Agenda Document Pack - Learning and Families Committee - 12/11/2025
Perth and Kinross Council · 12 November 2025
Back to Learning and Families Committee — 12 November 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Ambition | Compassion | Integrity Our vision is for a Perth and Kinross where everyone can live life well, free from poverty and inequality Council Building 2 High Street Perth PH1 5PH 05/11/2025 A hybrid Meeting of the Learning and Families Committee will be held in the Council Chambers (Hybrid) on Wednesday, 12 November 2025 at 13:00. If you have any queries please contact Democratic 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 Councillor Alan Watt Mr Adrian Ferguson Ms Laura-Jane Grant Ms Amber Laverty Ms Susan MacLagan Ms Miranda Powell Mr Robert Stubbs Page 1 of 236
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Learning and Families Committee Wednesday, 12 November 2025 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 27 AUGUST 2025 FOR APPROVAL (copy herewith) 5 - 8 3(ii) MINUTE OF MEETING OF THE EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE OF 2 JUNE 2025 FOR NOTING (copy herewith) 9 - 10 3(iii) MINUTE OF MEETING OF THE JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF OF 9 JUNE 2025 FOR NOTING (copy herewith) 11 - 16 3(iv) MINUTE OF MEETING OF THE CHILDREN, YOUNG PEOPLE AND FAMILIES PARTNERSHIP OF 20 JUNE 2025 FOR NOTING (copy herewith) 17 - 24 4 SCOTTISH ATTAINMENT CHALLENGE FUNDING REPORT 2024/25 Report by Strategic Lead - Education and Learning (copy herewith 25/303) 25 - 72 5 YOUTH STRATEGY 2024 – ANNUAL UPDATE Report by Strategic Lead - Children, Families and Justice (copy herewith 25/304) 73 - 82 6 INTENSIVE SUPPORT PROVISION STATUTORY CONSULTATION REPORT – KINROSS HIGH SCHOOL Report by Strategic Lead - Education and Learning (copy herewith 25/305) 83 - 118 Page 3 of 236
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7 INTENSIVE SUPPORT PROVISION STATUTORY CONSULTATION REPORT – PERTH HIGH SCHOOL Report by Strategic Lead - Education and Learning (copy herewith 25/306) 119 - 156 8 INTENSIVE SUPPORT PROVISION STATUTORY CONSULTATION REPORT – VIEWLANDS PRIMARY SCHOOL Report by Strategic Lead - Education and Learning (copy herewith 25/307) 157 - 194 9 STATUTORY CONSULTATION – FORMAL CLOSURE OF ORIGINAL SITE OF CITY OF PERTH EARLY CHILDHOOD CENTRE Report by Strategic Lead - Education and Learning (copy herewith 25/308) 195 - 236 Page 4 of 236
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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 27 August 2025 at 1.00pm. Present: Councillors J Rebbeck, M Frampton, Bailie C Ahern, L Barrett, D Cuthbert, J Duff, N Freshwater, K Harvey (substituting for Councillor I Massie), N Khogali, I MacPherson, C Mair (substituting for Councillor S Carr), C Shiers, Provost X McDade, G Stewart and A Watt; Ms L-J Grant, Mr A Ferguson, Ms A Laverty and Mr R Stubbs. In attendance: D Macluskey, Strategic Lead – Education and Learning; F Mackay, J McNicoll, E Moran, R Munro (up to and including Item 4), S Stephen and S Turner (all Education and Learning); A McConnachie, S Hendry, A Brown, and M Pasternak (all Legal and Governance). Apologies: Councillors S Carr and I Massie; Ms S MacLagan and Ms M Powell. 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 28 May 2025 The minute of meeting of the Learning and Families Committee of 28 May 2025 was submitted, approved as a correct record, and authorised for signature with the following update: Mr R Stubbs be recorded as in attendance instead of absent. (ii) Executive Sub-Committee of Learning and Families Committee of 2 April 2025 The minute of meeting of the Executive Sub-Committee of the Learning and Families Committee of 2 April 2025 was submitted and noted. (iii) Joint Negotiating Committee for Teaching Staff of 12 March 2025 The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 12 March 2025 was submitted and noted. 3(i) Page 5 of 236
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(iv) Children, Young People and Families Partnership of 28 February 2025 The minute of meeting of the Children, Young People and Families Partnership of 28 February 2025 was submitted and noted. 4. PKC Education Improvement Plan 2025-2026 There was submitted a report by the Strategic Lead - Education and Learning (25/213) providing (1) an update on progress against the Education Improvement Plan 2024-2025; and (2) detail on the priorities set within the new Education Improvement Plan 2025-2026 (the Plan) (Appendix 2). The new Plan covers the academic year from August 2025 to June 2026 and requires to be submitted to the Scottish Government by 30 September 2025. Resolved: (i) The Education Improvement Plan 2025-2026 be approved. (ii) The Strategic Lead - Education and Learning be required to submit the Plan to the Scottish Government by 30 September 2025. (R Munro left the meeting at this point.) 5. Additional Support Needs Special Education Provision (Phase 2 ISP Expansion) – Options Appraisal There was submitted a report by the Strategic Lead - Education and Learning (25/214) providing options to improve and increase intensive-level education for children and young people with multiple and complex additional support needs (ASN) in Perth and Kinross school localities by establishing new Intensive Support Provisions (ISPs) in two additional school localities. Resolved: (i) The options outlined in the Options Appraisal, Appendix 1 to Report 25/214, to increase provision of available ISP placements for children and young people with complex and multiple ASN in the school catchment areas of the Community School of Auchterarder (CSoA) and St John’s RC Academy be noted. (ii) Option 3, as set out in Appendix 1 of Report 25/214, to establish an all through ISP at CSoA to provide locally available ISP placements for children and young people with complex and multiple ASN who live in the CSoA catchment area; and an all through ISP at St John’s RC Academy to provide ISP placements within a denominational setting, be approved. (iii) The Strategic Lead - Education and Learning be requested to prepare and publish proposal papers to establish ISPs as a new stage of education in CSoA and St John’s RC Academy, in terms of the Schools (Consultation) (Scotland) Act 2010. (iv) The Strategic Lead - Education and Learning be requested to formally consult the appropriate bodies and persons on the terms of the proposal papers, in respect of the Schools (Consultation) (Scotland) Act 2010. (v) Authority be delegated to the Strategic Lead - Education and Learning to investigate and manage any alleged omissions or inaccuracies during the Page 6 of 236
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consultation process and to take appropriate action in accordance with the Schools (Consultation) (Scotland) Act 2010. (vi) The Strategic Lead - Education and Learning be requested to prepare reports on the results of the statutory consultations and report back on the outcome of the consultations at a future meeting of the Learning and Families Committee by April 2026 (date to be confirmed once 2026 timetable is finalised). 6. Accessibility Strategy and Action Plan 2025-2028 There was submitted a report by Strategic Lead – Education and Learning (25/215) seeking approval of the Accessibility Strategy and Action Plan 2025-2028, which delivers on a duty of the education authority in relation to the Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002 (the Act). Resolved: (i) The Accessibility Strategy and Action Plan 2025-2028 be approved. (ii) The Strategic Lead - Education and Learning be requested to provide an annual report on progress in the implementation of the Action Plan. Page 7 of 236
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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 2 June 2025 at 1.00pm. Present: Councillors J Rebbeck, S Carr, M Frampton, Bailie C Ahern, Councillors L Barrett, D Cuthbert, and C Shiers. In Attendance: D Macluskey, Strategic Lead – Education and Learning; G Knox and N Thomson (both Education and Learning); E Higgins, Headteacher, Stanley Primary School; R Cross, Headteacher, Meigle Primary School; S Brown, Headteacher, Kinross High School; and K Molley, A Brown and R Ramsay (all Legal and Governance). Councillor J Rebbeck, Convener, Presiding. 1. Welcome and Apologies The Convener welcomed all those present to the meeting. 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 Learning and Families Committee of 2 April 2025 was submitted and 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 (25/136) 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. Resolved: The contents of the Report 25/136, be noted. 5. Summary Report on Care Inspectorate and Education Scotland Inspections There was submitted a report by the Strategic Lead – Education and Learning (25/137) (1) providing an overview of the performance of Education and Learning services inspected and reported on over the past year by the Care Inspectorate and 3(ii) Page 9 of 236
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Education Scotland; and (2) setting out the Service’s approach to implementing improvement actions arising out of inspection. Resolved: The contents of the Report 25/137, be scrutinised. 6. HMIE National Thematic Inspection Report – Local Authority Approaches to Supporting School Improvement There was submitted a report by the Strategic Lead – Education and Learning (25/135) sharing the published National Thematic Inspection report published by His Majesty’s Inspectors of Education on 12 March 2025 regarding local authority approaches to supporting school improvement and to share the findings from the thematic inspection undertaken in Perth and Kinross. Resolved: The contents of the National and Local Reports, be reviewed and noted. Page 10 of 236
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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 the Council Chambers, 2 High Street, Perth on Monday 9 June 2025 at 2.30pm. Present: Representing Perth and Kinross Council Councillors J Rebbeck and Councillor C Shiers; J Donnelly, G Knox, F Mackay, D Macluskey, P Smith and N Thomson (all Education and Learning); P Johnstone (Strategic Planning, People and Performance). Representing Teachers’ Associations J Cook, J Craigon, L Gibb, L J Grant, M Laurie, J Leslie, M Taylor and C Weston (all EIS); M Mackie (SSTA); Shaun Topen-Cooper (NASUWT) In Attendance: J Guild for Joint Secretary (Management Side). Apologies: Councillor S Carr. Councillor J Rebbeck, Convener, Presiding. 1. Welcome and Apologies Councillor J Rebbeck welcomed those present to the meeting and apologies for absence were noted as above. 2. Declarations of Interest (Elected Members Only) There were no Declarations of Interest made in terms of the Councillors’ Code of Conduct. 3. Minute of Meeting of the Joint Negotiating Committee for Teaching Staff of 12 March 2025 for Approval The Minute of meeting of the Joint Negotiating Committee for Teaching Staff of 12 March 2025 was submitted and approved as a correct record. 4. Matters Arising (i) Membership Updates The following Membership Updates were agreed: • James Craigon to replace Anna Dickinson on the Teacher’s Side. • Gillian Knox and Nick Thomson to replace Gillian Doogan and the outstanding vacancy on the Management Side, respectively. Councillor Rebbeck acknowledged that this would be John Donnelly’s last meeting and a replacement secondary representative will be sought in due 3(iii) Page 11 of 236
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course. Councillor Rebbeck thanked John for his commitment to the JNCT over the last four years. (ii) Neonatal Leave In response to a question from S Topen-Cooper regarding awareness of the entitlement to Neonatal Leave for those beginning Maternity Leave, P Johnstone agreed to review the information sent to staff to ensure this is incorporated. (iii) Digital Tenancy in Schools In response to a question from J Cook regarding timescales for migration in the next session to ensure inclusion for training requirements within WTAs, D Macluskey confirmed discussions with Data Protection colleagues regarding the roll out have now concluded and guidance will be issued soon. (iv) Remote Learning Guidance C Weston advised this work is now taking place in conjunction with Gillian Knox, following the departure of Gillian Doogan. 5. Business for Noting (i) Learning and Families Committee of 2 April 2025 For Noting The business of Learning and Families Committee of 2 April 2025, be noted. (ii) Learning and Families Committee of 28 May 2025 For Noting The business of Learning and Families Committee of 28 May 2025, be noted. 6. Employee Survey Update There was a slide-based presentation by D Macluskey providing a breakdown of Employee Survey results. The presentation included overview data, positive feedback, constructive feedback and suggested improvements, broken down into primary and secondary. In response to a question from J Cook regarding the use of “team” and what this extends to within a school setting, C Weston confirmed this has been identified by the Employee Survey Data Working Group and will be reviewed for future surveys. M Mackie advised that while the feedback is welcomed, the percentage of those not feeling safe in the workplace is concerning, and this was echoed across the Committee. In response to a question from J Craigon regarding the low number of responses at 412 for secondary staff, D Macluskey agreed this was a low response rate but advised it is the highest for education staff in comparison to previous surveys. D Macluskey added how important it has therefore been to ensure Page 12 of 236
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feedback has been shared with management teams and you said, we did documents produced, to ensure responses are valued and taken on board. Resolved: The Committee noted the update. 7. Relationships and Behaviour Update There was submitted a report by the Principal Educational Psychologist (G/25/69) providing an update on the work of the Nurturing Relationships Steering Group, which is now in the third year of operation. In response to a request from C Weston for the Teacher’s Panel to have sight of work as it develops and involvement in consultations, D Macluskey agreed to feed this back to the Principal Educational Psychologist. Resolved: The Committee noted the contents of G/25/69. 8. Attendance Update There was submitted a report by the Educational Psychologist (G/24/70) providing an update on ongoing work in relation to improving attendance in our schools. In introducing the report, D Macluskey advised secondary attendance remains a challenge and in addition to the national work ongoing, some individual schools have been carrying out their own work. In response to a question from J Cook regarding internal truancy disguising issues, D Macluskey agreed this is an issue and advised it is a focus of national work. Resolved: The Committee noted the contents of G/25/70. 9. Intensive Support Provision – Update on Statutory Consultation and Phase 2/3 F Mackay, Service Manager, Inclusion and Additional Support, provided a verbal update on three consultations ongoing in relation to Intensive Support Provisions in Kinross High School, Perth High School and Viewlands Primary School. F Mackay advised that Education Scotland are now to complete their own information gathering and focus groups in relation to Kinross and Perth High Schools before continuing to the next stage with a published report being made available online for comment for a period of no less than two weeks. This will be published after the school holidays to allow full engagement. A full report will then be heard by the Learning and Families Committee to seek agreement to formally establish Intensive Support Provisions in the involved schools. F Mackay advised Viewlands Primary School will complete the same process but is slightly behind, with a visit from Education Scotland awaited. Page 13 of 236
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In response to a question from C Weston regarding where reports can be accessed, F Mackay confirmed these are on the school estates page under school estate reviews then live reviews. Resolved: The Committee noted the update. 10. Improving Health and Wellbeing and Attendance in the Education Workforce Update Report There was submitted a report (G/25/71) providing an update on the work ongoing in relation to improving health and wellbeing and attendance in the education workforce. D Macluskey advised a Project Officer is to be appointed to take forward the project plan as contained in Appendix 1. C Weston advised a working group is very welcomed and would further welcome communications to those involved being issued timeously prior to the summer break. In response to a question from S Topen-Cooper regarding available budget for identified actions, D Macluskey advised reduction of teacher sickness absence is a priority and it is hoped evidence of this being achieved will attract a focus for future budgets. P Johnstone confirmed that sickness absence for teaching staff in 2023/24 was 9.1 days per FTE, and this reduced to 7.5 days in 2024/25 with corresponding SJC/Craft/Chief Officers being 13.1 days in 2023/24 and reducing to 12.6 days in 2024/25. The total number of days lost for mental health reasons also reduced in the same period from 17,639 in 2023/24 to 17,417 in 2024/25. In education overall there has been a reduction of 22% (from 10,102 to 7,905). Within that there has been a significant reduction in education single status days lost to mental health (5,630 reduced to 3,652) and also a reduction for teachers (4,472 – 4,212) equivalent to 6%. Resolved: The Committee noted the contents of G/25/71. 11. Principal Teacher Management Time There was submitted a report (G/25/72) detailing the current approaches to providing management time to Principal Teachers in PKC Secondary Schools and recommendations for future approaches. In introducing the report, L J Grant advised this work has been ongoing following changes in the SNTC handbook and introduction of a mandatory requirement for management time for Principal Teachers. L J Grant advised proposals are linked to salary points to take account of different management structures and form a fair way of establishing entitlements. L J Grant added that Guidance Teachers have also been taken into consideration due to significant Page 14 of 236
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additional caseloads and consideration will also be given to subject specific tasks i.e. HE food orders. L J Grant advised it is recognised that timetabling already taking place may impact the roll out for the next session and a phased approach is suggested however, a minimum of three periods protected time is requested for the next session. D Macluskey thanked those involved for all the work carried out. He agreed the modelling against the job sizing feels realistic and, in principle, is presented as a good approach overall. Resolved: (i) J Donnelly and L J Grant present to the Headteachers Network for benchmarking against current timetables, comments and incorporation of subject specific requirements. (ii) The contents of G/25/72, be agreed in principle and brought back to the Joint Negotiating Committee for Teaching Staff on 19 November 2025. 12. End Violence at Work Charter There was submitted a report by the People & Culture Manager (G/25/73) sharing the intention to gain agreement of the Joint Consultative Committee to the commitments to the Unison End Violence at Work Charter. Resolved: The Committee noted the update and intention to gain agreement from the Employees Joint Consultative Committee. 13. Any Other Competent Business (i) Supreme Court Ruling P Johnstone advised on the recent Supreme Court Ruling in relation to the Equality Act 2010. P Johnstone confirmed that further updates are awaited from the Equality and Human Rights Commission, but any staff impacted are encouraged to seek additional support as required from HR or PKC’s Equalities Team Lead. S Topen-Cooper extended his thanks for PKC’s supportive approach to this matter. 14. Date of Next Meeting 3 September 2025 at 2:30pm in Meeting Room 410, 2 High Street, Perth. Page 15 of 236
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Children, Young People and Families’ Partnership Minute of meeting of the Children, Young People, and Families Partnership held on Friday 20 June 2025 at 10.00am in Council Chambers, 2 High Street, Perth. Present: Councillor L Barrett. Councillor M Frampton T Glen, Chief Executive, PKC A Singh, Strategic Lead – Children, Families and Justice, PKC J Menzies, HSCP Z Pullar, NHS Tayside L Sutherland, Scottish Children’s Reporter Administration In Attendance: S Halcrow, NHS Tayside (item 1), S Jeffrey, Children’s Hearing Scotland; E Harper; NHS Tayside; S Laing; CAMHS; B Atkinson, J Chiles, S Cooper, L Johnston, C McAuley, S Turner, A McConnachie and K Molley (all PKC). Apologies: Councillor C Shiers; M Devlin, Third Sector; G Burns, Police Scotland; J Hutton, Independent Advocacy P&K; E Cruickshank, NHS Tayside; D Macluskey and D Stokoe, Perth and Kinross Council. A Singh in the Chair The Group agreed to vary the order of business at this point. 1. NHS Tayside Health Profile There was submitted a report (G/25/80) and slide-based presentation by S Halcrow on the NHS Tayside Child Health Profile 2024. Councillor M Frampton thanked S Halcrow for the report. Councillor M Frampton suggested that the term ‘spontaneous abortion’ be removed from the Health Profile as it could be distressing for women to read. S Halcrow confirmed that the language used would be removed. Z Pullar advised that she link in with the Director of Midwifery and would share the appropriate terminology with S Halcrow. 3(iv) Page 17 of 236
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Councillor L Barret referred to the referrals to school nurses and the lower numbers for 16 – 18s and given that young people may have left school, L Barrett suggested that the data be presented more accurately through the percentage of the cohort instead. Councillor M Frampton queried if the low levels of vaccinations could be caused by misinformation to new parents. Z Pullar referred to the work of the Child Immunisation Uptake Group and the slight increase in levels. Z Pullar added that teams visiting families are fully informed and are able to answer questions and signpost appropriately. Z Pullar confirmed that an update would be brought back to the Partnership. S Halcrow advised that the Tayside Health Profile would be produced every two years. The Chair thanked S Halcrow for his informative presentation. S Halcrow left the meeting at this point. 2. Welcome and Apologies The Chair welcomed everyone to the meeting. Apologies were noted as above. The Chair also raised the issue of attendance at partnership meetings and asked if members could send substitutes to future meetings if they are unable to attend. 3. Declarations of Interest There were no declarations of interest in terms of the relevant Codes of Conduct. 4. Minute of Previous Meeting The minute of the meeting of the Children, Young People and Families Partnership of 28 February 2025 was submitted and noted as a correct record. 5. Perth and Kinross Child Protection Committee Business Activity Report since 28 February 2025 There was submitted a report by Independent Chair of Perth and Kinross Child Protection Committee (G/25/81) providing a summary of the key business activities of the Perth and Kinross Child Protection Committee (CPC) since the last scheduled meeting of the Children, Young People and Families Partnership (CYPFP) on 28 February 2025. The Chair referred the CPC Training Needs Analysis and queried if engagement had occurred with the Third Sector. B Atkinson confirmed that there are some local and national organisations that are well engaged with the work of the CPCP but advised that there had been a real challenge to engage with some of the smaller groups. B Atkinson added that further work would be undertaken to help increase engagement across the third sector. C McAuley Page 18 of 236
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advised that Children Protection was a feature at the recent Practitioner Network and confirmed that there was a lot of third sector involvement which should help build engagement. The Chair referred to the engagement events held in the communities and recognised that participation levels had not been as high as hoped. The Chair quired what CPC feel the next steps should be in terms of engagement. B Atkinson confirmed that the exercise overall was a success and referred to the positive work with Letham4all in relation to the CPC’s involvement in the community. B Atkinson advised that next steps would include the focus on rural areas out with Perth and Kinross that have not engaged to try and build connections with the existing agencies working in the area. Councillor L Barrett suggested that it would be worth looking at areas such as Crieff, Auchterarder, Blairgowrie and Crieff where there would be a large school population and to help increase engagement with young people. The Chair referred to B Atkinson’s last meeting of the CYPFP. The Chair thanked Bill for his all his work in his role and involvement in the partnership over the years. The Chair wished B Atkinson well for the future. Resolved: The Partnership update from the CPC, be noted. 6. Whole Family Wellbeing Fund Update There was submitted a report by Strategic Lead Children, Families and Justice (G/25/82) providing a summary of the recent progress made in the development and implementation of the Whole Family Wellbeing Fund (WFWF) and includes details of the steps taken to transform holistic, whole family support services across Perth and Kinross. Councillor L Barret thanked everyone for their involvement in supporting the families and victims of the tragic events of the fire on Scott Street / South Street junction on the weekend of 13 June 2025. Councillor L Barrett queried if it would be anticipated that the events would have an impact on the fund. C McAuley confirmed that there would not be a direct impact on the fund. C McAuley stressed the importance of raising awareness and offering support to access the variety of services that are available to those impacted by the events. The Chair asked for C McAuley to expand on the aspect of evaluation. C McAuley referred to the Annual Report, where data would be provided on the number of families being supported. C McAuley referred to an upcoming piece of work with poverty colleagues on preventative spend and advised that as part of the exercise they had been asked to submit projects that they would like evaluated to see if the long-term impact had been achieved through early intervention. J Menzies suggested that it would be worthwhile to strengthen the links between the whole system work programme and adult services. C McAuley Page 19 of 236
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welcomed J Menzies suggestion to help increase support to everyone in the family. Resolved: (i) The contents of the update report and proposed activities, be noted. (ii) The additional spending requests outlined in section 2.18 of Report G/25/82, be approved. 7. Thematic Approach to Performance Reporting There was submitted a report by the Strategic Lead, Children Families and Justice (G/25/83) (1) continuing the thematic plan for performance and outcome information focused on children, young people and families; and (2) setting out a suite of information, focused on the first of the themes, namely Health and Child Development, for consideration and scrutiny by the Partnership. The Chair suggested that the Corporate Parenting Sub-Group look at piece of work on the PKC unknown economic activity for carer leavers receiving aftercare in sustained employment, education or training. T Glen raised his concerns over the high level of unknown activity and asked if there could be anything the wider Council could do to support. The Chair advised that colleagues from employability services sit on the Promise Delivery Group and confirmed that an update from the Group would be brought to a future meeting of the Partnership. J Chiles advised that there could be further work done around employability, but overall Perth and Kinross statistics are positive. J Chiles added that the failure lies with systems and recording instead of a failure in delivery of support. The Chair also referred to audit of the child concern reports and the audit had shown there had been multiple duplications recorded on the system for the same child. The Chair added that the new system should be able to show data more accurately. Resolved: (i) The information set out in Appendix 1 of Report G/25/83, be considered. (ii) Guidance be provided to inform the future direction of thematic performance reporting. (There followed a short recess and the meeting reconvened at 11.45am) 8. Tayside Regional Improvement Collaborative – Report on Regional Children’s Services Partnership Planning There was submitted a report by the Strategic Lead - Children, Families and Justice (G/25/84) (1) providing the Partnership with an overview of Children’s Services planning arrangements over the last several years, which had been done on a Tayside basis; (2) outlining a number of challenges this has presented in taking forward identified priority areas across the region, which have resulted in local reporting of activity, with one exception; and (3) advocating for the future of Children’s Services planning to be focused and Page 20 of 236
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aligned on priorities from a strategic needs assessment of Perth and Kinross; with a move to developing a Perth and Kinross Integrated Children’s Services Plan. The Chair confirmed that the report would also be submitted to the Partnerships in Dundee and Angus for approval. Resolved: (i) Formally cease having a Tayside Children’s Plan from 31 March 2026. (ii) It be agreed to withdraw from the regional Tayside model and develop a working group to coordinate a local Perth and Kinross Children’s Integrated Services Plan covering the period 2026-2029. (iii) Regional/local partners be instructed to focus on developing plans based on local strategic needs assessments, which identify priorities as evidenced by data and consultation. 9. Local Mental Health Pathway Resource - Update There was submitted a report by the Strategic Lead – Education and Learning (G/25/85) updating on the work of the mental health pathway resource, designed to give information on local, early intervention and support services along with key self-help messages and therefore prevent unnecessary clinical referrals; and (2) providing an update of the work achieved to date since the previous report at CYP&FP on 14 June 2024. L Johnston shared a short video providing an overview of the parent portal and E Harper delivered a short slide-based presentation on the usage statistics of the site. The Chair thanked officers for their informative presentation. Councillor M Frampton advised that she understood the reason to build a website rather than an App but raised concerns over young people feeling that they are not being listened to. Councillor M Frampton also queried if young people use websites / apps to access the services they need. L Johnston advised that the feedback received from young people confirmed that they did not want to download several apps for each of the different aspects. L Johnston confirmed that the website created for young people includes different sections for different audiences so families, professionals or guidance teachers would be able to go through the content of the website with the young person. L Johnston agreed with Councillor M Frampton and advised that it was vital to be honest with young people at the engagement sessions to advise that the App would not be the most suitable option at this stage in light of the functionality required. S Cooper raised concerns that individuals looking to access the website may struggle if they do not have an email address. E Harper advised that there had not been an option to have the functionality of the website without creating an account. E Harper added that she hoped that professionals would be able to support young people if they were struggling to access the website. E Harper suggested that if an individual contacts the service to say that they Page 21 of 236
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do not have an email address, they could be sent a code to access the website instead. S Cooper suggested that it would be beneficial to see a breakdown of data in the number of users. E Harper confirmed that work would be undertaken to promote, raise awareness and highlight the benefits of the website. Resolved: (i) The progress to date be noted and it be requested that the Community Mental Health and Wellbeing Programme Manager purchases a WordPress website. (ii) It be requested that the Strategic Lead – Education and Learning provides an annual update to the CYP&FP at the meeting in June 2026. 10. Counselling in Schools Programme There was submitted a report by the Strategic Lead – Education and Learning (G/25/86) providing an overview of the Perth and Kinross Council Counselling in Schools programme for financial year 2024/25 to highlight key features of the programme, the evaluative feedback, and the pilot work undertaken over the reporting period. Councillor M Frampton queried if the statistics on social media bullying had been broken down into during school times and out with school times. S Laing confirmed that the data on the location of bullying had not been collected. S Laing added that those presenting issues would come from a member of school staff recording on a referral form or from an assessment session with a counsellor. S Laing confirmed that work would be undertaken with schools across Perth and Kinross to tackle the issues of social media bullying. The Chair raised concerns that 2/3 of referrals are female and queried if work had been underway to reach out further to males. S Turner confirmed that the area had been raised as part of discussions with Lighthouse and should form part of the Strategic Mental Health Planning. S Turner advised that a male perception of risk coping behaviour could be very different to a female and therefore a different response would be required. S Turner confirmed that as part of the groupwork with young people, a focus had been to try and make counselling feel more acceptable and accessible. S Laing added that following at visit to one of the schools last year, she received feedback from children who had participated in the intervention. S Laing confirmed that some of the young boys had commented on how they felt more comfortable to talk. S Turner confirmed that work had been underway with a provider event to ensure that counsellors in schools are not working in isolation and that they are part of the wider partnership approach. S Turner added that the next steps would include working with schools further on when counselling would be the correct course of action and at what point. Page 22 of 236
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Resolved: (i) The proposals be considered and reviewed. (ii) The Strategic Lead – Education and Learning bring back future ‘Counselling in Schools’ programme reports for Scottish Government on an annual basis. 11. Carers Strategy 2023-2026 For Young and Adult Carers - Update There was submitted a report by the Strategic Lead – Children, Families and Justice (G/25/87) providing an update on the progress towards the identified outcomes in relation to supporting young carers in Perth and Kinross. Resolved: (i) The progress made towards supporting young carers to achieve their potential in Perth and Kinross, be noted. (ii) The progress towards supporting parent carers in Perth and Kinross, be noted. 12. Children, Young People and Families Partnership – Terms of Reference – For Noting The Chair provided an updated version of the current Children, Young People and Families Partnership Terms of Reference (G/25/88) following feedback from members. The Chair suggested that future partnership meetings be held for three hours due to the increasing size of the agenda. The Chair also reminded members that the next meeting of the Partnership in September would be held in person. Resolved: The contents of the remit, be noted. 13. Third Sector Update – For noting There was submitted a report for noting by M Devlin (G/25/103) on the work of the Third Sector. Page 23 of 236
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities Committee or Board: Learning and Families Committee Date of Meeting: 12 November 2025 Report Title: Scottish Attainment Challenge Funding Report 2024/25 Report Number: 25/303 Report Author: Rhona Munro, Scottish Attainment Challenge and Pupil Equity Fund Project Lead (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning 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 This report 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. 1.3 Sections 1. Purpose 2. Recommendation 3. Background/Context 4. Conclusion 5. Impact and Value Assessment 6. Appendix 2. Recommendation It is recommended that the Committee: 2.1 Considers the contents of this report and comments as appropriate. 4 Page 25 of 236
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3. Background/Context 3.1 The Scottish Attainment Challenge (SAC) was launched in 2015 with the mission of closing the poverty-related attainment gap. 3.2 In November 2021, the Scottish Government Cabinet Secretary for Education and Skills set out plans for a refreshed SAC from April 2022. 3.3 The mission of the Scottish Attainment 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.” 3.4 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. 3.5 Resources for the SAC, funded 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. 3.6 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. 3.7 PEF is allocated to schools on the basis of the estimated number of pupils registered to receive free school meals in primary 1 to secondary 3, with £1225 allocated per pupil per year. 3.8 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. 3.9 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. Page 26 of 236
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3.10 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. 2024/25 Funding Allocation in Perth and Kinross 3.11 In the financial year 2024/25, Perth and Kinross Council received £748,193 SEF and £214,988 CECYPF. 3.12 Perth and Kinross schools were allocated £1,863,500 of PEF. This was allocated to 66 primary schools, 11 secondary schools and 1 special school. 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 section 3.7 of this report. 3.13 In academic session 2024/25, a total of £1,784,185 of PEF was spent (90% of allocation plus carry forward from 2023/24). A carry forward of £195,284 was taken into the 2025/26 financial year. Guidance and Planning 3.14 The Scottish Government provide National Operational Guidance for each of the three funding streams: • Strategic Equity Funding: national operational guidance 2023 - gov.scot • Pupil Equity Funding: national operational guidance 2023 - gov.scot • Care Experienced Children and Young People Fund: operational guidance 2023 to 2024 - gov.scot Revised PEF guidance was issued to all Perth and Kinross schools in June 2024. Interventions 3.15 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. 3.16 In academic session 2024/25, school PEF plans focused particularly on literacy, numeracy, and health and wellbeing, which is expected to continue in session 2025/26. Monitoring and Evaluation of Impact 3.17 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 Page 27 of 236
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Stretch Aims set out in the Perth and Kinross Council Raising Attainment Strategy 2024-2027 (Report no. 24/82 refers). 3.18 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. 3.19 Schools measure the impact of their PEF budget through a bespoke tracking tool which enables the identification of successful interventions and promotes the sharing of good practice. 3.20 The Perth and Kinross Council 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. 3.21 The Perth and Kinross Council Research Analysis & Performance team continue to provide support to schools and central officers through the Analysis Suite and a developing Data Hub which provides comprehensive data, including individual school data profiles. New interactive dashboard tools have been released which support schools in their analysis of data. 3.22 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. 3.23 All PEF plans, submitted by schools in June 2025 for session 2025/26, have 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 3.24 To ensure that the use of these funding streams continues to be monitored and evaluated, Perth and Kinross Council 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. Page 28 of 236
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4. Conclusion 4.1 All three of the funding streams, which sit under the Attainment Scotland Fund, provide a valuable resource that is making a significant contribution towards improving the outcomes for the children and young people of Perth and Kinross. This funding is guaranteed until the end of March 2026 – there is a lack of certainty regarding the levels of funding available to the local authority and to schools beyond that date. 5. Impact and Value Assessment 5.1 This report has been classified as being an operational report and as such does not require a full Impact and Value Assessment. 6. Appendix 6.1 Appendix 1 – Scottish Attainment Challenge Funding Report 2024/25. Page 29 of 236
