wellbeing Strategy, ECS had supported mental health improvement actions and worked on a Tayside framework to set up the Scottish Government funded programme of Counselling in Schools. To supplement this work, the Community Mental Health Fund programme funded a Suicide Prevention and Mental Health Co-ordinator post within Perth and Kinross Council (PKC). 1.3 This update report summarises the current context, considers some of the inherent challenges, details the actions since last year and summarises the onward plans. 2. RECOMMENDATION 2.1 It is recommended that the Committee: • Notes the contents of the report and that this work will be reported into the Children, Young People and Families Partnership on an ongoing basis. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: • Section 4: Background • Section 5: Current Actions • Section 6: Next Steps • Section 7: Conclusion • Appendices 6 Page 27 of 166
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4. BACKGROUND 4.1 The ‘Suicide Prevention Update, August 2024’ (Appendix 1) has been written to give an update on current suicide prevention and mental health work within PKC. The PKC Education Service have historically supported mental health in schools through programmes such as Bounce Back and Community Link Workers group work. There is now a clear focus on supporting relational approaches in schools through the Nurturing Relationships framework. During the COVID-19 pandemic, the focus turned to supporting responses of staff, parents, and children and young people in areas such as anxiety management, self-harm and suicide prevention. 4.2 To support this work, funding was agreed through the Scottish Government Community Mental Health Fund programme in 2021 to appoint an ECS Suicide Prevention and Mental Health Co-ordinator post within PKC, who was appointed in early 2022. 4.3 The Suicide Prevention and Mental Health Co-ordinator reports into the Community Mental Health Fund Programme Board and works with the Principal Educational Psychologist to agree strategic actions and priorities. The mental health strategy for Education and Learning has been overseen by the Mental Health and Wellbeing Overview group, a sub-group of the Children, Young People and Families Planning Partnership. 4.4 The Suicide Prevention and Mental Health Co-ordinator works closely with the Suicide Prevention Co-ordinator for Adult Services. A structure for the overall strategic direction of suicide prevention work within PKC is now in place through a Perth and Kinross Suicide Prevention steering group. Both of the Suicide Prevention Co-ordinators support, where appropriate, the implementation of the Scottish Government’s Creating Hope Together: Suicide Prevention Strategy 2022-2032 and the Creating Hope Together: Suicide Prevention Action Plan 2022-2025. 4.5 Since starting the post in March 2022, the Suicide Prevention and Mental Health Co-ordinator has supported staff through many operational situations and has worked on key areas of need, as detailed in Appendix 1. The areas covered are themed into systems work to support effective practice, guidance for staff and professional learning. Priority actions were agreed following a survey undertaken with school staff in April 2022 on staff perceptions of suicide ideation in young people. 5. CURRENT ACTIONS 5.1 In respect of systems work, a ‘Mental Health delivery Group’ has completed two years of work with two secondary school communities and delivered improvements in school based practices and knowledge as a result. Additionally, a pilot with NHS Tayside is underway to ensure good practice in the exchange of information for situations involving medical intervention. Partners are working to review whether needs are being met at the right level of intervention. Page 28 of 166
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Crisis supports, through The Lighthouse for Perth, are now available to every secondary school and work continues to support the promotion of resilience and wellbeing. 5.2 In relation to guidance work, the ‘PKC Suicide Prevention Risk Management Framework’ is being developed and trialled, primarily through discussion with staff teams. The PKC Child Protection guidance has been updated and suicide behaviours and self-harm given a prominence. 5.3 Professional learning has taken place in the areas of trauma informed practice, the suicide prevention ‘ASIST’ intensive training and self-harm work. 6. NEXT STEPS 6.1 Each area of work has ongoing actions. Some actions will be determined in detail once finalised and/or evaluative feedback is gathered. This reflects the importance of continuing to drive forward and adapt activity in the area of suicide prevention. 6.2 Following the development of the Suicide Prevention Risk Management Framework, each secondary school, and any primary school seeking support, will be supported through consultation with the Suicide Prevention and Mental Health Co-ordinator to review practice in relation to the framework and plan individual school based next steps, which could include bespoke professional learning input. Evaluative feedback will be sought during Term 3 of this academic session 2024/2025. 6.3 The work to collate information on the continuum of need, that is, which needs are met at which level and any consequent gaps, will be completed and reviewed. The information sharing pilot with NHS Tayside will be jointly evaluated and next steps agreed. 6.4 The pilot of the group work aspect of Counselling in Schools will be reviewed and the development of the Mental Health Ambassadors will be evaluated over the course of this session with The Lighthouse for Perth. Feedback will be used to support secondary schools wishing to use the Bounce Back curricular resource. 6.5 Over the coming two sessions, attention will turn to aligning this work with and promoting practices around ‘Mentally Flourishing’ schools, enhancing further resilience and problem-solving skills work. 7. CONCLUSION 7.1 The work on mental health in Education and Learning has benefited from the establishment of the role of Suicide Prevention and Mental Health Co- ordinator. The focus and pace of the work has led to a better understanding of the needs within schools and supported the development of a risk management framework to guide suicide prevention in schools, supported by Page 29 of 166
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professional discussions and professional learning. This has been strengthened by highly effective partnership working. 7.2 The drive to prevent tragedy focuses on improvements in practice and knowledge, and this work continues. Our children and young people need both effective responses to distress and a culture that can simultaneously focus on building up their coping skills and wellbeing, expecting not the worst but the best for them. As our practice around responding to concerns becomes more embedded, we will marry this with building excellent practice in promoting positive mental health. Author Name Designation Contact Details Susie Turner Principal Educational Psychologist/ Inclusion Manager FBSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead – Education and Learning 5 September 2024 Page 30 of 166
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes/None Community Plan/Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial N/A Workforce Yes Asset Management (land, property, IST) N/A Assessments Equality Impact Assessment N/A Strategic Environmental Assessment N/A Sustainability (community, economic, environmental) N/A Legal and Governance N/A Risk N/A Consultation Internal Yes External Yes Communication Communications Plan N/A 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii) and (iv). Corporate Plan 1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. Page 31 of 166
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This report relates to Objective No. (ii) and (iv). 1.3 The report also links to the Education and Learning; and the Children, Families and Justice Services Vision, Values and Priorities in respect of the following key Priority area: • Health and Wellbeing 2. Resource Implications Financial 2.1 Funding is provided for the Suicide Prevention and Mental Health Co-ordinator post through the Scottish Government Community Mental Health Fund, until March 2025. Workforce 2.2 Implications for the workforce would only concern wellbeing as part of carrying out their general duties. Asset Management (land, property, IT) 2.3 Not applicable. 3. Assessments 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. 3.1.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: (i) Assessed as not relevant for the purposes of EqIA. Strategic Environmental Assessment 3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.2.1 The proposals have been considered under the Act; however, no action is required as the Act does not apply to the matters presented in this report. This is because the Committee are requested to note the contents of the report only and the Committee are not being requested to approve, adopt or agree to an action or to set the framework for future decisions. Sustainability Page 32 of 166
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3.3 Under the provisions of the Local Government in Scotland Act 2003, the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. Under the Climate Change (Scotland) Act 2009 the Council also has a duty relating to climate change and, in exercising its functions must act: • In the way best calculated to delivery of the Act’s emissions reduction targets. • In the way best calculated to deliver any statutory adaption programmes. • In a way that it considers most sustainable. 3.3.1 Not applicable. Legal and Governance 3.4 The Head of Legal and Governance Services has been consulted in relation to the content of this report. There are no legal implications arising from this report. 3.5 Not applicable. Risk 3.6 Risks related to the content of this report are being addressed through the actions outlined in Appendix 1. 4. Consultation Internal 4.1 The Mental Health Delivery Group included representation from schools, Educational Psychology and the Inclusion Service. External 4.2 The Mental Health Delivery Group included representation from the Children Young People and Families Service, Police Scotland, NHS Scotland and the third sector. 5. Communication 5.1 Not applicable. 2. BACKGROUND PAPERS 2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (and not containing confidential or exempt information) were relied on to a material extent in preparing the above report. 3. APPENDICES 3.1 Appendix 1 – Suicide Prevention Update, August 2024 Page 33 of 166
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Education & Children’ Improving Lives Together Ambition Compassion Integrity 1. Introduction This report provides an update to the Suicide Prevention and Mental Health Work report of May 2023. The work of suicide prevention and mental health is guided by the Perth & Kinross Health and Wellbeing strategy, the ‘Connected Tayside’ Emotional Wellbeing strategy, and the Scottish Government national strategy for suicide prevention ‘Creating Hope Together’ (September 2022 – 2032). The report presented to Learning and families Committee on 26th May 2023 is here: L&F Committee 3 May 2023 • Suicide Prevention and Mental Health Work(255Kb) • Appendix 1 – ECS Suicide Prevention and Mental Health Work (266Kb) It started with a full background concerning the work of suicide prevention and mental health in schools. It covered universal aspects such as the whole school Nurturing Relationships programme and Bounce Back, the whole school resiliency work and liaison with CAMHS colleagues over the Decider Skills training programme for both parents and staff. It described the work of the ‘Counselling in Schools’ programme and related aspects of the Community Mental Health fund. It went on to review targeted actions in respect of self-harm prevention work, critical incident guidance and staff wellbeing supports, and current action supported by Youth Services. Suicide Prevention Update, August 2024 Appendix 1 Education and Learning 6 Page 35 of 166
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The report focussed on specific areas of suicide prevention activity, following a survey with school staff on perceived suicide ideation in April 2022. The following areas were a focus: • Systems work – o Child Protection guidelines - the refreshed national guidance continues to include self-harm and suicide as a child protection concern, and this was to be highlighted in the refreshed local guidelines o Multi-agency processes for medical interventions and safety plans – there was no agreed multi-agency protocol of how and by whom schools will be informed when pupils have required a medical intervention after suicide related behaviour o Whole system approach to identifying and meeting need – it was noted that there was not yet an effective, strategic forum that is working to bring data from across partners together to identify gaps jointly and then collaboratively plan to meet need o The approach and continuum of mental health support in schools - The Mental Health Delivery Group was focussed on refining an analysis of need and possible interventions at this level and a whole community approach to mental health. • Guidance – work focused on giving clarity of understanding around processes and roles and specific supports. This included being clear over who is available to support education staff in their decision making, and at what point. • Training/professional development – the aim for a training framework was defined as to support guidance and pupil support teams to feel confident about what to do when in the area of suicide prevention. 2. Summary This section of the report covers the suicide prevention work over the last year in respect of the above areas, starting with the area of greatest activity, the systems work, then the guidance followed by the professional learning. 2.1 Systems Work for Suicide Prevention 2.1.1 Mental Health Delivery Group (MHDG) The MHDG focussed on supporting the Whole School Community Approach to Mental Health work in all Perth and Kinross schools, with tests of change commencing in Perth High School and Breadalbane Academy. One central and one rural school were approached, following analysis of the suicide ideation survey of April 2022. The MHDG is a sub-group of the Health & Wellbeing Overview Group which reports to the Children, Young People and Families Planning Partnership and is a multi- agency collaboration of staff tasked with providing advice and strategic guidance for schools in Perth & Kinross. Over this last year it has been promoting the development and implementation of a whole school community approach to achieve greater community understanding and Page 36 of 166
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confidence to promote and manage mental health needs. Improvement work in this area encompasses a wide range of coordinated activities across multiple systems including health, local authority, voluntary sector and are themed under Getting It Right for Every Child (GIRFEC), child protection, trauma informed practice and suicide prevention. Both Perth High and Breadalbane Academy Senior Leadership Teams (SLT) have supported this work by releasing key staff with dedicated time to collaborate with the Suicide Prevention & Mental Health Coordinator as required to advance this work. Principal Teachers for Guidance staff in Perth High and Breadalbane Academy reported increased confidence in knowing what to do to support CYP in their mental health needs as a direct result of the dedicated time to analyse processes and devise solutions. Staff have, for example, increased their use of the GIRFEC Resilience Matrix more systemically and routinely as part of their practice roles and responsibilities. The Resilience Matrix is one tool of a suite of GIRFEC tools aimed at organising information such as the adversities CYP may have experienced and how these can increase vulnerability and reduce resilience. Being supported through consultation and knowing how better to organise information into action in this context has helped to reduce staff anxiety working with the theme of suicide prevention. Wider benefits to this work are that other schools are receiving feedback from the Mental Health and Suicide Prevention Co-ordinator on how the work in the two schools progresses and are supported thereafter to adopt practices they feel would be beneficial to their community. Next steps: During session 24/25 support will be provided directly through consultation and monitoring meetings with Depute Head Teachers, in conjunction with ongoing developmental sessions with school Guidance/support staff. This involves the development of a short, medium and long-term strategic action plan with the school leadership teams to achieve practice, systemic and cultural change. The work will link with Integrated Team Meetings to involve partner agencies as appropriate. 2.2 Information Sharing for Safety Plans Perth & Kinross Education & Learning developed a proposal to initiate a multi-agency agreement to share information through formal means when children or young people (CYP) required a medical intervention because of self-harming and/or suicide related behaviour. The intention is to improve the wellbeing support and safety planning relating to self-harming and/or suicide related behaviour. Previously schools were hearing of suicide related behaviour incidents from a variety of informal sources including parents and peers of the individual requiring a medical intervention. This meant that the school, hearing information second-hand, was less able to reassure and provide the emotional containment to best give all children and young people involved a sense of safety. The governance for this pilot work has been taken up by Public Health Scotland National Health Service (NHS) Tayside and this has facilitated the development of a protocol between NHS Tayside Child and Adolescent Mental Health Service (CAMHS) Page 37 of 166
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and the Named Person in schools across the Tayside local authority area including Perth and Kinross. The draft protocol, currently being piloted, requires that the CAMHS Response Team (CRT) responsible for assessment and discharge of children and young people post medical intervention will inform the Named Person service that an admission to hospital has occurred. This will then prompt the Named Person to contact the CRT for further information and advice around the assessment and discharge outcome. The benefit to schools of the protocol will be in their capacity to contribute and be included at the earliest opportunity in community-based safety planning. Being better informed of suicide related behaviour incidents in this way will support schools to respond at the time it is needed and manage the risks being presented by individual or groups of vulnerable children and young people. Young people and their families will then be offered a more informed, coordinated, and timeous standard of support than without this protocol in place. The protocol is being delivered as an initial pilot to be reviewed and will be evaluated after the first six months. Initial signs are that the pilot is working well. Next steps: The pilot protocol began on April 15th, 2024, with the evaluation data to be reviewed/analysed around October/November 2024. 2.3 Review of Continuum of Need This was focussed on the identification of any gaps in service provision at the enhanced/tier level 3. The model of Staged Intervention within Education is for schools to identify, assess and plan to address additional support needs. The model has 4 levels beginning with Universal, progressing to Additional, Enhanced and then Intensive. These levels can be equated to the National Health Service (NHS) Tier levels of need 1, 2, 3 and 4. The Enhanced level equates with tier level 3 and means that children and young people with this level of need may require an enhanced/tier level 3 intervention from an agency/service with the capacity to deliver such an intervention. It is recognised that agency/services such as Counselling in Schools providers, School Nursing, Services for Young People for example are all Additional or tier level 2 need providers. Enhanced/tier level 3 provider agency/services in Perth and Kinross include CAMHS, The Lighthouse, Rape and Sexual Abuse Centre (RASAC) and the Family Change Service. The Mental Health delivery Group was tasked by the Health & Wellbeing Overview Group to investigate which needs were met at which level and how effectively this system is working, specifically if needs are adequately being addressed at tier level 3. Initial findings suggest there will be numbers of children and young people (yet to be determined) with tier level 3 needs being referred to tier level 2 services. Young people who are in crisis are being referred appropriately to the Lighthouse Service. Unfortunately for some children and young people when the crisis works ends, they Page 38 of 166
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are still faced with the underlying adversities driving vulnerability and are returned to the tier level 2 system. Recommendations are likely to include how the outcomes of service involvement are tracked and monitored. Adopting a trauma informed approach to this work could support an improved system of early intervention such as a multi-agency triage system to ensure the right service is offered at the right time. Next Steps: Complete this work and report back the initial findings to Health & Wellbeing Overview Group for strategic discussion about the potential development of this work. 2.4 Counselling in Schools Counselling in Schools has continued to operate through a Tayside wide agreement and framework, with providers in every LMG for access to one-to-one counselling for children aged 10 years and older. From April to December 2023 there were 317 children and young people supported through one-to-one counselling and 268 referrals received with most evaluations from children and young people show improvement in the goals set. The top three issues worked through in counselling are anxiety, self-esteem and family issues. The contract was refreshed in July 2024, and in Perth and Kinross this resulted to no change in the existing providers of Counselling in Schools. From April to June and then October to December a pilot was undertaken in two schools, in group work, to ascertain if this form of intervention would support a wider range of young people to access the service. Groups have focussed on managing emotions and confidence and self-esteem. Of the evaluations returned, most young people have felt better able to manage the reasons they joined the group for, with a lesser rating for ‘better understanding of how to manage my mental health and wellbeing’. All enjoyed the experience. Next steps The group work evaluations are being collated and all pilot work for Counselling in Schools is being reviewed, following the contract refresh across the Counselling in Schools framework that took place in July. 2.5 Crisis Supports During 2023, in response to the pandemic and due to a Counselling in Schools underspend and through due procurement procedures, Lighthouse Perth were awarded one off monies to augment their work and establish relationships as part of the continuum of support in each LMG. During December 2023 a further procurement procedure led to Lighthouse being awarded funding over a two-year period. The funding has enabled contact and presence within each secondary school, the current contract has a focus on supporting early intervention and prevention through pupil Mental Health Ambassadors and supporting education staff in managing difficult conversations. In this way young people’s anxieties can be contained through existing relationships which supports coping skills, and the Lighthouse service is kept for situations of crisis. Page 39 of 166
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Next steps The contract will continue to be regularly reviewed with evaluation of the Mental Health Ambassador programme a focus this year. 2.6 Resilience – Bounce Back and problem solving Bounce Back is a whole school resiliency programme, focussed on teaching coping skills and awareness of negative thinking. Materials and resources for schools are now all electronic and there were some months when there was difficulties in supply. A new supplier has been identified and shared with primary schools in order to support continued implementation of Bounce Back. Four Secondary Schools worked on the pilot of Bounce Back in Secondary and a progressive curricular framework is now in place from S1 to senior phase to support Bounce Back in Secondary, with lesson plans and resources available. Information and feedback regarding use of the materials is being gathered, with positive evaluations from curriculum work being received by two Secondary Schools to date who will continue to use this programme. Next steps Ongoing support for secondary schools using Bounce Back and those new to the programme did not progress as hoped last session due to staff absence and will be a focus for the 24/25 session. Universal problem-solving skills. Following discussions with school’s post-pandemic and over the Health and Wellbeing census data it was agreed that the Educational Psychology Service would develop a set of curricular based materials that as concisely and straightforwardly as possible aimed to teach problem solving skills and embed the understanding that solutions can always be found. This is something that has been found to be critical in respect of suicide prevention. Lesson plans and materials were developed for S3 learners, linked to Bounce Back, and shared with all secondary schools. Professional learning materials were developed but have not yet been delivered. Next steps: Information and feedback regarding use of the materials will be gathered and taken forward as part of a Mentally Flourishing Schools agenda for progression over the next two academic sessions. Guidance 2.7 Suicide Prevention Risk Management Guidance Framework for Schools This resource has been developed in consultation with stakeholders and is intended to provide staff in schools with the practice guidance required to know what to do when considering the needs of children and young people expressing suicide ideation and/or related behaviour. Page 40 of 166
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Staff following the guidance contained within the framework are being encouraged to develop an increased level of engagement with the theme of suicide prevention and learn how to best manage the risks which children and young people can present with. Having this resource available across all Perth & Kinross schools provides an efficient and accessible resource for staff, supporting them with clear actions to follow in managing risk. The Suicide Prevention & Mental Health Coordinator provided a mix of in-person and remote training to all eleven individual Guidance Teams across the authority. The total number of Guidance staff who received this training was 39. There were two further in-person training outputs provided for all secondary school Guidance staff through Subject Network sessions. To embed practice and increase sustainability, follow- through training consultations are offered should any individual or team require them. Several individuals and teams are making use of this to date. The training sessions overall provided a framework and rationale for staff to assign an evidenced level of risk to each young person presenting with suicide ideation or related behaviour. The training supported staff to utilise the GIRFEC Resilience Matrix and the Staged Model of Intervention as tools to aid more critical analysis and solution focussed outcomes. An important message in the training was to make explicit that managing risk is a shared multi-agency responsibility. This resulted in staff reporting reduced stress in respect of this area and an increase in confidence to manage situations sooner and more effectively. The resource was launched on March 21st, 2024, at the Principal Teachers for Guidance Subject Network Session. Further reference to the resource for all staff is made accessible through an EDMS page on suicide prevention. Next steps: • An evaluation process will be undertaken with staff to find out how much the resource has been utilised and perceptions of it, and its impact on improving mental health and suicide prevention. • The resource will form part of on-going training in relation to suicide prevention. • A more visually accessible and public facing version of the document is being developed. 2.8 Child Protection Guidelines The Child Protection Committee inter-agency guidelines were revised and updated in September 2023 and included a greater prominence in relation to child protection and suicide ideation and self-harming behaviours. Professional Learning 2.9 Trauma Informed Approaches Throughout 2022/2023 school staff were supported to access the ‘Sowing the Seeds’ NHS animated resources for developing trauma informed practice. Work was undertaken in 23/24 to review the impact of this resource and the participation of staff in the programme. Page 41 of 166