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Scottish Attainment Challenge Funding Report 2024/25 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 4 Page 31 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality Contents 1. Introduction ........................................................................................................................... 3 1.1 Background ....................................................................................................................... 3 1.2 Purpose of the report ......................................................................................................... 3 2. Setting the Context – What our data tells us ................................................................................ 4 2.1 Closing the Poverty-related Attainment Gap ...................................................................... 4 3. Strategic Equity Funding .............................................................................................................. 7 3.1 Background ....................................................................................................................... 7 3.2 Planning and Monitoring .................................................................................................... 7 3.3 SEF Expenditure in 2024/25 .............................................................................................. 8 4. Pupil Equity Funding .................................................................................................................. 17 4.1 Background and Allocations ............................................................................................ 17 4.2 Guidance and Planning ................................................................................................... 18 4.3 Tracking and Monitoring .................................................................................................. 18 4.4 Support and Professional Development .......................................................................... 18 4.5 Data for Improvement ...................................................................................................... 19 4.6 PEF Interventions Summary ............................................................................................ 19 4.7 Quality Assurance............................................................................................................ 25 4.8 PEF Expenditure 2024/25 ................................................................................................ 26 4.9 Summary ......................................................................................................................... 27 5. Care Experienced Children and Young People Funding ..................................................... 28 5.1 Background and Allocations ............................................................................................ 28 5.2 What our data tells us ...................................................................................................... 28 5.3 Guidance and Planning ................................................................................................... 31 5.4 Spend and Activity 2024/25 ............................................................................................. 32 5.5 Summary ......................................................................................................................... 39 Appendix 1 – Glossary of Terms .................................................................................................... 40 Page 32 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 3 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 2025 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 combines all three funding streams and provides 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 improvement activity in literacy, numeracy and health and wellbeing and in closing the poverty related attainment gap. 1. Introduction Page 33 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2.1 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. The Scottish Index of Multiple Deprivation (SIMD) is used to understand the effects of poverty, in line with Scottish Government and Education Scotland approaches. However, for many schools in PKC, SIMD provides a limited picture of poverty, particularly in more rural or semi-rural areas. For example, only 5.91% of the population of Perth and Kinross live in areas classified as being within SIMD Quintile 1, the classification for the 20% most deprived areas across Scotland. This equates to 7.8% of the school population (1548 children and young people) in 2024/25. 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. Just over a quarter (28%) of families in Perth and Kinross are living in households affected by a level of deprivation, falling into ACORN categories 5 and 6. The methodology for gathering ACORN segmentation data changed in 2024, and year on year comparison between the categories is no longer possible as the measures are different. For this reason, SIMD data is used throughout this report. 2.1.1 – Overall Attainment The tables on the following page demonstrate improvement over time in narrowing the gap between the most and least deprived cohorts in the Achievement of Curriculum for Excellence Levels (ACEL) in Literacy and Numeracy in P1, P4 and P7. 2. Setting the Context – What our data tells us Page 34 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 5 A Perth and Kinross where everyone can live life well, free from poverty and inequality In numeracy, attainment for learners living in Q1 has increased by 9% since 2020/21. This is a larger increase than learners living in SIMD Q5. However, the rate of progress has slowed, and the attainment gap is now consistent. While S3 attainment of Literacy and Numeracy remains steady at 91%, the gap between SIMD Q1 and Q5 has widened over time. This is a concern and will be an area of focus for 2025/26. 2020/21 2021/22 2022/23 2023/24 2024/25 Overall 65% 68% 71% 73% 75% SIMD Quintile 1 47% 54% 53% 60% 58% SIMD Quintile 5 74% 75% 78% 81% 83% Gap 27% 21% 26% 21% 25% 0% 20% 40% 60% 80% 100% ACEL P1, 4, 7 Combined: Literacy Overall SIMD Quintile 1 SIMD Quintile 5 Gap 2020/21 2021/22 2022/23 2023/24 2024/25 Overall 72% 77% 77% 79% 81% SIMD Quintile 1 57% 65% 64% 65% 67% SIMD Quintile 5 81% 83% 84% 87% 87% Gap 24% 18% 19% 22% 20% 0% 20% 40% 60% 80% 100% ACEL P1, 4, 7 Combined: Numeracy Overall SIMD Quintile 1 SIMD Quintile 5 Gap Page 35 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality Senior phase leaver data demonstrates a significant narrowing of the gap over time. These figures do need to be viewed with some caution due to the alternative assessment arrangements which were in place during the Covid-19 pandemic. The graph below shows the reduction in the poverty related attainment gap over time – for young people leaving school with at least one Level 6 qualification the gap between SIMD Q1 and SIMD Q5 has reduced from 40% in 2021/22 to 28% in 2023/24, whilst for those leaving with at least one qualification at level 5 has reduced from 27.8% to 19% in the same period. 2020/21 2021/22 2022/23 2023/24 1@ SCQF Level 5 27.8% 23.6% 16.6% 19.0% 1@ SCQF Level 6 40.7% 34.7% 28.9% 28.0% 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% SIMD Q1 vs Q5 Attainment Gap Senior Phase Leavers 1@ SCQF Level 5 1@ SCQF Level 6 2021/22 2022/23 2023/24 2024/25 Overall 91% 90% 91% 92% SIMD Quintile 1 86% 83% 79% 80% SIMD Quintile 5 94% 93% 94% 97% 70% 75% 80% 85% 90% 95% 100% S3 Level 3 Attainment in Literacy and Numeracy Combined Overall SIMD Quintile 1 SIMD Quintile 5 Page 36 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 7 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2.1.2 – Overall Attendance Overall primary attendance has improved slightly, with figures of 93.8% in 2024/25 compared with 93.1% in 2023/24. However, it still remains 1.2% lower than pre-pandemic levels (95% in 2018/19). Secondary attendance was 87% in 2024/25 which is a very slight increase from 86.9% in 2023/24. This remains significantly lower than pre-pandemic levels (90.6% in 2018/19). There are differences between schools with percentages ranging from 83.3% to 89.6%. In both primary and secondary, the poverty-related gap in attendance has widened, although the picture varies by setting. Area 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Primary 2.7% 3.2% 3.3% 3.3% 3.3% 3.8% 4.2% Secondary 6.6% 6.7% 4.9% 6.1% 6.9% 8.3% 10.2% Attendance remains an area of focus in the Education Improvement Plan for 2025/26. 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. The National Operational Guidance states that 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. 3. Strategic Equity Funding Page 37 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. 3.3 SEF Expenditure in 2024/25 SEF planning and expenditure has focussed on maintaining an infrastructure which supports the identification, implementation and analysis of evidence-based approaches and interventions designed to raise attainment and achievement and widen opportunities for children and young people affected by poverty. This support continues to be provided across the entirety of the ASF funding streams. There has been a continuing focus 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 – Cost of the School Day (CoSD) During 2024/25 the Education and Learning service has created guidance for all PKC schools and settings in relation to reducing the cost of the school day. This will ensure that all staff working in Perth and Kinross schools and ELC settings have an awareness of the impact of poverty on children and families and the need to reduce or remove costs related to all aspects of the school day. As well as incorporating national guidance relating to school uniform; removal of core curriculum charges; and benefits such as Free School Meals (FSM), School Clothing Grant (SCG) and Education Maintenance Allowance (EMA); it also incorporates the priorities identified in the Child Poverty Action Group (CPAG) Cost of the School Day Big Question report. A range of funding options which schools could potentially access to mitigate the impacts of poverty on families have also been included. For the first time, actions to reduce the Cost of the School Day have been included within school Quality Improvement Plans for 2025/26. These include a number of initiatives to reduce barriers to participation relating to cost and the provision of support for families who may be impacted by poverty. Plans cover areas such as uniform; resources and materials required for school; meals, snacks and drinks; trips and transport; digital access; extra-curricular activity and clubs; health and wellbeing; and fundraising events/themed days. Page 38 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 9 A Perth and Kinross where everyone can live life well, free from poverty and inequality Schools and settings have been working creatively to ensure that children and young people are ready to learn and that no one misses out due to their socio-economic background. Pre-loved clothing banks; uniform swap shops; breakfast clubs; Christmas jumper swaps; Big Hoose referrals; support for the free travel element on National Entitlement Cards; Welfare Rights referrals; and consideration of approaches where digital access may be problematic are some of the examples of approaches being taken to support children, young people and their families. 3.3.2 – Positive Destinations SEF is funding a Project Officer who works with a range of partners to ensure that young people are supported to develop the skills required to achieve positive post-school destinations. There is now close involvement in the Local Employability Partnership (LEP) which is improving communication channels, and more effective information sharing between partners has resulted in positive steps towards a more structured approach to post-school destination planning. Skills Development Scotland (SDS) are now attending fortnightly 16+ Operational Group meetings with central Education and Learning (E and L) and Employability staff. This ensures that work around school leaver destinations is joined up, the right information is shared with schools at the right time, and data is closely monitored. Additionally, there are Developing the Young Workforce (DYW) Co-ordinators in all secondary schools who deliver work inspiration events and attend a wide variety of workplace visits. Recently, UHI Perth have also agreed to participate in the 16+ Operational Group and will attend every second meeting to focus on greater cooperation around post-school provision. This is a further positive step towards closer collaboration around employability. The School/College Partnership with Perth UHI has been working more strategically through a number of working groups, using data, self-evaluation and pupil voice to drive improvement. The impact of this work means that the offer from the partnership is now fully shared with all pupils on course choice forms, providing them with a wider range of curricular pathways. There are agreed performance measures to evaluate the work undertaken; the application process is more streamlined ensuring more young people experience fewer barriers to applying for courses; and places on courses are now allocated based on suitability rather than the first come first served model used previously which affected equity. Partnerships with third sector organisations are vital in this work and there are projects underway with YMCA who are working with young people identified as being at risk of not achieving a positive destination in Perth High School and Blairgowrie High School. This targeted approach focusing on increasing participation in school and the local community is showing initial positive indications, however work is still at an early stage. 3.3.3 – Principal Teachers of Learning and Teaching High quality learning and teaching is essential to raising attainment and closing the poverty related attainment gap. Ten Principal Teachers of Learning and Teaching have therefore been appointed one day per week and are allocated to each Local Management Group (LMG) until 31 March 2026. The remit of these roles is to focus on equity by improving learning and teaching across each of the LMGs, building sustainability into that improvement beyond March 2026. The key remit of the roles is to build a shared knowledge and understanding of high-quality learning and teaching Page 39 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality across LMGs, how that enhances equity and to support senior leaders within schools to gather and analyse self-evaluation information about learning and teaching and plan for improvement, addressing poverty-related attainment gaps. The work of these roles will be directed by the Quality Improvement Officer (QIO) with responsibility for learning and teaching to ensure a coherent and consistent approach and ensure that the principles of the Learning Teaching and Assessment Framework are embedded within schools, one of the priorities in the Education Improvement Plan for 2025/26. 3.3.4 – Nurturing Relationships SEF supports the delivery of the whole school nurture programme. In term 1 of the 2024/25 session, 14 schools began implementation of their Nurturing Relationships journey, joining a further 26 schools who are already enrolled on the long-term programme. During term 3 of the 2024/25 session, a further 18 schools have enrolled on Phase 5 and have undertaken Nurturing Relationships Leadership Training, with implementation due to start in August 2025. In Term 4 of the 2024/25 session, the programme reached a significant milestone with the first setting completing their nurture journey and achieving Level 4 accreditation. School Nurture Leads are supported to use the model for improvement to identify which aspect of nurture (six nurture principles) is an area for development in their setting and to create an action plan for implementation which aligns with outcomes of the level of accreditation which they are working towards. Evaluation is undertaken in term 4, with the impact of changes shared at an end of year practice sharing event. In addition to the whole school programme, a pilot Early Learning and Childcare (ELC) Nurture Programme was delivered in eight partner provider settings. Following completion of the programme, practitioners involved reported a marked rise in their understanding of the ethos and values of nurture from 69% to 88%. Page 40 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 11 A Perth and Kinross where everyone can live life well, free from poverty and inequality Case study: Journey to Level 4 – Murthly Primary School Over the course of the last 4 years Murthly Primary School has progressed through all six nurture principles and four levels of accreditation. Their Level 4 accreditation was attained through evidencing the following: • Establishing weekly wellbeing group ‘Thrive’ for target learners. • Development of the school environment which offers low sensory demand. • Consistent roll out of emotional literacy and providing regulation stations with classrooms • Organisation of voluntary activities which support staff’s mental, physical and social wellbeing. • Nurturing Transitions built into school week to include Smart Starts, flexible pickup/drop offs and ‘Family Fridays’ for staff. • Staff, learners and parents collaborated to create ‘Stronger Relationships Policy’ which firmly places nurturing approaches at its core and exemplifies how nurturing approaches underpin policy and embedded into practice. As part of their Nurturing Schools Journey, Murthly have evidenced the impact on learner wellbeing, school connectedness and professional development. Page 41 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality 3.3.5 – Connecting Families Across Scotland, there is a system-wide concern about reduced levels of attendance, particularly since the COVID-19 pandemic. Our data demonstrates that during 2024/25 there was an overall improvement in primary attendance from 93% in 2023/24 to 93.8% in 2024/25. The national primary attendance figure in 2023/24 was 92.5%. Secondary attendance presents a more challenging picture with 87% attendance recorded in 2024/25. This is an improvement of 0.5% on 2023/24 and is the highest level recorded since 2021/22. The national secondary attendance figure in 2023/24 was 87.6%. Scottish Government also publishes figures for “persistent absence”, i.e. the percentage of pupils that are absent for 10% or more of the school year, equivalent to at least 19 full days. In 2023/24 the national figure was 31.4% whilst the PKC figure was slightly lower at 31% (21.3% primary, 43.1% secondary). This means that almost a third of children and young people in Perth and Kinross were absent for 19 days or more in 2023/24. The “Connecting Families” project funded by SEF has been providing support for families where the school attendance of their child or young person is between 60% and 70% and where attendance has not improved following additional in-school support. Although the number of referrals to this service is relatively small due to the limited capacity of the project, progress is being demonstrated as relationships are developed with young people and their families and work undertaken collaboratively to address barriers to attendance. For one young person whose attendance was 66% at the point of referral, the support provided increased their attendance to 85%. They had been identified as having dyslexia and were embarrassed to ask for help, preferring to avoid the situation by not attending school. The parents of this young person also had a negative view of the available supports and timetable demands. In addition to the improvement in attendance, there has been a change in the relationship between home and school, with improved communication and collaboration. There is now consensus on the importance of working together in the best interests of the young person. For a second young person whose attendance was 60% at the point of referral, the support provided increased that by around 10%. The parent shared with the project team that there was a family history of neurodiversity, and they believed that the young person had an undiagnosed condition but that they had struggled to engage with Child and Adolescent Mental Health Services (CAMHS). The team was able to focus on understanding the barriers to attendance, identifying what would make school easier and working through anxiety management resources. Regular engagement with the family and the young person resulted in a positive impact on both. 3.3.6 – MCR Pathways MCR Pathways has established trusting relationships with young people and staff in three of our secondary schools. The target group of young people are either ‘care experienced young people’ or those considered by the schools to be on the ‘edges of care’ or ‘vulnerable’. The latter include those in informal kinship care, experiencing family bereavement, young carers, asylum seekers or refugees, living in families with the addiction issues, with a family member in prison, or on cusp of social work intervention. Over the academic year 2024/25, MCR Pathways have experienced a 32% increase in engagement with 170 young people participating in one of their programmes. 34 young people are participating in groupwork and 126 are supported through their mentoring programme. A further 10 Page 42 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 13 A Perth and Kinross where everyone can live life well, free from poverty and inequality young people are engaging towards mentoring. These figures include 34 care experienced young people. Attainment for S5 mentored young people 2023/24 Lit. and Num. at Nat. 4+ 1+ qualifications at Level 5+ 3+ qualifications at Level 5 + All mentored 70% 7/10 90% 9/10 40% 4/10 Care Experienced mentored 75% 3/4 75% 3/4 50% 2/4 Local Authority care-exp 72.7% 8/11 63.6% 7/11 45.5% 5/11 National care-exp 69.3% 494/713 62.7% 447/713 45.6% 325/713 National all students 92.0% 45,360/49,283 92.0% 45,365/49,283 83.5% 41,167/49,283 Leaver attainment for mentored young people 2023/24 Lit. and Num. at Nat. 4+ 1+ qualifications at Level 5+ 3+ qualifications at Level 5 + All mentored 75% 12/16 81.3% 13/16 56.3% 9/16 Care Experienced mentored 71.4% 5/7 71.4% 5/7 71.4% 5/7 Staying on rates for S4 to S5 mentored young people 2023/24 All mentored Care Experienced mentored S4>S5 Staying on rate 76% 19/25 60% 3/5 Positive Destinations for mentored young people 2023/24 All Mentored Care Experienced mentored MCR Positive 87.5% 14/16 71.4% 5/7 Scottish Govt 93.8% 15/16 85.7% 6/7 Page 43 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality MCR Pathways Case Study – Mentoring Programme Our young person was already part of the MCR program, having previously engaged in group work before starting his mentoring journey. His attendance was around 70%, as he generally disliked school and only found specific subjects, like Home Economics, engaging. He would also frequently skip classes if he disliked the teacher or had conflicts with other students. His mentoring relationship was established, and he shared many similar interests with his mentor: a compatible sense of humour and they genuinely enjoyed each other's company. The mentor provided him with a valuable, fresh perspective on school and what life could be like after finishing his education. Their strong bond has kept them together on the programme since April 2023. Through mentoring, the young person’s attendance steadily improved, and he began engaging with school more consistently, looking forward to his meetings with his mentor. The young person discussed challenges he faced, whether with homework, peer relationships, or anything else causing him worry. His mentor also provided practical support, helping him prepare for his college interview by brainstorming practice questions and strategizing how to approach them. This preparation equipped the young person to confidently handle potential scenarios during his interview. The young person’s confidence has significantly grown, and he has a clear vision for his future. He has applied to college, with his dream job being a chef in the hospitality industry. Beyond his personal growth, his increased confidence led him to actively assist with other school activities, such as lunch clubs, and even volunteered his time to support the Coordinator and Community Links team engage with S1 students. He successfully secured a place at college to study hospitality. Page 44 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 15 A Perth and Kinross where everyone can live life well, free from poverty and inequality MCR Pathways are working with our Promise Improvement Lead and 16+ Project Officer with a focus on using a skills-based approach to support attendance, participation and achievement. There will be systematic approach to tracking skills which will be reported on next academic session. 3.3.7 – Promise Improvement Lead SEF has been used to part-fund the role of Promise Improvement Lead who was appointed in February 2024. This post is also being supported with budget motion funding from April 2025. This role focuses 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 is working in partnership with schools and other agencies to focus on ensuring effective planning is in place. Our initial focus is on children and young people who are Looked After at home who have poorer educational outcomes. There is ongoing scaffolding work linking into our existing Staged Intervention Framework for Attendance (SIFA) with education, social work colleagues and youth workers around understanding of barriers around attendance and participation within education. It is anticipated that improving joint planning outcomes with partners will more effectively identify interventions and supports to improve attainment for each individual child or young person and that progress and achievements will be effectively tracked, recognised and reported on. 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. 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. An information session was provided for all education settings around the updated Guidance and Care Experience SharePoint page where links have been created for direct supports and further resources. 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. Page 45 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 Care Experience Lead networks within each sector of education, ELC Settings, Primaries and Secondaries are being established for 2025/26. They will meet 4 times per year, allowing for focussed time to take forward identified priority areas around care experience from their self- evaluation of their individual settings and contexts. This network will signpost further opportunities for professional learning such as Trauma Informed Practice and Keeping the Promise Award. The Promise Implementation Lead has developed close collaboration with partners, such as working with Social Work Reviewing Officers to improve inclusive practice, through an increased focus on multi-agency planning in education planning and a standard education report format for Looked After Reviews. This is designed with specific questions on improving education outcomes while meeting our Additional Support Legislation requirements. The multi-agency Care Experienced Children and Young People’s sub-group of the Raising Attainment Board routinely scrutinises education data relating to children and young people currently and previously Looked After at or away from their home. Establishment of this data set has enabled targeting of activity to address interventions that will drive improvement that will support improvement against our key measures. A further example of partnership working is the collaboration between the Promise Implementation Lead, the Children’s Rights Officer, Youth Services, MCR Pathways and our 16+ Project Officer with a focus on using a skills-based approach to support attendance, participation and achievement. This development is being shared wider, contributing to our Staged Intervention Framework for Attendance and as a useful approach for our 16+ partners to track development of transferable skills. Page 46 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 17 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 2024/25, schools in Perth and Kinross received a total of £1,863,500. 78 out of 81 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. Three schools do not receive any PEF funding. Allocations varied between schools and are summarised below. Financial Range Number of Schools £0 3 £1-£4,999 19 £5,000 - £9,999 13 £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 1 £90,000-£99,999 1 >£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. Pupil Equity Funding Page 47 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. Information has also been shared with staff through frequently asked questions, case studies to disseminate good practice, and a range of supporting information and guidance. An Education Interventions Tool has been implemented and continues to be developed and updated. 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 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: Page 48 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 19 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Closing the Gap Tool • The Effective Use of Data for Improvement • Quality Improvement Methodology The impact of this support and training is evidenced when reviewing PEF plans on the CTGT which now have clear, data-informed and measurable aims and intended outcomes based on identified gaps. 4.5 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 delivered during 2024/25 included “Effective Use of Data – a Deeper Dive” which has supported schools to be more analytical in their use of data to inform improvement and effect change. 4.6 PEF Interventions Summary All schools who receive PEF used the CTGT in the 2024/25 academic year. 517 interventions were recorded on the tool and these supported 14,991 pupils. Analysis of the data submitted on the CTGT identified literacy as the most frequently targeted area of support followed by HWB. When broken down by subject, the majority of the literacy interventions were targeted towards writing attainment, whilst HWB interventions focussed on learner engagement. Details of the number of interventions by subject area and by identified need are shown in the graphs below. Subject Area Share Literacy 49% Numeracy 16% Health and Wellbeing 35% HWB 35% Literacy 49% Numeracy 16% Interventions by Subject Area Page 49 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality Area of Need Number of Interventions Writing Attainment 125 Learner Engagement 112 Reading Attainment 97 Numeracy Attainment 87 Learner Mental Health 70 Learner Participation 54 Attendance 38 Wider Achievement 27 Listening and Talking 16 Parental Engagement 15 Learner Physical Need 13 Digital Access 12 Family Support 9 General Language 7 Other 6 Exclusion 6 Cost of the School Day 5 Speech and Language 3 Literacy Attainment 1 0 20 40 60 80 100 120 140 PEF Interventions by Area of Need Page 50 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 21 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4.6.1 – Impact The graph below illustrates how successful PEF funded interventions were for learners. It shows the percentage of learners split into ranges for whom the intervention had been successful. This information is recorded by schools in the Impact section of the Closing the Gap Tool. Based on the data submitted, 71% of interventions were successful for more than half of learners suggesting a positive impact for the majority of pupils involved. 4.6.2 – Impact of Specific Interventions The graph on the next page shows how successful PEF funded interventions were, split by subject area. This demonstrates that Health and Wellbeing interventions achieved greater success than literacy and numeracy although the number where impact has not been recorded may have impacted on these figures. This is particularly true for Numeracy interventions. All: 100% Almost all: over 90% Most: 75- 90% Majority: 50%-74% Less than half: 15-49% A few: Up to 15% (blank) PEF 25% 17% 15% 15% 6% 7% 7% 0% 5% 10% 15% 20% 25% 30% Impact of PEF-funded Interventions Page 51 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality HWB Literacy Numeracy All: 100% 27% 23% 25% Almost all: over 90% 19% 15% 17% Most: 75-90% 27% 24% 18% Majority: 50%-74% 12% 17% 15% Less than half: 15-49% 5% 7% 5% A few: Up to 15% 5% 8% 8% (blank) 5% 7% 12% 0% 5% 10% 15% 20% 25% 30% Impact of PEF Intervention by Subject Page 52 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 23 A Perth and Kinross where everyone can live life well, free from poverty and inequality Pupil Equity Fund Case study – Inclusion Practitioner at Crieff Primary School The Inclusion Practitioner role was introduced in response to a clear need for targeted support to address poor attendance, low engagement, and barriers to learning among a group of vulnerable pupils. Baseline data showed that some children were persistently absent or disengaged from learning even when present, often due to complex social, emotional, and family-related challenges. Staff observed increasing emotional regulation difficulties, low resilience, and strained peer relationships, all of which were impacting classroom learning and wellbeing. Family engagement was also limited for some pupils, further hindering progress. The role, funded through PEF, was designed as a flexible, responsive intervention aimed at building relationships, improving attendance, and supporting wellbeing, while being adaptable to meet pupils’ needs as they change. The role is embedded in the daily life of the school and works collaboratively with the Senior Leadership Team, Class Teachers, and Pupil Support Teachers (PPSTs) to lead a dedicated Inclusion Project. This project supports targeted pupils through carefully planned learning environments with a strong focus on health and wellbeing, and real-life skills. Pupils receive tailored support that helps build resilience, self-esteem, and coping strategies, essential for success in school and in life. The Inclusion Practitioner plays a key role in family engagement, providing regular communication with home to build positive, supportive relationships. Their input in multi- agency meetings ensures that pupils needs are clearly understood and addressed holistically. By delivering highly targeted support, responding flexibly to emerging needs, and maintaining close links with families and wider support services, this role demonstrates how PEF can be used to close the attainment gap through inclusive and responsive practice. Since the introduction of the Inclusion Practitioner role at Crieff Primary School, the school has seen a measurable and meaningful improvement in outcomes for targeted pupils. Over the past two years, attendance among identified pupils has increased by an average of 10%, demonstrating the effectiveness of the personalised, relational approach in re- engaging children who were previously at risk of school refusal. Pupils who had previously withdrawn from learning have also shown increased participation and confidence through regular involvement in Life Skills groups. Staff observations and pupil feedback highlight improved emotional regulation, more positive peer interactions, and a stronger sense of belonging within the school community. Page 53 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality Pupil Equity Fund Case Study – Music Therapy at Dunbarney Primary School Dunbarney Primary School are working toward being a nurturing school and have a number of children across the school who are either regularly dysregulated, struggle to communicate, struggle with confidence, or would benefit from additional support to develop their language skills at a natural stage of development. Music Therapy can be used to stimulate growth and create greater wellbeing in many different ways which include: • Social and Communicative Development • Developing musical potential to grow self-esteem and confidence • Developing capacity for relationships • Developing capacity for concentration and focus Pupil Equity Funding was used to fund a music therapist to attend the school one day per week over a 16-week period to support emotional health and wellbeing of learnings, readiness to learn and the development of communication and language. The therapist delivered a mix of interventions depending upon needs including 1:1 sessions, group work, choir and a nursery development group. Evaluations completed at the end of the project demonstrated a positive impact for children, young people and their families. Staff commented, • “Music therapy is very helpful on days/weeks when a child has been dysregulated. It channels a focus and taps into an interest” • “This has been amazing and makes a big impact.” • “The child I support leaves each time very happy, calm and relaxed which helps leaving school more positive for returning home.” Young people commented, • “It makes me happy and ready to learn” • “When we play music, it makes me forget all my worries” 94% of evaluation participants said they would like the music therapy service to continue. The school has negotiated a further 16-week block for the new school year. Allocation of children will be based on school data and knowledge of learners at the time. Page 54 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 25 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4.7 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. 4.7.1 – PEF Planning All PEF plans were reviewed with individual feedback from the Attainment Advisor provided to school leaders alongside follow up discussions with 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. 4.7.2 – 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 continues to provide an overview of all schools’ PEF spend, planning, attainment, engagement in professional learning and support received. 4.7.3 – 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. 4.7.4 – Sampling Visits Over the course of the year, eight PEF sampling visits have been undertaken in one secondary, one all-through and six primary schools by our Attainment Adviser. These highlight a number of strengths as well as some challenges and areas for development. Strengths Challenges/Areas for Development All schools’ spending is in line with conditions of fund. All schools were concerned re the future of the fund as they rely on the support it provides. Schools had a clear understanding of needs and where appropriate were using other measures such as Acorn or local knowledge to identify learners and families affected by poverty. Schools raised an increase in additional support needs (ASN) and the pressure that this puts on resources across schools and their ability to meet these changing needs. Schools increasingly using a range of evidenced-based interventions as opposed to bespoke or tailored support. Schools in rural areas talked about the challenges of recruitment into posts. Particular success shared in Wave 3 and Precision Teaching where training has been provided by Education and Learning Service. Schools raised the need to use other measures such as Acorn and local understanding to identify those affected by poverty – SIMD not an effective measure for Page 55 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality Strengths Challenges/Areas for Development the majority of schools samples in this session due to low or no numbers in SIMD Q1. Schools report that education service training for PSA’s has been helpful for specific programmes. Schools are aware that many interventions have been HWB and literacy focused. Some schools are considering numeracy approaches into next year where this is a data gap. Clear tracking systems are in place including measures and benchmarks to identify progress. Schools are using the Closing the Gap Tool and all had underlying pupil level tracking systems in place as well as processes to review progress with staff. Schools gave examples of using the Power BI dashboard linked to CTGT to explore interventions delivered by schools in the authority. Some good examples of engaging with partners and the community. 4.8 PEF Expenditure 2024/25 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, £1,784,185 of the overall PEF allocation of £1,863,500 plus carry forward from 2023/24 of £115,957 has been spent leaving an overall underspend of £195,272. This means that 90.14% of our total allocation plus carry forward has been spent at financial year end. The total % spend has decreased when compared with previous years (93.8% in 2023/24 and 92.5% in 2022/23). The remaining £195,272 is fully committed to be spend by 30 June 2025, with the majority of the carry forward committed to funding staff costs through to the end of the school year. There has been a slight change in focus this year, with less money spent on staffing (68% vs 79% in 2023/24) and an increase in resource spend (32% vs 21% in 2023/24). Page 56 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 27 A Perth and Kinross where everyone can live life well, free from poverty and inequality Breakdown of Spend by Type PEF-funded Staff Costs Amount % Amount % Resources £562,114 32% Single status £874,603 72% Staff costs £1,217,862 68% Teacher £326,192 27% Transport £4,209 0.2% Other £17,785 1% The split of staffing spend has also changed with an increase in non-teaching (73% vs 67% in 2024/25) and a corresponding reduction in teaching (27% vs 33% in 2023/24) perhaps reflecting the increasing levels of need and requirement for support for children and young people in schools. Overall, although the spend on staffing has declined by 11% the amount spend on non- teaching staff has increased by 6%. 4.9 Summary Progress has continued to be made during 2024/25 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, and by the Educational Psychology Service. It is important that this progress continues to be built upon in 2025-2026 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 £1,217,862 68%Transport £4,209 0% Resource costs £562,114 32% Breakdown of Spend by Type Teacher (inc supply) £326,192 (27%) Single Status (inc supply) £874,603 (72%) Other £17,785 (1%) PEF Funded Staff Costs Page 57 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5.1 Background and Allocations CECYPF is a targeted resource provided to local authorities to support care experienced1 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 £143,325 in 2024/25. 5.2 What our data tells us The total number of Looked After children and young people that PKC has Corporate Parenting responsibility for was 247 at census date on 31 July 2024. This is less than the comparator local authority average rate and less than the Scotland average rate. The number of Care Experienced children and young people (CECYP), which is a broader definition and includes previously Looked After Children, was 374, 2.1% of the school population of PKC. This figure includes 67 CECYP who accessed education in PKC and are Looked After by other local authorities. Over the course of 2024/25 this figure has increased by 6% to 397 CECYP in our schools. Data has been provided, however, it is important to note that due to the very small cohort sizes, comparisons should be undertaken with caution. Schools and the Promise Improvement Lead have access to detailed data to support planning for this group of children and young people. 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. 1 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. 5. Care Experienced Children and Young People Funding Page 58 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 29 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 is particularly evident in secondary attendance, and this will continue to be an area of focus for schools, supported by the Promise Improvement Lead, during 2025/26. It is important to note in the charts which follow that the numbers in the care experienced cohort are small and therefore percentage comparisons should be made with caution. 2020/21 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 95.3 92.5 92.8 93.1 93.9 Care Experienced 93.1 90.1 89 90.4 88.2 84 86 88 90 92 94 96 Primary Attendance % 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 59 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. Achievement of CfE Levels (ACEL) P1, 4 and 7 combined 2020/21 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 91.3 88 87.2 86.8 87.4 Care Experienced 86.4 83.4 81.3 78.2 73.1 70 75 80 85 90 95 Secondary Attendance % 2021/22 2022/23 2023/24 2024/25 3rd level or better Not Care Experienced 92% 92% 92% 93% 3rd level or better Care Experienced 72% 69% 67% 61% 50% 60% 70% 80% 90% 100% S3 Attainment, Literacy and Numeracy 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 77% 77% 80% 82% Care Experienced 50% 66% 40% 62% 30% 40% 50% 60% 70% 80% 90% ACEL Numeracy P1, 4 and 7 2021/22 2022/23 2023/24 2024/25 Not Care Experienced 68% 71% 73% 76% Care Experienced 36% 50% 39% 48% 30% 40% 50% 60% 70% 80% 90% ACEL Literacy P1, 4 and 7 Page 60 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 31 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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. 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. 2021/22 2022/23 2023/24 All leavers 94.9% 96.0% 96.4% Care Experienced 72.7% 81.3% 95.2% 60.0% 70.0% 80.0% 90.0% 100.0% Initial Positive Destinations for School Leavers All leavers Care Experienced Page 61 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 32 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5.4 Spend and Activity 2024/25 5.4.1 – Youth Workers In February 2023, two workers were employed through the CECYPF. One further youth worker was employed in June 2024. Their work focuses on the outcomes achieved through early intervention, Dynamic Youth Awards, and working collaboratively with colleagues in Social Work, Education and with parents/carers. This increase to the capacity of the Youth Work team enables additional focus on the outcomes of care experienced children and young people. All work carried out is planned and evaluated through the National Framework of Youth Work Outcomes which describe the key overarching impacts of youth work: 1. Young people build their health and wellbeing. 2. Young people develop and manage relationships effectively. 3. Young people create and apply their learning and describe their skills and achievements. 4. Young people participate safely and effectively in groups and teams. 5. Young people consider risk, make reasoned decisions, and take control. 6. Young people grow as active citizens, expressing their voice and enabling change. 7. Young people broaden their perspectives through new experiences and thinking. Over the course of the year, Youth Workers have been allocated 76 young people to support through 1:1 support and thematic group work. 67 of these young people are care experienced. The young people have actively engaged with their youth workers across three secondary schools and their localities. This engagement has provided essential support and guidance, helping these young people navigate their way through personal and educational challenges. Youth workers have been engaging with young people on the edge of care and statutory services, particularly those displaying risk-taking behaviours. Through early intervention, youth workers have successfully prevented these behaviours from escalating into more serious issues that would require support or intervention from statutory services. This proactive approach has safeguarded the well-being of the young people and reduced the demand on statutory services. Social workers and the child protection duty team have noted a reduction in the need for their intervention when youth workers are involved. Youth workers have also worked collaboratively with the PKC Welfare Rights team to ensure that young people, especially those with care experience, know their entitlements and advocate for their rights. This has led to an increase in young people and families accessing their entitled benefits and support services. Dynamic Youth Awards These awards support the closing of the attainment gap by recognising and celebrating the achievements of young people. They motivate participants to strive for higher attainment levels and provide a sense of accomplishment. The awards are nationally recognised and aligned with the Scottish Credit and Qualifications Framework (SCQF), ensuring they hold value and credibility. Page 62 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 33 A Perth and Kinross where everyone can live life well, free from poverty and inequality The awards have played a crucial role in boosting the confidence and self-esteem of young people. They encourage continued effort in educational pursuits and help young people develop valuable skills and competencies. Youth Workers provide guidance and support throughout the process, helping young people set goals, track their progress, and reflect on their achievements. A total of 64 Care-experienced Young People have completed Dynamic Youth Awards at SCQF Level 3. Care Experienced Children and Young People Fund Case Study Transformative Youth Work Support A 13-year-old young person was referred for Youth Work support by his Guidance Teacher. He had been excluded from school on a number of occasions and relationships both with home and school had broken down. His behaviour was dysregulated and potentially heading towards offending. He had very negative feelings about himself and struggled to connect with anything positive due to peer pressure and sensory overload. Using a range of different techniques, the Youth Worker allocated to the case worked with the young person in the following areas: • Providing advocacy for meetings in school to establish the right plan, working around the barriers the young person was facing. • Relationship building with the young person outside of school. • Supporting the young person to feel comfortable in new places. • Supporting positive relationship building with parent. • Providing positive feedback for the young person to empower some self-belief and confidence. • Building possibilities to encourage young person to build aspirations using a DYA. • Working on routines and goal setting Using methods such as graded exposure, positive reassurance and affirmations at home, the young person was supported to develop resilience when things go wrong. He was able to engage in a range of activities including group work opportunities, outreach programmes and has been able to return to school on a part-time basis. He has also achieved SCQF Level 4 in English and Maths. Feedback from the guidance teacher indicated that the work undertaken has been completely transformative and that the young person is now in a much more positive position. His parent commented that it was amazing how far he had come, and that their relationship is much improved with discussions around issues which would never have happened previously. Page 63 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 34 A Perth and Kinross where everyone can live life well, free from poverty and inequality Drop-In Contact and Relationship Building On average, 80 unallocated young people have drop-in contact weekly across the three schools. This consistent interaction has allowed youth workers to build strong relationships with these young people, facilitating an early intervention approach. These relationships are crucial in identifying and addressing issues before they escalate. Stabilising Placements Youth workers have also worked to stabilise foster, kinship, and home placements, reducing the need for further statutory input. By providing support and intervention at critical times, youth workers have helped maintain stable living environments for young people, contributing to their overall well-being and development. Successful Champions Boards Champions Boards have been successfully run in each school, using the GIRFEC principles and eight wellbeing indicators (SHANARRI) to measure impact. Young people and staff assess and evaluate the effectiveness of the program using the outcomes below. The engagement of youth workers with care-experienced young people and those requiring early intervention has had a significant impact over the past several months. The introduction of Dynamic Youth Awards has contributed to closing the attainment gap as these are levelled against the SCQF framework, while early intervention strategies have effectively mitigated risk-taking behaviours for many young people. Feedback from teachers, foster carers, parents, and the young people themselves highlight the positive outcomes of these efforts. Page 64 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 35 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5.4.2 – Volunteer Tutors Organisation (VTO) – Prosper Project Now in its fourth year working with PKC, VTO had 40 pupils on the one-to-one tutor roll in May 2025. The maximum number of places available for the academic year is 40. Referral Status at End of School Year Number Paired with a tutor and accessing weekly support 22 Received tutor support and have now finished tutoring (archived*) 7 Awaiting pairing – tutor searches in progress 8 On hold – 1 due to tutor availability; 2 awaiting school feedback 3 TOTAL 40 *Archived pupils have received tutor support, but they remain on the caseload and the family, school or initial referrer can ask for tutoring to be restarted. An additional 12 care experienced primary pupils are supported through after school Learning Hubs in Riverside and Letham Primaries taking the total to 52 pupils. Page 65 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 36 A Perth and Kinross where everyone can live life well, free from poverty and inequality One-to-one Tutoring – Impact Impact on Attendance For the pupils who have received tutoring, attendance has generally improved with most pupils attaining the expected attendance levels (96% for primary school and 92% for secondary). There are 2 large decreases: one of these is due to a complex issue at school which led to a long absence; and one was a medical/surgery absence. Pupil Year 2023/24 Attendance Rate (%) 2024/25 Attendance Rate (%) Difference P2 97 99 2 P5 100 96 -4 P5 98 98 0 P5 96 100 4 P5 96 100 4 P6 99 86 -13 P7 98 99 1 P7 99 99 0 P7 91 96 5 S1 91 57 -34 S1 100 98 -2 Paired for P7 and diagnosed with dyslexia, this pupil had a great tutoring journey and established a good relationship with his tutor. Attendance was good and his feedback was always positive. We had great information from school to support learning in English including reading, sentence construction, spelling, parts of speech, and figurative speech. At the end of P7 Mum reported that the pupil was now spontaneously reading and had had a great school report. Pupil had a great start to tutoring with improvement noted in maths. Family noted that pupil was 'soaking up' the tutoring. Tutoring ended as pupil was doing well at school with improved confidence. A pupil required support for Nat 5 Maths and Physics. Physics was key and finding a tutor was challenging. A fabulous tutor agreed to take a second pupil on this short-term basis, offering two sessions per week which were snapped up. Both pupil and foster carer were highly motivated to ensure the tutoring was successful. The foster carer established great communication with the tutor and believed the tutoring was a great help. The pupil was successful in both exams and the referring social worker, and her team leader were very complimentary about VTO’s service. A pupil had had a tutor for Higher Maths since the previous October and tutoring focussed on past papers practice. It was deemed useful, and improvement was identified with a great prelim. result. Confidence and ability were both improved – this combined with other commitments, led to the student deciding to finish tutoring. A P6 pupil, further to tutoring, noted ‘I can stop and think now’ – rather than racing for the answer and often ‘tripping up’! This development had been a focus for the tutor. Page 66 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 37 A Perth and Kinross where everyone can live life well, free from poverty and inequality Pupil Year 2023/24 Attendance Rate (%) 2024/25 Attendance Rate (%) Difference S1 100 99 -1 S1 100 98 -2 S2 90 96 6 S2 97 96 -1 S2 71 82 11 S3 95 94 -1 S4 87 93 6 S4 87 93 6 S4 73 79 6 S4 99 99 0 S4 96 98 2 S4 81 78 -3 S5 100 100 0 S6 98 98 0 S6 76 85 9 Three pupils are below the secondary attendance expectation but are all demonstrating an attendance improvement this year. Only one pupil is below the expectation with a lower attendance rate this year. VTO is just a part of the education provision for these pupils alongside school and other interventions from a range of services, however the figures above illustrate some good attendance impacts. Learning Hubs From November 2024 there have been after-school Learning Hubs at Riverside and Letham Primary Schools. These are supported by senior pupils from Perth Grammar School and Perth Academy respectively. There is a very good dynamic in each setting, with children excited and ready to learn after the school day. The feedback from all parties is excellent with improvements noted in literacy, numeracy, confidence, and resilience. Letham Primary School has 10 children on the roll with an average weekly attendance of 9. Of these, 5 children are care experienced and all of the care experienced children in the school were considered initially. Riverside Primary School started with a roll of 10 and has reduced to 7 (due to school and home moves) with an average attendance of 5. All the referred children are care experienced. Enrolment and attendance rely heavily on family engagement during the referral process and the Head Teachers review attendance and new referral opportunities regularly. The annual progress surveys took place in March to gather feedback from pupils, senior pupils, and schools. The table below summarises this year’s feedback. Page 67 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 38 A Perth and Kinross where everyone can live life well, free from poverty and inequality Feedback Survey Responses Improved Literacy Improved Numeracy Softer Skills Primary Pupils 100% 100% All primary pupils knew where to turn for help and support with learning. All primary pupils felt more motivated. All primary pupils felt more confident. School 100% 100% 95% primary pupils seemed more resilient – the 5% were resilient already. 95 % pupils seemed more motivated. 95 % pupils seemed more confident. Senior Pupils 100% 100% All the senior pupils felt supported as tutors and felt more confident as individuals. All primary pupils seemed more motivated. All pupils seemed more confident. 5.4.3 – Volunteering Matters – Grandmentors Grandmentors is an innovative project that sees older volunteers use their lifetime of skills and experience to support care experienced young people. Mentors are people with a range of life skills and experiences, who have some time to regularly meet on a one-to-one basis with a young person, offering valuable emotional, practical, and social support. They help young people navigate the transition to independence into adulthood, by guiding them through life skills such as managing finances, accessing employment, education and training, and supporting their health and wellbeing. Impact is measured across four themes: • Tackling social isolation and loneliness • Improving health • Developing skills and opportunity • Making sure young people can lead change Care-experienced funding supported this initiative in Perth and Kinross during 2024/25. Over the course of the year, 6 mentor training events have been delivered along with 4 mentor meetups to build community and share best practice. To increase the number of referrals and reach socially isolated young adults, there is now a weekly presence within Youth Services (Scott Street) and Loch Leven Community Campus as well as developing links with a range of partners across Perth and Kinross. Page 68 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 39 A Perth and Kinross where everyone can live life well, free from poverty and inequality There have been 16 referrals over the year with two referred from the Through Care and Aftercare Team. Eight referrals have been matched with a mentor, with 5 ongoing relationships continuing from the previous year. Twelve mentors are ready to be matched with a further 7 volunteers awaiting training. 5.5 Summary Despite the interventions that are funded by the CECYPF, it is clear from the available data that whilst there has been progress, 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 a continuing area of focus for all schools for 2025/26 supported by the work of the Promise Improvement Lead. Page 69 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 40 A Perth and Kinross where everyone can live life well, free from poverty and inequality Acronym Meaning 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 CAMHS Child and Adolescent Mental Health Services CECYPF Care-experienced Children and Young People Fund CEYP Care-experienced Young Person/People CfE Curriculum for Excellence CoSD Cost of the School Day CPAG Child Poverty Action Group CTGT Closing the Gap Tool DYW Developing the Young Workforce E and L Education and Learning ELC Early Learning and Childcare EMA Education Maintenance Allowance FSM Free School Meals GIRFEC Getting it Right for Every Child HWB Health and Wellbeing LEP Local Employability Partnership LMG Local Management Group PEF Pupil Equity Fund PKC Perth and Kinross Council PPST Primary Pupil Support Teacher PSA Pupil Support Assistant QIO Quality Improvement Officer SAC Scottish Attainment Challenge SCG School Clothing Grant SCQF Scottish Credit and Qualifications Framework Appendix 1 – Glossary of Terms Page 70 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 41 A Perth and Kinross where everyone can live life well, free from poverty and inequality SDS Skills Development Scotland SEF Strategic Equity Fund SHANARRI Wellbeing Indicators SIFA Staged Intervention Framework for Attendance SIMD Scottish Index of Multiple Deprivation UHI University of the Highlands and Islands VTO Volunteer Tutors Organisation YMCA Young Men’s Christian Association Page 71 of 236
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Scottish Attainment Challenge Funding Report – 2024/25 42 A Perth and Kinross where everyone can live life well, free from poverty and inequality 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 72 of 236
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities Committee or Board: Learning and Families Committee Date of Meeting: 12 November 2025 Report Title: Youth Strategy 2024 – Annual Update Report Number: 25/304 Report Author: Linda Richards, Service Manager (FBSCommittee@pkc.gov.uk) Organisational Lead Arun Singh, Strategic Lead – Children, Families and Justice 1. Purpose 1.1 The purpose of this report is to update Committee on the progress made on the Youth Strategy 2024, approved at the Learning and Families Committee on 23 October 2024 (Report No. 24/294 refers). 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Main Issues 5. Proposals 6. Conclusion 7. Impact and Value Assessment 8. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Recognises the progress that has been made; and 2.2 Requests that the Strategic Lead - Children, Families and Justice provides a further annual progress update report to the Learning and Families Committee in a year’s time. 3. Background/Context 5 Page 73 of 236
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3.1 The Youth Strategy 2024 is intended to support young people to be the best that they can be. The Youth Strategy 2024 and action plan was approved by the Learning and Families Committee on 23 October 2024. A detailed update on the actions is attached at Appendix 1. Some of the highlights are detailed in the remainder of Section 3 below. 3.2 We have continued to develop safe spaces across schools and communities which young people have taken great advantage of. The spaces are in all of the locality youth work organisations and in schools where the locality youth workers are based. These are drop in spaces and can act as a quiet time for young people who are distressed or a place where they can gain support. 3.3 Young people told us that they wanted support on how to manage a home. Rock Trust, Scotland’s youth homelessness charity, are developing a tenancy support programme which will support young people to gain practical skills. An initial pilot programme is currently being completed in Perth and Kinross with care experienced young people. Feedback from the pilot programme will then be reviewed. This will influence the further roll out of the programme to the champions boards (groups of care experienced young people who are coming together for support and to influence change) and then be implemented further in schools. 3.4 Young people have contributed 4,886 volunteering hours across various organisations in Perth and Kinross. We are looking to develop a celebration of this volunteering contribution to mark the occasion and thank young people for their commitment, which will contribute towards a positive image of our local young people. 3.5 We are working with partners from youth work organisations, media and other corporate parents to explore the development of a local media campaign aimed at reshaping public perceptions of young people which will highlight their positive contribution to their communities. 4. Main Issues 4.1 An action in the plan was to create a youth forum which would bring together young people from across the Perth and Kinross Council (PKC) area to act as a representative voice and influence policy making. This was proposed in line with the United Nations Convention on Rights of a Child (UNCRC). Unfortunately, despite many attempts to encourage young people to attend, there was little appetite to commit on a regular basis. In place of the youth forum, we have developed youth voice groups in localities with our youth work partners. The intention is for the leaders of these groups to act as a conduit between the young people, and a partner led forum. The leaders will gather views from the young people and provide feedback to PKC Officers. 4.2 The partner led working group has met once to date and comprises of 34 youth work organisations which meet four times a year. The organisations attending will be responsible for promoting the voice of the young people they have contact with and giving feedback about the actions taken. The group will discuss, and address issues affecting young people, share updates and progress on actions within the Youth Strategy 2024, strengthen collaboration Page 74 of 236
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between organisations, and establish links with education colleagues to support the learner participation strategy. The work of this group will be reviewed in a year’s time to ensure effectiveness. 5. Proposals 5.1 It is proposed that the Committee recognises the progress made against the action plan for implementation of the Youth Strategy 2024 and continues their support regarding the implementation of the Youth Strategy 2024. 6. Conclusion 6.1 This has been a busy year for the implementation of the Youth Strategy 2024, and it would not be possible without the collaboration of many organisations. 6.2 This collaboration should be celebrated and reflects the vision of PKC in terms of working in partnership with communities. The main beneficiaries are, of course, the young people, and what can be seen from the action plan, is the progress that has been made against the actions identified by them. 7. Impact and Value Assessment 7.1 This report has been classified as being an operational report and as such does not require a full Impact and Value Assessment. 8. Appendices 8.1 Appendix 1 – Youth Strategy Action Plan – Update August 2025 Page 75 of 236
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Page 1 of 6 Youth Strategy Action Plan – Update August 2025 Specific Issue Actions By Who When PROGRESS AS OF AUGUST 2025 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 Sep 2026 Sep 20256 A significant response to this theme has been delivered through the Partner Operations Group, with impactful work carried out by RASAC who have worked with 2047 young people through:39 sessions on Understanding Sexual Violence Online, 21 Sextortion Workshops,16 sessions on Online Safety. These sessions are ongoing across secondary schools, with operational partners now extending delivery to community groups and young people not reached through schools, ensuring broader access. Incorporated in the above training we have informed them of their rights and responsibilities. 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 2026 Sep 2026 Along with Services for Young People recognised youth organisations continue to provide trusted safe spaces. Services for Young People are supporting 8 weekly drop ins across 8 secondary schools. Our partners offer consistent community spaces, and a key development includes a partner organisation extending services at Drumhar Health Centre. A standout example of youth-led action came from the KYTHE Youth Forum, who collaborated with Loch Leven Campus SMT to identify unsafe areas within the school and co-develop strategies to improve safety. Appendix 1 5 Page 77 of 236
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Page 2 of 6 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 2026 While some partners have already delivered health-related training, upcoming partnership meetings will explore how to ensure consistency and identify funding sources for a wider rollout. Education staff attend ASSIST training and Inhouse inputs from the Lighthouse. Training and awareness raising is also delivered by the suicide prevention officer. This action continues to be a priority for development going forward. 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 2026 Having Services for Young People staff in each of the secondary schools is offering young people another trusted adult to advocate on their behalf. Along with attending any school meetings Services for Young People staff also offer support for young people at Looked After reviews and Children’s Hearings. Across Perth and Kinross localities our Universal Youthwork partners indicate that they have made (in 2024-2025) 22,823 contacts with 3,293 young people, further promoting youth workers as trusted adults, and their venues as safe places to meet. A future development is to extend the role of the named person through the GIRFEC group. 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 2026 Following further consultation with young people a centralised approach was not the favoured option. In its place there are locality groups supported by staff who then come together to share the voice of young people. Page 78 of 236
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Page 3 of 6 Ensure links with CYPF partnership are established. Identify and progress links to agenda when appropriate. SYP and CRO Sep 2026 A presentation is to be made at a future partnership meeting to give detail around what young people are saying, the issues facing them and supports that are needed. This will be the start of the conversation about how to strengthen links. Develop links with school and community groups. Undertake visits to and establish links with groups. SYP and CRO Sep 2026 Discussions are underway to establish links with the forthcoming Learner Participation Strategy, led by our Education Colleagues. Once the Participation Strategy is launched there will be an invite to a future partnership meeting to strengthen the links and identify some joint working across both strategies. 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 2026 Along with 82 young people receiving employability support from the Skills and Employment Support team, LOGOS further supported 16 young people in Crieff and 10 in Auchterarder through CV writing and Interview support. This approach is going to be further rolled out through the partnership to localities, 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 2026 Services For Young People are working with Rock Trust to produce and deliver a Housing Tenancy Programme for our Champs Boards. This will include the financial responsibilities of running a household, being a good neighbour and active citizen. Services for Young people will deliver this pilot across all our Champs Boards after the October holiday, after this programme is delivered work will focus on introducing this within PSE classes across our secondary schools. Page 79 of 236
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Page 4 of 6 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 2026 Our Children’s Rights Officer has launched the UNCRC Online Information Module, accessible to: Council staff, partner organisations and young people themselves. This will be further promoted through our partner networks to embed rights-based understanding across services and young people 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 2026 Service for Young people are supporting PKAVS to promote its volunteering strategy by working with selected youth forums. This work will also make its new volunteering portal more accessible and appealing to young people. This will help increase youth participation in local opportunities. To date: 4,883 volunteer hours recorded through the participation of Young People through the Duke of Edinburgh Award plus 94 new users registered through the PKAVS portal showing 1536 volunteering hours recorded by them. Young people experience discrimination because they are young. Intergenerational 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 2026 Sep 2026 At a local level there are Community projects that have an intergenerational slant such as Joint initiatives in community gardening. Further development and promotion of these will go towards increasing opportunities. Further development of volunteering opportunities will allow for greater intergenerational work. Page 80 of 236
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Page 5 of 6 The partnership are also developing ways in which we can celebrate the achievements of our young people and change the narrative. 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 Sep 2026 Along with the Gannochy Trust Perth and Kinross Council continues to support our local youthwork partnership to deliver opportunities for young people to take part in. We know rural areas face challenges with transport and service availability which has resulted in KYTHE purchasing a mobile youthwork provision delivering opportunities across the Glendevon area, Bridge of Earn and Abernethy. AYP have supported a youth group in Kirkmichael. The Y games held at the DOOCOT next to the Gannochy Trust supported in excess of 70 young people from across Perth and Kinross to take part in friendly highland games competition. Street Sports for all continues to work with partners to deliver Street Sports in remote areas. A trip has seen two rural groups and a city group travel to Alton Towers for the day. 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 Sep 2026 Services for Young People continue to work at a local level with young people referred to them. Work is then focussed through individual and thematic group work sessions which aims to positively re-engage them with community and school activities. An example of this was displayed through joint working between Services for Young People and the Alyth Youth Partnership where those YP on the verge of exclusion from their local community were Page 81 of 236
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Page 6 of 6 involved in cleaning up the local area through a litter picking initiative. For 2024/2025 184 referred young people who are on the edge of statutory intervention were given support from Services for Young people on an individual basis. Young people who are unaccompanied and seeking Asylum require support for integration. Develop integration package. SYP Sep 2026 Young asylum seekers continue to be supported by Services for Young People at Scott Street. The CASA programme is successfully integrating the young people into their local communities. They participate in a weekly Life Skills programme, delivered through the Dynamic Youth Award, which covers: Mental Health, Budgeting, Diet and Nutrition, Cleaning and Household Management, Sexual Health, Voice and Rights This programme is designed to build independence and prepare young people for future tenancies, while also strengthening their role as active citizens. For 2025 :8 CASA young people will receive a Dynamic Youth Award and 6 will receive their Bronze DOFE Award. Page 82 of 236
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities Committee or Board: Learning and Families Committee Date of Meeting: 12 November 2025 Report Title: Intensive Support Provision Statutory Consultation Report – Kinross High School Report Number: 25/305 Report Author(s): Fiona Mackay, Service Manager - Inclusion and Additional Support; Sarah Stephen, Quality Improvement Officer (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning 1. Purpose 1.1 The report informs the Learning and Families Committee of the outcome and findings of the statutory consultation exercise undertaken in respect of the formal proposal to permanently establish a new Intensive Support Provision (ISP) in Kinross High School for children with Additional Support Needs (ASN) with effect from January 2026, as detailed in the published Consultation Report (attached as Appendix A). 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Statutory Consultation 5. Proposal 6. Conclusion 7. Impact and Value Assessment 8. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Notes the findings of the statutory consultation and Education Scotland's support for the proposal. 6 Page 83 of 236
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2.2 Approves the proposal to permanently establish a new ISP at Kinross High School, effective from January 2026. 2.3 Endorses continued stakeholder engagement during implementation. 3. Background/Context 3.1 Perth and Kinross Council (PKC) is mandated by the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to provide adequate and efficient education, including additional support for young people with ASN. The term ASN applies to children or young people who, for whatever reason, require additional support, long or short term, in order to benefit from their education. 3.2 On 29 January 2025, the Learning and Families Committee reviewed an Options Appraisal report (Report No. 25/19 refers) for the expansion of ISPs in PKC primary and secondary schools. The Committee agreed to commence an expansion of ISPs through three phases over a three-year period. This proposal paper is taking forward Part 1 of Phase 1. 3.3 The Learning and Families Committee agreed that the Strategic Lead - Education and Learning (Chief Education Officer) would commence a statutory consultation in respect of the permanent establishment of a new ISP in Kinross High School, as required by the Schools Consultation (Scotland) Act 2010. 3.4 The duties in undertaking a statutory consultation on a relevant school proposal are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying statutory guidance. 3.5 Currently, Kinross High School does not have an ISP meaning that pupils with complex and multiple ASN must travel to other areas within Perth and Kinross to access appropriate education. The challenges that this presents were outlined in the Options Appraisal agreed by the Learning and Families Committee on 29 January 2025 and in the Proposal Paper published on the PKC website. 4. Statutory Consultation 4.1 The statutory consultation involved a consultation period that ran from 24 March 2025 until 23 May 2025, a period of 32 school days. It included a public meeting, a staff meeting, and engagement with children and young people. Education Scotland also contributed to the consultation and provided a report on the educational aspects of the proposal. The main considerations relating to the proposal are fully explained in the published Proposal Paper. 4.2 In addition to the questions raised at the in-person meetings, a total of 10 online response forms were received during the statutory consultation period. Of these, 7 responses agreed with the Council’s proposal to establish an ISP at Kinross High School, and 3 responses disagreed. However, 3 responses Page 84 of 236
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(2 in agreement and 1 which disagreed) were invalid due to missing required information such as name, address, or email, and were therefore excluded from the validated total. 4.3 The majority of validated responses were in favour of the proposal to establish an ISP at Kinross High School. The positives identified included: • Strong support for local access to specialist education for pupils with complex ASN. • Recognition of increased inclusivity and fairness for children with disabilities. • Reduced travel time for pupils currently attending ISPs in other areas. • Creation of a safe, tailored learning environment to meet diverse needs. • Opportunity for personalised learning and better support within the local community. 4.4 The consultation raised concerns in relation to: • Potential impact on pupils accessing existing pupil support areas. • Staff and resource limitations within the school. • Challenges in managing current demands alongside the new ISP. • Risk of segregation and limited integration with mainstream peers. • Vulnerability of neurodivergent pupils to bullying. • Effects on pupils with milder support needs and those not eligible for the ISP. 4.5 PKC have provided responses to the questions and concerns raised at Section 9 of the Consultation Report (Appendix A). 4.6 The proposal to establish an ISP at Kinross High School is a direct response to the representations made in the consultation and aligns with statutory duties under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004, as well as the Council’s commitment to inclusive education and reducing inequalities of outcome. PKC will continue to work with stakeholders to address concerns and ensure inclusive access to mainstream activities. 5. Proposal 5.1 PKC proposes to permanently establish a new ISP for up to 16 pupils with complex ASN within Kinross High School, effective from January 2026. The location, facilities and arrangements for the ISP are detailed in the Consultation Report (Appendix A) 6. Conclusion 6.1 The proposal to establish a new ISP at Kinross High School offers a sustainable and inclusive solution for the provision of education for children with complex ASN within the Kinross High School catchment. Page 85 of 236
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It addresses the current lack of local provision, which has led to extended travel times, disrupted transitions, and limited access to community-based education. 6.2 Stakeholder feedback, including from children, young people, parents, and staff, has been overwhelmingly supportive. Education Scotland’s independent evaluation confirms the educational benefits of the proposal, highlighting its alignment with national expectations around inclusion and the presumption of mainstreaming. 6.3 In response to points raised in the consultation, PKC has committed to ensuring that resources allocated to the ISP are additional and do not detract from existing provision. Shared spaces will be managed equitably, and professional development will be provided to staff to support inclusive practices. 6.4 This proposal aligns with PKC’s statutory obligations under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004, as well as the Council’s Learning Estate Strategy and Corporate Plan priorities. It represents a significant step forward in promoting equity, inclusion, and community-based education for children and young people with complex ASN. 7. Impact and Value Assessment The Impact Value Assessment (IVA) undertaken in relation to this report can be viewed on the Perth and Kinross Council website via the link: Additional Support Needs Special Education Provision (Phase 2 ISP Expansion) - Options Appraisal The Equality and Fairness Impact Assessment (EFIA) undertaken in relation to this report can be viewed in the Equality and Fairness Impact Assessments area of the Perth and Kinross Council website. 8. Appendices 8.1 Appendix A – Consultation Report (Kinross High School) Page 86 of 236
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PKC - GENERAL PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING CONSULTATION REPORT REPORT ON THE OUTCOME OF THE CONSULTATION RELATING TO THE PROPOSAL TO: Permanently establish a new Intensive Support Provision in Kinross High School for pupils with Additional Support Needs with effect from January 2026. This Consultation Report has been issued by Perth and Kinross Council in accordance with the Schools (Consultation) (Scotland) Act 2010. Appendix A 6 Page 87 of 236
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2 PKC - GENERAL Contents Page 1. INTRODUCTION 4 2. BACKGROUND 4 3. CONSIDERATIONS 5 4. REASON FOR FORMULATING THE PROPOSAL 6 5. SCHOOL INFORMATION 6 6. THE CONSULTATION PROCESS 7 7. THE PUBLIC MEETINGS 8 8. RESPONSES TO THE CONSULTATION EXERCISE 8 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL 9 REPRESENTATIONS 10. EDUCATION SCOTLAND REPORT 11 11. ALLEGED OMISSIONS OR INACCURACIES 13 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS 14 (CONSULTATION) (SCOTLAND) ACT 2010 13. LEGAL ISSUES 14 14. PERSONNEL IMPLICATIONS 15 15. CONCLUSION 15 16. RECOMMENDATIONS 16 Page 88 of 236
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3 PKC - GENERAL Appendices Page Appendix 1 Minute of Public Meeting 18 Appendix 2 Summary of Consultation Responses 23 Appendix 3 Education Scotland Report 28 Page 89 of 236
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4 PKC - GENERAL PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING This report has been prepared following consultation on the proposal that the Council: Permanently establish a new Intensive Support Provision in Kinross High School for pupils with Additional Support Needs with effect from January 2026. Having had regard (in particular) to: (a) Relevant written representations received by the Council (from any person) during the consultation period; (b) Oral representations made to it (by any person) at the public meeting held on 23 April 2025 (c) Education Scotland’s report on the proposal. 1. INTRODUCTION This is a consultation report prepared in compliance with the Schools (Consultation) (Scotland) Act 2010 on the above proposal. 1.1 The purpose of this report is to: • Provide a record of the total number of written responses made during the Statutory Consultation period; • Provide a summary of the written responses; • Provide a summary of oral representations made at the public meetings held on 23 April 2025 • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of Education Scotland’s report and a statement of the Council’s response to this report; • State how the Council reviewed the above proposal following the representations received during the Statutory Consultation period and the report from Education Scotland; and • Provide details of any omission from, or inaccuracy in, the Proposal Paper and state how the Council acted upon it. 2. BACKGROUND 2.1 The Learning and Families Committee on 29 January 2025 approved a report (Report No. 25/19 refers) on an Options Appraisal for the expansion of Intensive Support Provisions (ISPs) in Perth and Kinross Council primary and secondary schools. The Committee agreed to commence with consultations on an expansion of ISPs through three phases over a three-year period. Page 90 of 236