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From this, staff will be supported in 24/25 to access the Perth & Kinross corporate offer of a more intensive package of e-Learning to support the development of trauma informed practice. This work will be undertaken with the PKC Trauma Informed Practice officer to support with the programme and reflective discussions Next Steps: • Development of the professional eLearning offer for schools for 24/25 in liaison with the PKC officer. • ‘Reflective Practice’ sessions for staff on the general theme of mental health in school are being offered over 24/25 as a model for embedding professional learning through peer supported learning groups. 2.10 Applied Suicide Intervention Skills Training (ASIST) With corporate collaboration, ASIST training has been rolled out on a monthly basis since March 2023 with the intention to continue such provision in 2024. ASIST is an intensive 2-day training programme which aims to support staff across working with children and young people across local authority and voluntary sectors with the necessary knowledge and skills to intervene and prevent suicide. To date 9 school support staff have attended the training with a further 9 to follow in 2024. The eventual aim is to have all support staff trained in ASIST with a current focus on ensuring guidance staff in each secondary as a priority. 2.11 Self-Harm Over 2022-23 the self-harm working group progressed work with two pilot secondary schools through whole-staff surveys (October 2023), followed up by pupil and staff focus groups (November 2023). The themes derived from analysis of the data were fed back to schools through detailed joint discussions with the Depute HTs for Support in each school and self-harm working group colleagues from Lighthouse, CAMHS and School Nursing. Each school agreed to a plan of engagement with professional development opportunities, including generally available offers through CAMHS as well as bespoke offers of whole staff training and parent workshops. Both pilot schools experienced some barriers to engagement in the plan including changes of key staff, both schools had a new DHT Support start in post. An in-person session (delivered by EPS and Lighthouse) was delivered in Breadalbane Academy in August 2023. It was not possible to progress work further with Perth Academy due to staff absence and staff changes. In parallel with the work with the pilot schools, initially two Microsoft Sways were created hosting information on decision-making around referrals and support for young people who are at risk of or displaying self-harm behaviours, linking to advice and professional learning resources. A third Sway has been created including four short video interviews with staff from Lighthouse for Perth, CAMHS and School Nursing. These short videos provide practitioners with insights into the way in which different services can support young people at risk of self-harm. Live webinars were offered through the Learning Hub calendar over the course of session 23-24. Links to Page 42 of 166
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the three Sways and information about the next webinar have been sent out to all schools. Next steps Planning between Educational Psychology and Lighthouse is currently underway for delivering further in-person sessions focusing upon supporting young people who self- harm. 3. Conclusion Suicide Prevention work in Perth and Kinross has developed over the last year from understanding the data and listening to issues raised by staff to embedding areas of practice to best manage risk, along with preventative systems work. The work has centred on the production and training in, through staff teams, of a risk management framework with linked resources. At the same time collaboration has continued with NHS Tayside as the key partner to agree information sharing practices to better support situations that have required medical intervention. While working on a longer-term basis with Lighthouse to ensure crisis interventions are an on-going part of the continuum of support in schools, work has also continued and will be a focus going forward on system wide programmes and practices to build coping skills and supportive relationships with our children and young people. This area remains an important, significant and on-going aspect of work that will continue to be an area of focus for some time. Page 43 of 166
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Perth and Kinross Council Learning and Families Committee 23 October 2024 SCOTTISH ATTAINMENT CHALLENGE FUNDING UPDATE 2024 Report by Strategic Lead - Education and Learning (Report No. 24/291) 1. PURPOSE 1.1 This report provides an update on progress made in Perth and Kinross in relation to the provision of support for children and young people affected by poverty and those who are care-experienced to achieve their full potential, focusing on targeted improvement activity in literacy, numeracy and health and wellbeing, and in closing the poverty related attainment gap. 1.2 It outlines the range of measures implemented through Strategic Equity Funding (SEF), Pupil Equity Funding (PEF) and Care Experienced Children and Young People’s Funding (CECYPF) to improve performance and monitor the progress of improvements. It meets the requirements to report on the expenditure and impact of SEF, PEF and CECYPF. 2. RECOMMENDATION 2.1 It is recommended that the Committee: • Considers the contents of this report. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: • Section 4: Background • Appendices 4. BACKGROUND 4.1 The Scottish Attainment Challenge (SAC) was launched in 2015 with the mission of closing the poverty-related attainment gap. 4.2 In November 2021, the Cabinet Secretary for Education and Skills set out plans for a refreshed SAC from April 2022. The mission of this refreshed challenge 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.” 7 Page 45 of 166
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4.2.1 This mission recognises the need to reflect the breadth of achievements and experiences, and the importance of health and wellbeing to contribute to improved outcomes for children and young people, including through improved post-school participation in positive destinations. 4.3 Resources for the SAC, through the Attainment Scotland Fund (ASF), are provided to local authorities through SEF and CECYPF; and directly to schools through PEF. This is additional targeted investment, which is used strategically alongside existing funding at, and across, local authority and school level to achieve the shared national mission of the SAC. Every education authority in Scotland receives SEF, PEF and CECYPF. 4.3.1 SEF is distributed equitably to all local authorities based on the UK government’s Children in low income families: local area statistics data for the 2019/20 financial year. 4.3.2 PEF is allocated to schools on the basis of the estimated number of registered free school meals in primary 1 to secondary 3, with £1225 allocated per pupil. 4.3.4 CECPYF is allocated to support care experienced children and young people at a figure of £1225 per looked after child aged 5-15, as outlined in the Children’s Social Work Statistics Scotland, 2021/22. Local authorities are asked to use local data to understand which individual children, groups of children, or families, would benefit most from this additional funding. This includes considering the needs of all young people aged 0-26 who are eligible to be supported and engaging with partner agencies and establishments to provide this. 4.4 In Perth and Kinross, Headteachers have full access to PEF funding and meet regularly with their Finance Officer to review spending. Although funding is allocated on the basis of eligibility described above, Headteachers are expected to use their discretion in making decisions about which children and young people would benefit most from any particular intervention or approach, whilst keeping a clear focus on delivering equity. Headteachers work in partnership with other schools and their local authority whilst planning improvements and associated investment. 4.5 There is a continued expectation that funding will focus particularly on literacy, numeracy, health and wellbeing, and support the school’s priorities in raising attainment. All schools develop a Quality Improvement Plan (QIP) outlining their PEF priorities and setting out both the universal and targeted approaches that will be adopted to achieve the expected outcomes. 2023/24 Allocation in Perth and Kinross 4.6 In financial year 2023/24, Perth and Kinross Council received £499,802 SEF and £238,875 CECYPF. Perth and Kinross schools were allocated £1,873,930 of PEF. This was allocated to 66 primary schools, 11 secondary schools and 1 special school. Page 46 of 166
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There are 3 primary schools that do not receive any PEF allocation due to them having no pupils eligible for Free School Meals as identified in 4.3.2. 4.7 In session 2023/24, a total of £1,757,973 of PEF was spent (94% of allocation). A carry forward of £115,957 was taken into the 2024/25 financial year. Guidance and Planning 4.8 The Scottish Government provide National Operational Guidance (Pupil attainment: closing the gap – Scottish Attainment Challenge 2022/2023 – 2025/2026) for each of the three funding streams. Revised Local PEF Guidance was issued to all Perth and Kinross schools in June 2023. This aligned closely with the Scottish Government’s changes in the allocation of SAC funding as reflected in the paper Scottish Attainment Challenge: framework for recovery and accelerating progress published in March 2022. Interventions 4.9 All three funding streams focus on a range of approaches to enhance the universal provision and targeted interventions for children and young people, with the aim of addressing barriers to learning and supporting the achievement of positive outcomes for those affected by poverty or who are care experienced. 4.10 In 2023/24, school PEF plans focused particularly on literacy, numeracy, and health and wellbeing, and this is expected to continue in 2024/25. Monitoring and Evaluation of Impact 4.11 All three funding streams are overseen by the Raising Attainment Board and its sub-groups. This oversight includes monitoring the impact of expenditure on the outcomes of children and young people through the focus on the Stretch Aims set out in the Perth and Kinross Council Raising Attainment Strategy 2024-2027. 4.12 PEF is allocated directly to primary, secondary and special schools within Perth and Kinross and the local authority is required to monitor and evaluate its use, including reporting to the Scottish Government. Individual schools reported on the impact of PEF interventions within their annual Standard and Quality Reports for 2023-2024. 4.13 In addition, all schools now measure the impact of their PEF budget through a bespoke tracking tool. This enables the identification of successful interventions and promotes the sharing of good practice. Page 47 of 166
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4.14 The School Improvement team provide support and challenge to schools in relation to raising attainment and closing the poverty related gap as part of their regular quality improvement work. Education Scotland’s Attainment Advisor also works with identified primary schools and secondary schools to analyse data in more detail and identify appropriate strategies for closing the poverty related gap. 4.15 The Research Analysis & Performance team continue to provide support to schools and central officers through the Analysis Suite which provides comprehensive data, including individual school data profiles. New interactive dashboard tools are currently in development which will further support schools in their analysis of data. 4.16 Schools have received support and training from Education Scotland’s Attainment Advisor to organise and understand their tracking and monitoring and evaluation data more effectively, and to use this data to inform interventions and improvement. Further training is being offered to schools in session 2024/25. 4.17 Every school PEF plan for session 2024/25 has been reviewed and analysed by the Education Scotland Attainment Advisor. Detailed feedback has been provided and plans are reviewed through regular quality assurance activities. Next Steps 4.18 To ensure that the use of these funding streams continues to be monitored and evaluated, Education and Learning staff will ensure that there is: • Analysis of quantitative data to establish the effectiveness of the spend and the impact for care experienced children and young people. • Focus on the quality and impact of the evidence-based interventions chosen to address attainment gaps for learners affected by poverty. • Regular reporting and analysis of progress to the Raising Attainment Board. Author Name Designation Contact Details David Macluskey Service Manager (Secondary Schools) FBSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead – Education and Learning 4 October 2024 Page 48 of 166
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes/None Community Plan/Single Outcome Agreement None Corporate Plan None Resource Implications Financial None Workforce None Asset Management (land, property, IST) None Assessments Equality Impact Assessment None Strategic Environmental Assessment None Sustainability (community, economic, environmental) None Legal and Governance None Risk None Consultation Internal Yes External Yes Communication Communications Plan None 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). Corporate Plan 1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). Page 50 of 166
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1.3 The report also links to the Education and Learning; and the Children, Families and Justice Services Vision, Values and Priorities in respect of the following key Priority area: • Learning and Achievement 2. Resource Implications Financial 2.1 N/A Workforce 2.2 N/A Asset Management (land, property, IT) 2.3 N/A 3. Assessments 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. 3.1.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: (i) Assessed as not relevant for the purposes of EqIA. Strategic Environmental Assessment 3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.2.1 The proposals have been considered under the Act; however, no action is required as the Act does not apply to the matters presented in this report. This is because the Committee are requested to note the contents of the report only and the Committee are not being requested to approve, adopt or agree to an action or to set the framework for future decisions. Sustainability 3.3 Under the provisions of the Local Government in Scotland Act 2003, the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. Under the Climate Change (Scotland) Act 2009 the Council also has a duty relating to climate change and, in exercising its functions must act: Page 51 of 166
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• In the way best calculated to delivery of the Act’s emissions reduction targets. • In the way best calculated to deliver any statutory adaption programmes. • In a way that it considers most sustainable. 3.3.1 N/A Legal and Governance 3.4 N/A 3.5 N/A Risk 3.6 N/A 4. Consultation Internal 4.1 Service Managers and Officers within Education and Learning and Children, Families and Justice were consulted in the preparation of this report. External 4.2 The Education Scotland Attainment Advisor was consulted in the preparation of this report. 5. Communication 5.1 N/A 2. BACKGROUND PAPERS 2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (and not containing confidential or exempt information) were relied on to a material extent in preparing the above report. 3. APPENDICES 3.1 Appendix 1 – Scottish Attainment Challenge - Funding Report 2023-2024 Page 52 of 166
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Education & Children’ Improving Lives Together Ambition Compassion Integrity Scottish Attainment Challenge Funding Report 2023-2024 Education & Learning Appendix 1 7 Page 53 of 166
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1. Introduction .............................................................................................................................................. 1 1.1 Background ...................................................................................................................................................1 1.2 Purpose of the report ...................................................................................................................................1 2. Setting the Context – What our data tells us ........................................................................................... 2 2.1 Feedback from Education Scotland Triannual reports ............................................................................2 2.2 Closing the Poverty-related Attainment Gap ............................................................................................2 2.3 Overall Attendance.......................................................................................................................................3 3. Strategic Equity Funding (SEF) ................................................................................................................ 4 3.1 Background ...................................................................................................................................................4 3.2 Planning and Monitoring ..............................................................................................................................4 3.3 SEF Expenditure 2023/24 ...........................................................................................................................5 3.4 Planning for 2024/25 ....................................................................................................................................9 4. Pupil Equity Funding (PEF) .................................................................................................................... 11 4.1 Background and Allocations .................................................................................................................... 11 4.2 Guidance and Planning ............................................................................................................................ 11 4.3 Tracking and Monitoring ........................................................................................................................... 12 4.4 Progress on 2022/23 Actions .................................................................................................................. 12 4.5 Support and Professional Development................................................................................................. 13 4.6 Data for Improvement ............................................................................................................................... 13 4.7 PEF Interventions Summary .................................................................................................................... 13 4.8 Quality Assurance ..................................................................................................................................... 18 4.9 PEF Expenditure 2023/24......................................................................................................................... 19 4.10 Summary .................................................................................................................................................... 20 5. Care Experienced Children and Young People Funding (CECYPF) ..................................................... 21 5.1 Background and Allocations .................................................................................................................... 21 5.2 What our data tells us ............................................................................................................................... 21 5.3 Guidance and Planning ............................................................................................................................ 24 5.4 Spend and Activity 2023/24 ..................................................................................................................... 24 5.5 Summary .................................................................................................................................................... 31 Appendix 1 – Glossary of Terms ................................................................................................................... 32 Page 54 of 166
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1 1. Introduction 1.1 Background The Scottish Attainment Challenge (SAC) was launched in 2015 with the mission of closing the poverty- related attainment gap. In November 2021, the Cabinet Secretary for Education and Skills set out plans for a refreshed SAC from April 2022. The mission of this refreshed Challenge 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.” This mission recognises the need to reflect the breadth of achievements and experiences and the importance of health and wellbeing (HWB) to contribute to improved outcomes for children and young people including through improved post-school participation in positive destinations. Resources for the SAC, through the Attainment Scotland Fund (ASF), are provided to local authorities through Strategic Equity Funding (SEF) and Care Experienced Children and Young People funding (CECYPF); and to schools through Pupil Equity Funding (PEF). This is additional, targeted investment which is used strategically alongside existing funding at and across local authority and school level to achieve the shared, national mission of the SAC. A range of publications and policies inform our work in this area including “Achieving Excellence and Equity, the 2024 National Improvement Framework and Improvement Plan”, “Getting it Right for Every Child” and National Operational Guidance for each of the three funding streams. 1.2 Purpose of the report It is a requirement for all three funding streams, SEF, CECYPF and PEF, that an end-of-year report is submitted to Scottish Government summarising the interventions implemented during the course of the year along with evidence of their impact and any qualitative and quantitative data relating to the impact of the funding. This overarching report will combine all three funding streams and provide an update on the progress made in Perth and Kinross in the provision of support for children and young people affected by poverty and those who are care-experienced to achieve their full potential, focusing on targeted Page 55 of 166
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2 improvement activity in literacy, numeracy and health and wellbeing and in closing the poverty related attainment gap. 2. Setting the Context – What our data tells us 2.1 Feedback from Education Scotland Triannual reports Over the past academic session, Education Scotland have provided feedback on the following key themes in implementing the SAC programme: • Families and communities • Evidence-based approaches • Impact of SAC funding The reports indicate that PKC works effectively with a wide range of partners to provide children and young people with additional experiences and opportunities. Case studies show that many headteachers are proactive in developing partnership arrangements, particularly in relation to closing the poverty-related attainment gap. The work of the parenting and family learning team was highlighted as providing a broad range of services for parents and carers, including those affected by poverty. It was noted that Cost of the School Day (CoSD) initiatives are being implemented across many schools and settings and this is beginning to have a positive impact for children, young people and their families. It was also recognised that across PKC evidenced-based approaches are being embedded across the system through training and signposting to evidenced-based PEF interventions, sharing case studies, using evidence and research to inform improvement approaches and in the implementation of improvement methodology. Reporting has also highlighted consistent and rigorous quality assurance processes and the way in which these effectively inform universal and targeted improvement support. 2.2 Closing the Poverty-related Attainment Gap Progress is being made across the authority in closing the poverty-related attainment gap. In illustrating progress, we aim to draw upon a broad range of evidence. Year-by-year comparisons are made but it is acknowledged that patterns of sustained improvement are likely to be seen over time. At local authority level, the Scottish Index of Multiple Deprivation (SIMD) is used where necessary to understand the effects of poverty, in line with Scottish Government approaches. However, for many schools in PKC, SIMD provides a limited picture of poverty, particularly in more rural or semi-rural areas. For example, in PKC, only 5.91% of the population of Perth & Kinross live in areas classified as being within SIMD Q1, the classification for the 20% most deprived areas across Scotland. The ACORN classification system provides a more granular view of poverty within areas of PKC. This is therefore used across all schools to supplement their understanding of families who may be affected by poverty. Over a third (35%) of families in Perth and Kinross are living in households subject to some level of deprivation, falling into ACORN categories 4 and 5. 2.2.1 Overall Attainment The table below demonstrates steady improvement year on year in narrowing the gap between ACORN 4/5 and ACORN 1 in the achievement of Curriculum for Excellence Levels in P1, 4 and 7. % Gap between ACORN 4/5 and ACORN 1, P1, 4 and 71 1 Data presented is the latest available. (Leaver data is therefore for 2023. 2024 leaver data due for publication in February 2025). Comparison of data with 19/20 and 20/21 should be undertaken with caution due to impact of COVID-19 assessment changes. Page 56 of 166
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3 Area 2018/19 2019/20** 2020/21 2021/22 2022/23 2023/24 Reading 20% 23% 18% 20% 18% 18% Writing 21% 25% 21% 23% 19% 18% Listening and talking 16% 22% 18% 16% 13% 14% Mathematics & Numeracy 19% 23% 19% 20% 17% 17% Steady progress over time is also evident in the S3 ACEL data. % Gap between ACORN 4/5 and ACORN 1, S3 Area 2018/19 2020/212 2021/22 2022/23 2023/24 Reading 19% 11% 13% 9% 10.6% Writing 17% 11% 14% 10% 10.9% Listening and talking 15% 8% 12% 8% 9.6% Mathematics & Numeracy 14% 14% 9% 9% 12.3% Senior phase leaver data also demonstrates a significant narrowing of the gap over time. These figures do need to be viewed with caution due to the alternative assessment arrangements which were in place during the Covid-19 pandemic. % Gap between SIMD Q1 and Q5, Leavers attaining 1 or more qualification at SCQF Level 5/6 Area 2020/21 2021/22 2022/23 SIMD Q1/5 gap – 1 @ SCQF Level 5 27.8% 23.6% 16.6% SIMD Q1/5 gap – 1 @ SCQF Level 6 40.7% 34.7% 28.9% 2.3 Overall Attendance Overall primary attendance has improved slightly, with figures of 93.1% in 2023/24 compared with 92.7% in 2022/23. However, it still remains 2% lower than pre-pandemic levels (95% in 2018/19). Secondary attendance was 86.9% in 2023/24 with no change from 2022/23. This remains significantly lower (4%) than pre-pandemic levels (90.6% in 2018/19). There are differences between schools, however, with percentages ranging from 82.5% to 89.3%. Attendance % Gap between ACORN 4/5 and ACORN 1 Area 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Primary 2.7% 3.2% 3.3% 3.3% 3.3% 3.8% Secondary 6.6% 6.7% 4.9% 6.1% 6.9% 8.3% 2 2019/20 data is incomplete and PKC, individual school and comparator results may not be comparable with previous and following years. Page 57 of 166
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4 These figures are in line with the overall national attendance picture which was published by the Scottish Government in March 2024. As a result, improvement action has been taken. This has included the creation of an attendance forum, a staged intervention framework, a focus on consistent systems and processes supported by updated policy and guidance and shared practice. Impact is being monitored and will be reported on over time. 3. Strategic Equity Funding (SEF) 3.1 Background SEF is shared by all 32 local authorities to be invested in supporting education recovery and tackling the poverty-related attainment gap. It should be used to provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential, focusing on targeted improvement activity in literacy, numeracy and health and wellbeing. Guidance on how SEF can be used is published annually by Scottish Government and can be accessed here. 3.2 Planning and Monitoring Planning for the use of SEF is based on robust data analysis which enables the identification of poverty related gaps in attendance, attainment and achievement, inclusion, engagement and participation. The planning process has included the development of ambitious locally identified stretch aims for progress in improving outcomes for all. In setting Stretch Aims, the “core plus” model stipulated by the Scottish Government has been used: the "core" sets a minimum requirement for aims measurable by a subset of the National Improvement Framework key measures based on national data and Insight data, and local data for health and wellbeing, which in PKC is attendance and exclusion data. The "plus" reflects additional local priorities for the local authority, such as developmental milestones for children starting P1, literacy and numeracy at the end of the Broad General Education (BGE) and improved outcomes for children and young people who have experienced care. Progress towards the achievement of Stretch Aims is reviewed annually in the Education Improvement Plan. Page 58 of 166