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5 PKC - GENERAL 2.2 In the report considered by the Learning and Families Committee on 29 January 2025, it was agreed that the Strategic Lead: Education and Learning (Chief Education Officer) commenced a statutory consultation in respect of the permanent establishment of a new Intensive Support Provision in Kinross High School for pupils with Additional Support Needs with effect from January 2026 2.3 The duties in undertaking a statutory consultation on a relevant school proposal are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance. 2.4 Learning and Families Committee reports and the Proposal Paper referred to above are available on the Council’s website www.pkc.gov.uk. 3. CONSIDERATIONS 3.1 The main considerations relating to the proposal are fully explained in the Proposal Paper, and the main points are highlighted as follows: 3.2 Perth and Kinross Council is dedicated to fostering a community where everyone can thrive, free from poverty and inequality. Their vision focuses on making the best use of public resources and ensuring continuous improvement of services. The Council's Corporate Plan emphasises collaboration to achieve key priorities, including tackling poverty, addressing climate change, and supporting sustainable places. Perth and Kinross Council aims to create a resilient, stronger, and greener local economy; enable children and young people to reach their full potential; protect and care for the most vulnerable; and support physical and mental wellbeing. By working in partnership with communities, they strive to create vibrant and successful areas, safe and sustainable environments, and educated and responsible citizens, ensuring every child has the best start in life. 3.3 Perth and Kinross Council’s Corporate Plan aims to tackle poverty, address climate change, and support sustainable places. This vision is further supported by the Council’s Learning Estate Management Plan and the Education and Learning Policy Framework Maximising Resources, which aim to enhance the range and quality of learning experiences for all. 3.4 Councils have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. 3.5 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. To achieve best value and optimum efficiency, the organisation of the school estate is therefore kept under regular review, including the need for school provision and other factors, such as altering catchment areas. 3.6 The Schools (Consultation) (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals of major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland. Page 91 of 236
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6 PKC - GENERAL 3.7 The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and Education Authorities. Where the Education Authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. 4. REASON FOR FORMULATING THE PROPOSAL 4.1 The proposal to permanently establish an Intensive Support Provision (ISP) at Kinross High School has been formulated in response to a growing and clearly evidenced need for enhanced local provision for pupils with complex and multiple Additional Support Needs (ASN) within the Kinross catchment area. 4.2 Currently, Kinross High School does not have an ISP, meaning that young people requiring this level of support must travel to other areas within Perth and Kinross to access appropriate education. This results in longer travel times, reduced access to local community resources, and potential impact on social and emotional wellbeing due to separation from peers and familiar environments. 4.3 Perth and Kinross Council has a legal obligation under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to provide adequate and efficient education, including for those with ASN. The proposal aligns with these responsibilities and supports the Council’s commitment to inclusive education. 4.4 As of September 2024, 39% of children and young people in Perth and Kinross schools have ASN, with a significant number presenting with complex needs. The existing ISP network is under pressure, and the establishment of a new ISP at Kinross High School will help meet current and projected demand. 4.5 The proposal supports the Council’s aim to reduce inequalities of outcome, particularly for pupils affected by socio-economic disadvantage or disability, as outlined in the Education (Scotland) Act 2016. Providing a local ISP ensures equitable access to high- quality education and support for children and young people requiring special. 4.6 It is intended that the new ISP will utilise spaces in the school building that are already specialist designed classrooms and areas tailored to meet the needs of young people with ASN. 5. SCHOOL INFORMATION 5.1 Kinross High School is situated in The Muirs, Kinross KY138FQ. The school offers secondary non-denominational education for both girls and boys from S1 to S6, with capacity for 1286 pupils and the current enrolment of 912 pupils. Page 92 of 236
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7 PKC - GENERAL 6. THE CONSULTATION PROCESS 6.1 A link to the Proposal Paper was issued by letter to those individuals and bodies listed under Distribution within the document. The Proposal Paper was also published on the Council’s website: www.pkc.gov.uk 6.2 The Proposal Paper informed consultees that the consultation period would run from Monday 24 March 2025 until close of business on Friday 23 May 2025, which includes a period of 32 school days. 6.3 The proposal on which consultation took place was to: • Permanently establish a new Intensive Support Provision in Kinross High School for pupils with Additional Support Needs with effect from January 2026. 6.4 The requirements for consulting on a relevant proposal relating to schools are set out in the Schools (Consultation) (Scotland) Act 2010. • A Proposal Paper was published on 17 March 2025. All statutory consultees were written to, providing a link to the proposal paper and details of where and how to obtain a paper copy. A copy of this document was available free of charge to the consultees listed within the document. • The Proposal Paper was published on the Perth and Kinross Council website and was available in paper copy upon request. • A public meeting was held to discuss the proposal on 23 April 2025. • The Consultation period ended on Friday 23 May 2025 • Education Scotland were provided with the options appraisal and proposal paper documents. They attended the public meeting and visited Kinross High School, which included discussion with relevant consultees. They also received a copy of all representations and the minutes of the public meetings. Education Scotland then prepared a report on the educational aspects of the proposal. Their report is attached as Appendix 6. 6.5 The following schools are affected by the proposal: • Kinross High School • Kinross Primary School • Milnathort Primary School • Cleish Primary School • Fossoway Primary School • Arngask Primary School • Portmoak Primary School 6.6 In accordance with statutory requirements and good practice, the following persons were consulted: • The parents of the pupils and children at the affected schools • The parents of children expected to attend the affected schools within 2 years of the date of publication of this proposal document • The Parent Council of the affected schools • Pupils at the affected schools Page 93 of 236
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8 PKC - GENERAL • The teaching and support staff at the affected schools • The trade union and professional association representatives of the above staff • The Community Council • Relevant users of the affected schools • Elected Members of Perth and Kinross Council • Education Scotland • The Community Planning Partnership 6.7 The number of letters issued with details of the Proposal Paper was 1510. 6.8 During the consultation period, representations were sought from interested parties, either in oral or written form or electronically. An online response form and generic email account was set up by the Council to receive representations and enquiries on the proposal. 6.9 This Consultation Report is the Council’s response to the issues raised during the consultation period on the Proposal Paper. 6.10 This Consultation Report is to be published on the Council’s website for a period of no less than three weeks prior to final consideration by Learning & Families Committee on 12 November 2025. 7. THE PUBLIC MEETING 7.1 A public meeting was held in Kinross High School on Wednesday 23 April 2025. Eighteen members of the public attended. A full note of the meeting is attached as Appendix 1 which details the questions and issues raised at the meeting. 8. RESPONSES TO THE CONSULTATION EXERCISE 8.1 Ten online response forms were received. Seven of these responses agreed with the Council’s proposal and three disagreed with the Council’s proposal. However, three of the ten responses were invalid (two in agreement and one which disagreed) as they failed to provide a required name, address or email address to validate the response. The details of the respondents are contained within the Summary of Consultation Responses, attached as Appendix 2. 8.2 In summary, the oral and written responses and questions can be grouped broadly as follows: The majority of validated responses were in favour of the proposal to establish an Intensive Support Provision (ISP) at Kinross High School. Positives Identified • Strong support for local access to specialist education for pupils with complex ASN. • Recognition of increased inclusivity and fairness for children with disabilities. • Reduced travel time for pupils currently attending ISPs in other areas. • Creation of a safe, tailored learning environment to meet diverse needs. Page 94 of 236
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9 PKC - GENERAL • Opportunity for personalised learning and better support within the local community. Questions Asked • Facilities & Infrastructure: Queries about access points, fencing, square footage per pupil, and construction timelines. • Education & Staffing: Questions on access to mainstream classes, qualifications, specialist teacher roles, staff ratios, and training for PSAs. • Operations & Management: Enquiries about daily operations, extracurricular activities, supply staffing, and financial arrangements. • Governance & Communication: Requests for clarity on decision-making thresholds, pupil allocation processes, and community engagement. • Overview of Concerns • Potential impact on existing pupil support areas (e.g., Leven Class in the Support department). • Risk of reduced support for pupils currently accessing ASN services. • Staff and resource limitations within the school. • Challenges in managing current demands alongside the new ISP. • Risk of segregation and limited integration with mainstream peers. • Vulnerability of neurodivergent pupils to bullying. • Effects on pupils with milder support needs and those not eligible for the ISP. 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 9.1 Will the new ISP have separate access points and secure fencing to ensure privacy and safety for pupils accessing the provision? It was confirmed that access arrangements and secure boundaries would be included as part of the design and operational planning for the ISP. 9.2 What is the square footage allocated per pupil, and how does this compare to other similar provisions? The Council confirmed that the ISP would include two ASN classrooms (each 65m²), a sensory room (30m²), and shared access to life skills, medical, and personal care rooms, in line with ISP standards across Perth and Kinross. The Council confirmed that the ISP will include two ASN classrooms (each 65m²), a sensory room (30m²), and shared access to life skills, medical, and personal care rooms. Notably, the ASN classrooms at Kinross are larger than the average ISP classroom, offering increased space per pupil. This reflects a commitment to providing high-quality, inclusive learning environments tailored to the needs of pupils with complex ASN. 9.3 When will construction begin, and how might it affect pupils currently attending Kinross High School? Any required works will be scheduled during school holidays wherever possible to minimise disruption. However, where works unavoidably need to take place during term time, appropriate risk assessments will be undertaken to ensure safety and reduce any potential impact on pupils, staff, and the wider school community. Page 95 of 236
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10 PKC - GENERAL 9.4 How will pupils in the ISP integrate socially with their peers, including those already accessing Support for Learning? The ISP will be designed to support inclusion within the mainstream school setting, providing opportunities for pupils to engage with their peers across the school where appropriate. Participation in mainstream activities will be tailored to the individual needs of each child, with all pupils supported to realise their potential. This inclusive approach reflects the model already in place in other secondary schools, ensuring consistency and alignment with established best practice. 9.5 Will ISP pupils have access to mainstream classes and qualifications, and will specialist teachers deliver lessons? Pupils in the ISP will have access to a broad curriculum, including mainstream classes where suitable based on individual needs and strengths. Specialist teachers and support staff will be appointed to meet individual learning needs in the ISP classes. 9.6 What is the pupil support ratio within the ISP, and is one Pupil Support Assistant (PSA) per class sufficient? Staffing will be based on the local Staffing Standard, which provides an agreed staff-to- pupil ratio in line with national guidance. This allows for staffing tailored to the needs of the pupils placed in the provision. 9.7 What qualifications will teaching staff assigned to the ISP have, particularly in relation to ASN experience and training? Staff appointed to the ISP will have appropriate qualifications and experience in ASN, with ongoing professional development provided. 9.8 Will ISP staff recruitment be permanent or temporary, and how will staff retention be supported, including the use of exit interviews? Staff will be appointed on a permanent basis, in line with Perth and Kinross Council’s established recruitment policies, which apply to all posts in education, including teaching and support roles. Recruitment will follow standard procedures, with professional support and development provided by both the school and the central Education and Learning teams. Staff feedback mechanisms, such as exit interviews, are embedded within recruitment policies and will contribute to ongoing workforce planning. An ISP Network also enables staff across Council schools to share practice and access peer support. 9.9 How will the ISP operate day-to-day, and will pupils access the wider school independently and participate in extracurricular activities? Pupils will be supported to access wider school facilities and activities, including extra- curricular activities with adjustments made to suit individual needs. 9.10 How will supply staffing be managed to ensure continuity of support within the ISP? Supply staffing will be managed in line with existing procedures and staffing standards across the school estate. 9.11 What financial arrangements are in place to support the ISP, and how will funding be allocated and sustained? Funding will be provided through the Perth and Kinross Council Education and Page 96 of 236
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11 PKC - GENERAL Learning budget, with support this year from additional Scottish Government funding for ASN. 9.12 What is the decision-making process for establishing the ISP, and is there a threshold or mechanism to reverse the decision if necessary? The proposal is subject to statutory consultation and approval by Perth and Kinross Council’s Learning and Families Committee. Once established, an ISP cannot be discontinued without further statutory consultation. Implementation will be subject to ongoing review and monitoring by Education and Learning to ensure the provision continues to meet the needs of pupils and aligns with Council priorities. 9.13 How many pupils are expected to attend the ISP, what is the age range, and how will places be allocated, including the possibility of staggered transitions? The ISP will accommodate up to 16 pupils with complex ASN, with placements managed by the Council’s Transition Panel in accordance with Council policy. It is anticipated that the ISP will start with a small number of young people, with numbers increasing as children requiring this level of support move into their S1 year. Eligibility will be determined by Perth and Kinross Council Transition Panel in line with Council policy. 9.14 How will the Council engage with the wider community, including sharing the presentation with the Kinross Community Council and publishing it online? The Council shared all material related to the consultation on a dedicated page on the Perth and Kinross Council website and encouraged discussion and views to be submitted. Information was shared with the Community Council and officers of the Council attended the Kinross-shire Partnership to outline the proposal. Continued efforts were made to engage with community stakeholders throughout the consultation process. 9.15 How will pupils across the school be educated about ASN to promote understanding, respect, and inclusion? Awareness and inclusion will be promoted through whole-school approaches and educational activities aligned with the Council’s values. 9.16 Clarification was sought regarding whether the new ISP classes would occupy existing areas within the Pupil Support department, such as the Leven Suite. The ISP classes is not taking up existing areas within the current Pupil Support department facility. The ISP will be situated alongside the Pupil Support department, and the Leven Class will remain in its current location, continuing to provide small- group support at an Enhanced level for pupils with additional needs. Pupils attending the ISP will have shared access to specific facilities within the Pupil Support department, including the sensory room, personal care room, and life skills kitchen, ensuring inclusive use of resources while maintaining existing support provision. 10. EDUCATION SCOTLAND REPORT 10.1 In accordance with the Schools (Consultation) (Scotland) Act 2010, a report was produced by Education Scotland on the educational aspects of the proposal. Page 97 of 236
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12 PKC - GENERAL 10.2 The purpose of the report is to provide an independent and impartial consideration of Perth and Kinross Council’s proposal to permanently establish a new Intensive Support Provision in Kinross High School for pupils with Additional Support Needs with effect from January 2026. 10.3 An Education Scotland HMIE Inspector attended the public meeting on 23rd April 2025 and visited Kinross High School the week commencing 26 May 2025 to speak with pupils, parents, staff, and stakeholders. 10.4 The Education Scotland report is reproduced in full (Appendix 6). 10.5 The report supports the proposal and is summarised below: • Perth and Kinross Council has clearly outlined a number of educational benefits in its proposal paper. HM Inspectors agree that the establishment of an ISP at Kinross High School has the potential to provide a high-quality learning environment for young people with complex additional support needs. The proposed provision has the potential to allow pupils to access a broad curriculum in a setting tailored to their needs, while also benefiting from opportunities to engage with mainstream teachers and resources. Stakeholders welcome the opportunity for young people to be educated locally, maintaining peer relationships and strengthening community connections. Staff view the ISP as an enhancement to the school and are keen to access training to support their professional development. • The HMIE Inspector recognised that placing the ISP within Kinross High School has the potential to reduce travel time for pupils and support transitions from primary school alongside peers and siblings. This is expected to improve engagement from families and support continuity in learning and wellbeing. The proposal aligns with national expectations around the presumption of mainstreaming and inclusion. • Stakeholders who met with HMIE Inspector are supportive of the proposal. They value the Council’s commitment to ensuring that resources allocated to the ISP are additional and do not detract from existing provision. Parents and staff emphasised the importance of managing shared spaces effectively and ensuring that clubs and activities remain accessible to all pupils. They also highlighted the need for robust policies to promote positive relationships and address bullying. • A few stakeholders raised queries about the flexibility of the indoor and outdoor spaces identified for the ISP. They seek reassurance that these areas could meet the diverse needs of pupils and be adaptable over time. HMIE Inspectors note that the Council may wish to continue engaging with stakeholders to address these considerations during implementation. • HMIE Inspectors agree that the proposal has the potential to deliver significant educational benefits. The ISP could enable more young people to receive the right support at the right time, within their own community. This could help Perth and Kinross Council meet its statutory duties and support inclusive education across the region. 10.6 Perth and Kinross Council Response to Education Scotland’s Report The Council welcomes the report from Education Scotland and accepts its findings. Page 98 of 236
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13 PKC - GENERAL In response to the findings contained within the Education Scotland report, Perth and Kinross response is as follows: 10.7 HMIE Inspectors note that stakeholders seek reassurance that resources allocated to the ISP are additional and do not detract from existing provision. They also request clarity on the use of shared spaces and the impact on the wider school. The Council confirms that the ISP classes will be situated alongside the existing Pupil Support department and will not occupy areas currently used for mainstream pupil support. The Leven Class will remain in its current location and continue to provide Enhanced level small-group support for pupils with additional needs. Pupils attending the ISP will have access to shared spaces within the Pupil Support department, including the sensory room, personal care room, and life skills kitchen. These shared facilities will be managed to ensure equitable access and minimal disruption to existing provision. 10.8 HMIE Inspectors highlight the importance of ensuring that indoor and outdoor spaces are flexible and meet the needs of young people. The Council will ensure that the design and layout of the ISP supports a range of learning experiences and is adaptable to meet the evolving needs of pupils. This includes access to secure outdoor areas and specialist learning environments. 10.9 HMIE Inspectors note that staff are keen to access additional training to support their work within the ISP. The Council will provide professional learning opportunities for staff to build capacity and expertise in supporting pupils with complex additional support needs. This will include training in relevant areas such as autism, trauma-informed practice, and inclusive pedagogy. 10.10 HMIE Inspectors recommend continued engagement with stakeholders to address queries raised during the consultation. The Council will continue to work in partnership with parents, staff, and community members throughout the implementation phase. 11. ALLEGED OMISSIONS OR INACCURACIES 11.1 Section (10) (3) of the 2010 Act also places a requirement on the Council to provide details of any inaccuracy or omission within the Proposal Paper which has either been identified by the Council or raised by consultees. This section of the 2010 Act also requires the Council to provide a statement on the action taken in respect of the inaccuracy or omission, or, if no action was taken, to state that fact and why. 11.2 In the course of the consultation exercise, there were no areas identified by respondents as being inaccurate or omitted from the Proposal Paper during the consultation period. 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 12.1 Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 states that: Page 99 of 236
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14 PKC - GENERAL After the Education Authority has received Education Scotland’s report, the Authority is to review the relevant proposal having regard (in particular) to: (i) written representations received by the Authority (from any person) during the consultation period; (ii) oral representations made to it (by any person) at the public meetings; and (iii) Education Scotland’s report. 12.2 Following receipt of the Education Scotland report, ten online representation and oral representations made at the one public meeting held during the consultation period, officers reviewed the proposals. 12.3 The feedback from the consultation was considered by officers where all the questions and comments raised were considered in detail. This ensured that the Council met the requirements to review the proposal under section 9(1) and 13(5) of the 2010 Act. 12.4 Officers of the Education Authority have listened carefully to the points made at the public meeting and have also considered equally carefully the Education Scotland report and the online representations. The proposal was reviewed to consider whether any of the representations led the Council to reconsider other options as being reasonable alternatives to the proposal. 12.5 None of the representations led officers to conclude that there were any other reasonable alternatives to the proposal, or that the proposal should be reconsidered. 12.6 The educational benefits were reviewed in light of the Education Scotland report and representations made. 12.7 There were no factors included in the Education Scotland report or representations made requiring any aspect of the educational benefits to be reconsidered. 12.8 Having reviewed the Education Scotland report and feedback from consultees, officers concluded that the basis of the original proposal continues to be the most appropriate response to establishing a new Intensive Support Provision (ISP) at Kinross High School. The proposal ensures that pupils with complex additional support needs in the Kinross area can access specialist education locally, enabling them to maintain connections with their peers and community. The Council remains committed to implementing the ISP in a way that enhances existing provision, supports inclusive practice, and delivers the educational benefits outlined in the proposal paper. 13. LEGAL ISSUES 13.1 The Council has complied in full with the requirements of the Schools (Consultation) (Scotland) Act 2010 throughout this statutory consultation. 13.2 The Council is mindful of its duties in respect of equality, and the Equality Impact Assessment did not identify that any parent, child or young person would be treated less favourably as a result of this proposal. The proposed Intensive Support Provision (ISP) at Kinross High School will comply with the Council’s Accessibility Strategy and Page 100 of 236
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15 PKC - GENERAL will positively promote equal opportunities for children and young people with disabilities. In terms of socio-economic impact, the assessment identified that establishing an ISP within Kinross High School will improve access to specialist education for pupils living in the Kinross area, including those who may be economically disadvantaged. By reducing the need for long-distance travel to access appropriate support, the proposal enhances equity and inclusion for families across the community. Locating the ISP within the community it serves also helps to reduce potential barriers for parents and children to participate in extra-curricular activities and attend school events, further supporting engagement and inclusion. 13.3 Under the terms of the Schools (Scotland) (Consultation) Act 2010, it is a legal requirement that the Council should not reach any formal decision without waiting until a period of three weeks starting on the day on which this Consultation Report is published in electronic and printed form has expired. 13.4 As it is the intention that this Consultation Report should be published, both electronically and in written form, if required, on 17 September 2025, this meets the statutory requirement to publish this report for more than three weeks before consideration of the proposal by Learning & Families Committee on 12 November 2025. 14. PERSONNEL IMPLICATIONS 14.1 Staffing arrangements for the new Intensive Support Provision (ISP) at Kinross High School will be consistent with Perth & Kinross Council’s Staffing Standard and other relevant local agreements. Consultation will be undertaken with school staff, Trade Unions, and professional associations where appropriate, to support the implementation plan for staffing the ISP. This will ensure that the provision is appropriately resourced and that staff are supported in delivering high-quality education for pupils with complex additional support needs. 15. CONCLUSION 15.1 The Council now has 4 broad options to consider, namely: (a) adopt the proposal; (b) withdraw the proposal; (c) amend the proposal in some way which allows the proposal to proceed; or (d) amend the proposal significantly and undertake a further consultation exercise on a new proposal. 15.2 Education Scotland has identified that the proposal to establish a new Intensive Support Provision (ISP) at Kinross High School has clear educational benefits. The ISP has the potential to provide a high-quality learning environment for young people with complex additional support needs. The proposed design and location within the school will offer flexible learning and social spaces tailored to individual needs. Page 101 of 236
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16 PKC - GENERAL Stakeholders recognise the value of the ISP to the local community, particularly in enabling pupils to be educated closer to home, maintain peer relationships, and access specialist support within a mainstream setting. HMIE Inspectors agree that the ISP will enhance inclusive practice and support improved outcomes for young people. 15.3 If the Council adopts the proposal, it is understood that the educational benefits set out in the Proposal Paper would likely materialise. 15.4 The key points that have been highlighted during the consultation period are as follows: • The report from Education Scotland acknowledges that the proposal has clear educational benefits for pupils. This includes the potential to provide a high-quality learning environment within Kinross High School, with flexible learning and social spaces tailored to the needs of young people with complex additional support needs. The value of the ISP to the local community is recognised, particularly in enabling pupils to be educated closer to home and alongside their peers. • The Council recognises the importance of minimising disruption to pupils and families. Stakeholders welcomed the assurance that the ISP would be established without impacting existing mainstream provision, and that pupils currently accessing support services such as the Leven Suite would continue to do so. • It has been acknowledged that the Council has consulted and communicated effectively with stakeholders. Education Scotland recommends continued engagement with parents, staff, and young people throughout the implementation phase to ensure that shared spaces are managed effectively and that inclusive access to clubs and activities is maintained. • Stakeholders raised queries about the use of space, staffing, and integration. These were addressed through the consultation process, with the Council confirming that the ISP will be situated alongside the existing Pupil Support department and that staffing will follow the Councils Staffing Standard with additional training provided where required. • The Council’s proposals have generally been supported by those who participated in the consultation. The majority of respondents were in favour of the proposal, and feedback from the public meeting and written submissions indicated broad agreement with the educational rationale and operational planning. 16. RECOMMENDATIONS 16.1 On the basis of the feedback received and taking account of the educational and social benefits of the proposal, it is recommended that the Council approves: • To permanently establish a new Intensive Support Provision in Kinross High School for pupils with Additional Support Needs with effect from January 2026. Page 102 of 236
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17 PKC - GENERAL David Macluskey Strategic Lead: Education & Learning (Education Chief Officer) 16 September 2025 Page 103 of 236
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18 PKC - GENERAL Appendix 1 Education & Learning Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Public Meeting Minute of meeting held on Wednesday 23 April 2025 at 7:00p.m. in Kinross High School (Loch Leven Community Campus) Present: David Macluskey Education & Learning (Chief Education Officer) Strategic Lead Fiona Mackay Service Manager – Inclusion & Additional Support Needs Sarah Stephen Quality Improvement Officer - Inclusion Sarah Brown Head Teacher/Campus Leader, Kinross High School Karen Robertson Service Manager – Business Services Present: Jaclyn Meikle – Minutes ASN Transformation Programme Manager Councillor John Rebbeck Convenor, Learning & Families Committee 18 members of the public 4 additional Local Councillors 1 DHT 1 PT ISP 1 Secondary QIO Welcome and Introductions David Macluskey opened the meeting and welcomed the members of public in attendance to the Statutory Consultation Public Meeting. David introduced himself and the panel to the members of the public and thanked them for attending. Sarah Brown introduced herself and briefly outlined the positive impact she anticipated that an ISP would have for her school community. Format of meeting Fiona Mackay then explained the format the meeting would follow. The proposal Fiona Mackay explained the consultation proposal to the attendees. The Council proposes to: • Permanently establish a new Intensive Support Provision at Kinross High School for pupils with Additional Support Needs with effect from January 2026. Presentation A presentation was provided that explored the proposal in further detail and explained the background to the proposal and the reasons a new ISP is required. Page 104 of 236
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19 PKC - GENERAL Fiona Mackay outlined: • The PKC Vision • Statutory duties of a local authority • PKC & National ASN Data • Explained the 4 levels of Staged Intervention (4-Intensive) • The existing geographic spread of ISPs within PKC • The requirement for an ISP at KHS Sarah Stephen outlined: • What is an ISP • The placement of the ISP within the school and what it will include • The benefits of an ISP Karen Robertson outlined: The statutory consultation process including the legal framework, consideration by Learning & Families Committee, the statutory consultation period and the different ways in which representations from interested parties could be made as the first part of the consultation process. Karen Robertson then explained the next stages of the process which includes the involvement of Education Scotland, the preparation and publication of the consultation report and the final decision made by the Learning & Families Committee, currently anticipated to be November 2025. Fiona Mackay opened up the meeting to any questions, comments or observations from the floor: Q: Where is the access? Will there be separate access and access into the green area (Highlighted on the PowerPoint) to avoid a thoroughfare? A: Yes, separate access will be available, and access into the green area will be arranged to avoid creating a thoroughfare. Q: Is the green area on the ground floor? A: Yes, the green area is located on the ground floor. Q: Does the blue area (Highlighted on the PowerPoint) already currently exist and is this where children already needing additional support are based? A: The blue area highlighted is already in place. Children with ASN are currently supported across school and in the support for learning department. Q: Will building works start in August? A: There are no building works required other than minimal decoration. Q: What will be the impact on children with milder support needs? A: The impact will be minimal, School based support will remain available and there will be allotted times for use of any shared spaces. Q: Will there be secure gates or fencing? A: Yes, the garden areas will be fenced off with paladin fencing, consistent with other ISPs. Q: Square footage per child? How does this compare to other provisions, especially if a child needs time out and there’s only one PSA? A: There is no statutory square footage requirement for ISPs, but the space is comparable to or larger than some secondary and primary provisions. It includes direct classroom access to garden space, which is a requirement for ISPs. Q: How will the ISP work on a day-to-day basis? A: All ISPs in PKC are slightly different. Some have been purpose built and some have been retrofitted. Each school will grow the ISP to best suit the setting and the school community. That includes access and security (fobs), timetabling and class cohorts. Q: Suggestions around the floor plan – can parents see the room? A: Parents (via parent Council) have been invited to visit another operational PKC ISP. An Page 105 of 236
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20 PKC - GENERAL offer was also made for a walk-through of the current space Kinross HS space at the end of the meeting, led by DHT. Parents can also view the current support provision during this walk around. Q: Will children coming into the new provision mix with children already in SFL (Support for Learning)? A: Yes, they will share space but will have timetabled slots and opportunities to be part of the wider school community. Q: How will children integrate socially with their peers? A: Integration will be supported through the school’s anti-bullying policies and inclusive practices. Q: Will pupils in the ISP be able to access mainstream classes or qualifications like Nat 1, 2, 3, or even Higher? A: Yes, if appropriate, pupils can access mainstream classes and pursue qualifications suited to their abilities. Q: Will specialist teachers come into the ISP to deliver lessons? A: Yes, specialist teachers will support curriculum delivery to ensure a broad and rich educational experience. Q: How will mainstream pupils be educated to respect and accept differences? A: This is addressed through the school’s inclusive ethos and PSE curriculum. There is a commitment to deeper engagement and regular reinforcement to promote understanding and respect. Q: What is the pupil support ratio? A: The base model includes one class teacher and one PSA per class. If a child requires 1:1 support (e.g., for personal care), additional funding and staffing will be allocated as needed. Q: Do you think one PSA is enough in an ISP class? A: Staffing levels are based on need. Adjustments will be made in collaboration with PTs and SMT to ensure appropriate support. Q: Are the teachers qualified in ASN? A: Yes, recruitment focuses on staff with ASN experience and qualifications. Many are undertaking or have completed postgraduate ASN training. Professional learning is ongoing and supported by the council. Q: Will recruitment for ISP staff be permanent or temporary? A: ISP roles will be permanent to ensure stability. Some temporary contracts may still exist for exceptional or short-term needs. Q: Do you conduct exit interviews to understand staff retention issues? A: Yes, headteachers conduct exit interviews, and data is reviewed. There are also biannual support staff meetings and professional learning days. Q: Is there training for PSAs in areas like autism, ADHD, BSL, etc.? A: Yes, training is provided in areas such as autism and ADHD. Investment has also been made in BSL and communication tools like Talking Mats. Q: Has a decision been made to establish an ISP? Why was I told my child has been allocated here? A: A decision was made in January 2025 to seek permission to permanently establish the ISP. Arrangements for August 2025 are temporary while the process is completed. Q: Do you consider temporary arrangements to be detrimental for those who struggle with change? A: Parents can discuss placement options with staff. The temporary provision is designed to support eligible children from August and help them build relationships with staff and peers. Q: Is there a threshold to reverse the decision to proceed with an ISP at KHS? A: The process is ongoing and includes multiple steps. The Learning & Families Committee has supported the consultation, and officers are confident in the plan based on forecasted need. Page 106 of 236
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21 PKC - GENERAL Q: Are all necessary financial arrangements in place to support a new ISP? A: Yes. No new building work is required. Funding has been allocated for PSA staff, and a Principal Teacher will oversee the provision. Q: How many pupils will be in the provision? A: Eight pupils per class, sixteen in total. Each class will have one teacher and one PSA, with potential for more staff depending on need. Q: Will the staff-to-pupil ratio remain the same? Will there only ever be sixteen children? A: Forecasting has been done based on current and future needs. The provision is designed to be flexible and may be reviewed if demand increases. Q: What will the age range be in the ISP classes? A: Class composition will be based on need and ability, not strictly age. Composite classes are used successfully in other provisions. Q: How are spaces within the ISP allocated? A: Allocation follows the Staged Intervention model. Transition panels and other agencies are involved in decisions. Q: Can children transition into the ISP at different times? A: Yes, transitions can happen at various points based on assessment and evolving needs. Q: Can a child register at another high school transfer if there is space? A: Yes, if space allows. No child will be forced to move if they are well-settled. Q: Will children from outside the area be placed here? A: Yes, if necessary. The goal is to keep children in their local communities, but cross-area placements are possible. Q: Are there plans for other ISPs? A: Yes. ISPs are being opened at PHS, CSOA, St John’s, Bertha Park Primary (once in situ), and the Kinross primary school catchment area (location TBC). Q: Could primary pupils be placed in secondary ISPs? A: No, that model is not currently used. All-through schools are different, and this approach was considered but not adopted. Q: How will the ISP operate day to day? Will pupils access the wider school independently? A: Each ISP is different. This one will not use fob access unless necessary. Pupils will have opportunities to access mainstream classes, lunch, and social times as appropriate. The timetable will minimise transitions and emphasise outdoor learning and community engagement. Q: What about extracurricular activities? There’s not much in this area. A: The school will support the development of extracurricular opportunities. Being part of a community campus presents additional possibilities. Officers will follow up wider discussions with community learning and development. Q: How will this impact children at stages 2 and 3 who are not eligible for the ISP? A: The ISP will not replace existing support. Stages 1–3 are already supported through structured provision. The ISP adds an additional level for intensive needs. Q: What about children with other needs that aren’t “intensive”? A: These needs are already being met through existing structures. The ISP is specifically for intensive needs and will not be used to prop up other areas. Q: What support is currently in place at the school? A: The school has a Support for Learning department with 3.8 FTE teachers and 7 PSAs. There is also an enhanced classroom and a blended approach to support. Q: What changing facilities are available for children with physical needs? A: Kinross has a fully equipped personal care room, similar to Bertha Park. Q: What about bullying and peer relationships? How will you address any ongoing issues, prior to an increase of vulnerable children with ASN at the school? Page 107 of 236