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5 3.3 SEF Expenditure 2023/24 Expenditure in 2022/23 focussed on building the infrastructure to support the identification, implementation and analysis of evidence-based approaches and interventions designed to raise the attainment and achievement and widen opportunities for children and young people affected by poverty. This support is provided across the entirety of the ASF funding streams. With that structure in place, the focus of expenditure in 2023/24 has been on the provision of professional learning for practitioners in a range of areas including relationships and behaviour as a key focus, and to supporting attendance which has been identified through data analysis as an area of ongoing concern. The focus on building the skills and capacity of staff is deliberate to help ensure there is sustainability built into the system given the temporary nature of the funding. 3.3.1 Support for Relationships and Behaviour Nurturing Relationships The PKC Nurturing Relationships programme had 41 schools (49% of schools in PKC) engaging at various levels over the course of 2023/24. Six schools have achieved level 1 accreditation with one achieving level 2. A number of further accreditation applications are currently at the verification stage. It is intended that all PKC schools will complete this programme and work towards formal accreditation. Practitioner questionnaires completed at the end of 2023/24 showed increased knowledge and understanding of nurture principles as well as increased confidence in delivering a nurturing approach. During collegiate and practice sharing sessions, practitioners have shared good practice examples including whole family nurture sessions, designing and building a nurture garden and the introduction of “Wellbeing Superheroes”. Individual schools have reported evidence of impact across several aspects of learner wellbeing including increased readiness to learn and improved sense of belonging. The cost of work supporting relationships and behaviour, including training for senior leaders in Restorative Approaches and funding for the role of Nurturing Schools Development Officer was £70,000 in 2023/24. Page 59 of 166
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6 Pupil Support Assistants and Self-regulation Training Around £100,000 has been invested in Pupil Support Assistants (PSA) over the course of 2023/24. This group of staff provide support for some of the most vulnerable children and young people in our schools who face the greatest barriers to participation and achievement. In addition to managing increasingly complex additional support needs, PSAs enable the delivery of targeted interventions designed to close gaps in literacy and numeracy. Part of this funding has also supported professional development opportunities. In addition to in- service day programmes focussing on strategies to support communication and developing effective and trusting relationships with children and young people, a ten-week training programme in Self- regulation was offered to an initial group of 43 Pupil Support Assistants (PSA) working predominantly with children in P1 to P4 where a greater level of distressed and challenging, violent, and aggressive incidents had been reported. This specifically targeted training costing £9,000 was designed to provide practitioners with the skills to support the development of executive functioning such as attention and emotional regulation. Overall, the post-course evaluations highlighted that the training had provided participants with tools and insights that they considered would positively influence their professional interactions and supporting behaviour of children in their care. Participants commented on the importance of consistent approaches, planning, effective communication and consistent use of language to better support dysregulated children and in managing conflicts and disagreements. This work has seen significant practical application and impact within classrooms. Specific examples include target children being able to complete more maths work without adult support, children being able to participate in activities that they had been unable to previously, children better able to manage their own playground disagreements leading to being more settled to learn, with less teacher input, following break time and increased independence for children with additional support needs in accessing end of day transport, leading to a calmer and more peaceful end of the school day. The wider impact of this targeted training will become apparent in 2024/25 as the techniques become embedded in practice across settings. All schools also have the opportunity to access this training as part of the ongoing professional development programme, providing access for a wider range of staff. 3.3.2 Explicitly Teaching Writing SEF has funded the delivery of Stephen Graham’s Explicitly Teaching Writing programme at a cost of £21,000. With the aim of increasing teacher confidence in the teaching of writing, the programme was open to practitioners in both primary and secondary. Over the course of the year, 31 schools took part in the programme, with 2 places funded per school. The initial offer was made to schools who had identified through their self-evaluation and in their Quality Improvement Plan that attainment in writing was a priority area for development. The programme will be rolled out to a further 5 schools during 2024/25, including 2 secondary schools. Attainment in writing across P1, 4 and 7 has increased by 2% in 2024. The following case study from Tulloch Primary School demonstrates the impact that this programme has had. Page 60 of 166
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7 Explicitly Teaching Text Types Tulloch Primary School Tulloch Primary School have engaged with Stephen Graham’s Explicitly Teaching Text Types training over the last two years. This approach systematically teaches children to write through a focus on different text types. It breaks down the teaching of writing into small and manageable chunks and closely links writing to the development of oral language. All teaching staff have attended the training workshops and have implemented the approaches within their planning and delivery of writing across the school. The school has revised its whole school planner for writing to ensure appropriate coverage of all text types across the primary and to ensure opportunities are given for progression. The school has also developed its approaches to the assessment and tracking of children’s writing. Assessments are carried out before a teaching block and then used again to assess pupils progress at each tracking period November, March and May. Assessments track the value added for each pupil and so even small steps of progress are captured. Children are at the centre of this process, self and peer reviewing their own work using clear success criteria to assess their writing and set next steps for improvement weekly. The school has also engaged with the National Improving Writing programme training across both P4 classes last academic year and has very successfully used their learning from both programmes to inform their own whole school approach to writing. As a result, the school has seen attainment in writing increase from 72% in 2023 to 76% in 2024 (% of children in P1,4 and 7 achieving expected level in Writing). ‘I found writing in smaller chunks easier because then I could think about it and come back the next day to do another piece of the writing or my story. There were lots of different types of writing to practice and you knew different types of writing were for different purposes.’ Tilly P4 ‘I liked writing by splitting it into small sections. When you assess it, you read over it and can see mistakes and can fix them to improve your writing for the next time.’ Jake P4 ‘I liked writing in a different way, the run chart showed us where the ‘highs’ of our writing were, and we wanted to all get better as a class.’ Mason P4 ‘I really enjoyed writing over 3 days – we are a chatty class, so this helped us to really focus on our success criteria which was on our target sheet then we self-assessed it, changed it if we needed and this showed where the improvement was needed.’ Caoilfhinn P4 ‘Using the Stephen Graham approach along with the structure of the National Improving Writing Programme allows for specific quality teaching and pupil friendly feedback that is succinct. This is done in short, sharp bursts to improve focus of pupils and provide clear next steps.’ Miss McKinnon P4 teacher ‘Writing daily meant pupils could take ownership of their writing and develop skills to identify and assess their own tools for writing. Targets and success criteria were very specific, and pupils could peer and self-assess and respond to teacher feedback. The writing helped their organisational and planning skills recognising their successes. Motivation was high as different text types were changed frequently and writing was over 3/4 times per week.’ Mrs Moncrieff P4 Page 61 of 166
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8 3.3.3 Supporting Attendance Our data evidences that attendance levels in both primary and secondary are significantly below pre- pandemic levels. This has been and will continue to be an area of focus as the gap between Acorn 1 and 5 has widened over time whilst other gaps in literacy and numeracy attainment have narrowed over the same period as shown in 2.2.1 and 2.3. A range of approaches have been taken to address this including engagement with Education Scotland, and in-depth data analysis identifying trends and patterns in absence codes. These, along with SEF- funded support from the Educational Psychology Service, including a literature review of attendance interventions, provide an evidence base for the Staged Intervention Framework for Attendance as well as informing and enabling the delivery of specific projects to support families and staff in schools with addressing non-attendance. A total of £75,000 has been invested in this area and it is anticipated that 2024/25 attendance data will show improvement across both primary and secondary sectors. Attendance Fora In one approach to address ongoing concerns around school attendance, three “forum” events were held over the course of the year, two in-person and one virtual, looking at attendance through local, national and international perspectives. These well-attended events with delegates including school staff, PKC elected members and representatives from other local authorities and Education Scotland, provided an opportunity to discuss and share good practice and to look at evidence-based approaches to support improving attendance. Schools attending made public promises to implement approaches which would improve attendance. These included parental engagement to raise awareness of the impact of non-attendance on outcomes, monitoring and analysis of attendance data and targeting interventions to effect improvement. A specific outcome from the first forum was the sharing of an attendance monitoring tracker for secondaries. The tracker was devised by one of our secondary schools and presented as an example of good practice. From this, a generic template was created which could be shared with other schools. The tool takes core data from SEEMiS, the council’s core management information system and provides analysis options for attendance and exclusions with filters enabling the segmentation of data by various demographic criteria. This also enables the identification of patterns which might not otherwise be apparent. All secondary schools have been issued with the tracker and the majority are now using this to support the effective monitoring of attendance. It is also being rolled out to some of the larger primary schools. Page 62 of 166
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9 The impact of this will be seen in the coming year as data-informed targeted interventions impact on overall attendance rates. Connecting Families Perth Autism Support have been commissioned to provide targeted support for up to 50 families in the first year through the ‘Connecting Families’ programme at a cost of £40,000. This project is designed to support families affected by poverty where their child or young person has an attendance level between 60% and 70%. Working with the family, they will identify barriers to attendance, agree actions and signpost to additional support services where that is appropriate. Evidence of impact is limited at this stage, as this work began in April 2024, but progress is being reviewed on an ongoing basis through monthly contract management meetings. 3.3.4 Positive Destinations SEF also part-funds a Project Officer for wider achievement and equity at a cost of £22,000 annually. This officer works with schools and external partners to ensure that appropriate provision is in place for young people to access positive destinations. This includes employability provision, connections with employers and the development and implementation over the course of 2023/24 of a 16 plus framework. This framework has enhanced communication between partners with positive feedback from a range of stakeholders. Skills Development Scotland (SDS) commented that they had noticed positive improvements resulting from the implementation of the new 16+ framework, one of the key differences being that the right young people are being discussed at the right time with the appropriate professionals in place to provide any support required. This will, in turn, enhance the outcomes of young people leaving school and support the achievement of positive destinations. 3.4 Planning for 2024/25 SEF expenditure in 2024/25 will continue to support the projects above with an additional focus on improving learning and teaching practices with an initial focus on secondary education. Connecting Families Project Leaflet Page 63 of 166
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10 “When we were first doing it, some stuff was really hard but we’re better now. Getting the cement in the mixer was much harder than it looked!” “I’m much more confident about trying things now because I know I can do it” Targeting Positive Destinations S3 Construction Academy, Perth High School As part of the community benefits associated with the contract for the construction of the new Perth High School building, Robertson’s Construction were approached to develop a pilot work experience programme for eight S3 pupils. As communities seek to recover and rebuild following the Covid-19 pandemic, schools across Scotland have reported a negative impact on attendance and “in-school truancy”, engagement, mental health and positive destinations. Data shows that S3 pupils have the lowest attendance across PKC and within the context of Perth High School a number of young people had been identified as at risk of not achieving a positive destination. The Construction Academy was offered from March to June 2024, one morning per week for 17 weeks. The eight young people selected had expressed interest in a career in the construction industry but were considered to be at risk of not achieving in school. The selection process involved a range of stakeholders including school staff, representatives from the construction company, the young people themselves and their parents. The young people had the opportunity to get a very genuine experience working alongside Robertson’s and supply chain staff on a site close to the new build. Outcomes • Almost all young people involved in this project have gone on to secure places on the Perth UHI Multi-skills link course for S4. The one S4 participant has secured a full-time college place for multi-skills and a construction apprenticeship. • Three young people have been specifically identified by Robertson’s staff as having real potential and dedication and will have the opportunity to lead and mentor the next cohort of trainees. This will allow them to maintain their relationship with the team with potential opportunities for apprenticeships/summer programs when they are sixteen. • All of the young people involved have reported having a greater understanding of the construction sector and the world of work. • All young people involved feel that this will be beneficial to them in terms of being ready to take on a job or training in Construction. “This is amazing, I never would have thought that we could have used a cement mixer at school and been able to lay blocks and bricks properly. I kind of thought we would just have to watch, but even getting all the proper gear like the steel toe cap boots and jackets has been great. It’s not just a school thing, it’s like really being on a site” Page 64 of 166
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11 4. Pupil Equity Funding (PEF) 4.1 Background and Allocations The operational guidance published by the Scottish Government states that PEF must be used to provide targeted support for children and young people (and their families if appropriate) affected by poverty to achieve their full potential, focusing on targeted improvement activity in literacy, numeracy and health and wellbeing. PEF is allocated directly from the Scottish Government to schools based on the estimated number of children and young people in P1-S3 registered for free school meals (FSM) under the national eligibility criteria. This meant that in the year 2023-2024, schools in Perth and Kinross received a total of £1,873,930. 78 schools in Perth and Kinross received funding (all through schools have separate allocations for primary and secondary), with 75% allocated to the primary sector and 25% to secondaries. Allocations varied between schools and are summarised below. Financial Range Number of Schools £0 3 £1-£9,999 32 £10,000-£19,999 19 £20,000-£29,999 5 £30,000-£39,999 3 £40,000-£49,999 6 £50,000-£59,999 3 £60,000-£69,999 5 £70,000-£79,999 2 £80,000-£89,999 0 £90,000-£99,999 2 >£100,000 1 Full details of allocations are available on the Scottish Government website. This funding is only one part of much broader approaches across PKC schools to narrowing the poverty related attainment gap. It enables the enhancement of existing approaches and the implementation of targeted interventions based on identified need. However, there is a significant amount of work undertaken at universal level which also impacts on achievement and attainment. 4.2 Guidance and Planning The PKC Raising Attainment Strategy 2024-2027 sets out a shared vision, priorities, and expectations in relation to raising attainment and achievement for every child and young person. This strategy reflects the national ambitions of attaining excellence and achieving equity. It outlines the approaches used to address all attainment gaps including those identified for learners affected by poverty. PEF local guidance which is shared with all schools has been developed in line with The Pupil Equity Funding National Operational Guidance 2023. It includes local information including planning, tracking, monitoring and reporting expectations as well as providing information on finance and procurement processes and detailing the central support that is available to all schools. Page 65 of 166
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12 Information has also been shared with staff through frequently asked questions, the PKC Equity Network, case studies to disseminate good practice, and a range of supporting information and guidance. An Education Interventions Tool was launched in the autumn of 2023/24. This provides a ‘one stop shop’ for schools to explore commonly identified needs and evidenced-based interventions and resources that might support learners within their schools or settings. 4.3 Tracking and Monitoring The use of the Closing the Gap Tool (CTGT) is now embedded in planning and self-evaluation processes and is being used by all schools to plan, track, monitor and evaluate their PEF-funded interventions. This has enabled schools and central officers to enhance their understanding of how PEF is being used and to monitor and review the impact of interventions. A Power BI interactive dashboard linked to the CTGT which enables the straightforward analysis and interrogation of all schools’ data is now available to school leaders and education service staff. This promotes collaborative working and information sharing as well as providing an enhanced analysis from which future support is planned. Detailed PEF plan feedback is provided to all school leaders and the financial spend is tracked throughout the academic session. School leaders regularly review PEF spend and discuss progress as part of quality improvement visits working closely with their allocated Finance Officer or Business Manager. 4.4 Progress on 2022/23 Actions Action Progress Maintain the focus on spend to ensure that funds are spent in year thereby maximising the impact on children and young people affected by poverty. The proportion of PEF spent within the financial year 2023/24 increased from 92.5% to 93.8%. Monitor and review the impact, quality and efficacy of PEF spend using attainment and other data to analyse the impact of interventions and how those have improved outcomes for children and young people. PEF sampling visits undertaken during the course of 2023/24, attainment data and case study evidence included within this report clearly demonstrate the impact of PEF-funded interventions on improving outcomes of those affected by poverty. Further build on professional development offer to senior leaders to enhance whole staff capacity to engage with data analysis by delivering a package of support for school leaders to explore data with staff teams. Senior leaders will be offered a session focused on pedagogical approaches to close attainment gaps. Ongoing support for equity using PEF with sessions covering needs analysis, aims, interventions and measures. A range of professional learning has been delivered over the course of the year as detailed in 4.6 below. Further sessions are planned in 2024/25 to support new senior leaders and ensure that approaches are embedded in practice across all settings. Support ongoing usage of the CTGT to track interventions, and support schools to use the data dashboard to monitor impact and spend. Support has been provided to a range of staff to use the CTGT to track and monitor PEF-funded interventions. Analysis of plans submitted for 2023/24 shows clear evidence of impact. Support the implementation of the Education Interventions Tool and monitor its usage and impact in supporting evidence- Evidence-based interventions for literacy, numeracy and HWB are being promoted to all settings through the Education Interventions Tool. Support has been Page 66 of 166
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13 based interventions to address identified needs. provided for this at Headteacher and Senior Leader days, with usage monitored on an ongoing basis. The tool has been accessed 538 times. Enhance the focus on closing gaps particularly in attainment vs deprivation. Progress is being made in closing the poverty-related attainment gap in a range of measures. 4.5 Support and Professional Development Professional support from Education Scotland and central officers has been key to the effective deployment of PEF together with relevant professional learning. Central Officers provide PEF support to all schools on an as required basis and more formally at termly meetings with school leaders. Targeted support has also been provided to identified schools by the Education Scotland Attainment Advisor. The focus of these visits has included: PEF planning; selecting appropriate interventions and supporting schools to analyse their data, identify gaps and particular learner needs. In addition, support and training has been delivered to schools covering a range of topics including: • Planning to maximise the impact of PEF • Pedagogy for Equity • Closing the Gap Tool • Cost of the School Day • The Effective Use of Data for Improvement • Quality Improvement Methodology The impact of this support and training is evidenced when comparing PEF plans for 2023-2024 and those submitted for 2024-2025 which have shown an improvement in terms of clear, data-informed and measurable aims and intended outcomes based on identified gaps. PEF sampling visits have also highlighted the impact of the training with school leaders sharing examples of how they have applied learning and improved provision and outcomes for learners. 4.6 Data for Improvement Significant support has been provided to school leaders to develop capacity to analyse data to inform improvement. Senior leaders from all schools have attended training to develop skills in data collection, analysis, and planning for improvement. Training has included the ‘data on a page’ approach enabling schools to gather and analyse data in a clear and diagnostic way. The impact of this work is evidenced in more effective analysis of data which is reflected in improved PEF plans for 2023-2024 which are increasingly data-led and evidence-based with clear measures in place to evaluate the impact of interventions. 4.7 PEF Interventions Summary All schools used the CTGT in the 2023-24 academic year. 610 interventions were recorded on the tool accessed by 17,309 pupils. Page 67 of 166
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14 Analysis of that data identified literacy as the most frequently targeted area of support followed by health and wellbeing. When analysed by subject, the majority of these interventions were targeted towards writing and learner engagement. Details of the number of interventions by subject area and by identified need are exemplified in the graphs below. 4.7.1 Impact 78% of PEF interventions (344 interventions) were recorded as successful for the majority of learners undertaking them (10,348 pupils). The most commonly targeted year groups for PEF-funded interventions were Primary 4 (1497 pupils) and Primary 5 (1292 pupils). In secondary, the most commonly targeted year group is S1 (1115 pupils). The most commonly identified barriers are attainment (383) and learner engagement (148). 52% all interventions where targeted towards literacy needs, 32% towards health and wellbeing and 16% towards numeracy. Literacy, 311, (52%) Numeracy, 95, (16%) HWB, 195, (32%) PEF-funded Interventions by Subject Area 151 148 115 85 65 62 41 32 22 17 16 12 10 10 10 8 8 4 0 20 40 60 80 100 120 140 160 PEF-funded Interventions by Identified Need Page 68 of 166
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15 4.7.2 Impact of Specific Interventions Ongoing analysis of intervention impact is identifying the most successful interventions, with that information then being shared across the authority. Core interventions, such as the National Writing Programme, which are demonstrating success, are being scaled up and rolled out to additional groups of schools on a targeted basis. Effective data analysis is key to maximising impact for those schools with clearly identified gaps. Analysis of interventions implemented by primary schools who have made a significant impact on their poverty-related attainment gap shows that Precision Teaching along with targeted number facts, targeted phonics, targeted reading, targeted grammar and targeted spelling were the most frequently used interventions. Interventions such as Emotion Works (focussing on emotional resilience), Toe by Toe, Wave 3, Power of 1 and Power of 2 were also widely used by these schools to address identified gaps. 17% 23% 18% 25% 18% 17% 14% 24% 31% 15% 18% 16% 10% 4% 6%7% 6% 5% 11% 6% 7% 0% 5% 10% 15% 20% 25% 30% 35% HWB Literacy Numeracy Impact of Intervention by Subject All: 100% Almost all: over 90% Most: 75-90% Majority: 50%-74% Less than half: 15-49% A few: Up to 15% (blank) Page 69 of 166
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16 Letham Primary School – Targeting PEF to Support Identified Learner Needs Letham Primary School have used some of their PEF allocation to employ a teacher who supports a number of children with reading, writing and numeracy. Using effective data analysis, individual and small group support is provided to address identified gaps. This had had significant impact for the children concerned as the anonymised examples below demonstrate. • C did not achieve Early Level on track (2 years behind national expectations). • C lives in SIMD1. • A range of social, emotional and behavioural difficulties contributed to a lack of readiness to learn. C was initially supported in nurture provision from March of P1 to May in P2. When he reached P5, concerns were identified across reading, writing and numeracy. C was supported in a small group for reading and writing three times per week with the PEF-funded teacher. Screening was started and dyslexia established. Throughout P6 and P7, C has been supported by the PEF-funded teacher using the Precision Teaching model in reading, writing and numeracy. Despite achieving First Level 2 years behind national expectations, the interventions put in place have enabled him to make accelerated progress and achieve Second Level in line with national expectations. • M did not achieve Early Level on track (over 1 year behind national expectations). • M lives in Acorn 4 • There were a range of additional support needs which contributed to him not achieving Early Level on track including poor motor planning. Throughout P6 and P7, M was supported in a small group for writing and numeracy three time per week with the PEF-funded teacher using the Precision Teaching model. Despite achieving First Level over a year behind national expectations, the interventions put in place have enabled him to make accelerated progress and achieve Second Level in line with national expectations. Page 70 of 166
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17 Robert Douglas Memorial School – Forest School Supporting Engagement and Wellbeing RDM primary have used some of their PEF allocation to support their weekly Forest School sessions for targeted children. They had identified a cohort of learners who demonstrated a lack of engagement in classroom situations as well as, in some cases, difficulties with regulation and motivation. Many of the cohort had poor connections with their peers and the wider school community and needed to develop positive connections and feelings of inclusion. Weekly Forest School sessions were delivered to this cohort. • 1.5 hour Forest School sessions delivered on a weekly basis throughout the academic session. • The cohort of learners remained consistent enabling the development of a Forest School community. • Adult support remained consistent throughout the academic session to ensure the establishment of trusting relationships. • Play and skill-based opportunities were planned based on individual needs and interests and provided in a dynamic way to ensure high levels of engagement. The impact of this approach is evidenced in increased levels of regulation, motivation and engagement: • All learners were able to demonstrate increased levels of regulation in the Forest School setting and for almost all that carried over to the classroom setting. • Almost all learners demonstrated an increased ability to develop positive relationships with adults and other learners in the Forest School community. Tentative observations demonstrated that these also carried over to other settings. • The majority of learners reported that a “Forest School day” was their favourite day in school. • Almost all learners demonstrated increased levels of resilience within the Forest School setting. • All learners demonstrated increased levels of motivation and engagement within the Forest School setting. This intervention has had a significantly positive impact in the school context and supported a significant number of learners to maintain a positive view of school when set against their significant (potential) barriers to learning. The project has supported learners’ engagement in school and offered alternative opportunities for those learners who find a classroom setting challenging and require alternatives to ensure positive well-being and self-esteem. Page 71 of 166
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18 4.8 Quality Assurance A broad range of quality assurance activity was undertaken at different levels to ensure the effective use of PEF. Information gathered was used throughout the academic year to inform ongoing support and challenge. 4.8.1 PEF Planning All PEF plans were reviewed with individual feedback from the Attainment Advisor provided to school leaders alongside follow up discussions by Quality Improvement Officers (QIOs). Specific consideration was given to the quality of aims and measures, whether interventions were evidenced based and met the conditions of the fund and any potential underspend. An analysis of all PEF plans was used to inform a programme of universal and tailored support. 4.8.2 Tracking and Monitoring The CTGT was used to track the impact of all PEF interventions at school and local authority level. Additional team members recruited through SEF have supported schools to ensure that all elements of the tool are completed accurately, and that impact is being appropriately recorded. Regular meetings with the finance team ensure that PEF spend is reviewed and support offered to schools with any potential underspend. A central tracking system has been developed to provide an overview of all schools’ PEF spend, planning, attainment, engagement in professional learning and support received. 4.8.3 Self Evaluation Schools review the impact of PEF planning and interventions as part of their ongoing self-evaluation processes. QIO’s offer support with discussions at termly meetings. Images from Forest School at Robert Douglas Memorial School Page 72 of 166
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19 4.8.4 Sampling Visits PEF sampling visits have been conducted throughout 2023-24. These follow a standard format with schools asked to discuss their approach to the identification of needs, planning, tracking, monitoring of progress and measurement of impact. The discussion also focuses on collaboration, partnerships, successes and challenges. During sampling visits school leaders consistently highlighted the effective use of data, clear planning processes, the success of evidenced-based interventions and the impact of staff as strengths. All leaders talked positively about the training and support they had received from education centre staff and the Attainment Advisor. All school leaders reported that PEF was an important part of providing appropriate support to identified learners to raise attainment and close gaps. Almost all school leaders provided examples of effective collaboration with a range of partners and stakeholders. All school leaders could provide clear evidence of the impact of interventions on improved outcomes for learners. Several school leaders talked about how learning from PEF had also positively influenced approaches to wider school improvement such as planning and data analysis. Challenges varied across settings depending on the context, however a few leaders talked about the difficulties associated with the recruitment and retention of staff particularly in more rural areas. To support schools a bank of job specifications linked to PEF has been collated and training has been provided including a focus on developing ‘plan b’s’ if PEF cannot be spent on staff recruitment. Several leaders also discussed increasing numbers of learners with ASN and the occasional need to utilise additional staff to support them. Additionally, 3 schools have taken part in Scottish Government PEF sampling visits during term 4 of 2023/24, with 2 further visits planned for 2024/25. These are being conducted in collaboration with schools across all local authorities and it is anticipated that information on the findings will be shared in due course. 4.9 PEF Expenditure 2023/24 In line with national and local guidance, funding was allocated by schools for a range of purposes as identified through their planning and self-evaluation processes. Schools have been supported to commit and spend their full PEF allocation in year to maximise the benefit for children and young people affected by poverty. At the end of the financial year, 93.8% of the 2023/24 allocation had been spent. This is an improvement from 92.5% in 2022/23 and 64% in 2021/22. £115,957 was carried forward into 2024-2025, representing 6.2% of the 2023-2024 allocation with the majority of this committed to be spent before the end of the school year. Spent £1,757,973 94% Unspent £115,957 6% PEF Spend 2023-2024 Allocation at end of Financial Year Page 73 of 166
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20 Expenditure has largely focused on two main areas, staffing and resources. The breakdown of this allocation for session 2023-2024 is shown below along with the split of staff costs between teaching and single status staff. Year on year analysis indicates that there has been a move away from the use of PEF for property related costs and also a reduction in the purchase of resources, with a corresponding increase in the amount spent on staffing. This change may also be related to the increasing levels of additional support needs within schools and ensuring that there is appropriate support in place to meet that need. 4.10 Summary Progress has continued to be made during 2023-2024 in effectively planning, tracking, monitoring and evaluating PEF interventions and ensuring that funds are spent in-year to maximise impact, supporting children and young people affected by poverty to achieve their potential. Case studies, data and information gathered through quality assurance processes have demonstrated improved outcomes for learners. Evidence also demonstrates the positive impact of programmes of professional development and training as delivered through Quality Improvement and Data for Improvement training, the Equity Network and the Educational Psychology Service. It is important that this progress continues to be built upon in 2024-2025 to ensure that all schools are effectively planning the most impactful use of their PEF monies. Central officers will continue to focus attention on the quality and impact of the evidence-based interventions chosen to address attainment gaps for learners affected by poverty. Staff costs £1,488,377 79% Transport £6,062 0% Resource costs £403,616 21% Breakdown of Spend by Type Teacher (inc supply) £574,582 (39%) Single Status (inc supply) £910,346 (61%) Other £3,450 (0%) PEF Funded Staff Costs Page 74 of 166
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21 5. Care Experienced Children and Young People Funding (CECYPF) 5.1 Background and Allocations CECYPF is a targeted resource provided to local authorities to support care experienced3 children and young people from birth to the age of 26. The funding is provided to local authorities and aims to improve the educational outcomes for care experienced children and young people, supported by the strategic goals of The Promise and the SAC. The Operational Guidance published by the Scottish Government states that CECYPF must be used to deliver additional activities, interventions or resources, specifically for the benefit of care experienced children and young people, and to enhance any current targeted provisions. Funding is provided at a figure of £1,225 per looked after child aged 5-15, as reported in the Children’s Social Work Statistics Scotland publication. For Perth and Kinross, this equated to £238,875 in 2023/24. 5.2 What our data tells us The number of care experienced children supported by PKC according to census data in 2023 was 284. This is in line with the comparator local authority average rate and less than the national average rate. This number includes 161 children and young people who access education in PKC Early Learning and Childcare (ELC) settings and schools. 5.2.1 % of Children meeting expected Developmental Milestones There has been an improvement over time in the proportion of care-experienced children entering primary school who have achieved expected developmental milestones. Whilst there is still a gap between those who are care-experienced and their peers, that gap has narrowed significantly over the last three years. 3 The term 'care-experienced' refers to anyone who has been or is currently in care or from a looked-after background at any stage in their life, no matter how short, including adopted children who were previously looked-after. The use of this terminology ensures inclusivity and ensures that the maximum number of children and young people can benefit from this support and funding. 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 82 81.7 80.6 75.5 Care Experienced 55.6 55.6 72.2 70 50 55 60 65 70 75 80 85 % of Children meeting Expected Developmental Milestones Page 75 of 166
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22 5.2.2 Attendance of Care-experienced Children and Young People Attendance levels are a concern across Perth and Kinross for all cohorts. Our data shows that levels of attendance remain lower than the whole population for groups such as children and young people in more deprived areas, with additional support needs, Young Carers and those that are care experienced. This will be an area of focus for schools, supported by the Promise Improvement Lead for 2024/25. 5.2.3 Attainment of Care-experienced Children and Young People Attainment of care experienced children and young people in PKC schools is improving overall; however, this progress is not consistent across all sub-sets of the care experienced group, with the attendance and attainment of those looked-after at home being lower than that of all looked-after children and young people and the school population as a whole. Over the next year, this group (approximately 50), will be the focus of the Raising Attainment Board Care Experienced Sub-group and the Promise Delivery Group. 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 95.3 92.5 92.8 93.1 Care Experienced 93.1 90.1 89 90.4 85 86 87 88 89 90 91 92 93 94 95 96 Primary Attendance % 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 91.3 88 87.2 86.8 Care Experienced 86.4 83.4 81.3 78.2 70 75 80 85 90 95 Secondary Attendance % Page 76 of 166
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23 Achievement of CfE Levels (ACEL) P1, 4 & 7 combined 5.2.4 Positive destinations The Annual Participation Measure (APM) published by SDS which reports on the Government’s preferred measure of education and employment activity of 16–19-year-olds in Scotland does not capture statistics for care-experienced young people. Local data for initial positive destinations is captured and detailed below. However, this should be viewed with caution as the cohort sizes for care- experienced school leavers each year are very small (2-4). 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 81% 85% 85% 87% Care Experienced 49% 66% 72% 58% 40% 50% 60% 70% 80% 90% ACEL Listening & Talking P1, 4 & 7 2020/21 2021/22 2022/23 2023/24 3rd level or better Not Care Experienced 76% 92% 92% 92% 3rd level or better Care Experienced 72% 69% 67% 60% 70% 80% 90% 100% S3 Attainment, Literacy and Numeracy 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 73% 77% 77% 80% Care Experienced 40% 50% 66% 40% 30% 40% 50% 60% 70% 80% 90% ACEL Numeracy P1, 4 & 7 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 67% 71% 72% 76% Care Experienced 33% 45% 53% 42% 30% 40% 50% 60% 70% 80% 90% ACEL Writing P1, 4 & 7 2020/21 2021/22 2022/23 2023/24 Not Care Experienced 75% 78% 78% 81% Care Experienced 41% 50% 53% 50% 30% 40% 50% 60% 70% 80% 90% ACEL Reading P1, 4 & 7 Page 77 of 166
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24 5.3 Guidance and Planning The PKC Corporate Parenting Plan sets out the authority’s shared vision for all children and young people to have the best start in life and for Perth and Kinross to be the best place in Scotland to grow up. It outlines the high aspirations and ambitions the authority has for children and young people who are looked after or have care experience. It recognises that the outcomes for young people who have experienced care often fall short of their peers and states that through strong collaboration and partnership working the authority will strive to close outcome gaps and to achieve significant improvements in the life changes for care experienced children and young people. PKC remains committed to Getting It Right for Every Child (GIRFEC) with children and young people in Perth and Kinross feeling safe, healthy, achieving, nurtured, active, respected, responsible and included. There is also a commitment to ensuring that they and their families receive the help they need when they need it. Good progress has been made through the PKC Corporate Parenting Plan to build the foundations to realise The Promise for local care experienced children. Planning for CECYPF is also guided by the Raising Attainment Strategy 2024-27 and informed by national operational guidance. Progress and the impact of the spend is monitored through the Care Experienced Children and Young People sub-group of the Raising Attainment Board. 5.4 Spend and Activity 2023/24 5.4.1 Promise Improvement Lead CECYPF has been used to part-fund the new role of Promise Improvement Lead who was appointed in February 2024. This role will focus on raising the attainment of our care experienced children and young people to ensure they achieve their potential and to close the gap with their peers. Using data-informed approaches, the Promise Improvement Lead will work in partnership with schools, other services and other agencies to devise and implement targeted interventions and supports, identifying what attainment looks like for each individual child or young person and setting individual targets for their attainment and wider achievement. This post will also be supported with budget motion funding from April 2025. The Promise Improvement Lead provides a link into national networks and will work closely with school leaders, partners and social work colleagues to help develop policy and shape practice within our local context. 2020/21 2021/22 2022/23 Not Care Experienced 96.7% 95.3% 96.1% Care Experienced 88.9% 72.7% 81.3% 60.0% 65.0% 70.0% 75.0% 80.0% 85.0% 90.0% 95.0% 100.0% Initial Positive Destinations for School Leavers Not Care Experienced Care Experienced Page 78 of 166
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25 The initial focus for the role has been on undertaking the preparatory work for this, creating the policy, processes and partnerships. • Policy development The Care Experience Guidance for Education has been updated to provide clarity on roles and responsibilities, outlining new processes for inter-authority transition and collating information on interventions and services within PKC to support raising attainment. • Processes Processes for capturing and refreshing data to support challenge to schools on individual cases and to report headline improvement on key measures have been taken forward. A core data set has been established for tracking and monitoring attendance, the use of part-time timetables, exclusions, attainment data and post-school destinations. Additional tracking of targeted interventions now sits alongside the core data set to enable individual tracking for planning which will allow for robust data-based discussion with schools. Processes to support education transitions, including inter-authority transitions, are now clearly outlined in the refreshed Care Experience Guidance. The Promise Improvement Lead role has enabled timely coordination of planning, often with multiple partners to ensure that education transitions are planned for effectively. • Partnerships and Practice There has been close collaboration with partners, such as working with Social Work Reviewing Officers on a standard education report format. This is designed with specific questions to include discussion at Looked After reviews on improving education outcomes through robust education planning while meeting our Additional Support Legislation requirements. The education data requested through the Looked After Process aligns with our key measures. A further example of partnership working is the collaboration with the Children’s Rights Officer and Inclusion Teams including Community Link Workers to develop a “Mini-Champs” pilot project. This will enable care experienced children to come together after school for fun activities and to develop relationships which will support transition to secondary schools. Sharing inclusive practice and nurturing relationships developments within education with partners has been ongoing. This has included sessions with Services for Young People, Foster Carers and Independent Advocacy to build understanding of approaches within education and to highlight support and advice available to improve the experience for our care experienced children and young people. A Keeping the Promise Award implementation plan is currently being developed to ensure a structure approach to ensuring our promise to our care experienced children and young people is fulfilled using the Nationally recognised Education Scotland Award. Page 79 of 166
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26 5.4.2 Youth Workers Youth workers funded by CECYPF have supported the work of the Champions’ Boards with 56 care- experienced young people engaged in these groups across nine secondary schools. The Champions’ Boards are a platform for care experienced young people to get to know, and build strong positive relationships with, some of their many Corporate Parents and to help to change and develop policies and procedures in relation to their care, and to the care of future young people. By building relationships with their corporate parents in this way, young people are empowered to set the agenda, learn leadership skills, and advocate on behalf of their peers. A range of drop-in groups, social activities and events, 1-2-1 meet ups and regular group meetings ensure that these young people are able to learn about Corporate Parenting and UNCRC, whilst also developing their social and life skills through a range of different activities. Promise Improvement Lead Education and Inter-authority Transitions There have been 12 care experienced children and young people who have required significant education planning support between local education authorities. This has included planning for: • 3 young people returning to PKC education from residential units where they were not able to access mainstream schooling. • 9 children and young people who have moved home requiring a change school across local authority areas. • 6 of the 12 children and young people have experienced interrupted learning with either no, or limited access, to education due to changes of home and uncertainty of temporary placements. Many more education transitions within Perth and Kinross schools and between local authorities have been supported by the Promise Improvement Lead. For each care experience child or young person, there was a requirement to establish an accurate profile of their education needs to be share with the new education provision. This has involved gathering information and assessments from professionals in a range of roles within local authorities across Scotland, England and Wales. The education profile forms the basis for effective transition planning and support. Due to differences in planning formats and process across local authorities and countries, this is an area where ongoing work is required to ensure that our care experience children have a clear profile of their needs established and their education progress tracked. The addition of the Promise Improvement role has enabled timely coordination of partners to ensure there is a shared understanding of each child or young person, their experiences impacting on their participation in education, and their resulting needs we must support to enable them to achieve their personal outcomes. Page 80 of 166
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27 Young people have shared that they have felt listened to and respected as well as enjoying a safe space to share their experiences, develop peer relationships and reduce feelings of isolation. Youth workers are also supporting young people with the attainment of Youth Scotland Hi5 and Dynamic Youth Awards. These SCQF credit-rated awards provide a framework to record and recognise young people’s achievements while supporting the development of skills in leadership, problem-solving and teamwork, improving young people's self-esteem and confidence. In 2023/24 39 awards were achieved, with 10 to be completed. 5.4.3 Volunteer Tutors Organisation (VTO) – Prosper Project Through the Prosper project, now in its third year, VTO has provided support to 25 children and young people during 2023/24 which is a 25% increase on the previous year, although less than the available capacity of 40 places. At the end of the academic year there are 29 active referrals for one-to-one tutoring, 15 pupils are paired with tutors with 13 awaiting pairing and one “on hold”. Referral Status at End of School Year Number Paired with a tutor - online 13 Paired with a tutor – face to face 2 Total Paired 15 Being paired for short term HND support 1 Referrer chasing family 2 Pre-paired and waiting for tutors – will start in the new term 7 New referrals – end June – pre pairing in July 3 Total Awaiting Pairing 13 On hold - started tutoring then withdrew – contact with referrer/family/school to review need in August 1 TOTAL 29 “I don’t feel alone. I didn’t know there were other people like me” “I felt heard when I was talking about my care experience and what was bad and what should be better” “We’ve learned so many life skills that will help our future.” “It’s been so good being able to take part in something with my sister in school” “It opens your eyes to new opportunities. It’s fun and educational” “It’s made school more manageable.” Page 81 of 166
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28 Over the year, 11 pupils were archived (archiving is the term VTO uses to mean the tutoring did not start or has finished and the case is now closed), a decrease from 24 in 22/23 which illustrates the improved quality of referral. Archived Pupils 2023/24 Received tutor support No tutor support Archived – goals achieved 4 Archived – change in circumstances 1 2 Archived – pupil not ready for engagement 2 2 Total 7 4 One-to-one tutoring seeks to improve academic performance through the development of positive and encouraging relationships, encouraging children and young people to build their confidence, resilience and motivation for learning. Feedback has been gathered from pupils, families, tutors and teachers which demonstrates that most agree that tutoring has improved academic skills in literacy and numeracy alongside growing confidence, motivation to learn and resilience. It also demonstrated that the matching and pairing processes employed are considered and offer the support needed for tutors and the young people. This reflects the importance of each child or young person being fully included, consulted, and listened to within the pairing process to ensure a successful tutoring outcome. Comments from young people included in the feedback responses have reflected successful engagement in a one-to-one situation. VTO have engaged with a range of stakeholders across the local authority, including the newly appointed Promise Improvement Lead, to maximise reach and ensure that the opportunities available are included within the guidance being provided to schools to support care experienced children and young people. The first VTO Learning Hub was launched in Letham Primary School in 2023/24 and following a successful first year, a second will be opened in Riverside Primary School in 2024/25. “Helped me to get more work done” “He’s really cool and fun and easy to chat to” “Helped a lot and learned a lot from it” “It helps my confidence” “It helps with learning” “Someone to talk to. We play spin the wheel to decide which question to answer next” “Having a tutor is really helpful because I’ve learned things I didn’t know before and stuff I wasn’t taught yet” Page 82 of 166
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29 VTO Learning Hub The first PKC Learning Hub launched on 8 November 2023 in Letham Primary School supported by senior pupil volunteers from Perth Academy. The Hub has a roll of 10 primary pupils and 5 senior pupil volunteers, with an average weekly attendance of 7 primary and 4 senior pupils. From January, this was augmented with two further adult volunteers. Learning resources were coordinated by VTO staff in collaboration with the school’s Raising Attainment Teacher and included maths jotters with bespoke learning alongside personalised ‘Big Maths’ learning. ‘Stile’ literacy resources were also used to encourage reading and understanding of text with self-correcting puzzle tiles. Times tables games, educational quiz games and books provided additional variety. The VTO coordinator explained, “The dynamic has been fantastic with children excited and ready to learn after the school day. The senior pupils are popular and have expressed their own appreciation of the benefits they have experienced as volunteers, working with children, and establishing a new friendship group among themselves.” The hub was also assessed by the senior VTO staff and received excellent feedback in terms of session structure, resource organisation, and behaviour management. In a survey of pupils, their teachers and volunteers: • All pupils agreed or strongly agreed that they were improving in both literacy and numeracy • All pupils agreed that they felt more motivated to learn • All class teachers of participating pupils agreed that they were improving in literacy and numeracy • All teachers reported that pupils appeared more confident and resilient Pupil feedback was very positive about their volunteer tutors: • “They are funny, so learning is fun!” • “They help you learn more and you can ask them questions. They show you how to do things” Class teacher feedback has also reflected the impact of the Learning Hub • “Mixing with a wider range of pupils and adults helps build K’s confidence.” • “R lacks confidence and was reluctant to attend at first. But it is clear to see he loves it and feels relaxed with the tutors and pupils from other classes now.” • “L has really enjoyed working with the S6 pupils. This has really helped her confidence and preparation for secondary school which has been an unexpected benefit. Page 83 of 166
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30 5.4.4 Volunteering Matters – Grandmentors Volunteering Matters is a UK-wide charity which works with people in communities to overcome complex issues through the power of volunteering. They partner with communities to tackle social isolation and loneliness, improve health, develop skills and opportunities, and ensure young people can lead change. Grandmentors, one of their flagship projects, is an intergenerational mentoring opportunity for young people who are care-experienced or have faced adverse childhood experiences (ACEs). Through the life and professional experience they bring, Grandmentors support young people to be autonomous and empowered young adults. A mentor is typically aged 50 years or above, with young people typically aged 16-26. Once trained, Grandmentors are matched with a young person, based on factors such as location, personality, common interests, specific skills or experience. Together, the pairing work on establishing trusting and positive relationships which will support and challenge the young person to unlock their skills and shape their own futures. With the support of their Grandmentor, young people work through concerns, usually around employment, education and training, finance, housing, and health and wellbeing. Over the course of 2023/24: • 14 referrals have been processed across Perth & Kinross for care-experienced young people. • 17 mentoring relationships have been supported, with 4 of these achieving successful conclusions. Most referrals were made as a result of social isolation and anxiety preventing young people from moving forward and achieving positive outcomes. Feedback from stakeholders has been positive with testimony, such as that provided by a referrer below, offering an insight into the positive outcomes the support provides. “I referred a young person to the programme who is autistic, was socially anxious and would not use public transport. We received notification that a suitable Grandmentor had been identified and a meeting was set up, with me supporting the young person and the potential mentor. The mentor was brilliant and took time to tell the young person about themselves and what they enjoyed. The young person relaxed, and the relationship started to build. Both agreed that the mentoring match was a positive experience. Throughout his engagement with his mentor, the young person gained confidence in going into new social spaces – played pool and successfully started to build his confidence on public transport. He looked at timetables, went to the bus stop and eventually went on the bus with his mentor. The outcome is the young person has accepted his place at Perth College UHI as he can now successfully get there. He still meets his mentor and has really got to know him. It was a real positive partnership between us at SDS, Grandmentors, the mentor and the young person, and the outcome was so positive.” Referrer from SDS Page 84 of 166