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22 PKC - GENERAL A: Early intervention is key. Primary schools are part of the expansion model. Kinross primary catchment area is included in the proposal. In addition, there will be ongoing equalities work within the school community and strict adherence to the schools anti-bullying strategy. A key strength of the ISP is maintaining high pupil-to-staff ratios, which allows for effective scaffolding to support a range of needs. The goal is to integrate children appropriately, with coordinated support from PSAs, class teachers, and a variety of staff across the school. This includes subject teachers who will contribute to the children’s learning, helping them become well known and well supported throughout the school community. Q: Are there any current 1:1 supports? A: Not for learning needs, but 1:1 support is in place for risk assessments and other specific needs. Q: How is supply staffing managed for ISPs? A: There is a supply bank, and outreach support is available. Workforce and sickness management are being actively addressed. Q: Is there a positive feeling among staff about the ISP? A: Yes, this is seen as a significant and positive addition. This includes upskilling and professional development, which are ongoing. Q: What is being done to educate all children about ASN? A: ASN awareness is part of the PSE curriculum. There is a commitment to deeper, ongoing engagement to promote inclusion. Q: Can a copy of the presentation be shared with Kinross community council and published on page? A: A copy will be sent to Councillor Cuthbert for sharing. The Inclusion team will join the upcoming Kinross shire council partnership meeting. In addition, the presentation will also be uploaded directly to the PKC statutory consultation page. Fiona Mackay opened up the meeting to any further comments or observations from the floor. S) New disability signs used in schools is positive in supporting an inclusive ethos. No further comments or statements. Closing: David Macluskey thanked everyone and reminded them that feedback can still be submitted. Jason Bain (DHT) lead a tour of the school. Page 108 of 236
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23 PKC - GENERAL Appendix 2 Perth & Kinross Council Intensive Support Provision at Kinross High School Summary of Consultation Responses Page 109 of 236
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24 PKC - GENERAL The statutory consultation on the proposal to establish a new Intensive Support Provision at Kinross High School commenced on Monday 24 March 2025 and closed on Friday 23 May 2025. Details of the proposal document were issued to the list of consultees contained within the Proposal Paper. 1510 letters were issued with a link to the proposal paper and details of where and how to obtain a paper copy. The Proposal Paper was also published on the Council website and a dedicated website page established to host the consultation material. A specific email address was set up for representations and enquiries. This was in addition to the usual methods of submitting representations. An online response form was set up on the consultation webpage. Online Response Forms 10 online response forms were received. 7 responses agreed with the Council’s proposal and 3 disagreed with the Council’s proposal. However, 3 responses were invalid as they failed to provide a required name, address or email address to validate the response. RESPONDENT GROUP NUMBER OF RESPONSES AGREE DISAGREE Parents 6 5 1 Pupils - - - Staff - - - Elected Members - - - Parent Councils - - - Community Members 1 - 1 Grandparents - - - Trade Unions - - - Other - - - Not disclosed (Invalid) 3 2 1 Total 10 8 2 Validated Total 7 5 2 Representations made were around: Impact on Existing Pupil Support • Space Allocation: Concerns about whether the new ISP will use space from the existing Pupil Support area, potentially impacting pupils who currently access this area. • Current Benefits: The current Leven Suite/Pupil Support area benefits many children with ASN, and there is worry that this may change. Resource and Management Challenges • Insufficient Resources: Comments on the school's current resources, staff shortages, and disrupted classes. • Management Issues: Concerns about the school handling existing demands. Integration and Social Interaction • Social Mix: Consideration of the social mix of pupils and the importance of integrating children into the main school for certain topics or events. Page 110 of 236
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25 PKC - GENERAL • Segregation Risks: Concerns about creating segregation that may hinder integration and learning outside the intensive support setting. Specialised Support Needs • Complex Needs: The necessity to support children with complex needs to help them reach their full potential. • Specialist Units: The need for specialist units designed for different types of needs, rather than one integrated unit. Bullying and Safety • Bullying Risks: Neurodivergent children may be at risk of bullying from mainstream children unless the area is carefully managed. General Concerns • Overall: Comments on the school's overall resourcing, environment, staffing levels, and managing the social mix of pupils. Written Representations During the consultation period between 24 March 2025 and 23 May 2025, written representations were invited from statutory consultees and interested parties. No written responses were received. Public Meeting As part of the statutory consultation process, 1 public meeting was held on 23 April 2025 at Kinross High School. Attended by 18 members of the public. The questions and comments were around: Access and Facilities • Access Points: Questions about separate access points and access to the green area to avoid thoroughfare. • Secure Gates/Fencing: Enquiry about the presence of secure gates or fencing. • Square Footage: Questions about square footage per child and comparisons to other provisions. Building and Construction • Construction Timeline: Questions about the start date of building works. • Impact on Children: Concerns about the impact on children with milder support needs. Integration and Social Interaction • Social Integration: How children will integrate socially with their peers. • Mixing with Existing Students: Whether children in the new provision will mix with those already in Support for Learning (SFL). Educational Provisions • Mainstream Classes: Access to mainstream classes and qualifications. • Specialist Teachers: Whether specialist teachers will deliver lessons in the ISP. • Pupil Support Ratio: Questions about the pupil support ratio and adequacy of one PSA in an ISP class. Staffing and Training Page 111 of 236
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26 PKC - GENERAL • Teacher Qualifications: Enquiry about teachers' qualifications in ASN. • Recruitment: Whether ISP staff recruitment will be permanent or temporary. • Training for PSAs: Availability of training for PSAs in areas like autism, ADHD, BSL, etc. • Exit Interviews: Conducting exit interviews to understand staff retention issues. Operational Details • Day-to-Day Operations: How the ISP will operate daily and whether pupils will access the wider school independently. • Extracurricular Activities: Availability of extracurricular activities. • Supply Staffing: Management of supply staffing for ISPs. Financial and Administrative Aspects • Financial Arrangements: Ensuring necessary financial arrangements are in place to support the new ISP. • Decision to Establish ISP: Questions about the decision to establish an ISP and the threshold to reverse this decision. Pupil Allocation and Transition • Pupil Numbers: Number of pupils in the provision and staff-to-pupil ratio. • Age Range: Age range in ISP classes. • Transition and Allocation: How spaces within the ISP are allocated and whether children can transition at different times. Community and Communication • Presentation Sharing: Request to share the presentation with the Kinross community council and publish it on a page. • Educating Pupils: Efforts to educate all children about ASN and respect differences. Additional Support Needs (ASN) • Support for Non-ISP Children: Impact on children at stages 2 and 3 who are not eligible for the ISP. • Bullying and Peer Relationships: Addressing bullying and peer relationships, especially with an increase in vulnerable children with ASN. Pupil Consultation Consultation was undertaken with Kinross High School pupils and P5 – P7 pupils in all associated primary schools. The consultation took place between 9 and 23 May 2025. Kinross High School Pupils 72 responses were received – 63 individual responses and 9 class responses. 63 respondents indicated they had no concerns about having ISP classes at their school. 56 respondents did not think the new ISP classes would change their school day at school. Feedback examples: What do you think might be good about the new ISP classes at your school? Page 112 of 236
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27 PKC - GENERAL For the people living in the close area can go to a closer school The fact that people will get better and more personalised learning in their own area. It would be more inclusive. Giving support to those who need it. There's space and support for people that need it. I'm not sure but I know it allows people to get proper learning and that is important. Everyone that needs help is able to get it. Associated Primary Schools 67 responses were received – 52 individual responses and 15 class responses. 57 respondents indicated they had no concerns about having ISP classes at their school. 58 respondents did not think the new ISP classes would change their school day at school. Feedback examples: What do you think might be good about the new ISP classes at your school? Helps them stay in an environment with their friends where they feel supported and happy. It will be good because people with disabilities might feel home sick if they have to go far to get to school. It includes everyone a bit more. Children with disabilities can learn locally and be with friends. It will be fairer to them and more inclusive. Specially designed for them. People with similar needs can meet others in similar situations. They can have more friends and be less stressed. I think it will be good because it gives kids with special needs a safe place that they are comfortable with to do their learning. I think it is a good thing because people who struggle don’t have to be separated with their friends from primary school. There will be more opportunities for people with disabilities. It will help them to learn without having to worry. Page 113 of 236
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28 PKC - GENERAL Appendix 3 Education Scotland Report Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by Perth and Kinross Council to permanently establish a new Intensive Support Provision in Kinross High School. May 2025 Page 114 of 236
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29 PKC - GENERAL 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by Perth and Kinross Council to permanently establish a new Intensive Support Provision (ISP) in Kinross High School for pupils with Additional Support Needs. This is to take effect from January 2026. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the council to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. 1.2 HM Inspectors considered: • the likely effects of the proposal for young people of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 23 April 2025 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; • held a range of online and in person meetings with relevant consultees; and • visits to the site of Kinross High School, including discussion with relevant consultees. 2. Consultation process 2.1 Perth and Kinross Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. Page 115 of 236
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30 PKC - GENERAL 2.2 The consultation ran from 24 March to 23 May 2025. Details of the proposal were issued to relevant stakeholders and published on the council website. The website included a helpful video explaining the consultation in an accessible way. The website offered stakeholders a link to an online response form, which generated 10 responses. The majority of respondents were in favour of the proposal. Eighteen people attended the public meeting on 23 April 2025. Attendees asked questions about the use of space within the school and how this might impact others; staffing resources and training; and building works, including access points and financial implications. Attendees also asked about children and young people’s opportunities to integrate into the school and access to mainstream teaching and school resources. 2.3 Perth and Kinross Council undertook consultation with children and young people at local primary schools and at Kinross High School. Sixty-seven responses were received from the local primary schools, and 72 from Kinross High School, including individual and group responses. Most children and young people had no concerns about having ISP at the school and did not think it would change their school day. Most children and young people are positive about the proposal. They think this will help Kinross High School to be more inclusive. They also think it is important for young people to have the opportunity to attend a school close to their home and with their peer group. 3. Educational aspects of proposal 3.1 HM Inspectors agree that opening an ISP provision at Kinross High School has potential educational benefits. Across Perth and Kinross, existing provision designed to meet the needs of young people who require specialist placements are at or over capacity. If implemented, this proposal has the potential to provide much-needed provision within the Kinross area. 3.2 The council has stated a range of educational benefits they consider this proposal will bring. HM Inspectors agree that this proposal will provide an appropriate learning environment for young people from the Kinross area who require intensive support. Alterations to the identified space will ensure that young people can experience a broad curriculum in an environment tailored to their needs. Placing the ISP within Kinross High School also brings the opportunity for young people to access mainstream teachers and specialist resources, as appropriate. 3.3 HM Inspectors met with young people, parents, staff and members of the transition panel to discuss their views. All stakeholders are in favour of the proposal. They agree that young people requiring ISP should be educated close to their home and with their peers where possible. They are conscious that young people travelling outwith their catchment area is having an impact on young people and their families. They think that parents may engage more with a local school. It could also better support post-school transition, with young people supported in their local community. Young people want to ensure that everyone is welcome and included at their school. HM Inspectors agree that young people accessing the new ISP at Kinross High School will be able to transition from primary school with their peers and siblings. This will help them to maintain important peer relationships and strengthen links with their local communities. This provision will help to ensure that young people can achieve and learn as part of their wider community. If agreed this proposal should also reduce travel time for the young people who will attend. Page 116 of 236
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31 PKC - GENERAL 3.4 Staff that met HM Inspectors, see the ISP as an enhancement to Kinross High School and an opportunity to build their own skills and experience. It is important to them that they can now be members of the ISP support network. Staff are keen to have access to additional training to build their knowledge and expertise to support children in the ISP. 3.5 A few stakeholders that met HM Inspectors raised considerations for the implementation of the proposal. For example, ensuring that any resources dedicated to the ISP are additional and do not impact on the wider school. Stakeholders would like further assurance that the identified indoor and outdoor space is flexible and meets the needs of the young people. Parents would like assurance that the school has robust policies in place to build positive relationships and deal with bullying. Parents and young people are keen to ensure that clubs and activities are accessible and open to all. Parents want to ensure that shared spaces are managed effectively so that there is no negative impact on other young people. 4. Summary HM Inspectors agree that the proposal has the potential to deliver educational benefits for young people with additional support needs. In opening a new ISP provision at Kinross High School, more young people should receive the right support at the right time. The new ISP provision should enable more young people to attend school in their own community, reducing unnecessary travel time and supporting connections with peers and within their communities. This should help the council to meet the national requirements of the presumption of mainstreaming. Young people will have, where appropriate, opportunities to be included within the mainstream school alongside their peers. All stakeholders who met with HM Inspectors are in favour of the proposal. In implementing this proposal, the council may wish to engage with stakeholders further to address the queries they have raised. HM Inspectors May 2025 Page 117 of 236
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities Committee or Board: Learning and Families Committee Date of Meeting: 12 November 2025 Report Title: Intensive Support Provision Statutory Consultation Report – Perth High School Report Number: 25/306 Report Author(s): Fiona Mackay, Service Manager - Inclusion and Additional Support; Sarah Stephen, Quality Improvement Officer (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning 1. Purpose 1.1 The report informs the Learning and Families Committee of the outcome and findings of the statutory consultation exercise undertaken in respect of the formal proposal to permanently establish a new Intensive Support Provision (ISP) in Perth High School for pupils with Additional Support Needs (ASN) with effect from January 2026, as detailed in the published Consultation Report (attached as Appendix A). 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Responses to the Consultation Exercise 5. Proposal 6. Conclusion 7. Impact and Value Assessment 8. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Notes the findings of the statutory consultation and Education Scotland's support for the proposal. 7 Page 119 of 236
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2.2 Approves the proposal to permanently establish a new ISP at Perth High School, effective from January 2026. 2.3 Endorses continued stakeholder engagement during implementation. 3. Background/Context 3.1 Perth and Kinross Council (PKC) is mandated by the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to provide adequate and efficient education, including additional support for young people with ASN. The term ASN applies to children or young people who, for whatever reason, require additional support, long or short term, in order to benefit from their education. 3.2 On 29 January 2025, the Learning and Families Committee reviewed an Options Appraisal report (Report No. 25/19 refers) for the expansion of ISPs in Perth and Kinross Council primary and secondary schools. The Committee agreed to commence an expansion of ISPs through three phases over a three-year period. This proposal paper is taking forward Part 1 of Phase 1. 3.3 The Learning and Families Committee agreed that the Strategic Lead - Education and Learning (Chief Education Officer) would commence a statutory consultation in respect of the permanent establishment of a new ISP in Perth High School, as required by the Schools Consultation (Scotland) Act 2010. 3.4 The duties in undertaking a statutory consultation on a relevant school proposal are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying statutory guidance. 3.5 Currently, Perth High School does not have an ISP meaning that pupils with complex and multiple ASN must travel to other areas within Perth and Kinross to access appropriate education. The challenges that this presents were outlined in the Options Appraisal agreed by the Learning and Families Committee on 29 January 2025 and in the Proposal Paper published on the PKC website. 4. Responses to the Consultation Exercise 4.1 The statutory consultation involved a consultation period that ran from 24 March 2025 until 23 May 2025, a period of 32 school days. This included a public meeting, staff meeting, and engagement with children and young people. Education Scotland also contributed to the consultation and provided a report on the educational aspects of the proposal. The main considerations relating to the proposal are fully explained in the published Proposal Paper. 4.2 In addition to the questions raised at the in-person meetings, a total of 33 online response forms were received during the statutory consultation period. Of these, 27 responses agreed with the Council’s proposal to establish an ISP at Perth High School, 5 responses disagreed, Page 120 of 236
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and 1 response neither agreed nor disagreed. However, 12 responses were invalid due to missing required information such as name, address, or email, and were therefore excluded from the validated total. 4.3 The majority of validated responses were in favour of the proposal to establish an ISP at Perth High School. The positives identified included: • Strong support for local access to specialist education for pupils with complex ASN. • Recognition of increased inclusivity and fairness for children with disabilities. • Reduced travel time for pupils currently attending ISPs in other areas. • Creation of a safe, tailored learning environment to meet diverse needs. • Opportunity for personalised learning and better support within the local community. • Support for keeping siblings together and easing transitions for care- experienced pupils. 4.4 The consultation raised questions in relation to: • Facilities and infrastructure. • Education and staffing. • Operations and management. • Governance and communication. 4.5 Concerns raised included: • The ISP was not included in the original school design and planning. • Risk of reduced support for pupils currently accessing ASN support. • Existing shortages of specialist ASN staff and resource limitations within the school. • Potential disruption to mainstream pupils and concerns about integration. • Need for quiet spaces for neurodivergent pupils when feeling overwhelmed or bullied. • Impact on pupils with milder support needs who may not qualify for the ISP. • Involvement of the Parent Council in school changes, such as introduction of the ISP. 4.6 PKC have provided responses to the questions and concerns raised at Section 9 of the Consultation Report (Appendix A). In addition, a short life working group will be established, including Parent Council representation, to run for a period of not more than 18 months to monitor the impact of the new ISP provision and identify any material changes that may be needed. 4.7 The proposal to establish an ISP at Perth High School is a direct response to the representations made in the consultation and aligns with statutory duties under the Education (Scotland) Act 1980 and the Education (Additional Page 121 of 236
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Support for Learning (Scotland) Act 2004, as well as the Council’s commitment to inclusive education and reducing inequalities of outcome. PKC will continue to work with stakeholders to address concerns and ensure inclusive access to mainstream activities. 5. Proposal 5.1 PKC proposes to permanently establish a new ISP for up to 16 pupils with complex ASN within Perth High School, effective from January 2026. The location, facilities and arrangements for the ISP are detailed in the Consultation Report (Appendix A). 6. Conclusion 6.1 The proposal to establish a new ISP at Perth High School offers a sustainable and inclusive solution for the provision of education for pupils with complex ASN within the Perth High School catchment area. It addresses the current lack of local provision, which has led to extended travel times, disrupted transitions, and limited access to community-based education. 6.2 Stakeholder feedback, including from pupils, parents, and staff, has been broadly supportive. Education Scotland’s independent evaluation confirms the educational benefits of the proposal and commends the Council’s consultation and engagement efforts. Recommendations for continued stakeholder involvement, flexible space design, and clear transport arrangements have been accepted by the Council. 6.3 In response to points raised in the consultation, PKC has committed to ensuring that resources allocated to the ISP are additional and do not detract from existing provision. Shared spaces will be managed equitably, and professional development will be provided to staff to support inclusive practices. 6.4 This proposal aligns with PKC’s statutory obligations under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004, as well as the Council’s Learning Estate Strategy and Corporate Plan priorities. It represents a significant step forward in promoting equity, inclusion, and community-based education for children and young people with complex ASN. 7. Impact and Value Assessment The Impact and Value Assessment (IVA) undertaken in relation to this report can be viewed on the Perth and Kinross Council website via the link: Additional Support Needs Special Education Provision (Phase 2 ISP Expansion) - Options Appraisal The Equality and Fairness Impact Assessment (EFIA) undertaken in relation to this report can be viewed in the Equality and Fairness Impact Assessments area of the Perth and Kinross Council website. Page 122 of 236
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8. Appendices 8.1 Appendix A – Consultation Report (Perth High School) Page 123 of 236
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PKC - GENERAL PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING CONSULTATION REPORT REPORT ON THE OUTCOME OF THE CONSULTATION RELATING TO THE PROPOSAL TO: Permanently establish a new Intensive Support Provision in Perth High School for pupils with Additional Support Needs with effect from January 2026. This Consultation Report has been issued by Perth and Kinross Council in accordance with the Schools (Consultation) (Scotland) Act 2010. Appendix A 7 Page 125 of 236
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2 PKC - GENERAL Contents Page 1. INTRODUCTION 4 2. BACKGROUND 4 3. CONSIDERATIONS 5 4. REASON FOR FORMULATING THE PROPOSAL 6 5. SCHOOL INFORMATION 6 6. THE CONSULTATION PROCESS 7 7. THE PUBLIC MEETINGS 8 8. RESPONSES TO THE CONSULTATION EXERCISE 8 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL 10 REPRESENTATIONS 10. EDUCATION SCOTLAND REPORT 11 11. ALLEGED OMISSIONS OR INACCURACIES 14 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS 14 (CONSULTATION) (SCOTLAND) ACT 2010 13. LEGAL ISSUES 15 14. PERSONNEL IMPLICATIONS 15 15. CONCLUSION 16 16. RECOMMENDATIONS 17 Page 126 of 236
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3 PKC - GENERAL Appendices Page Appendix 1 Minute of Public Meeting of 18 Appendix 2 Summary of Consultation Responses 23 Appendix 3 Education Scotland Report 29 Page 127 of 236
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4 PKC - GENERAL PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING This report has been prepared following consultation on the proposal that the Council: Permanently establish a new Intensive Support Provision in Perth High School for pupils with Additional Support Needs with effect from January 2026. Having had regard (in particular) to: (a) Relevant written representations received by the Council (from any person) during the consultation period; (b) Oral representations made to it (by any person) at the public meetings held on 31 March 2025 (c) Education Scotland’s report on the proposal. 1. INTRODUCTION This is a consultation report prepared in compliance with the Schools (Consultation) (Scotland) Act 2010 on the above proposal. 1.1 The purpose of this report is to: • Provide a record of the total number of written responses made during the Statutory Consultation period; • Provide a summary of the written responses; • Provide a summary of oral representations made at the public meeting held on 31 March 2025 • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of Education Scotland’s report and a statement of the Council’s response to this report; • State how the Council reviewed the above proposal following the representations received during the Statutory Consultation period and the report from Education Scotland; and • Provide details of any omission from, or inaccuracy in, the Proposal Paper and state how the Council acted upon it. 2. BACKGROUND 2.1 The Learning and Families Committee on 29 January 2025 approved a report (Report No. 25/19 refers) on an Options Appraisal for the expansion of Intensive Support Provisions (ISPs) in Perth and Kinross Council primary and secondary schools. The Committee agreed to commence with an expansion of ISPs through three phases over a three-year period. Phase 1 included undertaking a statutory consultation in respect of the proposal to open an ISP in Perth High School. Page 128 of 236
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5 PKC - GENERAL 2.2 In the report considered by the Learning and Families Committee on 29 January 2025, it was agreed that the Strategic Lead: Education and Learning (Chief Education Officer) commenced a statutory consultation in respect of the permanent establishment of a new Intensive Support Provision in Perth High School for pupils with Additional Support Needs with effect from January 2026 2.3 The duties in undertaking a statutory consultation on a relevant school proposal are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance. 2.4 Learning and Families Committee reports and the Proposal Paper referred to above are available on the Council’s website www.pkc.gov.uk. 3. CONSIDERATIONS 3.1 The main considerations relating to the proposal are fully explained in the Proposal Paper , and the main points are highlighted as follows: 3.2 Perth and Kinross Council is dedicated to fostering a community where everyone can thrive, free from poverty and inequality. Their vision focuses on making the best use of public resources and ensuring continuous improvement of services. The Council's Corporate Plan emphasises collaboration to achieve key priorities, including tackling poverty, addressing climate change, and supporting sustainable places. Perth and Kinross Council aims to create a resilient, stronger, and greener local economy; enable children and young people to reach their full potential; protect and care for the most vulnerable; and support physical and mental wellbeing. By working in partnership with communities, they strive to create vibrant and successful areas, safe and sustainable environments, and educated and responsible citizens, ensuring every child has the best start in life. 3.3 Perth and Kinross Council’s Corporate Plan aims to tackle poverty, address climate change, and support sustainable places. This vision is further supported by the Council’s Learning Estate Management Plan and the Education and Learning Policy Framework Maximising Resources, which aim to enhance the range and quality of learning experiences for all. 3.4 Councils have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. 3.5 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. To achieve best value and optimum efficiency, the organisation of the school estate is therefore kept under regular review, including the need for school provision and other factors, such as altering catchment areas. 3.6 The Schools (Consultation) (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals of major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland. Page 129 of 236
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6 PKC - GENERAL 3.7 The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and Education Authorities. Where the Education Authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. 4. REASON FOR FORMULATING THE PROPOSAL 4.1 The proposal to permanently establish an Intensive Support Provision (ISP) at Perth High School has been formulated in response to a growing and clearly evidenced need for enhanced local provision for pupils with complex and multiple Additional Support Needs (ASN) within the Perth High School catchment area. 4.2 Currently, Perth High School does not have an ISP, despite having three primary schools with specialist ISP settings in its catchment area. Young people requiring this level of support must travel to other schools within Perth and Kinross to access appropriate education. This results in longer travel times, reduced access to local community resources, and potential impact on social and emotional wellbeing due to separation from peers and familiar environments. 4.3 Perth and Kinross Council has a legal obligation under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to provide adequate and efficient education, including for those with ASN. The proposal aligns with these responsibilities and supports the Council’s commitment to inclusive education. 4.4 As of September 2024, 39% of children and young people in Perth and Kinross schools have ASN, with a significant number presenting with complex needs. The existing ISP network is under pressure, and the establishment of a new ISP at Perth High School will help meet current and projected demand. 4.5 The proposal supports the Council’s aim to reduce inequalities of outcome, particularly for pupils affected by socio-economic disadvantage or disability, as outlined in the Education (Scotland) Act 2016. Providing a local ISP ensures equitable access to high- quality education and support for children and young people requiring special education. 4.6 It is intended that the new ISP will utilise spaces within the new school building that are already specialist-designed classrooms and areas tailored to meet the needs of young people with ASN. 5. SCHOOL INFORMATION 5.1 Perth High School is situated in Oakbank Road, Perth, PH1 1HB. The school offers non-denominational secondary education for both girls and boys from S1 to S6, with a Page 130 of 236
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7 PKC - GENERAL capacity for 1600 pupils and a current enrolment of 1487 pupils. A new school building for 1600 pupils will be operational from August 2025. 6. THE CONSULTATION PROCESS 6.1 A link to the Proposal Paper was issued by letter to those individuals and bodies listed under Distribution within the document. The Proposal Paper was also published on the Council’s website: www.pkc.gov.uk 6.2 The Proposal Paper informed consultees that the consultation period would run from Monday 24 March 2025 until close of business on Friday 23 May 2025, which includes a period of 32 school days. 6.3 The proposal on which consultation took place was to: • Permanently establish a new Intensive Support Provision in Perth High School for pupils with Additional Support Needs with effect from January 2026. 6.4 The requirements for consulting on a relevant proposal relating to schools are set out in the Schools (Consultation) (Scotland) Act 2010. In accordance with these requirements: • A Proposal Paper was published on 17 March 2025. All statutory consultees were written to, providing a link to the proposal paper and details of where and how to obtain a paper copy. A copy of the document was available free of charge to the consultees listed within the document. • The Proposal Paper was published on the Perth and Kinross Council website and was available in paper copy upon request. • A public meeting was held to discuss the proposal on Monday 31 March 2025 at Perth High School. • The consultation period ended on Friday 23 May 2025. • Education Scotland’s involvement consisted of receiving the options appraisal and proposal paper documents, attending the public meeting, and a visit to the school, which included engaging with relevant consultees. They also received a copy of all online and written representations and the minutes of the public meeting. Education Scotland then prepared a report on the educational aspects of the proposal, which is attached as Appendix 5. 6.5 The following schools are affected by the proposal: • Perth High School • Abernethy Primary School • Abernyte Primary School • Craigie Primary School • Errol Primary School • Inch View Primary School • Inchture Primary School • Invergowrie Primary School • Kinnoull Primary School • Longforgan Primary School • Moncreiffe Primary School Page 131 of 236
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8 PKC - GENERAL • Oakbank Primary School • St Madoes Primary School 6.6 In accordance with statutory requirements and good practice, the following persons were consulted: • The parents of the pupils and children at the affected schools • The parents of children expected to attend the affected schools within 2 years of the date of publication of this proposal document • The Parent Council of the affected schools • Directly affected pupils at the affected schools • The teaching and support staff at the affected schools • The trade union and professional association representatives of the above staff • The Community Council • Relevant users of the affected schools • Elected Members of Perth and Kinross Council • Education Scotland 6.7 The number of letters issued with details of the Proposal Paper was 2580. 6.8 During the consultation period, representations were sought from interested parties, either in oral or written form or electronically. An online response form and generic email account was set up by the Council to receive representations and enquiries on the proposal. 6.9 This Consultation Report is the Council’s response to the issues raised during the consultation period on the Proposal Paper. 6.10 This Consultation Report is to be published on the Council’s website for a period of no less than three weeks prior to final consideration by Learning & Families Committee on 12 November 2025 7 THE PUBLIC MEETING 7.1 A public meeting was held in Perth High School on Wednesday 31 March 2025. Fourteen members of the public attended. A full note of the meeting is attached as Appendix 1 which details the questions and issues raised at the meeting. 8 RESPONSES TO THE CONSULTATION EXERCISE 8.1 A total of 33 online response forms were received during the statutory consultation period. Of these, 27 responses agreed with the Council’s proposal to establish an Intensive Support Provision (ISP) at Perth High School, 5 responses disagreed, and 1 response neither agreed nor disagreed. However, 12 responses were invalid due to missing required information such as name, address, or email, and were therefore excluded from the validated total. Details of the respondents are contained within the Summary of Consultation Responses, attached as Appendix 2. Page 132 of 236
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9 PKC - GENERAL 8.2 In summary, the oral and written responses and questions can be grouped broadly as follows: The majority of validated responses were in favour of the proposal to establish an Intensive Support Provision (ISP) at Perth High School. Positives Identified • Strong support for local access to specialist education for pupils with complex ASN. • Recognition of increased inclusivity and fairness for children with disabilities. • Reduced travel time for pupils currently attending ISPs in other areas. • Creation of a safe, tailored learning environment to meet diverse needs. • Opportunity for personalised learning and better support within the local community. • Support for keeping siblings together and easing transitions for care-experienced pupils. Questions Asked • Facilities & Infrastructure: Concerns about the suitability of the school building, access to quiet/safe spaces, natural light, and displacement of existing areas such as the Support for Learning zone and Library. • Education & Staffing: Questions on recruitment, staffing ratios, training for ASN support, and whether existing staff resources would be impacted. • Operations & Management: Enquiries about the timeline for implementation, whether the ISP would begin as a temporary provision, and how success would be measured. • Governance & Communication: Requests for clarity on eligibility criteria, placement processes, and whether pupils from other ISPs could transfer to the new ISP. Overview of Concerns • The ISP was not included in the original school design and planning. • Risk of reduced support for pupils currently accessing ASN services. • Existing staff shortages and resource limitations within the school. • Potential disruption to mainstream pupils and concerns about integration. • Vulnerability of neurodivergent pupils to bullying. • Impact on pupils with milder support needs who may not qualify for the ISP. 8.3 In summary, 2,580 letters were issued to consultees inviting participation in the statutory consultation. In total, 33 online responses were received, of which 21 were validated. Three written representations were submitted, all in support of the proposal. A public meeting was held on 31 March 2025, attended by 14 members of the public, where oral representations and questions were recorded. Full details of the responses and feedback are provided in Appendix 1. Page 133 of 236
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10 PKC - GENERAL 9 EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 9.1 Was the ISP part of the original school design, and how will the space be adapted? Plans for an ISP were not included in the initial design of the new Perth High School as at that time projections for the requirement of ISP placements across the whole school estate were in line with the available capacity. However, increased need for placements has become evident and therefore planning to include an ISP in the new school building were revisited. The Council confirmed that the ISP will have dedicated ASN classrooms and shared access to other specialist facilities, such as life skills and sensory rooms. Adaptations will be made to ensure suitability for pupils with complex needs. 9.2 Will the ISP displace existing support areas such as the Support for Learning department or Library? The ISP will be incorporated in the new building for Perth High School which the whole school moved into in August 2025. The ISP is be placed where the original design of the school had the Support for Learning Department. Therefore, the Support for Learning department is located in a separate area within the school that is designed to be easily accessible and includes sectioned-off small workspaces within a large, bright area from the outset of operational use of the school building. The placement of the department ensures good access to support for pupils who require it. The Library has been positioned next to the English and Modern Languages departments, which is considered an enhancement to the school's overall layout. 9.3 What facilities will be available within the ISP, and are they fit for purpose? The ISP is designed to offer a high-quality, purpose-built learning environment for pupils with complex and multiple Additional Support Needs (ASN). The facilities planned for the ISP reflect a thoughtful and inclusive approach to education, ensuring that the physical spaces support both academic and emotional development. The ISP will include two dedicated ASN classrooms, each measuring 57m². These rooms are intended to accommodate small groups and allow for flexible learning arrangements tailored to individual needs. In addition to these classrooms, the provision will feature a sensory room (9.4m²), which offers a calming space for pupils requiring sensory regulation, particularly those with autism or sensory processing challenges. A life skills room, shared with the wider school and measuring 45.4m², will support the development of practical skills such as cooking and personal organisation, helping pupils prepare for independent living and post-school transitions. Further shared facilities include a medical room and an 18m² personal care room, ensuring that pupils with health or hygiene needs are supported with dignity and accessibility. A secure outdoor garden area will be available exclusively for ISP pupils, providing opportunities for outdoor learning, play, and emotional regulation in a safe and enclosed setting. The design of the ISP prioritises wellbeing, with quiet zones and sensory-friendly areas integrated into the layout. Although the ISP area does not have windows, natural light is provided through skylights, and the absence of visual distractions such as viewing platforms contributes to a calm environment. Page 134 of 236
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11 PKC - GENERAL 9.4 How will pupils be selected for the ISP, and what are the eligibility criteria? Eligibility will be determined by Perth and Kinross Council Transition Panel in line with Council policy. Placements will be based on assessed need and suitability of need. 9.5 Will pupils from other ISPs be able to transfer to Perth High School ISP? Transitions between ISPs may be considered where appropriate and will be considered by the Transition Panel. 9.6 How will the ISP support inclusion and integration with mainstream pupils? The Council is committed to inclusive education, with opportunities for ISP pupils to engage in mainstream activities and social interactions. The ISP will be designed to support inclusion in the mainstream school, with opportunities for pupils to engage with peers across the school where appropriate. Opportunities for involvement in mainstream activities will be tailored to the needs of the individual children, with all supported to realise their potential. 9.7 What staffing arrangements will be in place, and how will staff be recruited and trained? The Council confirmed that staff will be recruited with appropriate ASN experience and qualifications, and ongoing professional development will be provided. 9.8 Will the ISP be a secure area, and what safety measures will be in place? The Council confirmed that safety and security will be prioritised in the design and operation of the ISP, including the availability of a secure outdoor space. However, it should be noted that the doors to the ISP area are not secure. This aspect of the building’s open design will be monitored, and where necessary, considerations around pupil safety, particularly for those at risk of flight, will be factored into the placement criteria. Risk assessments will be undertaken to ensure that pupils are placed in environments that best support their individual needs and safety. 9.9 Will parents be able to visit the ISP before it opens? Requests were made for opportunities to tour the ISP. The Council committed to engaging with parents and providing access to view the facilities prior to opening. It is acknowledged that the initial access to the ISP prior to opening will be limited as the new building will not be completed until the end of the summer holiday 2025. Ongoing enhanced transition arrangements will be in line with that expected of all ISP placements. 9.10 How will success be measured, and how will the ISP support pupils across the ASN spectrum? The Council will monitor outcomes and ensure consistent support across all stages of ASN needs. Success metrics will be developed to evaluate the impact of the provision, including monitoring of the satisfaction of young people accessing the ISP and their parents. Opportunities to gain future feedback from the wider school community will also be sought. 10. EDUCATION SCOTLAND REPORT 10.1 In accordance with the Schools (Consultation) (Scotland) Act 2010, a report was produced by Education Scotland on the educational aspects of the proposal. The Education Scotland report is reproduced in full (Appendix 5). Page 135 of 236
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12 PKC - GENERAL 10.2 The purpose of the report is to provide an independent and impartial consideration of Perth and Kinross Council’s proposal to permanently establish an ISP at Perth High School for pupils with complex Additional Support Needs, effective from January 2026. 10.3 An Education Scotland HMIE Inspector visited Perth High School, the old building, and Inch View Primary School ISP, attended the public meeting held on 31 March 2025, and engaged with pupils, parents, staff, and stakeholders. The report supports the proposal and is summarised below: • Educational Benefits: HMIE Inspectors agree that the proposal offers significant educational benefits. The ISP has the potential to provide a high-quality learning environment tailored to the needs of young people with complex ASN, enabling access to a broad curriculum and opportunities for inclusion within the mainstream school. • The ISP could reduce travel time and support transitions from primary school alongside peers and siblings, strengthening community ties and improving continuity in learning and wellbeing. • Most stakeholders support the proposal and value the Council’s commitment to ensuring that resources allocated to the ISP are additional and do not detract from existing provision. Staff are enthusiastic about the ISP and keen to access further training. • Parents and staff emphasised the importance of managing shared spaces effectively and ensuring that extracurricular activities remain accessible to all pupils. Concerns were raised about bullying and the need for robust policies to promote positive relationships. A few stakeholders queried the flexibility of indoor and outdoor spaces. HMIE Inspectors recommend continued engagement to ensure these areas meet diverse needs and remain adaptable over time. • Concerns were raised about the ongoing construction of the new school site and the need for well-planned transitions. HMIE Inspectors recommend clear plans involving staff, parents, and pupils to support individual needs during the move. • Stakeholders raised queries about safe travel routes and transport arrangements. The Council is encouraged to clarify these plans in collaboration with families. 10.4 Perth and Kinross Council Response to Education Scotland’s Report The Council welcomes the report from Education Scotland and accepts its findings. In response to the findings contained within the Education Scotland report, Perth and Kinross response is as follows: 10.5 HMIE Inspectors note that stakeholders seek reassurance that resources allocated to the ISP are additional and do not detract from existing provision. They also request clarity on the use of shared spaces and the impact on the wider school. Perth High School is moving into a newly built school building in August 2025. Therefore, there will have been no existing use of any areas by subject departments. Page 136 of 236
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13 PKC - GENERAL The Senior Leadership Team in the school and Council officers have considered the suitability of use of all spaces in the school to ensure the best possible education opportunities for the diverse needs of all pupils. The Council confirms that the ISP will be an additional resource to the existing provision in the school, which will also maintain its existing Support department. ISP and mainstream pupils will have access to shared facilities including the sensory room, life skills kitchen, and personal care room. These spaces will be managed to ensure equitable access and minimal disruption to existing provision. 10.6 HMIE Inspectors highlight the importance of ensuring that indoor and outdoor spaces are flexible and meet the needs of young people. The Council will ensure that the design and layout of the ISP supports a range of learning experiences and is adaptable to meet the evolving needs of pupils. This includes access to secure outdoor areas and specialist environments that promote wellbeing and inclusion. 10.7 HMIE Inspectors recommend that the Council continue to work with staff and partners to address concerns about the internal location of the ISP within the new school site. The Council will continue to engage with staff and stakeholders to ensure the ISP is appropriately situated and that pupils have access to high-quality learning spaces. Feedback will inform any necessary future adjustments to the environment. 10.8 HMIE Inspectors note concerns about the school still being under construction and the need for well-planned transitions. The Council has worked with senior leaders, parents, and pupils to develop clear transition plans for those moving into the new school and the ISP. These plans are tailored to individual needs and supported by trained staff. Opportunities for parental involvement in transition activities will be provided. 10.9 HMIE Inspectors highlight queries regarding safe travel routes and transport arrangements. The Council will work with families to clarify transport arrangements for pupils attending the ISP. Safe travel routes will be established and communicated in advance of the provision opening. 10.10 HMIE Inspectors note that staff are keen to access additional training to support their work within the ISP. The Council will provide professional learning opportunities to build staff capacity and expertise in supporting pupils with complex ASN. This will include training in autism, trauma-informed practice, inclusive pedagogy, and other relevant areas. 10.11 HMIE Inspectors recommend continued engagement with stakeholders to address queries raised during the consultation. The Council will continue to work in partnership with the Parent Council, young people, parents and staff, throughout the implementation phase. Page 137 of 236
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14 PKC - GENERAL 11. ALLEGED OMISSIONS OR INACCURACIES 11.1 Section (10) (3) of the 2010 Act also places a requirement on the Council to provide details of any inaccuracy or omission within the Proposal Paper which has either been identified by the Council or raised by consultees. This section of the 2010 Act also requires the Council to provide a statement on the action taken in respect of the inaccuracy or omission, or, if no action was taken, to state that fact and why. 11.2 In the course of the consultation exercise, there were no areas identified by respondents as being inaccurate or omitted from the Proposal Paper during the consultation period. 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 12.1 Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 states that: After the Education Authority has received Education Scotland’s report, the Authority is to review the relevant proposal having regard (in particular) to: (i) written representations received by the Authority (from any person) during the consultation period; (ii) oral representations made to it (by any person) at the public meetings; and (iii) Education Scotland’s report. 12.2 Following receipt of the Education Scotland report, ten online representation and oral representations made at the one public meetings held during the consultation period, officers reviewed the proposals. 12.3 The feedback from the consultation was considered by officers where all the questions and comments raised were considered in detail. This ensured that the Council met the requirements to review the proposal under section 9(1) and 13(5) of the 2010 Act. 12.4 Officers of the Education Authority have listened carefully to the points made at the public meeting and have also considered equally carefully the Education Scotland report and the online representations. The proposal was reviewed to consider whether any of the representations led the Council to reconsider other options as being reasonable alternatives to the proposal. 12.5 None of the representations led officers to conclude that there were any other reasonable alternatives to the proposal, nor that the proposal should be reconsidered. 12.6 The educational benefits were reviewed in respect of the Education Scotland report and representations made. 12.7 There were no factors included in the Education Scotland report or representations made requiring any aspect of the educational benefits to be reconsidered. Page 138 of 236
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15 PKC - GENERAL 12.8 Having reviewed the Education Scotland report and feedback from consultees, officers concluded that the basis of the original proposal continues to be the most appropriate response to establishing a new Intensive Support Provision (ISP) at Perth High School. The proposal ensures that pupils with complex additional support needs in the Kinross area can access specialist education locally, enabling them to maintain connections with their peers and community. The Council remains committed to implementing the ISP in a way that enhances existing provision, supports inclusive practice, and delivers the educational benefits outlined in the proposal paper. 13. LEGAL ISSUES 13.1 The Council has complied in full with the requirements of the Schools (Consultation) (Scotland) Act 2010 throughout this statutory consultation. 13.2 The Council is mindful of its duties in respect of equality, and the Equality Impact Assessment did not identify that any parent, child or young person would be treated less favourably as a result of this proposal. The proposed Intensive Support Provision (ISP) at Perth High School will comply with the Council’s Accessibility Strategy and will positively promote equal opportunities for children and young people with disabilities. 13.3 In terms of Socio-Economic Impact, the assessment identified that establishing an ISP within Perth High School will improve access to specialist education for pupils living in the local area, including those who may be economically disadvantaged. By reducing the need for long-distance travel to access appropriate support, the proposal enhances equity and inclusion for families across the community. 13.4 Under the terms of the Schools (Scotland) (Consultation) Act 2010, it is a legal requirement that the Council should not reach any formal decision without waiting until a period of three weeks starting on the day on which this Consultation Report is published in electronic and printed form has expired. 13.5 As it is the intention that this Consultation Report should be published, both electronically and in written form, if required, on 3 September 2025, this meets the statutory requirement to publish this report for more than three weeks before consideration of the proposal by Learning & Families Committee on 12 November 2025. 14. PERSONNEL IMPLICATIONS 14.1 Staffing arrangements for the new Intensive Support Provision (ISP) at Perth High School will be consistent with Perth & Kinross Council’s Staffing Standard and other relevant local agreements. 14.2 Consultation will be undertaken with school staff, Trade Unions, and professional associations where appropriate, to support the implementation plan for staffing the ISP. This will ensure that the provision is appropriately resourced and that staff are supported in delivering high-quality education for pupils with complex additional support needs. Page 139 of 236
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16 PKC - GENERAL 15. CONCLUSION 15.1 The Council now has 4 broad options to consider, namely: (a) adopt the proposal. (b) withdraw the proposal. (c) amend the proposal in some way which allows the proposal to proceed; or (d) amend the proposal significantly and undertake a further consultation exercise on a new proposal. 15.2 Education Scotland has identified that the proposal to establish a new Intensive Support Provision (ISP) at Perth High School has clear educational benefits. The ISP has the potential to provide a high-quality learning environment for young people with complex additional support needs. The proposed design and location within the school will offer flexible learning and social spaces tailored to individual needs. Stakeholders recognise the value of the ISP to the local community, particularly in enabling pupils to be educated closer to home, maintain peer relationships, and access specialist support within a mainstream setting. HMIE Inspectors agree that the ISP will enhance inclusive practice and support improved outcomes for young people. 15.3 If the Council adopts the proposal, it is understood that the educational benefits set out in the Proposal Paper would likely materialise. 15.4 The key points that have been highlighted during the consultation period are as follows: • Education Scotland’s report confirms that the proposal to establish an Intensive Support Provision (ISP) at Perth High School presents positive educational benefits. These include the creation of a high-quality learning environment tailored to the needs of young people with complex additional support needs, with opportunities for inclusion in mainstream activities and reduced travel time for pupils. The provision is expected to strengthen peer relationships and community connections by enabling pupils to be educated locally. • HMIE Inspectors commended the Council’s consultation and engagement efforts. They recommended continued collaboration with parents, staff, and pupils throughout the implementation phase to ensure that shared spaces are used effectively and inclusive access to clubs and activities is maintained. • Stakeholders raised queries regarding the internal location of the ISP, the flexibility of indoor and outdoor spaces, staffing arrangements, and safe travel routes. These concerns will be addressed through the implementation process. The Council confirmed that the ISP will be situated in addition to the existing Support department, with staffing aligned to staffing standards and additional training provided. Plans for secure outdoor access will be implemented, and safe transport routes will be clarified in partnership with families. • The proposal received broad support from consultees. The majority of respondents were in favour, and feedback from the public meeting, written submissions, and pupil consultations indicated strong agreement with the educational rationale and operational planning for the ISP at Perth High School. Page 140 of 236
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17 PKC - GENERAL 16. RECOMMENDATIONS 16.1 On the basis of the feedback received and taking account of the educational and social benefits of the proposal, it is recommended that the Council approves: • To permanently establish a new Intensive Support Provision in Perth High School for pupils with Additional Support Needs with effect from January 2026. David Macluskey Strategic Lead: Education & Learning (Education Chief Officer) 16 September 2025 Page 141 of 236
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18 PKC - GENERAL Appendix 1 Education & Learning Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Public Meeting Minute of meeting held on Tuesday 31 March 2025 at 7:00p.m. in Perth High School Present: David Macluskey Education & Learning (Chief Education Officer) Strategic Lead Fiona Mackay Service Manager – Inclusion & Additional Support Needs Sarah Stephen Quality Improvement Officer - Inclusion Martin Shaw Head Teacher, Perth High School Karen Robertson Service Manager – Business Services Present: Jaclyn Meikle – Minutes ASN Transformation Programme Manager Councillor John Rebbeck Convenor, Learning & Families Committee 14 members of the public 5 Local Councillors Welcome and Introductions David Macluskey opened the meeting and welcomed the members of public in attendance to the Statutory Consultation Public Meeting. David introduced himself and the panel to the members of the public and thanked them for attending. Martin Shaw introduced himself and briefly outlined the positive impact he anticipated that an ISP would have for his school community. Format of meeting Fiona Mackay then explained the format the meeting would follow. The proposal Fiona Mackay explained the consultation proposal to the attendees. The Council proposes to: • Permanently establish a new Intensive Support Provision at Perth High School for pupils with Additional Support Needs with effect from January 2026. Page 142 of 236
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19 PKC - GENERAL Presentation A presentation was provided that explored the proposal in further detail and explained the background to the proposal and the reasons a new ISP is required. Fiona Mackay outlined: • The PKC Vision • Statutory duties of a local authority • PKC & National ASN Data • Explained the 4 levels of Staged Intervention (4-Intensive) • The existing geographic spread of ISPs within PKC • The requirement for an ISP at PHS Sarah Stephen outlined: • What is an ISP • Profile of needs commonly supported in an ISP and examples of how need may be met • The placement of the ISP within the school and what it will include • The benefits of an ISP Karen Robertson outlined: The statutory consultation process including the legal framework, consideration by Learning & Families Committee, the statutory consultation period and the different ways in which representations from interested parties could be made as the first part of the consultation process. Karen Robertson then explained the next stages of the process which includes the involvement of Education Scotland, the preparation and publication of the consultation report and the final decision made by the Learning & Families Committee, currently anticipated to be November 2025. Fiona Mackay then opened up the meeting to any questions, comments or observations from the floor. Q: When will the plan be formalised after the Learning & Families Committee agrees- will it be temporary first, then permanent? A: A report is expected to be presented to the Learning & Families Committee in November 2025. The provision will be established on a temporary basis from August 2025, and if approved, it will become permanent from January 2026. Q: The planning for the ISP at Perth High School appears to have been an afterthought rather than a primary consideration. Why was this the case, and what opportunities are other children missing out on due to the reduced space? A: Planning for the new school began long ago, and the concept of a new ISP was not in place at that time. The area that has been identified for the new ISP was originally intended for support for learning. In addition, generic spaces, such as meeting rooms, have been utilised to minimise the impact on other children. The new layout has relocated the library next to the English and modern languages departments, enhancing the school's overall layout. Q: Will children who currently utilise support for learning be able to access the provision as well? Page 143 of 236
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20 PKC - GENERAL A: The goal is to meet needs with minimal intervention. The support for learning space is moving to a separate area that allows easy access for the children who require to access it. The layout of this new area will include sectioned-off small workspaces within a large, bright area. Q: My child accesses a secondary ISP in another school, focusing on complex and profound needs. Would they meet the criteria for the Perth High School ISP, and would it be like-for-like? A: The new ISP will replicate what is available in ISPs in other schools, maintaining consistency with the 'assessment of need' expectation. Families are not required to move their child if their child is settled in another secondary ISP. An offer to discuss individual cases is available if moving a child would be beneficial. Q: What has been considered in relation to pre-transition support, P7-S1 assessment experience, and strategies? A: Support will be based on assessment, with some children accessing mainstream classes and others receiving bespoke intensive support. Specialist teaching in practical activities will follow a secondary model, with opportunities to attend art, science, and other classes using similar strategies. Q: Have the spaces for been allocated to pupils yet? If not, what is the process for identifying them, and who will be responsible for this? A: The first step was to review the current P7 students who live in the Perth High School catchment and have been allocated to another ISP, this allocation process was completed in term 2 of this school year. Now that we are at the stage of this consultation, we will consult with these parents first, as some may be interested in transferring. Following that we will support planning for other children who are in another ISP but who wish to transition to Perth High School ISP. Our goal is not to fill both classes this year, it should be a more gradual process of building up numbers. Families with children in S5/6 are unlikely to want to move ISP at this stage in their school career. Q: Can S1, S2, and S3 pupils in an existing ISP move? A: Choice will be given and offers will be made to pupils from S1-S4. There is an understandable reason why settled children would not want to move. Q: How does recruitment work for the extra staff required, and will it affect the start date? A: We are working closely with the school to advertise for experienced staff to fill the posts that will be advertised and are confident we can fulfil recruitment within the timescale. Recruitment will follow the same process as any teaching post, with interviews against key competencies. Existing staff with ISP experience may choose to apply, but it is not restricted to internal candidates and there will be a national advert for the skilled jobs. Q: How will it work timescale-wise with recruitment, the November report, and January 2026 opening? A: We are currently recruiting for an ISP Principal Teacher, who we hope will be in post before the summer holidays. This person will then be involved in recruiting the teacher and PSAs. All staff will be in place from August to staff so that the temporary provision has staff in place with permanent contracts. Page 144 of 236
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21 PKC - GENERAL Q: What are the staffing ratios? A: The staffing ratio is 1 teacher and 1 PSA for every 8 pupils, plus additional support for individual needs as deemed necessary. Q: My child is currently mainstream, moving up to Secondary School in summer 2027. Is there a flexible approach for these children? A: If ISP placement is needed to provide the right support for a child to access education, then a comprehensive assessment by the school and an educational psychologist will be undertaken. Requests are usually received to consider a change of pathway for a child as early as possible and ideally the assessment of need should be considered by the Transition Panel when the child is in P6. Q: Triangle of support (Staged Levels of Intervention): There are increasing ASN numbers showing at all stages of the triangle. Is there the same approach to support? A: Resource and support will be provided for children and young people at all stages; the intensity of this support increases the stage of intervention that a child is supported at. For instance, children supported at universal level will receive that support through the class planning that a classroom teacher undertakes. Support at other levels may involve a PSA or specialist teaching. Careful resource management is essential. The Scottish Government has allocated £715k to PKC for the year ahead, this will be used to support children and young people with additional support needs appropriately and is enhancing existing resourcing in school and the development of the new ISPs. Q: What would success look like for young people coming out of school having attended an ISP? A: Success is measured by equipping students to enter society and lead fulfilling lives. The ISP has the potential to support young people to thrive and is part of the school's mainstream offer. Q: Is there any criteria for an ISP place, such as being toilet trained? A: Assessment is based on wider needs, with no strict criteria. A holistic assessment involving parents, the school, and an educational psychologist will be conducted. Q: Is an ISP a secure area that children can't run off from? What is the access to doors? A: ISPs are often separate areas within the school, with children supported to remain in the environment. One existing PKC ISP is secure, which might affect a child's placement if this is a key factor. Risk assessments for flight-risk children will be part of the assessment. The transition panel will consider these factors, working with primary schools to gather full assessment information. Children will be placed in suitable environments and supported to develop risk awareness and independence. Q: Is outdoor space secure? A: The proposed ISP has its own enclosed garden area. Q: Accessing additional support at PHS is difficult. Is there a plan to introduce additional learning at all stages for staff to know? A: We are committed to improving support for staff. It is a journey for the entire system. Senior leaders are keen to engage with parents and support all staff at all levels to meet the complexity of needs. Needs have changed and increased since COVID, and we are working with all schools to deliver inclusive education. Page 145 of 236
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22 PKC - GENERAL Q: What will be in place to keep people safe (entering, leaving, etc.)? A: The school location has no general thoroughfare. The ISP is next to the Senior Management Team (SMT) space and guidance space, with staff always present. Doors contain and break up the area. There are no windows, but there is a skylight. There is ample space for movement to support regulation, and no viewing platform above. Q: Will there be an opportunity for parents to look around the ISP/new school before opening day? A: Typical academic sessions include parents' evenings and regular family learning events where these opportunities will be available in the future. Keys for the new Perth High School will be handed over during the summer break, with relocation happening between then and August. Initially, there will be limited access to the new PHS, but photos and images of new classes and areas will be made available to parents. Q: Have children already been earmarked for certain schools? A: Transition information will be shared first, and from there, staff will liaise with parents and schools to discuss the best placement for a child. Parents can always submit a placing request if appropriate. Q: Which current provision has secure access? A: Based on individual needs, schools can vary and have flexibility to adapt this approach, taking cognisance of certain risks like fire regulations. Perth Academy has had secure access in the past. David Macluskey, Education & Learning (Chief Education Officer) Strategic Lead thanked the panel, Councillors and members of the public for attending and closed the meeting. Page 146 of 236
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23 PKC - GENERAL Appendix 2 Perth & Kinross Council Intensive Support Provision at Perth High School Summary of Consultation Responses Page 147 of 236
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24 PKC - GENERAL The statutory consultation on the proposal to establish a new Intensive Support Provision at Perth High School commenced on Monday 24 March 2025 and closed on Friday 23 May 2025. Details of the proposal document were issued to the list of consultees contained within the Proposal Paper. 2580 letters were issued with a link to the proposal paper and details of where and how to obtain a paper copy. The Proposal Paper was also published on the Council website. A specific email address was set up for representations and enquiries. This was in addition to the usual methods of submitting representations. An online response form was set up on the consultation webpage. Online Response Forms 33 online response forms were received. 27 responses agreed with the Council’s proposal and 5 disagreed with the Council’s proposal. One response neither agreed nor disagreed with the proposal. However,12 responses were invalid as they failed to provide a required name, address or email address to validate the response. RESPONDENT GROUP NUMBER OF RESPONSES AGREE DISAGREE NEITHER Parents 18 15 2 1 Pupils - - - - Staff 2 2 - - Elected Members - - - - Parent Councils - - - - Community Members - - - - Grandparents - - - - Trade Unions - - - - Other 1 1 - - Not disclosed (Invalid) 12 9 3 - Total 33 27 5 1 Validated Total 21 18 2 1 Representations made were around: Family and Community Benefits Local Access: Positive feedback from a parent who values having both mainstream and ISP options within the same school and catchment area, supporting family unity and community integration. Staffing and Resourcing Staffing Challenges: Questions about where teaching staff for the ISP will come from, especially given existing struggles to support ASN pupils. Page 148 of 236
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25 PKC - GENERAL Dedicated Staffing: Emphasis on the importance of having specific staff for the ISP to avoid reducing support for mainstream pupils. Suitability of Facilities Building Design: Concerns that the current school building was not designed with an ISP in mind, suggesting it may not be fit for purpose. Quiet/Safe Spaces: A need for safe, quiet areas for pupils with additional needs to retreat to when overwhelmed or bullied. Natural Light and Environment: Questions about the quality of the ISP space, particularly regarding natural light and views. Financial and Strategic Planning Cost Efficiency: Suggestions that centralising ISP provision might be more cost-effective. Late Communication: Frustration that the ISP was not communicated earlier during the years of planning the new school. Consultation Document: Criticism of the consultation document for being vague and lacking clarity. Inclusion and Impact on Mainstream Pupils Integration Doubts: Concerns that ISP pupils may not be included in mainstream activities, questioning the value of placing them in a mainstream school. Disruption Concerns: Fears that ISP pupils may be disruptive to the larger mainstream population. Capacity and Future Planning Building Capacity: Agreement with the proposal is conditional on not reducing capacity for mainstream pupils. Scalability: A suggestion to plan for more ISP spaces than currently proposed, anticipating higher demand. Written Representations During the consultation period between 24 March 2025 and 23 May 2025, written representations were invited from statutory consultees and interested parties. 3 written responses were received. All 3 responses supported the Council’s proposal. Representations were made around: Support for an ISP at Perth High School to support transition. This provision may support care experienced pupils who require it. Ther potential that siblings can be kept together. Concern the ISP was not included in the original school design. Page 149 of 236
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26 PKC - GENERAL The allocation of space for the ISP and displacement of Support for Learning area and Library. Parents were not engaged about the inclusion of an ISP in the new school. Public Meeting As part of the statutory consultation process, 1 public meeting was held on 31 March 2025 at Perth High School. Attended by 14 members of the public. The questions and comments were around: Planning and Implementation Timeline and Formalisation: Questions about when the ISP plan will be formalised and whether it will begin as a temporary provision. Perception of Planning: Concerns that the ISP was an afterthought in the school’s design and planning process. Impact on Existing Space: Queries about what other opportunities or spaces may be lost due to the ISP. Access and Eligibility Eligibility Criteria: Questions about who qualifies for the ISP, including whether children must be toilet trained. Current Users of Support for Learning: Whether these pupils will also be able to access the ISP. Transfer Between ISPs: Whether pupils in existing ISPs (S1–S3) can transfer to the new one. Mainstream to ISP Flexibility: Interest in flexible pathways for children currently in mainstream education. Transition and Placement Pre-Transition Support: Considerations for P7–S1 transition strategies and assessments. Placement Process: Questions about how ISP places will be allocated and who is responsible. Earmarked Pupils: Whether any children have already been assigned to specific schools. Staffing and Resources Recruitment Process: How staff will be recruited, and whether this will affect the ISP’s start date. Staffing Ratios: Inquiries about the ratio of staff to pupils. Training and Support: Need for additional learning and training for staff to support ASN pupils effectively. Safety and Security Secure Facilities: Questions about whether the ISP will be a secure area, including access to doors and outdoor space. General Safety Measures: What will be in place to ensure safety during entry, exit, and throughout the school day. Page 150 of 236
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27 PKC - GENERAL Comparison with Other Provisions: Which current provisions already have secure access. Parental Involvement School Visits: Requests for opportunities for parents to tour the ISP or new school before it opens. Outcomes and Evaluation Success Metrics: What success looks like for pupils who attend the ISP. Support Across ASN Spectrum: Ensuring consistent support across all stages of ASN needs. Pupil Consultation Consultation was undertaken with Perth High School pupils and P5 – P7 pupils in all associated primary schools. The consultation took place between 9 and 23 May 2025. Perth High School Pupils 166 responses were received – 133 individual responses, 22 in a group with an adult and 11 whole class responses. 149 respondents indicated they had no concerns about having ISP classes at their school. 154 respondents did not think the new ISP classes would change their school day at school. Feedback examples: What do you think might be good about the new ISP classes at your school? Allow young people to fit in better and feel included. That they wouldn’t be spilt from friends and not feeling left out that they can’t go to the same school because of their extra needs. It helps people with special needs and gives everyone an equal chance at an education. That kids will get to come up to the school with friends and family, so they feel more comfortable. It will be a safe place for people who don’t like busy classes. They won’t feel left out That it'll make the school more inclusive People who need extra help from ISP can get it at a nearby school. I think that it will be easier for the pupils to come to school knowing they have friends there. Associated Primary Schools 106 responses were received – 77 individual responses, 2 in a group with an adult and 27 whole class responses. 90 respondents indicated they had no concerns about having ISP classes at their school. 92 respondents did not think the new ISP classes would change their school day at school. Feedback examples: Why do you think it is important for young people to attend their local catchment school? Page 151 of 236
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28 PKC - GENERAL So, they don't feel worried when traveling long distances and will be able to keep the same friends from their primary school. Because it will make them feel like everyone is equal, they should be treated kindly just like the others. It is easy to find familiar faces, so you feel more comfortable and less like a stranger in a strange place. It is not fair that people who have complex additional support needs have to travel far to get to the school that is right for them. So that if they have friends there, they can still see them. It will be quicker for mums and dads to get to the school if the ISP need anything. So, they don’t have to travel far and maybe see their friends from primary school, so they remember them. So, children don't have to travel so far as traveling can make people nervous and also more of their friends can be there with them. Be with friends and family members Page 152 of 236
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29 PKC - GENERAL Education Scotland Report Appendix 3 Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by Perth and Kinross Council to establish a new Intensive Support Provision in Perth High School. May 2025 Page 153 of 236
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30 PKC - GENERAL 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by Perth and Kinross Council to establish a new Intensive Support Provision (ISP) in Perth High School. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the council to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. 1.2 HM Inspectors considered: • the likely effects of the proposal for young people of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children and young people in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 31 March 2025 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; • held a range of online and in person meetings with relevant consultees; and • visits to the site of the current Perth High School, the new site of Perth High School and proposed ISP space, and a visit to Inch View Primary School ISP, including discussion with relevant consultees. 2. Consultation process 2.1 Perth and Kinross Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. Page 154 of 236