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31 5.5 Summary Despite the interventions that are funded by the CECYPF, it is clear from the available data that there is further work to be done to ensure that this group of children and young people achieve their potential and achieve similar outcomes to their peer group. This will be an area of focus for all schools for 2024/25 supported by the work of the Promise Improvement Lead. In order to evidence improvement, it will be essential that in addition to the qualitative evaluation which is being undertaken, there is analysis of quantitative data to establish the effectiveness of the spend and the impact for the children and young people concerned. Page 85 of 166
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32 Appendix 1 – Glossary of Terms Acronym Meaning ACE Adverse Childhood Experience ACEL Achievement of Curriculum for Excellence Levels ACORN CACI Demographic Segmentation Tool APM Annual Participation Measure ASF Attainment Scotland Fund ASN Additional Support Needs BGE Broad General Education CECYPF Care-experienced Children and Young People Fund CfE Curriculum for Excellence CoSD Cost of the School Day CTGT Closing the Gap Tool ELC Early Learning and Childcare FSM Free School Meals GIRFEC Getting it Right for Every Child HWB Health and Wellbeing PEF Pupil Equity Fund PKC Perth & Kinross Council PSA Pupil Support Assistant QIO Quality Improvement Officer SAC Scottish Attainment Challenge SCQF Scottish Credit and Qualifications Framework SDS Skills Development Scotland SEEMiS Management Information Database SEF Strategic Equity Fund SIMD Scottish Index of Multiple Deprivation UHI University of the Highlands and Islands VTO Volunteer Tutors Organisation Page 86 of 166
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PERTH & KINROSS COUNCIL LEARNING AND FAMILIES COMMITTEE 23 OCTOBER 2024 COMMUNITY LEARNING AND DEVELOPMENT PLAN 2024-2027 Report by Strategic Lead - Housing and Communities (Report No. 24/292) 1. PURPOSE 1.1 The purpose of this report is to seek approval from Committee for the 2024- 2027 Community Learning and Development. 2. RECOMMENDATIONS 2.1 It is recommended that the Committee: • Notes and approves the work carried out to produce a new CLD Plan, covering 2024027. • Approves the draft CLD Plan 2024-27 at Appendix 1 • Approves the draft Action Plan at Appendix 2 • Approves the draft performance framework at Appendix 3 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: Section 4: Background/Main Issues Section 5: CLD Plan 2024-2027 Section 6: Conclusion Appendices 4. BACKGROUND 4.1 CLD provides individual, family and group learning in community settings, in ways which enable and equip people to improve their lives. Education Scotland holds the statutory inspection and regulatory role for CLD in Scotland. The regulatory framework includes The Requirements for Community Learning and Development (Scotland) Regulations 2013, the Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) and Section 2 of the Education (Scotland) Act 1980. 4.2 Under the 2013 Regulations, Councils must identify the Community Learning and Development needs of target individuals and groups within their Local Authority Area and prepare and publish a 3-year CLD Plan setting out strategic aims for CLD services delivered by all Community Planning Partners. This Plan sets out the commitments of Perth & Kinross Council, its partners in the Community Planning Partnership (CPP) and wider Community 8 Page 87 of 166
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Learning and Development (CLD) agencies to deliver CLD which enables better outcomes for all and tackles stubborn inequality. The approved Plan will be submitted to Education Scotland and published on the PKC website. 4.3 Perth and Kinross Council has a statutory duty to coordinate and produce a CLD Plan which contributes to achieving the objectives of the CPP to address inequalities. The CLD approach is founded on working alongside people and communities to improve their lives. It uses early intervention and prevention to address the root causes, not just the symptoms, of inequality. It is about building strong, resilient, influential and inclusive communities, and improving life chances for everyone through learning, employability, personal development and active citizenship. 4.4 The Plan is a strategic framework for all Council services and wider CLD delivery partners. Within Perth & Kinross Council CLD is delivered by a range of core teams embedded in key services and overseen by the CLD Leadership Group, which reports to the Learning and Families Committee and CPP Board. 4.5 The Plan covers the period September 2024-September 2027 with the action plan and performance reporting running annually from April – March to align with the Corporate Plan reporting process. 5. CLD PLAN 2024-2027 5.1 Our current CLD Plan expired in September this year and the Plan attached at Appendix 1 covers September 2024 to September 2027 with the action plan focussed on the key actions CLD functions will undertake over the next 12 months. It has been developed with CLD partners across Perth and Kinross, who are also the intended audience for the strategy itself. 5.2 An important requirement of the Plan is that it identifies priority groups for CLD provision including unmet needs – both within communities of interest and geographic communities. Development of the new Plan identified the following priorities for the next 3 years: Tackling Poverty: Perth and Kinross has a reputation as an affluent place to live with higher-than-average rates of employment. However, many children and households experience the damaging effects of poverty and the aftermath of the Covid pandemic and current cost of living crisis present significant challenges for many of our households. Approximately one in four children in Perth and Kinross are living in poverty. Mental Wellbeing: The mental wellbeing of adults and young people was negatively impacted by the Covid-19 pandemic and cost of living crisis and evidence from the Health and Social Care Partnership shows a major increase in demand for mental wellbeing support. Skills, Lifelong Learning and Employability: Good digital skills and the confidence to use them has become increasingly important and has highlighted issues with connectivity, technology and individual capacity. CLD Page 88 of 166
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services focus on those who need the greatest support to bridge the “digital divide.” Access to learning and development opportunities is a priority for those in formal and informal education. CLD provision helps to support individuals and communities to build their skills, confidence and resilience. Ways of delivering learning have also evolved and changed with a particular focus on our most vulnerable communities such as those seeking asylum and gypsy travellers. Employability is about an enhanced focus on upskilling for those seeking employment and supporting adults and young people in a fast-changing job market, enabling people to enter, sustain and progress into further education and work. CLD services supports the Local Employability Partnership bringing by providing the skills, qualifications and confidence to engage in more formal employability programmes. 5.3 A new Performance Framework to measure the impact of the CLD Plan is included in Appendix 3 of the CLD Plan. Oversight of the CLD Plan sits with Learning and Families Committee, who will receive an annual report on progress. The Perth and Kinross Community Planning Partnership Board will also receive an annual report on progress and CLD functions contribution to delivery of the Local Outcomes Improvement Plan (LOIP). 6. CONCLUSION 6.1 The new CLD Plan 2024-27 sets out clear strategic direction and priorities for the next 3 years. Author Name Designation Contact Details David Stokoe Service Manager Community Learning and Development 01738 475000 EPLCommitteeReports@pkc.gov.uk Approved Name Designation Date Elaine Ritchie Strategic Lead - Housing and Communities 23 September 2024 Appendices Appendix 1 - Community Learning and Development Plan 2024 –2027 Appendix 2 - Community Learning and Development Action Plan Appendix 3 - Community Learning and Development Performance Framework Page 89 of 166
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes / None Community Plan / Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial None Workforce None Asset Management (land, property, IST) None Assessments Equality Impact Assessment None Strategic Environmental Assessment None Sustainability (community, economic, environmental) None Legal and Governance None Risk None Consultation Internal None External None Communication Communications Plan None 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This report supports all of the priorities within the Community Plan 2022-27. (i) Reducing Poverty (including child poverty, fuel poverty and food poverty) (ii) Mental and physical wellbeing (iii) Digital participation (iv) Skills, learning and development (v) Employability Corporate Plan 1.2 This report supports the objectives within the draft new Corporate Plan: (i) Children and young people grow up safe, respected, well-educated, and confident in their ability to realise their full potential; (ii) People and businesses are increasingly able to prosper in a local economy which support low carbon ambitions and offers opportunities for all; (iii) People can achieve their best physical and mental health and have access to quality care and support when they need it; (iv) Communities are resilient and physically, digital and socially connected; (vi) Perth and Kinross is a safe and vibrant place, mitigating the impact of climate and environmental change for this and future generations. Page 90 of 166
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2. Resource Implications Financial 2.1 None. Workforce 2.2 None. Asset Management (land, property, IT) 2.3 None. 3. Assessments Equality Impact Assessment 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. 3.2 This section should reflect that the proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: Assessed as not relevant for the purposes of EqIA. Strategic Environmental Assessment 3.3 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.4 The proposals have been considered under the Act and no further action is required as it does not qualify as a PPS as defined by the Act and is therefore exempt. Sustainability 3.5 Not applicable. Legal and Governance 3.6 Not applicable. Risk 3.7 Not applicable. Page 91 of 166
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4. Consultation Internal 4.1 None. External 4.2 None. 5. Communication 5.1 None. 2. BACKGROUND PAPERS 2.1 None. Page 92 of 166
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1 Community Learning and Development Plan 2024-2027 1. Introduction As Chair of the Perth and Kinross Council Learning and Families Committee I am delighted to introduce the new Community Learning and Development (CLD) Plan 2024-2027. The plan sets out the contribution that the CLD Partnership will make to supporting learners and communities over the next 3 years. As we support our communities through the current cost of living crisis CLD has a huge role to play by supporting and empowering communities, providing programmes of training and resources, building skills, increasing community empowerment and more. By focussing on the most vulnerable people in our communities CLD functions and partners play a key role in improving people’s life chances. The CLD Plan demonstrates clear links to the priorities of the Local Outcomes Improvement Plan and the new PKC Corporate Plan. I am keen for this plan to be a “live” document that will change and adapt to the needs of our communities between now and 2027. Councillor John Rebbeck Convenor Learning and Families Committee 2. Introduction to CLD Community Learning and Development (CLD) is a method of working with groups and individuals of all ages to engage in learning, personal development and active citizenship. The Scottish Government’s National Performance Framework clearly defines the specific focus of Community Learning by partners which should be to: • Improve life chances for people of all ages, including young people in particular through learning, personal development and active citizenship • Create stronger, more resilient, supportive, influential and inclusive communities Appendix 1 8 Page 93 of 166
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2 Support is focused on disadvantaged or vulnerable individuals or groups with the aim of bringing about change in their lives and communities. The term refers to a distinctive process of engagement and support with content that is negotiated with learners. CLD activity has a strong focus on early intervention, prevention, tackling inequalities and includes the following: • Youth work, family learning and other early intervention work with children, young people and families • Community Based Adult Learning including Adult Literacies and English for Speakers of Other Languages (ESOL). • Learning for disadvantaged and vulnerable groups and individuals, for example people with disabilities, have care leaving experience or have a history of offending. • Community Development (building the capacity of communities to meet their own needs, engaging with and influencing decision makers) • Volunteer development and support The Community Learning & Development (Scotland) Regulations 2013 place a statutory requirement on local authorities to publish a plan every 3 years’ outlining how it will co-ordinate and secure “adequate and efficient” Community Learning & Development (CLD) provision with other sector partners. Whilst Perth and Kinross Council are required by legislation to lead on meeting the requirements of the CLD Regulations, it is important to note that partners must also be meaningfully involved, taking collective ownership and responsibility to produce, implement and review the CLD Plan. 3. Perth and Kinross the Place Page 94 of 166
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3 4. The Perth and Kinross CLD Partnership Our CLD Partnership comprises a mix of thematic and locality focused groupings. The Partnership helps identify issues and inequalities within our communities and enables the delivery and monitoring of the CLD Plan, whist adhering to the principles, ethics and competencies set out by the CLD Standards Council for Scotland: • Empowerment - increasing the ability of individuals and groups to influence matters affecting them and their communities Page 95 of 166
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4 • Participation - supporting people to take part in decision making. • Inclusion, equality of opportunity and anti-discrimination – recognising some people need additional support to overcome the barriers they face. • Self – determination - supporting the right of people to make their own choices • Partnership - ensuring resources and the range of skills and capabilities available are used effectively Page 96 of 166
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5 Inclusion Service Equalities Team Community Learning and Development Team Housing Tenant Participation Team Services For Young People Live Active Leisure Culture Perth & Kinross TSI Perth & Kinross Employment Support Team Health & Social Care Service Parenting and Family Learning Team Community Greenspace Team Community Learning & Development Partnership Adult Learning Partnership Youth Work Partnership Equalities Forum Local Employability Partnership Stronger Communities Network Good Food Network Local Action Partnerships Page 97 of 166
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6 5. Governance and Reporting Arrangements Perth & Kinross Council has the statutory responsibility for planning and overseeing delivery of effective CLD services. Responsibility for coordinating the day-to-day delivery of the CLD Plan sits with the CLD Leadership Group. This group comprises of Service Managers and Senior Team Leaders from PKC and Partner Services that deliver CLD functions. Oversight of the CLD Plan sits with Learning and Families Committee, who receive an annual report on progress. The Perth and Kinross Community Planning Partnership Board will also receive an annual report on progress and CLD functions contribution to delivery of the Local Outcomes Improvement Plan (LOIP). A copy of the LOIP can be found here (link) Strategic overview of the CLD Plans contribution to delivering the LOIP. Approval and overview of CLD Plan delivery and annual reports on progress Receives progress report and key improvement actions. CPP Board Learning and Families Committee Executive Leadership Team CLD Leadership Group Monitors CLD Plan delivery and tackles barriers to progress Page 98 of 166
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7 6. Education Scotland Progress Visit The most recent Progress Visit by Education Scotland to review implementation of the CLD Plan took place in April 2024. Key strengths identified – • CLD services are clearly targeting and working with the most vulnerable people in Perth and Kinross. • There was good evidence on how services use data, such as locality profiles to target areas of need. • The parenting support programme PEEP was identified as an example of excellent practice and will be shared across Scotland. • The Green Living Fund and Community Investment Fund are good examples of enabling communities to develop local solutions which address local problems. Areas for Improvement included – • Raising awareness of the CLD Plan amongst a wider range of partners. • Ensuring young people and community group are included in the planning of CLD and identifying priorities. • Extending our internal training offer to include staff and volunteers from partner organisations. 7. Consulting on the new CLD Plan A number of methods were used to help inform the priorities for the new CLD Plan • A survey of stakeholders, including the CLD Partnership, learners and staff, asking for their views on how CLD can help tackle the themes of: - ➢ Reducing Poverty ➢ Mental Wellbeing ➢ Digital Participation ➢ Learning and Development ➢ Employability Page 99 of 166
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8 • A review of key data, including locality profiles, performance data from services and other sources of evidence, such as Community Action Plans. • Ensuring that the priorities for the CLD Plan align and support the delivery of the PKC Corporate Plan. A copy of the PKC Corporate Plan can be found here (link to be inserted) What we Learned and Priorities for the CLD Plan Priority - Tackling Poverty Perth and Kinross has a reputation as an affluent place to live with higher-than-average rates of employment. However, many children and households experience the damaging effects of poverty and the aftermath of the Covid pandemic and current cost of living crisis present significant challenges for many of our households. Approximately one in four children in Perth and Kinross are living in poverty. Page 100 of 166
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9 What people told us about this priority - • Tackling poverty effectively involves a multi-agency approach that values lived experience, combats stigma, and centres solutions around community hubs to ensure inclusive, community-driven support. • Addressing poverty requires improving employment opportunities and providing access to learning and upskilling (including young people), which are essential for breaking the cycle of poverty and fostering economic empowerment. • Tackling poverty effectively depends on well-funded outreach services, supported by dedicated volunteers, to strengthen community connection and provide crucial assistance to those in need. Priority – Mental Wellbeing The mental wellbeing of adults and young people was negatively impacted by the Covid-19 pandemic and cost of living crisis and evidence from the Health and Social Care Partnership shows a major increase in demand for mental wellbeing support. What people told us about this priority – • Training around mental wellbeing educates individuals on recognising and addressing, while promoting and understanding of its importance helps create a more informed and empathetic environment. • Early intervention in schools can significantly enhance mental wellbeing by identifying and addressing mental health issues early, providing support through counselling and mental health education and fostering a supportive school environment with students and parents. • Focus on practices such as maintaining a healthy lifestyle with balanced nutrition and regular exercise, building strong social connections, engaging in meaningful activities, managing stress through alternative therapies. Page 101 of 166
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10 Priority – Skills, Lifelong Learning and Employability Good digital skills and the confidence to use them has become increasingly important and has highlighted issues with connectivity, technology and individual capacity. CLD services focus on those who need the greatest support to bridge the “digital divide.” What people told us about this priority – • Training opportunities should be co-ordinated and promoted locally including pathways to employment. • Digital hubs in communities, could also include banking and advice hubs with devices available to use. These could be in schools, libraries and/or community centres/village halls. • Intergenerational learning and Digital Champions in local venues could increase digital skills Access to learning and development opportunities is a priority for those in formal and informal education. CLD provision helps to support individuals and communities to build their skills, confidence and resilience. Ways of delivering learning have also evolved and changed with a particular focus on our most vulnerable communities such as those seeking asylum and gypsy travellers. What people told us about this priority – • Improve accessibility to learning. This should include having a variety of opportunities such as drop ins. Also, increase the accessibility of suitable venues, times and childcare to reduce the barriers. • Involve communities more in the design and delivery of learning opportunities for all ages. • Improve accessibility to learning including digital access and suitable venues such as empty shop units which could be utilised by community organisations to carry out outreach work. Employability is about an enhanced focus on upskilling for those seeking employment and supporting adults and young people in a fast-changing job market, enabling people to enter, sustain and progress into further education and work. CLD services supports the Local Employability Partnership bringing by providing the skills, qualifications and confidence to engage in more formal employability programmes. Page 102 of 166
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11 What people told us about this priority – • Formal and informal education opportunities need to match the job market trends. • Have a clear strategic approach with an identified lead to bring together employers, educational establishments and community organisations to network and collaborate. • Work with employers to increase the number of work experience, apprenticeships and volunteering opportunities available. Priorities for the Plan Based on the findings from the consultation exercise and a review of relevant information and data the following are priorities for the 24-27 CLD Plan – ➢ Tackling poverty in our communities ➢ Working in partnership with communities to meet local need and develop resilient communities ➢ Supporting children, young people and families to improve their outcomes ➢ Developing a stronger and greener local economy and supporting lifelong learning and employability support ➢ The mental wellbeing of children, young people and adults 8. Unmet Need Several years of analysis show clear inequalities in education, health and other outcomes for certain groups, particularly those living with poverty. We recognise that in these challenging times for all services, including CLD, it won’t be possible to reach everyone who may need them, but early CLD intervention and prevention work may stop bigger challenges emerging. PKC does not offer universal CLD across the whole area but targets priority groups and communities. This allows us to disperse delivery across Council services and ensure that this work is built into service management and improvement plans. CLD partners will work together over the lifetime of the plan to make best use of resources to meet the need of specific communities and priority groups. Page 103 of 166
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12 9. Developing the Workforce In collaboration with the Tayside & Fife Professional Learning Alliance, a consultation exercise was conducted across the region between March and June 2024 to gather the learning needs of CLD practitioners. There were 6 clear themes which emerged from the consultation exercise which we have used to form the basis of our workforce development agenda. Theme Current Context Mental Health Workforce development initiatives include mental health training for CLD professionals, equipping them with the skills to identify, understand, and support mental health issues within the community. Workshops and certificated programmes in mental health first aid and trauma-informed practices are integral components, ensuring staff are prepared to provide empathetic and effective support to community members. Community Development Central to the CLD Plan is the empowerment of local communities through capacity building and development. By fostering skills in facilitation, partnership building, and resource mobilisation, the workforce is better equipped to support community-led initiatives, promote meaningful engagement, and enhance social cohesion. Digital CLD Practice Staff receive training in digital tools and platforms that facilitate remote learning and community engagement. This includes a comprehensive package of Microsoft 365 training and ensuring digital inclusion for all community members. By embracing digital transformation, CLD practitioners can expand their reach and adapt to the evolving needs of the community. Working with groups Targeted training in practical tools and skills for managing group dynamics and behaviour through delivery of accredited SQA opportunities and Organisational Development opportunities. This encompasses techniques for creating inclusive and supportive group environments, conflict resolution strategies, and methods for encouraging active participation and collaboration. Using data to demonstrate impact Training available to CLD staff in evaluation techniques and data analysis to measure the impact of their work accurately. This includes the use of qualitative and quantitative methods to gather meaningful insights and the application of these findings to refine and improve service delivery which is overseen by the CLD Leadership Group. Continuous professional development in data literacy and impact assessment ensures that CLD practitioners can demonstrate the value of their work and make informed decisions based on evidence. Pathways to CLD Qualifications Strategies include the delivery of PDA in Youth Work and SVQ in Community Development as well as supporting practitioners to undertake CLD Standards Council approved University courses. Key Action Lead Services 1. Work alongside the Tayside and Fife Professional Learning Network to identify and deliver opportunities in line with these themes. TFPLA CLD Leadership Group Page 104 of 166
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13 10. Action Plan The action plan underscores our collective commitment to delivering CLD services in Perth & Kinross. The themes and outcomes have been derived from the Perth & Kinross Corporate Plan, ensuring that our services can clearly demonstrate their impact. The key actions are intentionally high-level to provide flexibility for all partners, enabling them to deliver CLD services where the greatest inequalities and needs exist. Each partner contributing to the plan has specific key actions within their service plans, detailing how they will achieve the overarching goals. The performance indicators are a blend of those from the corporate plan relevant to CLD approaches and the National CLD performance indicators. This approach allows us to continually develop our CLD delivery in a flexible and adaptive manner, contributing to the vision of “A Perth & Kinross where everyone can live life well, free from poverty and inequality.” Page 105 of 166
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Corporate Plan Priority: Working in partnership with communities Outcome: Communities are resilient, physically, digitally and socially connected Key Action Performance Indicator National KPI Lead Contributors Develop and expand our approach to working with communities Number of community groups receiving capacity building support through CLD activity 11 • Community Learning & Development Team • Education & Learning • Third Sector Interface (TSI) • Equalities Team • Health & Social Care Partnership • Culture Perth & Kinross Number of community groups supported in the asset transfer process 11 • Community Learning & Development Team Number of groups receiving community investment funding 12 • Community Learning & Development Team Number of participation requests 12 • Community Learning & Development Team Number of adults and young people taking part in influence and engagement activity through CLD 12 • Community Learning & Development Team • Services for Young People • Education & Learning • Families Empowering Communities • Skills and Employment Support Number of adults engaged in CLD activity 1 • Equalities Team • Skills and Employment Support • Culture Perth & Kinross Appendix 2 8 Page 107 of 166
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Corporate Plan Priority: Supporting and promoting physical and mental wellbeing Outcome: People can achieve their best physical and mental health and have access to quality care and support when they need it Key Action Performance Indicator National KPI Lead Contributors Improve health and wellbeing in Perth and Kinross by increasing overall participation in sport and physical activity and promoting the benefits of time spent in our natural surroundings. Number and percentage of the total school roll (primary and secondary) participating in active schools programmes 10 • Live Active Leisure Number of adults with improved mental health and wellbeing outcomes through CLD Activity 9 • Community Greenspace • Families Empowering Communities • Equalities Team • Live Active Leisure • Culture Perth & Kinross Number of adults gaining wider achievement awards, local awards and those not nationally recognised. 3 • Live Active Leisure • Health & Social Care Partnership Corporate Plan Priority: Enabling our Children and Young People to achieve their full potential Outcome: Children and Young People grow up safe, respected, well-educated, and confident in their ability to realise their full potential Key Action Performance Indicator National KPI Lead Contributors Ensure inclusive and quality education for Percentage of children meeting expected developmental milestones when entering primary school 5 • Education & Learning Page 108 of 166
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all and promote lifelong learning Percentage of 16–19-year-olds participating in learning, training or work 6 (b) • Skills and Employment Support • Education & Learning Number of children engaged in CLD activity 6 (a) • Education & Learning Number of young people engaged in CLD activity 6 (b) • Services for Young People • Skills and Employment Support • Education & Learning Number of children receiving completed nationally recognised awards through CLD activity 7 (a) • Families Empowering Communities Number of young people receiving completed nationally recognised awards through CLD activity 7 (b) • Services for Young People • Skills and Employment Initiatives Number of young people receiving sectional certificates towards awards 7 (c) • Services for Young People Number of young people gaining wider achievement awards, local awards and those not nationally recognised through CLD Activity 8 • Live Active Leisure • Services for Young People Number of children and young people with improved mental health and wellbeing outcomes through CLD activity 10 • Education & Learning • Services for Young People Page 109 of 166
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Corporate Plan Priority: Tackling Climate Change and supporting sustainable places Outcome: Perth and Kinross is a safe and vibrant place, mitigating the impact of climate and environmental change for this and future generations Key Action Performance Indicator National KPI Lead Contributors To conserve and enhance the biodiversity of our natural environment Number of community groups receiving capacity building support through CLD activity 11 • Community Greenspace Number of adults engaged in CLD Activity 1 • Community Greenspace Corporate Plan Priority: Tackling Poverty Outcome: Children and young people grow up safe, respected, well-educated, and confident in their ability to realise their full potential Key Action Performance Indicator National KPI Lead Contributors Prevent and mitigate the impacts of poverty for children Number of adults engaged in family learning through CLD Activity 4 • Culture Perth & Kinross Number of children/young people engaged in family learning through CLD Activity 5 • Families Empowering Communities • Skills and Employment Support • Culture Perth & Kinross Mitigate cost of living pressures for households experiencing and at risk of poverty Number of adults and young people reached and engaged with through one off promotional events/drop ins/community events/engagements etc. 13 • Families Empowering Communities • Equalities Team • Culture Perth & Kinross • Services for Young People Page 110 of 166
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Corporate Plan Priority: Protecting and caring for our most vulnerable people • Outcome : People can achieve their best physical and mental health and have access to quality care and support when they need it Key Action Performance Indicator National KPI Lead Contributors Ensure that people get the right care, accommodation and support where and when they need it Number of adults taking part in influence and engagement activity through CLD 12 • Health & Social Care Partnership Corporate Plan Priority: Developing a resilient, stronger and greener local economy • Outcome : Communities are resilient and physically, digitally and socially connected Key Action Performance Indicator National KPI Lead Contributors Support people into work and encourage business to access initiatives to create new opportunities Number of adult learners achieving outcomes 1 • Community Learning & Development Team Number of adults receiving completed nationally recognised awards through CLD activity 2 • Community Learning & Development Team • Education & Learning Number of adults gaining wider achievement awards 3 • Equalities Team Page 111 of 166
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CLD National Key performance indicators (KPi’s) KPi 1 Number of adults engaged in CLD activity KPi 2 Number of adults receiving completed nationally recognised awards through CLD activity (SCQF levelled and awards such as Adult Achievement Award including sectional certificates) KPi 3 Number of adults gaining wider achievement awards, local awards and those not nationally recognised, through CLD activity (e.g., Health Issues in the Community & Keystone Award) KPi 4 Number of adults engaged in family learning through CLD activity KPi 5 Number of children/young people engaged in family learning through CLD activity KPi 6 a) Number of children engaged in CLD activity b) Number of young people engaged in CLD activity KPi 7 a) Number of children receiving completed nationally recognised awards through CLD activity b) Number of young people receiving completed nationally recognised awards through CLD activity c) Number of young people receiving sectional certificates towards above Awards (sectional certificates only to be included if full award not completed) KPi 8 Number of young people gaining wider achievement awards, local awards and those not nationally recognised, through CLD activity KPi 9 Number of adults with improved mental health and wellbeing outcomes through CLD activity KPi 10 Number of children and young people with improved mental health and wellbeing outcomes through CLD activity KPi 11 Number of community groups receiving capacity building support through CLD activity KPi 12 Number of adults and young people taking part in influence and engagement activity through CLD – (including community planning / participatory budgeting / local and national consultations / co-production and influencing service design). KPi 13 Number of adults and young people reached and engaged with through one off promotional events / drop-ins / community events / engagements / etc Page 112 of 166
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CLD Plan 2024 - 2027 Performance Framework April 2019 - March 2020 April 2020 - March 2021 April 2021- March 2022 April 2022-March 2023 April 2023 - March 2024 April 2024 - March 2025 Notes Corporate Plan Priority: Working in partnership with communities Outcome: Communities are resilient, physically, digitally and socially connected Number of community groups receiving capacity building support through CLD activity 220 270 236 343 258 methodology for counting changed April 2023 Number of community groups supported in the asset transfer process 11 5 7 26 31 Number of groups receiving CIF funding 127 NA 141 85 104 Number of Participation Requests 0 1 0 0 0 Number of adults and young people taking part in influence and engagement activity through CLD Number of adults engaged in CLD activity Corporate Plan Priority: Supporting and promoting physical and mental wellbeing Outcome: People can achieve their best physical and mental health and have access to quality care and support when they need it Number and percentage of the total school roll (primary and secondary) participating in active schools NA NA 5190 (29%) 7200 (39%) 7776 (42%) Number of adults with improved mental health and wellbeing outcomes through CLD Activity Number of adults gaining wider achievement awards, local awards and those not nationally recognised. Corporate Plan Priority: Enabling our Children and Young People to achieve their full potential Outcome: Children and Young People grow up safe, respected, well- educated, and confident in their ability to realise their full potential Percentage of children meeting expected developmental milestones when entering primary school 81% 77% 82% 82% 80% Participation measure 16-19 year olds 95% 94% 94% 95.00% currently not available Number of children engaged in CLD activity Number of young people engaged in CLD activity Number of children receiving completed nationally recognised awards through CLD activity Number of young people receiving completed nationally recognised awards through CLD activity 450 324 not collected 810 467 Number of young people receiving sectional certificates towards awards Number of young people gaining wider achievement awards, local awards and those not nationally recognised through CLD Activity Number of children and young people with improved mental health and wellbeing outcomes through CLD activity new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set 8 Page 113 of 166
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Corporate Plan Priority: Tackling Climate Change and supporting sustainable places Outcome: Perth and Kinross is a safe and vibrant place, mitigating the impact of climate and environmental change for this and future generations Number of community groups receiving capacity building support through CLD activity 220 270 236 343 258 methodology for counting changed April 2023 Number of adults engaged in CLD activity Corporate Plan Priority: Tackling Poverty Outcome: Children and young people grow up safe, respected, well- educated, and confident in their ability to realise their full potential Number of adults engaged in family learning through CLD Activity Number of children/young people engaged in family learning through CLD Activity Number of adults and young people reached and engaged with through one off promotional events/drop ins/community events/engagements etc Corporate Plan Priority: Protecting and caring for our most vulnerable people Outcome: People can achieve their best physical and mental health and have access to quality care and support when they need it Number of adults taking part in influence and engagement activity through CLD Corporate Plan Priority: Developing a resilient, stronger and greener local economy Outcome: Communities are resilient and physically, digitally and socially connected Number of adult learners achieving outcomes 1319 110 279 780 901 methodology for counting changed April 2021 Number of adults receiving completed nationally recognised awards through CLD activity Number of adults gaining wider achievement awards new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set new indicator baseline to be set Page 114 of 166
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Perth and Kinross Council Learning and Families Committee 23 October 2024 RAISING ATTAINMENT UPDATE 2023-2024 Report by Strategic Lead - Education and Learning (Report No. 24/293) 1. PURPOSE 1.1 This report provides a progress update on the Education and Children’s Services Raising Attainment Strategy 2024-2027. Specifically, it provides information on a range of performance measures across the Scottish Governments National Improvement Framework (NIF) for education priorities. 2. RECOMMENDATION 2.1 It is recommended that the Committee: • Considers and comments as appropriate on the contents of the report. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: • Section 4: Background • Section 5: Performance Summary • Section 6: Conclusion • Appendices 4. BACKGROUND 4.1 A renewed Perth and Kinross Council (PKC) Raising Attainment Strategy 2024-2027 was approved by the Learning and Families Committee on 11 March 2024 (Report No. 24/82 refers), building upon the previous version for the period 2020-2023. 4.2 The Perth and Kinross Education Improvement Plan 2024/2025 (Report No. 24/237 refers) was approved by the Learning and Families Committee on 22 August 2024 and subsequently submitted to the Scottish Government. This annual plan meets the requirement set out by the Scottish Government on planning and reporting progress on the priorities set out in the NIF for education. 4.3 It provides an update on key achievements for the academic session 2023/24 on the progress against this framework. This supplementary report provides 9 Page 115 of 166
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more detailed reporting on the attainment data pertinent to the Raising Attainment Strategy. 4.4 The Raising Attainment Strategy outlines the approach within the PKC Education and Learning service in the pursuance of the current relevant priorities of the NIF which are: • Improvement in attainment, particularly in literacy and numeracy; • Closing the attainment gap between the most and least disadvantaged; • Improvement in children and young people’s health and wellbeing; and • Improvement in employability skills and sustained, positive school leaver destinations for all young people. 4.5 These priorities guide the reporting of progress using a range of measures describing both excellence – performance for all; and equity – focusing on poverty-related and other gaps in outcomes. 4.6 The Scottish Governments Framework for Recovery and Accelerating Progress has been developed to support the next phase of the Scottish Attainment Challenge (SAC). It aims to set high expectations, including annual stretch aims, developed across all 32 Scottish education authorities, to help ensure significant progress is made in recovering from the impact of the COVID-19 pandemic and in achieving the mission of the SAC. 5. PERFORMANCE SUMMARY 5.1 Appendix 1 provides information on progress made in academic session 2023/24 towards each of the four NIF priorities. Key performance measures reported include: Improvement in attainment particularly in literacy and numeracy • For primary pupils, achievement of Curriculum for Excellence levels has maintained or improved on 2023 attainment - largely the highest seen in almost all curricular areas and stages. • For secondary pupils in S3, achievement of Curriculum for Excellence levels at level 3 have improved further - reaching or exceeding their stretch aim in literacy and 1% below the 92% stretch for numeracy. • For the second year in succession, our National 5 exams pass rate is higher than our comparator authorities and the Scottish average. There were 333 more A-C passes at National 5. Closing the attainment gap between the most and least disadvantaged • The poverty related attainment gap for primary pupils in P1, P4 and P7 has improved by 1% for reading and writing; grown by 1% in listening and talking and remained at the same level for numeracy, compared to last year`s figures. This is in the context of a five year improvement trend. Page 116 of 166
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• The poverty-related attainment gap, in terms of pass rates, is better than the Scottish average for National 5 and Higher grades. In terms of National 5, the gap is almost half the size of the Scottish average. • The percentage of care-experienced primary school pupils in P4 and P7 achieving expected levels in literacy and numeracy combined, has maintained a sustained trend of improvement since 2021. • Attainment in the Senior Phase school year groups of our Looked After Children has improved in terms of the number of awards at National 2 and National 3. There has been a consistent trend from 2020-2024, while National 5 pass rates have remained stable at 74%. Improvement in children and young people’s health and wellbeing • Exclusion rates remain on a steady downward trajectory once account has been taken of COVID-19 related school closures. • School attendance improved from 92.5% to 93.1% in primary schools but remained static at 86.9% in secondary schools. Improvement in employability skills and sustained, positive school leaver destinations for all young people • Participation in positive activities (for 16-19 year olds) has remained at the same level in 2024, compared to 2023, and sits positively in a national context. However, there is scope for improvement. • A new version of the Workit work experience management system has been launched and school staff have received training and guidance. In 2023/24, a total of 597 pupils accessed a placement, which was an increase of 147 on the previous year. • The PKC 16+ Framework has now been adopted by Dundee City Council and will likely become a Tayside regional approach. 6. CONCLUSION 6.1 This report outlines, in detail, a range of measures describing progress in raising attainment and related outcomes for children and young people across Perth and Kinross. 6.2 Notable improvements are seen in many key measures. There are some positive indications of narrowing the poverty-related gaps in many outcomes; to which, a sustained focus will be maintained by PKC to reduce these further. Page 117 of 166
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Author Name Designation Contact Details David Macluskey Service Manager (Secondary) FBSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead - Education and Learning 25 September 2024 Page 118 of 166
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes/None Community Plan/Single Outcome Agreement None Corporate Plan None Resource Implications Financial None Workforce None Asset Management (land, property, IST) None Assessments Equality Impact Assessment None Strategic Environmental Assessment None Sustainability (community, economic, environmental) None Legal and Governance None Risk None Consultation Internal None External None Communication Communications Plan None 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). Corporate Plan 1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). Page 119 of 166
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1.3 The report also links to the Education and Learning; and the Children, Families and Justice Services Vision, Values and Priorities in respect of the following key Priority area: • Best Start 2. Resource Implications Financial 2.1 N/A Workforce 2.2 N/A Asset Management (land, property, IT) 2.3 N/A 3. Assessments Equality Impact Assessment 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. 3.1.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: (i) Assessed as not relevant for the purposes of EqIA. Strategic Environmental Assessment 3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.2.1 The proposals have been considered under the Act; however, no action is required as the Act does not apply to the matters presented in this report. This is because the Committee are requested to note the contents of the report only and the Committee are not being requested to approve, adopt or agree to an action or to set the framework for future decisions. Sustainability 3.3 Under the provisions of the Local Government in Scotland Act 2003, the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. Under the Climate Change Page 120 of 166
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(Scotland) Act 2009 the Council also has a duty relating to climate change and, in exercising its functions must act: • In the way best calculated to delivery of the Act’s emissions reduction targets. • In the way best calculated to deliver any statutory adaption programmes. • In a way that it considers most sustainable. 3.3.1 N/A Legal and Governance 3.4 N/A 3.5 N/A Risk 3.6 N/A 4. Consultation Internal 4.1 Service Managers within Education and Learning were consulted in the preparation of this report. Consultation on the stretch aims was conducted with Headteachers and Education Officers. External 4.2 N/A 5. Communication 5.1 N/A 2. BACKGROUND PAPERS 2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (and not containing confidential or exempt information) were relied on to a material extent in preparing the above report. 3. APPENDICES 3.1 Appendix 1 - Raising Attainment Strategy, Attainment Report 2023-2024 Page 121 of 166
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Education & Children’ Improving Lives Together Ambition Compassion Integrity Education & Children’s Services Raising Attainment Strategy Attainment Report 2023-2024 Appendix 1 9 Page 123 of 166
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Contents Executive Summary ............................................................................................................................. 1 Introduction ........................................................................................................................................... 1 NIF Priority 1: Improvement in attainment, particularly in literacy and numeracy. ...................... 3 Case Study – Using Technology to Enhance Learning and Teaching ........................................... 4 Case Study – Closing Numeracy Gaps ............................................................................................. 5 Case Study – Closing Literacy Gaps ................................................................................................. 6 NIF Priority 2: Closing the attainment gap between the most and least disadvantaged. ........... 9 NIF Priority 3: Improvement in children and young people’s health and wellbeing. .................11 Case Study – Nurturing Relationships Ruthvenfield Primary School ..........................................13 Case Study Self – Regulation Professional Learning Programme ...............................................14 Case Study – Improving Attendance at Rattray Primary School .................................................15 NIF Priority 4: Improvement in employability skills and sustained, positive school leaver destinations for all young people. .....................................................................................................16 Case Study – S3 Construction Academy Perth High School .......................................................17 Case Study – Data-led Intervention .................................................................................................18 Conclusion ...........................................................................................................................................18 Appendix 1 – Glossary of Acronyms................................................................................................19 Page 124 of 166
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1 Executive Summary The Education Service Improvement Plan 2024-2025 was produced and submitted to the Scottish Government in August 2024. This annual plan meets the requirements set out by the Scottish Government on planning and reporting progress on the priorities set out in the National Improvement Framework (NIF) for education. This supplementary report provides more detail on the attainment data and provides an update on key achievements for the academic session 2023/24 in progress against the NIF. It is helpful to consider this report alongside the Education Service Improvement Plan 2024-2025 which considers the full breadth of services provided in the area, including those supporting children and families in a range of ways which may not relate directly to school-based attainment and achievement but act to support children and young people to achieve their fullest potential. The Scottish Government document ‘Framework for Recovery and Accelerating Progress’ has been developed to support the next phase of the Scottish Attainment Challenge. It aims to set high expectations, including annual, ambitious, locally identified stretch aims. The objective is to help ensure significant progress is made in recovering from the impact of the Covid-19 pandemic and in achieving the mission of the Scottish Attainment Challenge. The new PKC Raising Attainment Strategy 2024-27 is the foundation of attainment focus. Introduction The report outlines progress towards each of the relevant priorities identified in the NIF and provides some exemplification of activity outlined in the Education Service Improvement Plan 2024-2025 against each of these priorities: • Improvement in attainment, particularly in literacy and numeracy. • Closing the attainment gap between the most and least disadvantaged. • Improvement in children and young people’s health and wellbeing. • Improvement in employability skills and sustained, positive school leaver destinations for all young people. The outcome • Placing the human rights and needs of every child and young person at the centre of education is not addressed in this report due to a lack of attainment data around this priority. However, it remains a priority in our Education Improvement Plan and in each of our schools. The Framework for Recovery and Accelerating Progress (the Framework) has been developed to support the next phase of the Scottish Attainment Challenge (SAC). It aims to set high expectations, including annual stretch aims, developed across all 32 education authorities, to help ensure significant progress is made in recovering from the impact of the Covid-19 pandemic and in achieving the mission of the SAC. These stretch aims in PKC last session were: • Achievement of literacy and numeracy levels for stages P1, P4, P7 and S3. • Achievement of literacy and numeracy levels looked after children in P1, P4 and P7. • Proportion of school leavers attaining one or more passes at SCQF level 5. • Proportion of school leavers attaining one or more passes at SCQF level 6. • Participation measure: proportion of 16-19 years olds participating in education, employment or training based on Annual Participation Measure (APM) produced by Skills Development Scotland (SDS). Page 125 of 166
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2 • Attendance and Exclusion measures in primary and secondary schools. • Average Insight tariff points for school leavers. • Average Insight tariff points for looked after school leavers. Excellence and Equity In order to identify if the actions taken to improve our priorities have been effective, measures are aligned to the strategy’s two overall objectives. 1. Excellence – we strive to improve performance across the board. In simple terms we aim to increase the combined ‘average’ of all individuals and raise the line. 2. Equity – we strive to reduce the “gaps” between those disadvantaged in different ways because of their circumstances. In simple terms, we aim to flatten the line across groups of different advantage/deprivation. These principles are shown simply above but progress will likely be a complex combination of these two factors. In showing progress, we aim to draw upon a broad range of evidence rather than relying on single, narrow measures. Changes are likely to be seen reliably over several years and year-by-year comparison should be done with care. At local authority level, the Scottish Index of Multiple Deprivation (SIMD) is used where necessary to understand the effects of poverty, in line with national level approaches. However, for many schools in PKC, SIMD is considered weak for differentiating pupil background or statistical analysis, and the ACORN classification is used preferentially. SQA Assessment Models 2020-2024 In 2020 qualifications were delivered purely as a result of teacher professional judgement over a shortened school year; in 2021 we followed an “Alternative Certification Model” (ACM) allowing young people more opportunity to evidence their learning than a one off examination; in 2022 there were mitigations and alterations to the assessment and examination landscape with SQA stating that evidence would be marked “generously” and in 2023 these alterations remained but rather than generously these scripts would now be marked “sensitively”. Each session since 2020 where the pass rate nationally was at a record high this has resulted in a year-on-year decline in national pass rates. In 2024 pass rates have fallen nationally by up to 4%. Page 126 of 166
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3 NIF Priority 1: Improvement in attainment, particularly in literacy and numeracy. Pre-School Development Proportion of P1 children meeting all developmental milestones prior to starting school The proportion of P1s meeting all their expected developmental milestones has decreased in 2024 to 75% from the previous cohort of children. This cohort are the children born in 2020. The percentage of additional support needs (ASN) within this cohort is slightly higher. Of those, 44% did not achieve all milestones last year, with 68% not achieving all this year. This cohort has 54% of boys as opposed to 49% last year and research tells us that boys make slower progress at this stage of development. Within this cohort more children are recorded as not having achieved one Developmental Milestone. Last year there were 267, with a rise this year to 298. Particular Developmental Milestones that children have more issues with are attention, emotional, social and speech and language which all show an increase of 3%. Work continues across all Early Learning and Childcare (ELC) settings to mitigate the impact of these developmental concerns and to ensure that children are supported to achieve their potential through a focus on the overall quality of provision, outdoor learning, language development and emotional resilience. Page 127 of 166