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31 PKC - GENERAL 2.2 The consultation ran from 24 March until 23 May 2025. Details of the proposal were issued to relevant stakeholders and published on the council website. The website included a helpful video explaining the consultation in an accessible way. A public meeting was held on 31 March 2025, which 14 members of the public attended. The council received a total of 33 responses to its online surveys and three written submissions, Overall, most respondents were in favour of the proposal. A few were undecided and a few were against the proposal. Those against are concerned about the potential reduction and limits to available space within the new Perth High School, potential impact on staffing and the proposed location of the ISP within the school site. 2.3 Perth and Kinross Council undertook consultation with children and young people at local primary schools and at Perth High School. One hundred and six responses were received from the local primary schools, and 166 from Perth High School, including individual and group responses. Most children and young people had no concerns about having ISP at the school and did not think it would change their school day. Most children and young people are positive about the proposal. They think it is important for young people to have the opportunity to attend a school close to their home and with their peer group. 3. Educational aspects of proposal 3.1 HM Inspectors agree that opening an ISP provision at Perth High has potential educational benefits. Across Perth and Kinross, existing provision designed to meet the needs of children and young people who require specialist placements are at or over capacity. The council’s transitions panel had identified that an increasing number of children who live in the Perth High School catchment, will require access to a primary school ISP. It also identified that a number of young people who live in the Perth High School catchment, currently require to be placed in a secondary school ISP within another Perth and Kinross school. This proposed ISP provision has the potential to support the council in meeting the projected increase in the needs of children and young people requiring specialist support within the locality from January 2026. 3.2 The council has stated a range of educational benefits they consider this proposal will bring. HM Inspectors agree there that this proposal could support young people to access appropriate education close to home. Young people accessing the new ISP at Perth High School will be able to transition from primary school with their peers and siblings. This will help them to maintain important peer relationships. There are potential benefits to providing young people the opportunity to access social and community experiences through their school that help to build stronger connections within their local community. If approved this proposal should also reduce the distance travelled to school. There are also potential benefits to further the opportunities for inclusion in a range of mainstream school activities, as appropriate. 3.3 HM Inspectors agree that the proposed space for the new ISP provision at Perth High School could provide appropriate learning areas for young people with a range of additional support needs. If the council agrees to move forward with the proposal, young people will begin accessing the new ISP provision from January 2026. Interim arrangements to support the needs of a few learners in the broad general education will be in place from August 2025. HM Inspectors believe that the current available space has the potential to meet the learning and wellbeing needs of up to 16 young people. In the longer term, the council should keep the available space under review, as the council’s projections suggest that the number may rise Page 155 of 236
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32 PKC - GENERAL beyond this. The council should make clear the capacity of the ISP and its plans should the numbers rise. 3.4 HM Inspectors met with young people, parents, staff and members of the transition panel to discuss their views. Most are in favour of the proposal. They agree that young people requiring ISP should be educated close to their home and with their peers where possible. However, a minority of stakeholders who met with HM Inspectors raised a few queries in regard to aspects of the build and space. This included concerns about the internal location of the ISP within the new Perth High School site. HM Inspectors recommend that the council should continue to work with staff and relevant partners to consider this and how to meet best the needs of young people accessing the provision as it develops. This will ensure all young people have access to high-quality, appropriate learning spaces to meet their needs, including having regular use of secure outdoor spaces so as not to disadvantage them against their mainstream peers. 3.5 A minority of stakeholders, including children and young people, who met with HM Inspectors raised the concern that the new school site is still under construction. They also stated that all young people, including those with ASN, would require time and support to transition to the new school. HM Inspectors recommend that the council work closely with senior leaders, parents and all young people to make clear plans to support transition to the new school. Well-planned transitions should take account of individual needs supported by staff who have a clear and shared understanding of the requirements of those with additional support and those who are likely to be placed in the ISP from August 2025. The council should also consider opportunities for parents to be included in deciding on and participating in transition activities. 3.6 Stakeholders who met HM Inspectors raised queries on the proposed safe travel routes and transport arrangements that would be in place to support young people attending the ISP. The council should work with parents to make clearer the arrangements for safe travel to and from the ISP should the proposal be agreed. 4. Summary HM Inspectors agree that the proposal has potential educational benefits for young people with additional support needs. In opening a new ISP provision at Perth High School, more young people should receive the right support at the right time. The new provision should enable more young people to attend school in their own community, reducing unnecessary travel time and supporting connections with peers. This should help the council to meet the national requirements of the presumption of mainstreaming. Young people will have, where appropriate, opportunities to be included within the mainstream school alongside their peers. The new ISP provision in Perth High School will further support the council in meeting the projected increase of young people with a range additional support needs requiring specialist provision keeping them where possible within their own community. The council should continue to engage with stakeholders to address the queries they have raised. HM Inspectors May 2025 Page 156 of 236
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities Committee or Board: Learning and Families Committee Date of Meeting: 12 November 2025 Report Title: Intensive Support Provision Statutory Consultation Report – Viewlands Primary School Report Number: 25/307 Report Author(s): Fiona Mackay, Service Manager - Inclusion and Additional Support; Sarah Stephen, Quality Improvement Officer (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning 1. Purpose 1.1 The report informs the Learning and Families Committee of the outcome and findings of the statutory consultation exercise undertaken in respect of the formal proposal to permanently establish a new Intensive Support Provision (ISP) in Viewlands Primary School for pupils with Additional Support Needs (ASN) with effect from January 2026, as detailed in the published Consultation Report (Appendix A). 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Responses to the Consultation Exercise 5. Proposal 6. Conclusion 7. Impact and Value Assessment 8. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Notes the findings of the statutory consultation and Education Scotland's support for the proposal. 8 Page 157 of 236
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2.2 Approves the proposal to permanently establish a new ISP at Viewlands Primary School, effective from January 2026. 2.3 Endorses continued stakeholder engagement during implementation. 3. Background/Context 3.1 Perth and Kinross Council (PKC) is mandated by the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to provide adequate and efficient education, including additional support for young people with ASN. The term ASN applies to children or young people who, for whatever reason, require additional support, long or short term, in order to benefit from their education. 3.2 On 29 January 2025, the Learning and Families Committee reviewed a report (Report No. 25/19 refers) on an Options Appraisal for the expansion of ISPs in PKC primary and secondary schools. The Committee agreed to commence an expansion of ISPs through three phases over a three-year period, with a request to bring back to Committee a paper on the options for an additional Primary ISP in the Perth Academy catchment as part of Phase 1. 3.3 That Options Appraisal report, specific to the Perth Academy catchment area, was subsequently considered at Learning and families Committee on 2 April 2025 (Report number 25/72 refers). The Learning & Families Committee agreed that the Strategic Lead - Education and Learning (Chief Education Officer) would commence a statutory consultation in respect of the permanent establishment of a new ISP in Viewlands Primary School,as required by the Schools Consultation (Scotland) Act 2010. 3.4 The duties in undertaking a statutory consultation on a relevant school proposal are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying statutory guidance. 3.5 Currently, Viewlands Primary School does not have an ISP meaning that pupils with complex and multiple ASN must travel to other areas within Perth and Kinross to access appropriate education. The challenges that this presents were outlined in the Options Appraisal (Report No. 25/72 refers) agreed by the Learning and Families Committee on 2 April 2025 and in the Proposal Paper published on the PKC website. 4. Responses to the Consultation Exercise 4.1 The statutory consultation involved a consultation period that ran from 24 April 2025 until 6 June 2025, a total of 31 school days. This included a public meeting, staff meeting, and engagement with children and young people. Education Scotland also contributed to the consultation and provided a report on the educational aspects of the proposal. The main considerations relating to the proposal are fully explained in the published Proposal Paper. 4.2 In addition to the questions raised in the in-person meetings, a total of 8 online response forms were received during the statutory consultation period. Of these, 4 responses agreed with the Council’s proposal to establish an ISP Page 158 of 236
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at Viewlands Primary School, and 4 responses disagreed. However, 4 responses were invalid due to missing required information such as name, address, or email, and were therefore excluded from the validated total. The validated responses were evenly split, with 2 respondents agreeing and 2 disagreeing with the proposal to establish an ISP at Viewlands Primary School. 4.3 A further 8 written representations were received. One of these written responses represented the views of 61 parents, who although objecting to the proposal, highlighted their strong support of the right to every child in their community to high-quality education with additional support. The details of the responses are contained within the Consultation Report (Appendix A). The positives identified and concerns raised have been grouped and there are several themes reflected that have informed the finalisation of the planning for the ISP. 4.4 The positives identified were: • Support for local access to specialist education for pupils with complex ASN. • Recognition that children should not have to travel long distances to access appropriate support. • Emphasis on the importance of inclusion and the right of disabled children to be educated within their community. • Appreciation for the leadership and inclusive ethos at Viewlands Primary School. • Belief that the ISP will enhance transitions to secondary school and reduce stress for families. • Endorsement of the ISP having a dedicated outdoor space not shared with mainstream pupils. 4.5 The concerns raised have been summarised below and actions have been taken forward, or are planned, to mitigate the potential issues highlighted: • The ISP was not part of the original school design and is being rushed. • Loss of specialist rooms and shared spaces used for music, STEM (Science, Technology, Engineering and Maths), and pupil support. • Inadequate disabled toilet provision and concerns about accessibility. • Impact on playground space and lack of alternative outdoor areas for mainstream pupils. • Increased congestion at drop-off and pick-up times, especially with existing traffic challenges. • Concerns about the consultation process. 4.6 Section 9 of the Consultation Report (Appendix A) provides responses to the questions raised. PKC Education and Learning Officers are committed to continuing to engage with the school community following the implementation of the ISP for a period of not more than 18 months to monitor the impact of the new ISP provision and identify any material changes that may be needed. Page 159 of 236
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4.7 The proposal to establish an ISP at Viewlands Primary School is a direct response to these issues and aligns with statutory duties under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004, as well as the Council’s commitment to inclusive education and reducing inequalities of outcome. 5. Proposal 5.1 PKC proposes to permanently establish a new ISP for up to 16 pupils with complex and multiple needs within Viewlands Primary School, effective from January 2026. The location, facilities and arrangements for the ISP are detailed in the Consultation Report (Appendix A). 6. Conclusion 6.1 The proposal to establish a new ISP at Viewlands Primary School offers a sustainable and inclusive solution for the provision of appropriate education for primary-aged pupils with complex and multiple ASN within the Perth Academy catchment area. It addresses the current lack of local provision, which has led to extended travel times, disrupted transitions, and limited access to community-based education. 6.2 The ISP will provide a high-quality learning environment tailored to individual needs, with access to specialist facilities and opportunities for integration into mainstream education. It supports smoother transitions to secondary education, particularly to Perth Academy, and strengthens community ties. 6.3 Stakeholder feedback has been mixed, with strong support for inclusion and local access to specialist education, alongside concerns about the impact on existing facilities, toilet provision, and outdoor space. Education Scotland’s independent evaluation confirms the educational benefits of the proposal and recommends continued engagement, improved facilities, and inclusive planning. 6.4 The Council has responded to these concerns with a phased implementation plan, infrastructure improvements, and assurances that mainstream provision will not be displaced. The proposal aligns with PKC’s statutory obligations and strategic priorities, including the Learning Estate Strategy and the Corporate Plan. It represents a significant step forward in promoting equity, inclusion, and community-based education for children with complex ASN. 7. Impact and Value Assessment The Impact and Value Assessment (IVA) undertaken in relation to this report can be viewed on the Perth and Kinross Council website via the link: Additional Support Needs Special Education Provision Viewlands Primary School – Options Appraisal The Equality and Fairness Impact Assessment (EFIA) undertaken in relation to this report can be viewed in the Equality and Fairness Impact Assessments area of the Perth and Kinross Council website. Page 160 of 236
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8. Appendices 8.1 Appendix A – Consultation Report (Viewlands Primary School) Page 161 of 236
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PKC - GENERAL PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING CONSULTATION REPORT REPORT ON THE OUTCOME OF THE CONSULTATION RELATING TO THE PROPOSAL TO: Permanently establish a new Intensive Support Provision in Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026. This Consultation Report has been issued by Perth and Kinross Council in accordance with the Schools (Consultation) (Scotland) Act 2010. Appendix A 8 Page 163 of 236
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2 PKC - GENERAL Contents Page 1. INTRODUCTION 4 2. BACKGROUND 4 3. CONSIDERATIONS 5 4. REASON FOR FORMULATING THE PROPOSAL 6 5. SCHOOL INFORMATION 7 6. THE CONSULTATION PROCESS 7 7. THE PUBLIC MEETINGS 8 8. RESPONSES TO THE CONSULTATION EXERCISE 8 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL 9 REPRESENTATIONS 10. EDUCATION SCOTLAND REPORT 12 11. ALLEGED OMISSIONS OR INACCURACIES 14 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS 15 (CONSULTATION) (SCOTLAND) ACT 2010 13. LEGAL ISSUES 16 14. PERSONNEL IMPLICATIONS 17 15. CONCLUSION 17 16. RECOMMENDATIONS 18 Page 164 of 236
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3 PKC - GENERAL Appendices Page Appendix 1 Minute of Public Meeting of 19 Appendix 2 Summary of Consultation Responses 23 Appendix 3 Education Scotland Report 27 Page 165 of 236
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4 PKC - GENERAL PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING This report has been prepared following consultation on the proposal that the Council: Permanently establish a new Intensive Support Provision in Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026. Having had regard (in particular) to: (a) Relevant written representations received by the Council (from any person) during the consultation period; (b) Oral representations made to it (by any person) at the public meetings held on 12 Mat 2025 (c) Education Scotland’s report on the proposal. 1. INTRODUCTION This is a consultation report prepared in compliance with the Schools (Consultation) (Scotland) Act 2010 on the above proposal. 1.1 The purpose of this report is to: • Provide a record of the total number of written responses made during the Statutory Consultation period; • Provide a summary of the written responses; • Provide a summary of oral representations made at the public meetings held on 12 May 2025 • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of Education Scotland’s report and a statement of the Council’s response to this report; • State how the Council reviewed the above proposal following the representations received during the Statutory Consultation period and the report from Education Scotland; and • Provide details of any omission from, or inaccuracy in, the Proposal Paper and state how the Council acted upon it. 2. BACKGROUND 2.1 The Learning and Families Committee on 29 January 2025 approved a report (Report No. 25/19 refers) on an Options Appraisal for the expansion of Intensive Support Provisions (ISPs) in Perth and Kinross Council primary and secondary schools. The Committee agreed to commence with an expansion of ISPs through three phases over a three-year period. Phase 1 included undertaking a statutory consultation in respect of the proposal to open an ISP in Viewlands Primary School. Page 166 of 236
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5 PKC - GENERAL 2.2 In the report considered by the Learning and Families Committee on 29 January 2025, it was agreed that the Strategic Lead: Education and Learning (Chief Education Officer) commenced a statutory consultation in respect of the permanent establishment of a new Intensive Support Provision in Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026 2.3 The duties in undertaking a statutory consultation on a relevant school proposal are outlined in the Schools (Consultation) (Scotland) Act 2010 and the accompanying Statutory Guidance. 2.4 Learning and Families Committee reports and the Proposal Paper referred to above are available on the Council’s website www.pkc.gov.uk. 3. CONSIDERATIONS 3.1 The main considerations relating to the proposal are fully explained in the Proposal Paper , and the main points are highlighted as follows: 3.2 Perth and Kinross Council is dedicated to fostering a community where everyone can thrive, free from poverty and inequality. Their vision focuses on making the best use of public resources and ensuring continuous improvement of services. The Council's Corporate Plan emphasises collaboration to achieve key priorities, including tackling poverty, addressing climate change, and supporting sustainable places. Perth and Kinross Council aims to create a resilient, stronger, and greener local economy; enable children and young people to reach their full potential; protect and care for the most vulnerable; and support physical and mental wellbeing. By working in partnership with communities, they strive to create vibrant and successful areas, safe and sustainable environments, and educated and responsible citizens, ensuring every child has the best start in life. 3.3 Perth and Kinross Council’s Corporate Plan aims to tackle poverty, address climate change, and support sustainable places. This vision is further supported by the Council’s Learning Estate Management Plan and the Education and Children’s Services Policy Framework Maximising Resources, which aim to enhance the range and quality of learning experiences for all. 3.4 Councils have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. 3.5 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. To achieve best value and optimum efficiency, the organisation of the school estate is therefore kept under regular review, including the need for school provision and other factors, such as altering catchment areas. 3.6 The Schools (Consultation) (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals of major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland. Page 167 of 236
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6 PKC - GENERAL 3.7 The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and Education Authorities. Where the Education Authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. 4. REASON FOR FORMULATING THE PROPOSAL 4.1 The proposal to permanently establish an Intensive Support Provision (ISP) at Viewlands Primary School is a strategic response to a demonstrable and escalating need for specialist educational support for Primary-aged children within the Perth Academy catchment area, where a significant number of children present with complex and multiple Additional Support Needs (ASN). 4.2 Currently, Viewlands Primary School does not host an ISP, despite being part of a local management group that includes Perth Academy, which includes an ISP, and Fairview School. This absence creates a gap in local provision, requiring Primary-aged children with intensive support needs to travel to other areas. These journeys not only place logistical and financial strain on families and the Council, but also disrupt children's access to their local community, compromise continuity of care, and risk undermining their emotional wellbeing and social development. 4.3 Perth and Kinross Council is legally bound by the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to provide adequate and efficient education for all pupils, including those with ASN. The establishment of an ISP at Viewlands Primary School directly supports the Council’s statutory obligations and its broader commitment to inclusive education, equity, and community-based learning. 4.4 With 39% of children and young people in Perth and Kinross schools identified as having ASN as of September 2024, and a growing number requiring intensive, specialist support, the current ISP network is under significant strain. The establishment of a new ISP at Viewlands Primary School is essential to meet both current demand and future projections. 4.5 This proposal also supports the Council’s duty under the Education (Scotland) Act 2016 to reduce inequalities of outcome, particularly for children affected by socio- economic disadvantage or disability. By creating a local ISP, the Council ensures equitable access to high-quality education and support, enabling children to thrive academically and socially within their own community. 4.6 It is intended that the new ISP will utilise existing spaces within the school building, which will be redesigned into specialist classrooms and areas tailored to meet the needs of children with ASN. This includes two ASN classrooms, a sensory room, a personal care room, and a dedicated outdoor area. Page 168 of 236
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7 PKC - GENERAL 5. SCHOOL INFORMATION 5.1 Viewlands Primary School is located at Oakbank Crescent, Perth, PH1 1BU. It is a non-denominational primary school providing education for boys and girls from Primary 1 to Primary 7. As of the latest enrolment, the school has 312 primary pupils and offers nursery education for 24 children in their ante-pre-school and pre-school years. The school has capacity for 395 children. The school shares its site with Perth Academy and Fairview School. 6. THE CONSULTATION PROCESS 6.1 A link to the Proposal Paper was issued by letter to those individuals and bodies listed under Distribution within the document. The Proposal Paper was also published on the Council’s website: www.pkc.gov.uk 6.2 The Proposal Paper informed consultees that the consultation period would run from Thursday 24 April 2025 until Friday 6 June 2025, a total of 31 school days. 6.3 The proposal on which consultation took place was to: • Permanently establish a new Intensive Support Provision in Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026. 6.4 The requirements for consulting on a relevant proposal relating to schools are set out in the Schools (Consultation) (Scotland) Act 2010. In accordance with these requirements: • A Proposal Paper was published on 24 April 2025. All statutory consultees were written to, providing a link to the proposal paper and details of where and how to obtain a paper copy. A copy of the document was available free of charge to the consultees listed within the document. • The Proposal Paper was published on the Perth and Kinross Council website and was available in paper copy upon request. • A public meeting was held to discuss the proposal on Monday 12 May 2025 at Viewlands Primary School. • The consultation period ended on Friday 6 June 2025. • Education Scotland’s involvement consisted of receiving the options appraisal and proposal paper documents, attending the public meeting, visiting the school and engaging with relevant consultees. They also received a copy of all online and written representations and the minutes of the public meeting. Education Scotland then prepared a report on the educational aspects of the proposal, which is attached as Appendix 5. 6.5 The following schools are affected by the proposal: • Viewlands Primary School 6.6 In accordance with statutory requirements and good practice, the following persons were consulted: • The parents of the pupils and children at the affected schools Page 169 of 236
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8 PKC - GENERAL • The parents of children expected to attend the affected schools within 2 years of the date of publication of this proposal document • The Parent Council of the affected schools • Directly affected pupils at the affected schools • The teaching and support staff at the affected schools • The trade union and professional association representatives of the above staff • The Community Council • Relevant users of the affected schools • Elected Members of Perth and Kinross Council • Education Scotland 6.7 The number of letters issued with details of the Proposal Paper was 435. 6.8 During the consultation period, representations were sought from interested parties, either in oral or written form or electronically. An online response form and generic email account was set up by the Council to receive representations and enquiries on the proposal. 6.9 This Consultation Report is the Council’s response to the issues raised during the consultation period on the Proposal Paper. 6.10 This Consultation Report is to be published on the Council’s website for a period of no less than three weeks prior to final consideration by Learning & Families Committee on 12 November 2025. 7 THE PUBLIC MEETING 7.1 A public meeting was held in Viewlands Primary School on Monday 12 May 2025. Fourteen members of the public attended. A full note of the meeting is attached as Appendix 1 which details the questions and issues raised at the meeting. 8 RESPONSES TO THE CONSULTATION EXERCISE 8.1 A total of 8 online response forms were received during the statutory consultation period. Of these, 4 responses agreed with the Council’s proposal to establish an ISP at Viewlands Primary School, and 4 responses disagreed. However, 4 responses were invalid due to missing required information such as name, address, or email, and were therefore excluded from the validated total. The validated responses were evenly split, with two respondents agreeing and two disagreeing with the proposal to establish an ISP at Viewlands Primary School. In addition to the online responses, 8 written representations were received. One of these written responses represented the views of 61 parents who objected to the proposal. The details of the responses are contained within the Summary of Consultation Responses, attached as Appendix 2. Page 170 of 236
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9 PKC - GENERAL 8.2 In summary, the oral and written responses and questions can be grouped broadly as follows: Positives Identified • Support for local access to specialist education for pupils with complex ASN. • Recognition that children should not have to travel long distances to access appropriate support. • Emphasis on the importance of inclusion and the right of disabled children to be educated within their community. • Appreciation for the leadership and inclusive ethos at Viewlands Primary School. • Belief that the ISP will enhance transitions to secondary school and reduce stress for families. • Endorsement of the ISP having a dedicated outdoor space not shared with mainstream pupils. Questions Asked • Facilities & Infrastructure: Concerns about the age and suitability of the building, adequacy of toilet facilities, and loss of existing learning spaces such as the music room, STEM lab, and breakout areas. • Education & Staffing: Questions about staffing levels, recruitment, and the impact on existing staff and resources. • Operations & Management: Enquiries about the timeline for implementation, and how transitions will be supported. • Governance & Communication: Requests for clarity on placement criteria, consultation integrity, and whether pupils already offered places undermined the process. Overview of Concerns • The ISP was not part of the original school design and is being rushed. • Loss of specialist rooms and shared spaces used for music, STEM, and pupil support. • Inadequate disabled toilet provision and concerns about accessibility. • Impact on playground space and lack of alternative outdoor areas for mainstream pupils. • Increased congestion at drop-off and pick-up times, especially with existing traffic challenges. • Concerns about the consultation process. 9 EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 9.1 Will the ISP take away classroom space currently used by mainstream pupils? The ISP will not occupy any rooms currently used as mainstream classrooms. The ISP will incorporate one of two unoccupied classrooms and a general-purpose room, currently used for storage and staff space. The school has capacity for 395 children and in June 2025 had a school roll of 315 children; projected school rolls for the future six years are not expected to rise above this number. In 2026 a large Primary 7 classroom (83m2) will have a partition wall built in it, which will resize the room to match the standard size of other classrooms in the school (55m2) and create space for a personal care room and a sensory room for the ISP. Page 171 of 236
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10 PKC - GENERAL While one of the unoccupied classrooms was previously used flexibly for music this room was not formally designated for subject-specific delivery. Music will continue to be delivered over two days each week in the classroom currently used three days per week for STEM, and for the remaining half-day of allocated music provision, music sessions will take place within children’s mainstream classrooms. 9.2 Will pupils lose access to specialist Music and STEM teaching? Music and STEM will continue to be delivered. The remaining unoccupied classroom in the school will serve as a shared space for STEM (three days) and Music (two days). Early years music will be delivered in-class. Although the Council maintains that this arrangement preserves access and quality, concerns have been raised by staff and parents regarding scheduling, layout, and the potential loss of dedicated specialist environments. Delivery of music in children’s classrooms by visiting specialist teachers is common practice in many schools. Taking account of this feedback, we maintain that accessible and quality STEM and Music provision can continue to be delivered under the revised arrangements. 9.3 Will the ISP reduce outdoor play space, especially the football area used by older pupils? The school has a large outdoor area to both the front and rear of the building. An area of the playground to the rear has been sectioned off to create the ISP garden, whilst leaving ample adjacent areas which can continue to incorporate the nursery playground and a football area. 9.4 Are there enough disabled toilet and personal care facilities for ISP pupils? Concerns were raised about the adequacy of toilet provision, and in particular the personal care area in the school. As part of Phase 1 developments, an additional accessible toilet has been installed adjacent to one of the ISP classrooms. A second personal care room will be completed by August 2026. These enhancements ensure that there will be no reduction in access to existing toilets for mainstream pupils and will increase the availability of accessible toilet areas and personal care areas in the school. This will benefit pupils in the ISP and pupils in mainstream, who would benefit from the use of an accessible toilet. 9.5 Will the ISP block fire exits or affect emergency evacuation routes? The school will continue to have a robust plan for evacuation in emergencies. All fobbed doors will deactivate during fire alarms to ensure safe evacuation. A fobbed door will be added as part of Phase Two of the ISP development. Property Services are overseeing compliance with fire safety regulations. 9.6 Is the August 2025 start date realistic given the consultation timeline and building work? The Interim ISP launched with one class of five Primary 1 children in August 2025. Transition planning was completed and the building work involved in Phase 1 was completed during the holiday period. School staff have been supported with additional storage cupboards for the relocation of resources to enable the rooms to be repurposed. 9.7 Has the consultation process been undermined by early placements? The Council confirmed that temporary arrangements were required to meet an urgent need for ISP placements to support children starting P1 in August 2025. Page 172 of 236
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11 PKC - GENERAL The final decision on establishing a permanent ISP remains subject to statutory consultation outcomes and consideration by the Learning and Families Committee. 9.8 Will the ISP affect the quality of education for mainstream pupils? The Council aims to ensure that all pupils continue to benefit from the ISP. Taking account of feedback, we want to be clear: education will continue to be delivered in a way that ensures quality, equity, and inclusion for all pupils. Shared spaces and inclusive planning are designed to maintain educational standards, and additional investment in facilities is being considered to support this goal. This includes the introduction of a sensory room to provide a calming and regulated environment for pupils who benefit from sensory support, and an upgraded life skills kitchen to promote practical learning and independence across the school. The addition of a second accessible toilet and another personal care room will improve dignity, accessibility, and reduce waiting times for pupils requiring personal care—benefiting both ISP and mainstream pupils. 9.9 What is the timeline for implementation, and how will transitions be supported? The ISP opened on a temporary basis in August 2025 with a small cohort of five primary one pupil, allowing for a phased and supported transition. Adaptations to space and facilities were completed over the summer break following consideration of the consultation feedback. An experienced Principal Teacher from an existing ISP has been supporting transition planning with children and families and will continue into Term 1. The newly appointed Principal Teacher for Viewlands ISP will take up post during Term 1. Two Pupil Support Assistants have also been recruited and started in August 2025. 9.10 What is being done about traffic and congestion during drop-off and pick-up? The Council acknowledges concerns about traffic congestion in the area surrounding Viewlands Primary, Fairview School, and Perth Academy, where the proximity of three schools contributes to a high volume of traffic at peak times. Parents have noted that the existing exclusion zone is widely ignored and that congestion remains a serious issue. It is noted the Council is reviewing taxi arrangements, and a wider home-to- school transport review is underway. However, we recognise that these measures alone may not fully address the concerns raised. A number of Council services are working together to develop a plan to improve compliance with the exclusion zone, and the Council will work closely with Viewlands Primary to agree an appropriate travel plan, including arrangements for pupil pick-up and drop-off. This will aim to reduce congestion, improve safety, and support better traffic flow. It is also important to note that the proposed locality model for the ISP is expected to reduce the overall level of transport required. Of the five children currently attending the ISP, none would be eligible for transport under standard criteria, although one currently receives a concessionary space. This shift is anticipated to ease pressure on transport services and contribute to a more sustainable travel environment around the school. 9.11 How will pupils be selected for the ISP, and what are the eligibility criteria? Placement will be determined by the Council’s Transition Panel in line with Council policy and based on assessed needs of the child. Page 173 of 236
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12 PKC - GENERAL 9.12 Will pupils from other ISPs be able to transfer to Viewlands Primary School ISP? Transitions between ISPs of children requiring this level of education may be considered by the Transition Panel where appropriate, based on individual needs. 9.13 How will the ISP support inclusion and integration with mainstream pupils? ISP pupils will be included in whole-school activities such as assemblies and shared learning experiences, with opportunities for social interaction and community engagement and access to playground facilities where appropriate. . 10. EDUCATION SCOTLAND REPORT The report supports the proposal and is summarised below: 10.1 In accordance with the Schools (Consultation) (Scotland) Act 2010, a report was produced by Education Scotland on the educational aspects of the proposal to establish a new Intensive Support Provision (ISP) at Viewlands Primary School. The Education Scotland report is reproduced in full (Appendix 5). 10.2 The purpose of the report is to provide an independent and impartial consideration of Perth and Kinross Council’s proposal to permanently establish an ISP at Viewlands Primary School for pupils with complex Additional Support Needs, effective from January 2026. 10.3 An Education Scotland HMIE Inspector visited Viewlands Primary School and Inch View Primary School ISP, attended the public meeting held on 12May 2025, and engaged with pupils, parents, staff and stakeholders. Summary of Education Scotland Findings: • Educational Benefits: HMIE Inspectors agree that the proposal offers clear educational benefits. The ISP has the potential to provide a high-quality, bespoke learning environment tailored to the needs of children with complex ASN. It could support access to a broad curriculum and promote inclusion within the mainstream school. • Community and Transition: The ISP is likely to reduce travel time for pupils, strengthen community ties, and has the potential to support smoother transitions to secondary education, particularly to the ISP at Perth Academy. • Stakeholder Support: Most stakeholders support the principle of inclusion and the expansion of ASN provision. Parents of children likely to attend the ISP were very positive. Staff expressed enthusiasm and a willingness to engage in further training. Concerns Raised: • Loss of existing spaces such as the music room and reduction in P7 classroom space. • Pressure on toilet facilities and reduction in playground space. • Need for improved communication with parents and staff about how all pupils’ needs will continue to be met. • Traffic and transport arrangements. HMIE Inspectors concluded that the proposal has the potential to deliver significant educational benefits for children with ASN across the local authority. Page 174 of 236
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13 PKC - GENERAL If well planned and carefully implemented, the ISP can enhance provision without detracting from the experience of mainstream pupils. The Council is encouraged to continue working closely with stakeholders to ensure inclusive planning and transparent communication. 10.4 Perth and Kinross Council’s Response to Education Scotland’s Report The Council welcomes the report from Education Scotland and accepts its findings. In response to the findings contained within the Education Scotland report, the Perth and Kinross response is as follows: 10.5 Resources and Shared Spaces HMIE Inspectors noted stakeholder concerns about the potential impact on existing resources and the use of shared spaces. The Council confirms that alternative learning areas have been identified in the school to support continued delivery of music for mainstream pupils which was previously delivered in one of the rooms now allocated to the ISP, and that the school has capacity for the ISP as neither of the two rooms to be used as ISP classrooms were occupied by mainstream classes. In addition, the school's current and projected roll does not exceed 315 children and reduces to as low as 298 in 2030, whilst having capacity for 395 children. Both ISP and mainstream pupils will have access to shared facilities including the sensory room, life skills kitchen, an additional accessible toilet and personal care room. These spaces will be managed to ensure equitable access and minimal disruption to existing provision. 10.6 Flexibility of Indoor and Outdoor Spaces HMIE Inspectors highlighted the importance of ensuring that learning environments are flexible and responsive to pupil needs. The Council will ensure that the design and layout of the ISP supports a range of learning experiences and is adaptable over time. This includes access to secure outdoor areas and specialist environments that promote wellbeing and inclusion. 10.7 Internal Location and Stakeholder Engagement HMIE Inspectors recommended continued engagement with staff and partners regarding the internal location of the ISP. The Council will continue to work with stakeholders to ensure the ISP is appropriately situated and that pupils have access to high-quality learning spaces. Feedback will inform any necessary adjustments to the environment. 10.8 Transition Planning and School Environment Concerns were raised about the readiness of the school environment and the need for well-planned transitions. The Council has developed a phased implementation plan, beginning with a small cohort of Primary 1 pupils in August 2025. An experienced Principal Teacher from an existing ISP has supported transition planning and will remain in place during Term 1 to ensure continuity and stability. The newly appointed Principal Teacher for Viewlands ISP will take up post during Term 1. In addition, two Pupil Support Assistants have been recruited and began working in August 2025. Transition plans will be tailored to individual needs and supported by trained staff to ensure a smooth and inclusive start for all pupils. Taking account of feedback, we also want to reassure families that a contingency plan is in place should the decision be made not to establish the provision. Page 175 of 236