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4 Broad General Education There has been steady progress over time in P1,4 and 7 Achievement of a Curriculum for Excellence (CfE) Levels (ACEL). In 2022-2023 a targeted programme of work to improve writing with six pilot schools created significant improvement in writing in these schools. A further 20 schools have taken part in the National Improving Writing programme in 2023-2024. These schools have made significant improvements in 1st level writing attainment and the PKC 1st level writing attainment has risen to 73%, an increase of 2% on last session. Case Study – Using Technology to Enhance Learning and Teaching During the period from January to June 2024 Kinross High School participated in a small test of change to evaluate the impact that iPads had on learner engagement and motivation. 10 learners from Kinross High School, Pupil Support Facility from S1-3 used these iPads to determine if having the technology available to them consistently, every day would make a difference to their motivation and attainment. We were lucky to work with Skriva Stylus who provided us with 10 Skriva Styluses for this project too. This provided even more functionality for the iPad including use of creative drawing tools, use of handwriting app and recording learning in a number of ways. With the use of iPads learners had an increase in working independently and at their own pace to achieve learning goals. The introduction of iPads allowed learners to work more independently and at their own pace, enhancing their ability to achieve learning goals. Previously limited to 20-minute sessions twice a week for spelling practice, the iPads enabled up to 2 hours of self-guided, game-based learning weekly. This increased engagement led to improved spelling results over time with most learners increasing by 25-38% in their average spelling test result from December to February. Engagement with learning also rose significantly: Page 128 of 166
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5 Combined P1, 4 and 7 Literacy and Writing attainment has also continued to improve in 2023-2024. Over 50 primary schools have now engaged with Explicitly Teaching Text Types approaches to writing over the last three years and this has contributed to the continuing rise in writing attainment across the primary phase. Case Study – Closing Numeracy Gaps Big Maths at Grandtully Primary School It is widely recognised that Numeracy and Maths can be an area where, if a child misses a crucial step, it can impact their overall progress. Within Grandtully Primary School there are two multi-composite classes, P1-3 and P4-7. Trying to identify appropriate interventions for each child can be a complex process when dealing with so many individuals at different stages. Big Maths was identified as a tool to support the teaching of basic skills in maths and numeracy. The tool is intended to help teachers understand the level that a child is working at in order to inform their planning and teaching. As well as using it as an assessment and tracking tool, the core maths resources help the teacher tailor learning and teaching to each child through the identification of learning gaps, supporting children to move forward with their learning. From data analysis 11 children were identified who, based on PKC tracking, were either behind by a term or who were on track, but needed support to stay on track. Data was also used to identify those in Acorn 4/5, having additional support needs, being care experienced or having concerns in relation to attendance. Big Maths is cyclical and therefore builds on skills week after week progressively becoming more complex. In the three areas of the mathematical programme almost all children have reduced the gap in their learning according to their weekly assessments. This is despite several of the children having attendance percentages less than 90%. Almost all children have made progress which is in line with the pace of their peers. A few have exceeded the pace of their peers and are now either on track or ahead of expected levels. The small number who have not progressed at the expected pace have been identified as potentially having an additional support need which requires further diagnostic assessment. Feedback from children included the following statements: “Doing the assessments lets you see the areas you don’t know. Big Maths is fun!” “I like that you move up at your own pace. This motivates me because I am moving to the next level.” “Big Maths pushes you. Some questions you can find really hard but then you know that's the area you need to work on.” Page 129 of 166
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6 Case Study – Closing Literacy Gaps Colourful Semantics at Breadalbane Academy Tracking data identified that a number of pupils were not achieving expected levels of literacy and assessment demonstrated that the focus needed to be on grammar. A number of staff were trained by Speech and Language Therapists to deliver Colourful Semantics. This is an approach that aims to teach children how to build and understand sentence structures. It helps develop skills in understanding questions, developing narrative, understanding written text and developing vocabulary. As a teaching approach, colourful semantics can be particularly useful for children who struggle with: • Putting sentences together in a meaningful order. • Confusing the order of words in sentences. • Missing out verbs and other key details in sentences. • Always using the same sentence structures. Children worked individually or in small groups with a class teacher and pupil support assistant for 20-30 minutes 2-3 times per week to work on building sentences using the structure of colourful semantics. Impact The intervention was successful with 5 pupils closing the gap by 1 more tracking period and demonstrating improvement on assessment attainment. Another pupil is now on track to achieve the expected level of literacy. Next Steps Due to the success of the intervention, it will be run again. However, the mode of delivery could be changed to more focussed blocks of input-practice-input-practice. Page 130 of 166
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7 Primary Combined Literacy and Numeracy over Time Secondary S3 Literacy and Numeracy In S3 the improvements created in 2022 through the deployment of focused intervention strategies were maintained in 2023. In 2024 there was further improvement in all areas of literacy and numeracy. Senior Phase In 2024, SQA pass rates at National 5 and Higher remained very similar to those of the previous session. However nationally pass rates fell by around 2% which left our position relatively improved. In terms of pass rates, we are 5th out of 32 Local Authorities for both qualifications. Our pass rate at Advanced Higher fell from 77% to 74% against a Scottish average of 75.3%. Page 131 of 166
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8 National 5 Pass Rate 2019-2024 Highlighted series green for Perth & Kinross and blue for Scotland. Shaded areas represent years utilising alternative approaches to assessment, ACM etc. Higher Pass Rate 2019-2024 The table below represents our 2024 performance in terms of A-C pass rates in relation to the national average and our comparator authorities. Pass rates in National 5 and Higher are positive in PKC while our Advanced Higher pass rate has fallen less than the national pass rate at this level. Nat 5, Higher and AH Pass rates (A to C) PKC, National and Comparator Authorities PKC Scotland Argyll & Bute Aberdeenshire Highland Scottish Borders Stirling Nat 5 79.7 77.2 75.9 77.6 75.8 76.9 78.1 Higher 76.4 74.9 72.2 76.4 71.7 74.9 78.7 AH 74.1 75.3 76.4 70.9 83.0 74.0 72.4 Page 132 of 166
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9 NIF Priority 2: Closing the attainment gap between the most and least disadvantaged. Pre-School Development Pre-school Development Milestones: Gap between SIMD Quintile 1 and Quintile 5 children meeting all milestones The poverty-related gap remains an issue with an increasing gap. Analysis of data indicates this is due to several variables. • In 2023.24 the gender balance between the number of boys and girls shows a higher percentage of boys transitioning to Primary 1 than 2023.24. Previous data shows boys tend to meet their developmental milestones later than girls. Indeed in 2023-24 there is a higher percentage of boys than girls not meeting their milestones. • There is an increased number of children with ASN not meeting one or multiple milestones. • The number of children in SIMD Quintile 1 has reduced which has amplified the effect of those not meeting milestones compared with Quintile 5. Using Acorn while the gap has grown from 12.5% to 16.9% the effect is not so dramatic. Improvement work continues across all ELC settings, with a focus on removing barriers to learning and increasing practitioners' knowledge and understanding of how children develop and learn, specifically in relation to different gender needs. The cohort of children moving to school this year were born in 2019/2020. Families at that time had limited opportunities for social interactions at a crucial early developmental stage in a baby`s development. Research is taking place nationally to study the pandemic's impact on child development, with the national picture indicating increased concerns. Health colleagues have highlighted Speech & Language as an area of particular concern. Broad General Education Significant progress was made in closing the poverty related attainment gaps for literacy and numeracy in P1, P4 and P7 in session 2022-2023 as a result of focused data-led intervention at school level, supported by central officers in the Raising Attainment Team as shown in the following data table. Overall, the gap closed by 3% in 2023. This improvement has been maintained in session 2023/24. % point Gap between ACORN 4/5 and ACORN 1 Area 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Reading 20% 23% 18% 20% 18% 17% Writing 21% 25% 21% 23% 19% 18% Listening and talking 16% 22% 18% 16% 13% 14% Page 133 of 166
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10 Mathematics & Numeracy 19% 23% 19% 20% 17% 17% All Areas 19% 23% 19% 20% 17% 17% Care Experienced Children and Young People The percentage of care-experienced primary school pupils at P1 achieving expected levels in literacy and numeracy combined remained fairly static in 2023-2024. However, there were increases in both P4 and P7. This continues a sustained upward trend in attainment for this group, although year on year comparison is statistically challenging due to the very small number of pupils involved. For this reason, we use three year rolling averages. The proportion of care experienced young people in S3 who achieve the national benchmark of level 3 has improved every session from 36% in 2016/17 to 69% in session 2022/23 as a result of focused intervention work in school. However, in 2024 this dipped slightly to 60%. In session 2023/24 focussed work has been undertaken by the PRAISE team, and wider outreach team with around 35 primary aged care experienced pupils. In addition to supporting emotional regulation, the team has worked with schools and care-experienced young people or those on the edge of care to identify interventions to address any gaps in learning. Attainment gap between most and least deprived cohorts at National 5 and Higher in PKC compared to the national picture (Gap between SIMD 1 and 5). Over time since 2019 we can see a sustained trend of improvement for this measure at National 5 and Higher level as seen in the following graphs which run contrary to the national trend. Page 134 of 166
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11 Care Experienced Children and Young People Our pass rate for National 5 has remained steady at around 74% since 2021 which represents improvement relative to the national picture. Our Higher pass rate for this cohort has dropped to 49% and will require further analysis and attention. NIF Priority 3: Improvement in children and young people’s health and wellbeing. In this section our reported measures are attendance and exclusion. While health and wellbeing are complex and multifaceted areas of school improvement in the context of this report these remain our key measures and indicators. Attendance Primary attendance has improved slightly in 2024 with figures of 92.5% in 2021/2023 and 93.1% in 2022/2024. However, it remains 2% lower than pre-pandemic levels (95% in 2018/19). Secondary attendance remained static in academic year 2022/2024 (86.9%), compared with 2022/2023. While it has been positive to arrest the decline in attendance this remains a significant drop from pre-pandemic levels (90.5% in 2018/19). On the other hand, whilst final national data is not yet available, it is anticipated that these figures will be in line with national attendance patterns. Levels of attendance remain lower than the whole population for groups such as children and young people in more deprived areas, those with additional support needs, those that care experienced and Young Carers. Improving levels in both sectors and for groups most vulnerable to low attendance will continue to be a key improvement focus moving ahead. Over the course of this year a range of supports have been provided to our schools through our Attendance Policy; Staged Interventions Framework; Socially and Emotionally Based Absence programme, Connecting Families Project and Attendance Forums. This remains a key focus. Page 135 of 166
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12 Attendance levels over time Exclusion Overall, 2023-2024 exclusion levels have reduced from session 2022-2023. They remain significantly lower than the levels in 2018-2019. A small increase in primary exclusions has been more than offset by a reduction in secondary exclusions. Schools have continued to share best practice in the provision of alternatives to exclusion to support vulnerable children and young people and central guidance and support has been key to this. Our levels of exclusion are at their lowest levels recorded notwithstanding the period affected by school closure. Care Experienced Children and Young People Page 136 of 166
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13 These figures are smoothed out over a three-year rolling average to mitigate against smaller cohort size and, as a result of a range of interventions and developing practice, are on a consistent trend of improvement since 2016-19. Further improvement here remains a key priority. A range of health and wellbeing interventions support the stretch aims relating to attendance and exclusion. Below are three examples of this work, one focussed directly on attendance the other two examining the outcomes of authority wide interventions designed to support relationships and behaviour in school, and therefore promote attendance and engagement. Case Study – Nurturing Relationships Ruthvenfield Primary School The PKC Nurturing Relationships Programme is a social and relational approach which encourages staff to test out different approaches with the aim of improving relationships between all and creating an environment and ethos in which children, young people and staff feel safe and accepted. Research suggests that creating such an environment and ethos allows learners to thrive regardless of any individual barriers and promotes individual development, social and problem-solving skills, and impacts on their ability to progress in their learning because they feel safe, accepted, and understood. Forty schools within Perth and Kinross have now signed up to the programme across four phases of implementation with a further two phases planned to meet the aim of 100% of schools in Perth and Kinross having started their nurturing relationships journey by June 2026. An annual practice sharing session took place in May 2024, where Ruthvenfield Primary School shared their journey so far. Practitioners shared that they utilised the Glasgow Motivation and Wellbeing Profile (GMWP) with all their pupils to determine a starting point for their journey. The GMWP responses identified a group of target learners who reported lower feelings of affiliation compared to the wider school population (85% for the target group in contrast to the school average of 92.3%). Further self-evaluation activities were conducted to examine their data in relation to Nurture Principle 1, Learning is Understood Developmentally where findings revealed a common theme around activity and play. Subsequently, exploring the 6 stages of play development and types of play was identified as an area of focus for a test of change. Free-flow play across P1-7 was then introduced into the school day, this was facilitated by staff and led by the learners and their interests. Impact The impact of the change project was evaluated in term 4, where a review of data found an increase of 8.5% in affiliation for an identified target group of learners and a 0.5% increase in the wider pupil population. In addition, observations revealed that learners are seeking more variety of play experiences, literacy and numeracy skills are being applied to play and social skills were observed to have improved. Following the success of this change project the school have decided to adopt it with a further adaptation of incorporating opportunities to guide and support relationships and manage conflict. This adaptation has been identified from learner feedback and will be implemented in the 24/25 session as part of work on Nurture Principle 5, All Behaviour is Communication. Page 137 of 166
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14 Case Study Self – Regulation Professional Learning Programme A 10-week professional development self-regulation course for Pupil Support Assistants working with distressed and challenging behaviours took place from February to June 2024. Two groups involving 20 schools and a total of 45 staff members, each met once a week. The course aimed to enhance participants' knowledge and understanding of self-regulation and executive functions, increasing their ability to support the development of pupils' self-regulation skills. Self-regulation strategies address impulse control, inhibition control, and cognitive flexibility, employing strategies like hard/easy and choice/no choice. Good self-regulation therefore enhances readiness for learning and can prevent the escalation of any problematic behaviours, supporting both educational outcomes and personal development. Previous evaluation within Perth and Kinross demonstrated enhanced impact on children from more deprived backgrounds. A key strategy fostered during the course is the use of scripts for children to support self- regulation. Participants from this training course found impact in the use of structured and individually tailored scripts to support better regulatory abilities in their pupils. This practice was embedded within classroom language. Specific examples of impact on target children include: • Increased Classroom Inclusivity: One child, who previously spent time outside the mainstream classroom environment, is now more integrated within the classroom setting, significantly improving their inclusivity and participation in educational activities. • Participation in Extracurricular Activities: One child, who had never attended sports day due to fear, now participates actively. Both the child and their parents have expressed satisfaction with this positive outcome. • Improvement in Literacy and Numeracy: For one group of children, there has been a noticeable increase in the number of sums completed without adult supervision and the number of words read by children. These improvements are direct results of the project measures implemented. • Reduction in Emotional Outbursts: In one participant’s classroom, a significant reduction in emotional outbursts within the classroom environment has been observed, indicating better emotional regulation among the children. • Improved Playground Disagreement Management: The management of playground disagreements, which can delay the start of classroom lessons, improved significantly. There was a notable decrease in the time taken for the whole class to settle back into classwork tasks after playtime. • Increased Self-Management: Children showed an increased ability to manage their own minor, normal playground disagreements. This led to a decrease in the time class teachers spent helping children manage more significant issues arising from the playground. • Organised Transition to School Transport: The end-of-day transition to school transport became more organised for a group of children with ASN. The children developed responsibility for managing their own movements under adult supervision. • Increased Independence: There was a decrease in repeated adult direction, creating a more orderly process. The children became more independent, and the supervising adult considered it both a safer and more peaceful end to the school day, with satisfaction noted for both staff and pupils. Page 138 of 166
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15 Case Study – Improving Attendance at Rattray Primary School During the first attendance forum in 2024, Rattray Primary School shared their approach to supporting attendance. The presentation below identifies how the school used data analysis to identify issues and the approaches chosen to address them. It particularly focuses on an innovative approach using football and engagement with Blairgowrie and Rattray Community Trust to promote attendance, engagement and health and wellbeing. Improving Attendance at Rattray Primary School Page 139 of 166
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16 NIF Priority 4: Improvement in employability skills and sustained, positive school leaver destinations for all young people. Proportion of Young People (aged 16-19) in education, training or employment To supplement the school leaver information, SDS also reports the Annual Participation Measure (APM). This measure reports on participation in education, training or employment for all 16–19-year-olds from across the population rather than focusing specifically on school leavers and is therefore a broader and preferred measure of recording positive outcomes. The measure shows 92.5% of young people are in education, training or employment. The figures are slightly below the Scottish average (92.7% in August 2024) and the number not participating totals 213 individuals, with 213 unconfirmed. P&K remain in broadly the same position as last year. Unconfirmed has gone down from 3.9% to 3.7% and those Not Participating has gone up slightly by 3.5% to 3.7%. This represents a direct correlation to the reduction in unconfirmed and can be linked to the lack of information sharing from HMRC this year. Key Developments in 2023-24 • A 16+ Operational Group has been formed, which includes representation from Education, Skills Development Scotland and Skills & Employability Support Teams. This group attends 16+ meetings in schools to monitor the implementation of the 16+ Framework and meets fortnightly to review progress and identify any areas of good practice, or that may require support. This has streamlined communication channels across the associated services, improved information sharing and speeded up the pace at which we can respond to joint challenges. • PKC 16+ Framework has now been adopted by Dundee City Council and will likely become a regional approach. • A new version of the Workit work experience management system has been launched and school staff have received training and guidance. 597 pupils accessed a placement in 2023/24, an increase of 147 on the previous year. • Closer links have been fostered with the Local Employability Partnership and associated sub-groups. This has provided 16+ networks in schools a stake in the groups that help to shape post-school provision and ensures that schools have the right information at the right time. Page 140 of 166
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17 • Robertsons Construction 17-week pilot programme with Perth High School has been modelled by Bam Construction as part of community benefits associated with the new Blairgowrie Recreation Centre. 8 Blairgowrie High School pupils commenced the programme in August 2024. Case Study – S3 Construction Academy Perth High School PKC Education & Learning approached Robertsons to pilot a Construction Academy for S3 pupils at Perth High School as part of community benefits associated with the new Perth High School build. This proposal was planned and taken forward by the school in partnership with PKC E&L, Robertsons and their associated supply chain as a 17-week pilot initiative. Eight S3 pupils took part in the programme one morning a week during March – June 2024. This took place at a site on the school grounds as pupils were too young to take part in work experience on a real-life construction site. This allowed them to get a very genuine experience and work alongside Robertsons and supply chain staff. Alongside a genuine interest in construction, a range of factors was considered in putting the group together, including attendance rate, engagement in school and other factors that would put young people at risk of underperforming or not achieving. The rationale for targeting this group of pupils in S3 with a specific intervention in partnership with Robertsons is wide-ranging. In taking part in the project, we anticipated that this project could: • Support improvements in attendance among the group of young people. • Support improvements around pupils’ positive engagement in school. • Provide opportunities to celebrate the work of the young people, to build confidence, self- esteem and a sense of positive agency. • Provide opportunities for young people to develop skills for life, learning and work and increase the likelihood of young people accessing positive destinations. • Provide real, accessible routes into the construction industry for young people in this cohort and a mutually beneficial outcome in terms of local recruitment and meeting the needs of the local economy The outcomes of the project have been varied on an individual basis and are complex in terms of quantifying an overall picture of the project, however the qualitative data is very encouraging and has provided food for thought for future cohorts and approaches. • Almost all young people involved in this project have gone on to secure places on the Perth UHI Multi-skills link course for S4, which involves many construction skills. The only S4 participant has secured a full-time college place for multi-skills and a construction apprenticeship. • Three young people have been identified by Robertson’s staff as having significant potential and dedication to lead the next cohort of trainees. This will allow them to keep a relationship with the team and there is potential to access apprenticeships when they are sixteen (some partner companies have already expressed interest in their development). • All young people involved have reported having a greater understanding of the world of work. • All young people involved feel that this will be beneficial to them in terms of being ready to take on a job or training in Construction. • This program has provided opportunities to celebrate the abilities and progress of these young people, both with the pupils themselves and with parents, where appropriate. Page 141 of 166
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18 Conclusion There is evidence that the actions from our Raising Attainment Strategy and the Education Improvement Plan 2022-23 have improved outcomes for children and young people in terms of attainment through the lenses of excellence and equity. The current iteration of our Raising Attainment Strategy 2024-27 will consolidate these successes while addressing areas which require further attention. Our team approach to improving employability and skills in PKC with our partners in DYW (Tay Cities); SDS; UHI (Perth) and local employers continues to deliver success in this measure with a real focus for the session to come to support those young people most in need of additional interventions. Our Education Improvement Plan 2024-25 through its three main areas for improvement: improving leadership of change; improving learning teaching and curriculum and transforming our ASN provision will explore these areas where maximum impact can be created for our children and young people. Case Study – Data-led Intervention Schools are required to collect information from young people regarding their plans for the future. This includes their Anticipated Leave Date (ALD), Preferred Route (PR), Preferred Occupation (PO) and any additional notes regarding College/University/Employment. All staff in schools who share responsibility for gathering and entering this data, including office staff, were provided with training by the Skills Development Scotland (SDS) Data- sharing Team. Guidance and information was also included in the PKC 16+ Framework. The 16+ Operational group quality assure the completion of the data gathering by schools and intervene where completion rates are below PKC or national average. Significant improvement has been seen in data entry over the last 12 months with PKC now above the national average in all 3 areas. Most Recent Data as of May 2024: Anticipated Leave Date Preferred Route Preferred Occupation PKC 99% 89% 86% Scotland 90% 81% 80% Having a complete data set as early as possible in pupils’ senior phase and supports our ability to create meaningful work-based learning opportunities in school and progression pathways through the senior phase and beyond. This data also supports overall school planning, tracking and monitoring and ensures young people receive their full entitlement to support from SDS Careers Advisers at the right time. We have in 23/24 worked alongside colleagues in UHI Perth and other stakeholders to agree an approach that allows us to share high level data to support their future planning and curriculum design based on pupils’ career aspirations. Page 142 of 166
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19 Appendix 1 – Glossary of Acronyms Acronym Meaning ACEL Achievement of a Curriculum for Excellence (CfE) Level ACM Alternative Certification Model ALD Anticipated Leave Date APM Annual Participation Measure ASN Additional Support Needs CECYP Care-experienced Children and Young People CfE Curriculum for Excellence DYW Developing the Young Workforce ELC Early Learning and Childcare NIF National Improvement Framework PKC Perth and Kinross Council PO Preferred Occupation PR Preferred Route SAC Scottish Attainment Challenge SCQF Scottish Credit and Qualifications Framework SDS Skills Development Scotland SIMD Scottish Index of Multiple Deprivation SQA Scottish Qualifications Authority UHI University of the Highlands and Islands Page 143 of 166
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Perth and Kinross Council Learning and Families Committee 23 October 2024 YOUTH STRATEGY 2024 Report by Strategic Lead – Children, Families and Justice (Report No. 24/294) 1. PURPOSE 1.1 This report introduces the Youth Strategy 2024 (Appendix 1) for Perth and Kinross. 1.2 The Perth and Kinross Council (PKC) Children, Young People and Families Partnership endorsed the Youth Strategy on 13 September 2024. This report seeks formal approval from the PKC Learning and Families Committee on the Strategy and accompanying Action Plan, based on the four themes of Safe, Voice, Citizenship and Community. 2. RECOMMENDATIONS 2.1 It is recommended that the Committee: • Approves the Youth Strategy 2024; and • Requests that the PKC Strategic Lead - Children, Families and Justice provides an annual progress report to the PKC Learning and Families Committee. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: • Section 4: Background • Section 5: Proposals • Appendices 4. BACKGROUND 4.1 In light of a renewed focus on support for young people through the Universal Youth Partnership and the United Nations Convention on Rights of a Child (UNCRC), a new Strategy has been developed in collaboration with young people to formalise our commitment to actions in line with what they told us was important to them. 4.2 Extensive consultation was undertaken as part of the development of the Strategy. This included three group consultations with young people from across Perth and Kinross, numerous individual consultations through involvement of Youth Services and consultation with partners. 10 Page 145 of 166
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4.3 Young people involved in the consultations shared some very difficult personal stories and showed they were committed to improving life for their peers. They recognised the need for some young people to be supported to understand the impact of their behaviour on others and talked about how the COVID-19 pandemic has changed their lives. 4.4 Findings from the consultation showed that young people wanted to improve their communities, contribute to society and be free from bullying and discrimination. This Strategy provides a framework for that change. 4.5 Our Members of the Scottish Youth Parliament (MSYPs) have encouraged and supported the development of the Youth Forum to drive forward the Strategy, which is being supported by the Children’s Rights Officer. The forum will be chaired by an MSYP, with representatives from a range of youth organisations, ensuring that there is a collective voice from our young people. It is anticipated in time, that the forum will challenge and support policies and practice in the best interests of young people. 4.6 The forum will ensure that Article 12 of the UNCRC will be adhered to, in that, young people will be listened to and taken seriously. 5. PROPOSALS 5.1 It is proposed that the PKC Learning and Families Committee approves the Youth Strategy 2024 and recognise the importance of all partners supporting our young people to fulfil the actions within the Strategy. 5.2 The PKC Learning and Families Committee is requested to support the establishment of a Youth Strategy Group to oversee the work associated with implementing the Strategy. The group will comprise of representatives from services who support young people and the Youth Forum. Author Name Designation Contact Details Linda Richards Service Manager FBSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Arun Singh Strategic Lead – Children, Families and Justice 08/10/2024 Page 146 of 166
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes/None Community Plan/Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial None Workforce None Asset Management (land, property, IST) None Assessments Equality Impact Assessment yes Strategic Environmental Assessment none Sustainability (community, economic, environmental) none Legal and Governance None Risk None Consultation Internal Yes External Yes Communication Communications Plan Yes 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (i and ii). Corporate Plan 1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (i and ii). Page 148 of 166
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1.3 The report also links to the Education and Learning; and the Children, Families and Justice Services Vision, Values and Priorities in respect of the following all key Priority area: • Health and Wellbeing • Care and Equity • Safe and Protected 2. Resource Implications Financial 2.1 Not applicable. The Strategy will be met within existing resources. Workforce 2.2 There are no workforce implications. Asset Management (land, property, IT) 2.3 N/A 3. Assessments 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. *The Equality Impact Assessment (EqIA) undertaken in relation to this report can be viewed by clicking here. 3.1.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: (Keep the relevant statement and delete the two others not required.) (i) Assessed as relevant and the following positive outcomes expected following implementation: This strategy will promote the rights of all young people and will provide support in order that they meet their full potential. Strategic Environmental Assessment 3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. Not relevant to this policy Page 149 of 166
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Sustainability 3.3 Under the provisions of the Local Government in Scotland Act 2003, the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. Under the Climate Change (Scotland) Act 2009 the Council also has a duty relating to climate change and, in exercising its functions must act: • In the way best calculated to delivery of the Act’s emissions reduction targets. • In the way best calculated to deliver any statutory adaption programmes. • In a way that it considers most sustainable. 3.3.1 N/A Legal and Governance 3.4 There are no legal implications. 3.5 N/A Risk 3.6 There are no risks attached to the strategy 4. Consultation Internal 4.1 The Strategy has been developed in partnership with young people. Perth and Kinross Council’s Education, Housing and Safer Communities teams have also been involved in the preparation of this report. External 4.2 A partnership meeting involving NHS Tayside, and third sector youth agencies have been involved in the development of the Strategy. 5. Communication 5.1 The Youth Strategy 2024 (Appendix 1), once approved, will be published on the Perth and Kinross Council website. 2. BACKGROUND PAPERS 2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (and not containing confidential or exempt information) were relied on to a material extent in preparing the above report. 3. APPENDICES 3.1 Appendix 1 – Youth Strategy 2024 Page 150 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 10 Page 151 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2 We want to thank all those who have contributed to this strategy and especially to all our young people who gave of their time and shared their stories with us. This strategy is designed to support young people aged 12 to 25 years. We want young people in Perth and Kinross to feel valued, achieve their potential and be listened to, understood and respected. This strategy sets out how this can be achieved, the steps which have already been taken and those yet to be developed. Young people are at the centre and as such we have had numerous individual consultations with young people, two gatherings with young people from across the council area and consultations with those involved directly in working with young people. Young people have told us how life is for them now and that they are concerned for their future. They also told us the hopes and aspirations they have for their future as they move into adulthood. We have divided this strategy up into four main themes which they agreed were their priorities. The themes are: The emotional wellbeing of our young people is a priority and runs through all the themes above. Young People spoke at length at about experiencing discrimination, worries about their future and a lack of understanding of them from the adults in their lives. We want this strategy to provide a framework for improvement, but we also want to celebrate our young people and all that they achieve. Foreword Introduction Safe Voice Citizenship Community Page 152 of 166
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A Perth and Kinross where everyone can live life well, free from poverty and inequality 3 12 to 14 population • Population decrease The number of young people aged 12 to 24 years living in Perth and Kinross is decreasing. In 2021, there were 20,447 young people aged 12 to 24 years. This is a decrease of just over 1,100 young people or 5% since 2011. • Population proportion Like Scotland, the population of Perth and Kinross is aging. In 1981, young people aged 12 to 24 years accounted for 20% of the total population, in 2021 this had reduced to 13%. Care-experienced • Looked-After As at 31 December 2023, just under half (47%) of children and young people currently in the care system and Looked-After by Perth and Kinross Council were aged 12 to 18 years. • Seeking asylum Of the 125 young people aged 12 to 24 years who were Looked-After on 31 December 2023, 13 arrived in the UK alone and seeking asylum. • Eligible for aftercare As at 31 December 2023, there were 244 young people who left care on or after their 16th birthday making them eligible for aftercare. Of those eligible, 70% were in receipt of aftercare. Education • Secondary education Across Perth and Kinross, there are 11 mainstream secondary schools educating approximately 8,000 pupils. • Bullying A survey in 2022 showed that just under a third, 31% of pupils in S1, S2 and S3 stated they had been bullied in the last year. Young people in Perth and Kinross Page 153 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4 • Leaver destinations Almost all school leavers, 94% move on to a positive destination. Most young people continue learning at university or college. • Deprivation Fewer young people from more deprived areas move on to a positive destination. • Disengagement from education We know that some young people have struggled to return to school following COVID-19. This often leads to further isolation from their peer group. Mental wellbeing • Mental wellbeing Positive mental wellbeing of young people is declining. Boys report better levels of wellbeing compared to girls. Local figures are slightly below national figures. • Social media Between 2018 and 2022, there was an increase in problematic social media use among girls in all age groups, but not among boys. • Sleep Young people from less affluent families report fewer hours of sleep on school days, poorer quality sleep and more sleep difficulties. Page 154 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5 Tiered Level of Support The above shows how we deliver a range of supports for young people with more detail below. Page 155 of 166
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A Perth and Kinross where everyone can live life well, free from poverty and inequality 6 Universal supports are defined as being open to all young people and have no referral criteria. There are numerous uniformed youth groups, faith-based groups and volunteer ran activity groups throughout Perth and Kinross. Since 2018, The Gannochy Trust and Perth and Kinross Council have commissioned 5 locality youth work providers to deliver a universal youth work service across Perth and Kinross. The purpose of this partnership is to provide support to young people where they live, for as long as they need it. The partners come together in a development forum which allows for the sharing of ideas, training, and resources. The partnership was initially funded for 5 years and following a recommissioning exercise is funded for a further 3 years 2024 to 2027. The partnership has also been an information and support hub to universal providers in their area. Perth and Kinross youth partners Support for everyone YMCA Eastern Alliance Logos Kythe Breathe Page 156 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 7 Specific support There are a number of youth groups which are for young people who have a specific need or who need specific support. Some of these groups require a referral process and some are self-referred. • RASAC Rape and Sexual Abuse Centre Perth and Kinross support young people over the age of 12 years, who have experienced sexual violence at any time in their lives. They offer one-to-one support and offer information via their website www.rasacpk.org.uk. • PKAVS Young Carers support young people between the ages of 5 to 17 years who provide care or assistance to a family member of any age, who has a disability, physical or mental long term health condition or is affected by drug or alcohol misuse. The Young Carers team provides opportunities for young carers to be children and young people first and to support them to manage their caring responsibilities. We have a team of young carer support workers that help young carers identify their social, practical, emotional, and educational needs. www.pkavs.org.uk • SHIP Support, Help And Integration in Perthshire is a charity that focusses on supporting children with additional support needs. They run weekly activity clubs, sports groups, and holiday clubs. www.ship-perthshire.co.uk • ENABLE Supports children, young people with learning disabilities. www.enable.org.uk • IAPK Independent Advocacy Perth and Kinross support children and young people up to 18 years of age who have either a learning disability, autism or experience mental health issues and who feel they would like advocacy support. Welcome - Independent Advocacy (iapk.org.uk) • The Lighthouse Perth The Lighthouse for Perth is a local non-profit service offering crisis support for anyone aged 12+ years who is at risk of self-harm or suicide. The Lighthouse For Perth - Suicide, Self-Harm & Crisis Support Page 157 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 8 • @Scott street Operated by Perth and Kinross Council’s services for young people and open to young people aged between 12 to 25 years and their families to resolve concerns at home, school, and community. Young people are referred to the service by themselves or referred by our youth work partners, schools, police, social work, or housing. Youth workers operate on a locality level and will be seen around schools and link into other partners in their area. Youth workers have a wealth of knowledge about resources and supports for young people and will support either individually or as part of a group. The service also holds licenses for awards such as DofE. They can be found on twitter, Instagram, or Facebook • Cool to Talk Provides a confidential service where young people can ask questions about anything and will receive a response within 24hrs. The service is a safe space for young people aged 12 to 25 years living in Tayside Cool2Talk – A safe space for young people age 12 years and over • Perth Autism Support This organisation aims to support Children and Young People with Autism and their family access quality services at a time that is right for them Perth Autism Support • GLOW This is a service for young people run by LGBT Youth Scotland and meet at AK Bell library https://lgbtyouth.org.uk/ • Barnardo’s Hopscotch – 1:1 support for young people who have impacted by parental substance misuse Hopscotch Perth & Kinross | Barnardo's (barnardos.org.uk) • Perth and Kinross Domestic Abuse Service – Barnardo’s and Woman’s Aid support for young people 16+ • Rock trust - aim is to end youth homelessness in Scotland by ensuring that every young person has access to expert youth specific services to assist them to avoid, survive and move on from homelessness. In Perth and Kinross Rock Trust have several supported tenancies Page 158 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 9 Targeted support These resources work with young people who have a high level of need and who have been referred from Children, Families and Justice Services. However, it is also helpful to know what that support is and is detailed below. TCAC – Throughcare and Aftercare Team work with young people 15½ to 25 years who are care experienced to support their transition from care into adulthood. The team support young people with all aspects of their life including Housing, Employment, practical and emotional support. The team also support the locality groups in Schools and the Fun Young Individuals which represent the voice of care experienced young people. Bail Supervision – Bail Supervision is a team that supports young people who are in conflict with the law and who have appeared in court as part of an early intervention service. The team supports young people to resolve some of the issues which may have led to them being in conflict and support them to achieve their potential. The team attends court where they offer the service to young people who are appearing and if they are in agreement to work with the team this can be presented to the Sheriff. CASA (Children Alone and Seeking Asylum) works with unaccompanied asylum seekers to ensure that they have a safe place to live and support their integration into their community. Barnardo’s ‘space 4 u’ offers 1:1 support for young people around mental health and parenting. Intensive Support REACH - Resilient, Engaged, Achieving, Confident and Healthy. The team supports young people aged 12 to 18 years who are having difficulties within their home, school, or community and where accommodation away from their family is being considered. The team comprises of staff from different background i.e. speech and language therapy and teaching and provides support to young people and their family over 24hrs 7 days a week. Page 159 of 166
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A Perth and Kinross where everyone can live life well, free from poverty and inequality 10 The action plan below is divided into the 4 themes and is based on the information from the young people and what is important to them. This is by no means all that young people told us but are the main issues young people felt that needed to be addressed. Safe Feeling Safe is a fundamental right for everyone and the need to be Safe whether at home, school, work or in the community is a priority for all. The impact of social media on young people’s lives is evident every day and along with some advantages to staying connected also can mean for those who are feeling vulnerable to not being able to switch off or shut off negativity. Young people gave us numerous examples where they were continually victimised online by people they know and where conversations and photographs they thought were private were then shared. Young People told us that whilst they can choose their peer group within their social life that this could not be done in school and at times led to them feeling unsafe. Some recognise that this could not be avoided but did recognise that adults around them should be more aware and support them to become more resilient. Young people told us that they feel relationships with their peers is often the source of difficulty and managing relationships was a struggle. Young people are very aware of drug and alcohol misuse and how this can impact on their health and wellbeing. Some told us that peer pressure often leads young people to take alcohol and drugs and think more information and support around this would be helpful. Other issues like mental and emotional health education would be useful on how to look after their emotional health. Most young people told us they felt safe in their community as they know how to avoid people they felt unsafe around. Some told us that some people drove too fast and frightened them when misusing drugs and alcohol. Some also told us that they felt discrimination when out and about and wanted opportunities to change public perception of young people. Some also told us they felt safe at home and that they know what to do if they didn’t however, having trusted adults around them ensures that should this not be the case they would know where to go. Action Plan Page 160 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 11 Specific issue Actions By who When Young people need support to ensure they are safe online and that they know the consequences and impact around their messaging Supported discussions in all settings around use of social media and how this can impact on others as well as keeping themselves safe Programme to be developed to inform young people of legal and moral implications of on-line messaging All CPC GIRFEC group SFYP and Youth Forum Sept 2025 Sep 2025 Ensure there are safe places for young people in schools and communities Identify where the safe places in schools are for young people to go to when they need it. Identify and publicise safe spaces for young people in communities Education and SFYP SFYP and partners Sep 2025 Sep 2025 Support for guidance teachers and community link workers inc. training on mental health to support young people Identify suitable training and rollout programme Education Sep 2025 Young people need trusted adults around them to raise any concerns and believe that they will action their concerns. Develop the role of trusted adult and scope out how the role could be used to support young people. Young People need to choose who their trusted adult is Refresh the role of the named person All GIRFEC group Sep 2025 Page 161 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 12 Voice Perth and Kinross Council is developing a Youth Forum which will have representatives from some of the above organisations and be chaired by a MSYP (Member of Scottish Youth Parliament). The forum is currently being established but will act as a way in which the voice of young people will be heard. There are locality and school voice groups which will feed into the forum to ensure there is as wide a representation as possible. The forum will be supported by Children’s Rights Officer and will meet on a regular basis. The forum will raise issues to the Children Young People and Families partnerships which is chaired by Chief Executive and has Lead Officers and Elected members in attendance. The challenge for the Youth Forum will be to ensure that members represent the voice of all young people especially those who find it difficult to make their voice heard. Specific issue Actions By who When The Youth Forum is being established but requires work with the young people re role, membership etc Develop constitution- ways of working, membership and roles SYP and CRO Sep 2025 Ensure links with CYPF partnership are established Identify and progress links to agenda when appropriate SYP and CRO Sep 2025 Develop links with school and community groups Undertake visits to and establish links with groups SYP and CRO Sep 2025 Individual young people can be supported by a range of different people to have their voice heard and make sure that the decisions around them are understood and are in their best interests. Individual advocacy through Independent Advocacy Perth and Kinross (IAPK) provides that service for young people involved with Social Work or through Children’s Hearing and named persons and trusted adults are also often the advocate for young people. Page 162 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 13 Citizenship Young people told us that they wanted to participate in decisions around them and within their communities but found that difficult at times and spoke about not being taken seriously. Young People want to know their rights about all aspects of their lives but especially around employment. Some spoke about feeling taken advantage of in employment. Young people told us that they wanted a purposeful future and that they would like to achieve whatever their potential is. Some told us that they felt too much emphasis was on further education and wanted to be given skills to move into the workforce. Some wanted to know more about the range of employment opportunities available to them and how they would they know what is right for them. Young people felt that they were not prepared for adulthood and that they didn’t know about money, housing, and being independent. Some would welcome more information about independent skills and how to manage a home. Some young people who are living alone told us of the difficulties they were experiencing and the benefit they got from having specific support to sustain their tenancy. Another suggestion was that this could include information about Sexual Health and Parenting. Young people suggested that this was a programme that could be developed as part of the curriculum. Some particularly wanted to know about how they would exercise their right to vote responsibly. Specific issue Actions By who When Young people need to be prepared for employment with writing CV’s undertaking skills development and preparing for interviews Develop package of support specifically targeting those who wish to go into employment Youth Employability partners through the Local Employability Partnership Sep 2025 Young people need to be prepared for adult life and some of the practical things they need Develop life skills programme to include aspects of housing and finances. Parenting programmes could also be included SYP and partners Sep 2025 Page 163 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 14 Young People need to know their rights and how to exercise them Provide information and publicity around UNCRC and what this means to them. CRO Sep 2025 Community Young people told us that they enjoyed being part of their community although recognised that on occasion they were the subject of discrimination especially around sexuality. Some also wanted opportunities to show their community of young people’s value and for this to be recognised. Young people told us they would like to volunteer but sometimes don’t know where to go to do this. Young people spoke a lot about the issues of rurality and how these impacts on them. Perth and Kinross is a rural area with many of the young people living out of Perth. Public transport is difficult, infrequent, unreliable, feeling unsafe and although they are using their free bus travel the frequency of buses is still an issue. This can prevent some young people from accessing social activities and supports. Young People spoke about the need for opportunities to be involved in cultural events, music and arts programmes within their local communities whilst recognising physical wellbeing and inclusion can support mental health. Specific issue Actions By who When Young People want to volunteer but are unsure how to do this and what opportunities exist Create a volunteering portal for young people and support to access by organisations looking for volunteers Communities team within Perth and Kinross Council in partnership with PKAVS Sep 2025 Young people experience discrimination because they are young. Inter- generational work can help with that as well as challenging discrimination in a positive way Create opportunities for inter-generational work. Support young people who have faced discrimination and offer advice about challenging in future SYP and HSCP All Sep 2025 Sept 2025 Page 164 of 166
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Perth and Kinross Youth Strategy 2024 A Perth and Kinross where everyone can live life well, free from poverty and inequality 15 Being in a rural community has barriers but by working together we can challenge these barriers. Work with partners to create opportunities for young people who are isolated to become involved with others All Sept 2025 Young People who are involved in anti-social behaviour find themselves a focus in smaller communities and this leads to difficulty in changing the perception of themselves. Help young people to change the perception of themselves and be involved in their community. All Sept 2025 Young people who are unaccompanied and seeking Asylum require support for integration Develop integration package SYP Sept 2025 If you or someone you know would like a copy of this document in another language or format, (on occasion, only a summary of the document will be provided in translation), this can be arranged by contacting the Customer Service Centre on 01738 475000. You can also send us a text message on 07824 498145. All Council Services can offer a telephone translation facility. BSL users can contact us via Contact Scotland BSL, the online British Sign Language video relay interpreting service. Find out more on the Contact Scotland BSL website https://contactscotland-bsl.org Page 165 of 166
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