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14 PKC - GENERAL This ensures that pupils’ educational needs will continue to be met without disruption, and that staffing and support arrangements will remain robust and responsive to individual circumstances. 10.9 Toilet Facilities and Accessibility HMIE Inspectors identified the need to improve toilet facilities, particularly for pupils requiring mobility aids or intimate care. The Council confirms that an additional accessible toilet has already been installed. A temporary personal care room has been established and a permanent second personal care room will be completed by August 2026, if the proposal to permanently open the ISP at Viewlands Primary School has been agreed by the Learning and Families Committee. These enhancements ensure that there will be no reduction in access to existing toilets for mainstream pupils or staff. 10.10 Outdoor Space and Play Provision Concerns were raised about the reduction of playground space. The Council has identified a practical solution to expand the ISP’s dedicated outdoor area by incorporating unused surrounding space. This ensures that the majority of the flat play area used by nursery and P6/P7 pupils is retained, allowing football and bike/trike activities to continue. 10.11 Transport and Travel Safety HMIE Inspectors noted stakeholder queries regarding safe travel routes and transport arrangements. The Council acknowledges these concerns and confirms that a review of Fairview taxi arrangements is planned, alongside a wider home-to-school transport review. 10.12 Staff Training and Professional Learning HMIE Inspectors noted that staff are keen to access additional training to support pupils with complex ASN. In response, the Council will provide professional learning opportunities to build staff capacity and expertise. This will include training in autism, trauma-informed practice, inclusive pedagogy, and other relevant areas. Alongside this, additional staff with specialist knowledge are being recruited to strengthen the provision. This includes a Principal Teacher, teaching staff, and Pupil Support Assistants, ensuring that pupils benefit from both skilled existing staff and new team members with relevant expertise. 10.13 Ongoing Stakeholder Engagement HMIE Inspectors recommended continued engagement with stakeholders. The Council will continue to work in partnership with parents, staff, and community members throughout the implementation phase. 11. ALLEGED OMISSIONS OR INACCURACIES 11.1 Section 10(3) of the Schools (Consultation) (Scotland) Act 2010 places a requirement on the Council to provide details of any inaccuracy or omission within the Proposal Paper which has either been identified by the Council or raised by consultees. The Act also requires the Council to provide a statement on the action taken in respect of the inaccuracy or omission, or, if no action was taken, to state that fact and why. Page 176 of 236
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15 PKC - GENERAL 11.2 During the consultation period, consultees identified an alleged inaccuracy in the Proposal Paper regarding the statement that there would be “no impact on classroom space for mainstream pupils.” HMIE Inspectors noted that the proposal involves repurposing existing rooms, including a reduction in the size of the P7 classroom and the conversion of the room used for music into a dedicated ISP classroom. These changes were perceived by some stakeholders as having a direct impact on current pupils. 11.3 The Council would like to clarify that while a proportion of the P7 classroom is being repurposed as part of the Phase 2 development of the ISP, the resulting classroom space will remain in line with the size of the other P7 classroom, which is appropriately sized for the current pupil roll. This ensures that all mainstream pupils continue to have access to adequate learning environments that meet both educational standards and the space requirements for primary schools. 11.4 The decision to repurpose these spaces was made following careful consideration of pupil numbers, educational needs, delivery models for learning and teaching and the overall capacity of the school. We remain committed to maintaining high-quality learning environments for all pupils and will continue to monitor the impact of these changes to ensure that they support both mainstream and ISP learners effectively. Therefore, the Council does not consider that this statement was inaccurate. 11.5 Concerns were also raised about the adequacy of toilet facilities. HMIE Inspectors recommended that the Council take further steps to address limitations in accessible toilet provision before temporary arrangements are put in place. The Council confirms that an additional accessible toilet has been installed and that the temporary personal care area will be replaced with a second permanent personal care room which will be completed by August 2026, if consent to proceed is granted by the Learning and Families Committee. These enhancements ensure that there will be no reduction in access to existing toilets for mainstream pupils or staff. 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 12.1 Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 states that: After the Education Authority has received Education Scotland’s report, the Authority is to review the relevant proposal having regard (in particular) to: (i) written representations received by the Authority (from any person) during the consultation period; (ii) oral representations made to it (by any person) at the public meetings; and (iii) Education Scotland’s report. 12.2 Following receipt of the Education Scotland report, eight online representations and eight written representations made at the one public meeting held during the consultation period, officers reviewed the proposals. 12.3 The feedback from the consultation was considered by officers where all the questions and comments raised were considered in detail. This ensured that the Council met the requirements to review the proposal under section 9(1) and 13(5) of the 2010 Act. Page 177 of 236
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16 PKC - GENERAL 12.4 Officers of the Education Authority have listened carefully to the points made at the public meeting and have considered equally carefully the Education Scotland report and the online representations. The proposal was reviewed to consider whether any of the representations led the Council to reconsider other options as being reasonable alternatives to the proposal. 12.5 None of the representations led officers to conclude that there were any other reasonable alternatives to the proposal, nor that the proposal should be reconsidered. 12.6 The educational benefits were reviewed in respect of the Education Scotland report and representations made. 12.7 There were no factors included in the Education Scotland report or representations made requiring any aspect of the educational benefits to be reconsidered. 12.8 Having reviewed the Education Scotland report and feedback from consultees, officers concluded that the basis of the original proposal continues to be appropriate. The proposal ensures that primary-aged pupils with complex additional support needs in the Perth Academy catchment area can access specialist education locally, while maintaining connections with their peers and community. The Council remains committed to implementing the ISP in a way that enhances existing provision, supports inclusive practice, and delivers the educational benefits outlined in the proposal paper. 13. LEGAL ISSUES 13.1 The Council has complied in full with the requirements of the Schools (Consultation) (Scotland) Act 2010 throughout this statutory consultation. 13.2 The Council is mindful of its duties in respect of equality, and the Equality Impact Assessment did not identify that any parent, child or young person would be treated less favourably as a result of this proposal. The proposed ISP at Viewlands Primary School will comply with the Council’s Accessibility Strategy and will positively promote equal opportunities for children and young people with disabilities. In terms of Socio-Economic Impact, the assessment identified that establishing an ISP within Viewlands Primary School will improve access to specialist education for pupils living in the local area, including those who may be economically disadvantaged. By reducing the need for long-distance travel to access appropriate support, the proposal enhances equity and inclusion for families across the community. 13.3 Under the terms of the Schools (Scotland) (Consultation) Act 2010, it is a legal requirement that the Council should not reach any formal decision without waiting until a period of three weeks starting on the day on which this Consultation Report is published in electronic and printed form has expired. 13.4 As it is the intention that this Consultation Report should be published, both electronically and in written form, if required, on 3 September 2025, this meets the statutory requirement to publish this report for more than three weeks before consideration of the proposal by Learning & Families Committee on 12 November 2025. Page 178 of 236
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17 PKC - GENERAL 14. PERSONNEL IMPLICATIONS 14.1 Staffing arrangements for the new Intensive Support Provision (ISP) at Viewlands Primary School will be consistent with Perth & Kinross Council’s Staffing Standard and other relevant local agreements. Consultation will be undertaken with school staff, Trade Unions, and professional associations where appropriate, to support the implementation plan for staffing the ISP. This will ensure that the provision is appropriately resourced and that staff are supported in delivering high-quality education for pupils with complex additional support needs. 15. CONCLUSION 15.1 The Council now has 4 broad options to consider, namely: (a) adopt the proposal; (b) withdraw the proposal; (c) amend the proposal in some way which allows the proposal to proceed; or (d) amend the proposal significantly and undertake a further consultation exercise on a new proposal. 15.2 Education Scotland has identified that the proposal to establish a new ISP at Viewlands Primary School has clear educational benefits. The ISP has the potential to provide a high-quality learning environment for young people with complex additional support needs. The proposed design and location within the school will offer flexible learning and social spaces tailored to individual needs. Stakeholders recognise the value of the ISP to the local community, particularly in enabling pupils to be educated closer to home, maintain peer relationships, and access specialist support within a mainstream setting. HMIE Inspectors agree that the ISP will enhance inclusive practice and support improved outcomes for young people. 15.3 If the Council adopts the proposal, it is understood that the educational benefits set out in the Proposal Paper would likely materialise. 15.4 The key points that have been highlighted during the consultation period are as follows: • Education Scotland’s report confirms that the proposal to establish an ISP at Viewlands Primary School presents positive educational benefits. These include the creation of a high-quality learning environment tailored to the needs of young people with complex additional support needs, with opportunities for inclusion in mainstream activities and reduced travel time for pupils. The provision is expected to strengthen peer relationships and community connections by enabling pupils to be educated locally. • During the statutory consultation period on the proposal to establish an ISP at Viewlands Primary School, some consultees identified a perceived inaccuracy in the Proposal Paper, specifically the statement that there would be “no impact on classroom space for mainstream pupils.” Page 179 of 236
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18 PKC - GENERAL HMIE Inspectors also noted that the proposal involves repurposing existing rooms, including a reduction in the size of one of the P7 classrooms and the conversion of the room used for music into a dedicated ISP classroom. These changes were perceived by some stakeholders as having a direct impact on current pupils. • Viewlands Primary School has capacity for 395 children and had only 315 children on the role in June 2025, with projections for the school role to not rise above this number in the next 6 years. As a result, it has two unoccupied rooms and therefore has adequate space. The changes have been carefully planned to ensure that the educational offer for mainstream pupils is maintained. The school leadership team is committed to preserving successful elements of the current provision. • Outdoor space will be reconfigured to ensure safe and inclusive access for all pupils. The football area will be retained, and shared use will be managed to maintain opportunities for play and physical activity. The school will continue to work with pupils and parents on plans to develop the playground areas. • The Council remains committed to ensuring that all pupils, mainstream and those supported through the ISP, benefit from high-quality learning environments. We will continue to work closely with the school leadership, staff, and families to monitor the impact of these changes and ensure that the needs of all learners are met. 16. RECOMMENDATIONS 16.1 On the basis of the overall feedback received and taking account of the educational and social benefits of the proposal, it is recommended that the Council approves: • To permanently establish a new Intensive Support Provision in Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026. David Macluskey Strategic Lead: Education & Learning (Chief Education Officer) 16 September 2025 Page 180 of 236
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19 PKC - GENERAL Appendix 1 Education & Learning Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Public Meeting Minute of meeting held on Monday 12 May 2025 at 7:00p.m. in Viewlands Primary School Present: David Macluskey Education & Learning (Chief Education Officer) Strategic Lead Fiona MacKay Service Manager – Inclusion & Additional Support Needs Sarah Stephen Quality Improvement Officer - Inclusion Barry Donald-Hewitt Head Teacher, Viewlands Primary School Karen Robertson Service Manager – Business Services Present: Jaclyn Meikle – Minutes ASN Transformation Programme Manager Councillor John Rebbeck Convenor, Learning & Families Committee 13 members of the public 3 Local Councillors Welcome and Introductions David Macluskey opened the meeting and welcomed the members of public in attendance to the Statutory Consultation Public Meeting. David introduced himself and the panel to the members of the public and thanked them for attending. Barry Donald-Hewitt introduced himself and briefly outlined the positive impact he anticipated that an ISP would have for his school community. Format of meeting Fiona MacKay then explained the format the meeting would follow. The proposal Fiona MacKay explained the consultation proposal to the attendees. The Council proposes to: • Permanently establish a new Intensive Support Provision at Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026. Presentation A presentation was provided that explored the proposal in further detail and explained the background to the proposal and the reasons a new ISP is required. Fiona MacKay outlined: • The PKC Vision • Statutory duties of a local authority Page 181 of 236
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20 PKC - GENERAL • PKC & National ASN Data • Explained the 4 levels of Staged Intervention (4-Intensive) • The existing geographic spread of ISPs within PKC • The requirement for an ISP at VPS Sarah Stephen outlined: • What is an ISP • The placement of the ISP within the school and what it will include • The benefits of an ISP Karen Robertson outlined: The statutory consultation process including the legal framework, consideration by Learning & Families Committee, the statutory consultation period and the different ways in which representations from interested parties could be made as the first part of the consultation process. Karen Robertson then explained the next stages of the process which includes the involvement of Education Scotland, the preparation and publication of the consultation report and the final decision made by the Learning & Families Committee, currently anticipated to be November 2025. Fiona Mackay opened up the meeting to any questions, comments or observations from the floor: Q: What will the changes look like at Viewlands? A: At the end of the meeting, there will be an opportunity to view the proposed layout and plans. Q: Will STEM and Music be reduced? A: No. STEM and Music will continue three times a week. The same amount of time and space will be maintained throughout the school. Q: Does that include visiting music teachers? A: Yes. Specialist music teachers will continue, and they will be timetabled accordingly. Q: What about the congested playground and reduced space? A: The nursery garden and football area will be split with a gate. One half will be for bikes and scooters and used as a shared space. Children in the ISP will not be in the main playground. The mainstream area will be fenced off. Q: What will replace the football area? A: Football access will be maintained through shared spaces and use of the academy. P6/7 pupils will still have two sessions per week. We want to explain clearly to pupils what is changing and why. This proposal reflects our educational ambition. Q: Therefore, will football continue? A: Yes, we will work through these concerns and aim to maintain football access. Q: Will the larger school roll affect quality of offer at Viewlands Primary School? A: Efforts will be made to maintain what works well. Barry is committed to preserving successful elements. Viewlands is considered “space rich” and therefore changes inside and outside should be able to be accommodated throughout the school, with careful planning. Q: Can you clarify (again) the changes to the playground? A: The main playground will remain unchanged. The back section, which includes the nursery and football area, will be halved with a fence and gate. The entire area is tarmac and will be developed into a more sensory space, which will benefit all pupils. Use of the space by other children will be managed through timetabling and staffing support. Children in the ISP will be fully included in school life, including assemblies and wider activities. There are nine other primary provisions across the authority that successfully share spaces, and this model has been shown to work well. Q: What will drop-off and pick-up look like, especially with the exclusion zone and Fairview taxis? Page 182 of 236
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21 PKC - GENERAL A: This is a recognised concern. Some children already have siblings at the school, so there won’t be a significant increase in cars. A review of Fairview taxi arrangements is planned as a separate piece of work to make the situation more manageable. Some families live close enough to walk. A wider home-to-school transport review is also underway. Q: Is there an update on the exclusion zone? A: There is no update at present. David will share any developments with Barry and the Parent Council. Statement: “It’s a big hill to walk up, and there’s nowhere to park nearby with the exclusion zone in place. It’s particularly difficult for families with buggies and young children. Mornings can be very stressful.” This concern has been acknowledged and will be discussed further at the Parent Council meeting next Tuesday. Q: Will children currently at Viewlands get a place in the ISP? A: If a child has progressed through the stages of education and mainstream provision no longer meets their needs, they may be considered through the panel process. Q: What if a child is at a (staged) level 1 or 2 in mainstream or a 3 or 4 in upper school, will they get a place? A: No child will be forced to move. Placement is through a panel process. We meet the needs of 97% of children through stages 1–3. This is an additional stage. Children can be assessed at any point in their educational journey. Some may also progress back into more mainstream settings. The presumption of mainstream is a key legislative principle. Q: Will every school have an ISP? A: The aim is for every secondary catchment area to have one. Larger schools may require more than one provision, depending on population size. Q: Is there a long-term plan for a purpose-built ISP? A: Growth is being monitored. New schools, such as Bertha Park Primary, are being designed with built-in provision. Fairview remains the only standalone special school. The learning estate is reviewed regularly. Q: What about toilet facilities? A: General toilet concerns have been raised with Property. A personal care room with toilet facilities is planned for August 2026. In the meantime, overstaffing will support access. Mainstream toilet concerns have also been raised. Q: Is asbestos a concern during works? A: Property is aware and will follow all asbestos procedures. A specific officer oversees this, and the school maintains an asbestos register. Affected areas are isolated. Q: Will there be a secure door? What happens during a fire alarm? A: Yes, a fobbed door will be in place from August. In the event of a fire alarm, all fobbed doors deactivate to allow safe evacuation. Q: Is there enough time for staff to move resources? A: Staff concerns are acknowledged. Discussions are ongoing, and a second meeting is planned. Built-in storage is being provided, and central budgets will support this. Q: Is there a team to help reorganise spaces? A: Yes, the council has a “space team” to help optimise use. David Macluskey will liaise with them. Q: How will it impact wraparound care? A: No impact is expected. Most children access SHIP across the road at Fairview. Q: How will the idea be introduced to children? A: Children will be consulted. Feedback so far has been positive. Pupil voice is part of the process. Q: Not all children from Viewlands go to Perth Academy. How will placements be managed? Page 183 of 236
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22 PKC - GENERAL A: Placements will be based on home address, though some children may attend Viewlands to meet specific needs. We aim to keep siblings together and maintain consistent groupings where possible. Currently, ISP provision isn’t available in every area, but this will improve within two years. Viewlands is at 68% capacity—lower than many schools—and 45% of pupils attend via placing requests. Not all P7s will move on to Perth Academy. Q: Is an August 2025 start realistic? A: Yes. Initial changes will occur over summer 2025. Full room split in summer 2026. A small group (6–7 children) will start, allowing gradual build-up. Q: Will outdoor space be ready? A: Yes, work will begin over summer and evolve as the provision grows. Q: Will there be enhanced transition support? A: Yes. A Principal Teacher is being recruited this term to lead and support transitions. Q: Is it 2025 or 2026 August (as that crosses the statutory consultation process). Why not wait until 2026? A: Due to the urgent need for specialist provision, we have received permission from Education Scotland to proceed on a temporary basis from August 2025. We have a legal duty to provide appropriate support, and this proposal offers the best way to meet that need with minimal disruption. If the case isn’t strong enough, it won’t proceed—but we’re confident in the educational and practical rationale behind it. Q: Can elected members block the proposal? A: Yes. If not approved, a new proposal would need to be submitted. However, we do not anticipate any major complications that we can’t work through. Q: Is this guaranteed to go ahead? A: No, but a strong educational case is being made. The goal is to ensure equality and minimal disruption. Fiona Mackay opened up the meeting to any further comments or observations from the floor. Statements: • “Viewlands is all about nurture and kindness – a great place for an ISP.” • (Head Teacher) “If it’s going to be an ISP, I want it to be the best. It should be part of the community. We’ll revisit the school’s vision and values to reflect this ambition.” Closing: David Macluskey thanked everyone and reminded them that feedback can still be submitted. Barry Donald-Hewitt then led a tour of the school. Page 184 of 236
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23 PKC - GENERAL Appendix 2 Perth & Kinross Council Intensive Support Provision at Viewlands Primary School Summary of Consultation Responses Page 185 of 236
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24 PKC - GENERAL The statutory consultation on the proposal to establish a new Intensive Support Provision at Viewlands Primary School commenced on Thursday 24 April 2025 and closed on Friday 6 June 2025. Details of the proposal document were issued to the list of consultees contained within the Proposal Paper. 435 letters were issued with a link to the proposal paper and details of where and how to obtain a paper copy. The Proposal Paper was also published on the Council website. A specific email address was set up for representations and enquiries. This was in addition to the usual methods of submitting representations. An online response form was set up on the consultation webpage. Online Response Forms 8 online response forms were received. 4 responses agreed with the Council’s proposal and 4 disagreed with the Council’s proposal. However, 4 responses were invalid as they failed to provide a required name, address or email address to validate the response. RESPONDENT GROUP NUMBER OF RESPONSES AGREE DISAGREE Parents 3 1 2 Pupils - - - Staff - - - Elected Members - - - Parent Councils - - - Community Members - - - Grandparents - - - Trade Unions - - - Other 1 1 - Not disclosed (Invalid) 4 2 2 Total 8 4 4 Validated Total 4 2 2 Representations made were around: Support for ISP in Principle General Support for Inclusion: support for expanding provision for children with additional support needs. Concerns About Implementation: Support is conditional, with concerns about the suitability of the current site and facilities. Space and Facilities Concerns Playground Space: concern about limited playground space being further reduced, negatively impacting all pupils. Toilet and Classroom Facilities: Concern regarding existing toilet facilities not being fit for purpose and questions regarding which spaces will be repurposed for the ISP. Loss of Breakout and Learning Spaces: Concern that current pupils, including those with child’s plans, will lose access to essential breakout rooms and learning areas. Impact on Existing Pupils Page 186 of 236
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25 PKC - GENERAL Resource Reallocation: Concern that limited resources and space will be redirected away from current students. Equity and Fairness: Perception that the proposal unfairly disadvantages existing pupils by reducing their access to facilities. Building Suitability Old Infrastructure: Concerns that the school’s older building is less adaptable compared to newer, purpose-built ISP facilities elsewhere. Need for Prioritisation: Suggestions that nursery room improvements should be addressed before adding new responsibilities. Outdoor Space Use and Access Dedicated Garden Space: Emphasis that the garden area should be reserved for ISP use only, not shared with mainstream pupils. Loss of Natural Play Areas: Mention of previous reductions in natural play space, from when Fairview was built. Neighbour and Community Impact Noise Concerns: A nearby resident raises concerns about increased playground noise and requests future consultation if outdoor facility plans change. Frustration that they only learned about the consultation shortly before it closed. Written Representations During the consultation period between 24 April 2025 and 6 June 2025, written representations were invited from statutory consultees and interested parties. 8 written responses were received. One of these responses was representing 61 parents objecting to the proposal. Public Meeting As part of the statutory consultation process, 1 public meeting was held on 12 May 2025 at Viewlands Primary School. Attended by 13 members of the public. The questions and comments were around: Educational Impact Curriculum: Questions about whether STEM and music offerings, including visiting music teachers, will be reduced. Quality of Education: Questions about whether a larger school roll will affect the overall quality of education at Viewlands . Facilities and Space Playground and Outdoor Space: Questions about changes to the playground, including congestion, loss of football space, and readiness of outdoor areas. Toilet Facilities: Questions about adequacy and suitability of toilet facilities. Secure Access and Safety: Questions about secure doors, fire alarm procedures, and asbestos risks during works. Accessibility and Logistics Drop-off and Pick-up: Concerns about the exclusion zone and Fairview taxis. Parking and Access: Comments on the difficulty of accessing the school, particularly for families with young children or buggies. Page 187 of 236
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26 PKC - GENERAL ISP Access and Placement Eligibility for ISP: Questions about whether current Viewlands pupils or those at various staged intervention levels will be eligible for ISP placement. Future ISP Plans: Inquiries about whether every school will eventually have an ISP and if there are plans for a purpose-built ISP. Transition and Implementation Timeline and Readiness: Questions about whether an August 2025 start is realistic, and whether waiting until 2026 would be more appropriate. Transition Support: Requests for enhanced support during the transition period. Resource Management: Concerns about whether staff will have enough time and support to move and reorganize resources. Communication and Decision-Making Requests for clarification on playground changes and the status of the exclusion zone. Questions about whether elected members can block the proposal and if the plan is guaranteed to proceed. Pupil Consultation Consultation was undertaken with Viewlands Primary School pupils. The consultation took place on 27 May 2025. 3 focus groups were arranged to consult pupils in P2-P3, P4-P5 and P6-P7. 8 pupils attended each focus group. Examples of feedback: How do you feel about having a new ISP class for children who need extra help at your school? Good because they need an education that suits them, and every school should have one and be able to get there easily. Really good for people with disabilities so they don’t have to travel. Children can be excited and not worried if first year at school They really need it, so if there is a good place they can feel how nice it is with nature around them (outdoor space) What do you think will be good about having an ISP in your school? Children can make friends with people who have similar disabilities and do stuff together and won’t feel like “I can’t do that” Not fair that people have to travel to get education. That is huge, that would change my life forever and would be a really big factor. Children won’t feel left out and might see other children that use sensory toys. It can be troubling on someone's mental health if they are being exiled or excluded, so having this will be a really great way to feel included., Children will see other children with the same struggles which can really help change your point of view on how you are as a person. Page 188 of 236
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27 PKC - GENERAL Education Scotland Report Appendix 3 Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by Perth and Kinross Council to permanently establish a new Intensive Support Provision in Viewlands Primary School for pupils with Additional Support Needs with effect from January 2026. June 2025 Page 189 of 236
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28 PKC - GENERAL 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by Perth and Kinross Council to permanently establish a new Intensive Support Provision in Viewlands Primary School for pupils with additional support needs with effect from January 2026. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the council to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. 1.2 HM Inspectors considered: • the likely effects of the proposal for children of the school; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 12 May 2025 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; • consideration of further representations made directly to Education Scotland on relevant educational aspects of the proposal; • consideration of further information on all schools; and • visits to the site of Viewlands Primary School, including discussion with relevant consultees. 2. Consultation process Page 190 of 236
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29 PKC - GENERAL 2.1 Perth and Kinross Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. 2.2 The consultation ran from 24 April until 6 June 2025. The council made the consultation paper available via its website and sent an electronic version of the paper to relevant consultees. Paper copies were also available at Viewlands Primary School and the council headquarters. A specific email address was also set up for representations and enquiries. An online response form was set up on the consultation webpage. A public meeting was held on 12 May 2025, which 13 members of the public attended. At the meeting council representatives outlined the consultation process and the proposals, and answered questions raised by member of the public. The council engaged with a sample of pupils from Viewlands Primary School and parents of children that are likely to attend the proposed Intensive Support Provision (ISP). They also engaged with a group of teachers from Viewlands Primary School. 2.3 The council received eight online response forms. Four agreed and four disagreed with the council’s proposal. The council also received eight written responses. One of these responses was a letter which 61 parents had signed digitally, objecting to the proposal. Almost all respondents were in favour of the principles of inclusion and expanding provision for children with additional support needs. All respondents who were parents of children who would be likely to attend the provision were very positive about the proposal. Most respondents who were parents of children who currently attend Viewlands Primary School expressed concerns about how the service would impact on the existing provision there. 3. Educational aspects of proposal 3.1 HM Inspectors agree that establishing a new ISP in Viewlands Primary School for pupils with additional support needs with effect from January 2026 has potential educational benefits. 3.2 Perth and Kinross Council aim to improve education provision for children with complex and multiple additional support needs. They intend to establish suitable provision for all children within the catchment area of their local secondary school. Viewlands Primary School is a nondenominational school situated on a shared site with Perth Academy and Fairview Special School. Establishing a new ISP at Viewlands Primary School would increase the number of placements for children with complex and multiple additional support needs within the local management group of Perth Academy and the catchment primary schools. The proposed ISP at Viewlands Primary School will accommodate up to 16 pupils. Pupils considered eligible to attend the ISP would be assessed and placed by a transition panel in accordance with the council’s admission policy. 3.3 In establishing the ISP, the council intends to utilise and redesign existing spaces in the school building. This has the potential to provide a high quality, bespoke learning environments for children requiring additional support. The council aims to create learning spaces that incorporate sensory zones, allowing children the space and privacy to regulate their emotions without leaving the learning area. The council envisage a safe, nurturing environment, also benefiting from an outdoor play space. HM Inspectors agree that having well-designed learning and sensory spaces have potential to meet better the needs of children with additional support needs. Page 191 of 236
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30 PKC - GENERAL 3.4 HM Inspectors spoke with stakeholders, including children, parents and teachers at Viewlands Primary School. Most of the stakeholders were concerned that the proposed establishment of an ISP will result in lost resources for children currently attending Viewlands Primary School. The proposal would mean a reduction in the size of the P7 classroom and the current music room would become a dedicated classroom space for the ISP. Concern was also expressed about toilet facilities and about reduction in playground space. If the council proceeds with the proposal, it should work with stakeholders to ensure that they fully understand how all children’s needs will continue to be met alongside meeting the needs of children attending the ISP. In particular, the council should seek more effective communication with parents to clarify how investment in school premises benefits all children attending the school. This should include those for whom the school is not currently accessible. 3.5 If progressed, the proposal would increase the overall number of specialist placements available for children with additional support needs. It should also support the local authority to ensure that ISP placements are more evenly distributed across its specialist provisions. There is potential to reduce the time that children spend in transport as schools will be situated nearer children’s homes. The proposal makes it possible for the local authority to reduce the need for lengthy taxi journeys and resulting transport costs. Children attending the proposed ISP will potentially have an improved transition into the neighbouring secondary school, Perth Academy. 3.6 Stakeholders also raised concerns around possible increased traffic around the school. The council recognise this as a valid concern and are planning a review of taxi arrangements on the campus and a wider home-to-school transport review is also underway. HM Inspectors agree that the LA should continue to work with transport teams to ensure the safety of children and young people when coming to and leaving school. 3.7 If the council agrees to proceed with the proposal to establish an ISP, children may begin to access this from August 2025 on a temporary basis and to avoid unnecessary transitions. It is the view of HM Inspectors that the current Viewlands Primary School environment requires adaptations to meet the additional support needs of children likely to attend the ISP. The council should ensure that the educational benefits, as outlined in the consultation, reflect the educational experiences for any child attending Viewlands Primary School from August 2025. For example, there is a need to improve toilet facilities for all children, and particularly for those using mobility aids or for children who require intimate care across the whole school. There is also a need to improve outdoor spaces to ensure that there is high quality outdoor play provision for all children attending Viewlands Primary School. The council should ensure it has robust contingency plans in place for continuity of children’s education if it does not agree to proceed with the proposal. 3.8 During the consultation period, consultees identified alleged inaccuracies in the proposal. They suggested that it was inaccurate of the council to say that there would be no impact on children currently attending Viewlands Primary School. It is the view of HM Inspectors that the school would repurpose rooms to increase inclusivity for all children. However, the council should take further steps to ensure that they address the limitations of the existing toilet facilities before any temporary arrangements are put in place. There will be increased demand on accessible toilets, which has potential to affect children currently attending the school. The council will need to ensure that it takes the necessary steps to examine and respond to any alleged inaccuracies. In its final consultation report, the council will need to set out the actions it has taken to address any alleged inaccuracies. Page 192 of 236
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31 PKC - GENERAL 4. Summary HM Inspectors agree that the proposal has potential educational benefits for children with additional support needs across the local authority. The proposal would increase the number of placements available locally and would mean children spend more time in their communities and less time travelling in taxis to school. If suitable adaptations and upgrades are made, the new ISP should bring with it improvements to the current school building. It could also offer potentially easier transition arrangements to the neighbouring Perth Academy. Stakeholders expressed concerns that the establishment of the ISP would mean fewer resources for children currently attending Viewlands Primary School. However, the council’s proposal has the potential to minimise impact on children at the school if it is well planned and carefully implemented. The council should work closely with stakeholders to ensure that they improve communication around the purpose and benefits of the establishment of the ISP. They should also ensure that they have contingency plans in place should the council not agree to take the proposal forward. In its consultation report, the council will need to set out the actions it has taken to address any alleged inaccuracies notified to it. In particular, it should state how it plans to address improving current toilet facilities. HM Inspectors June 2025 Page 193 of 236
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities Committee or Board: Learning and Families Committee Date of Meeting: 12 November 2025 Report Title: Statutory Consultation – Formal Closure of Original Site of City of Perth Early Childhood Centre Report Number: 25/308 Report Author: Eve Moran – Quality Improvement Manager (Perth City) (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning 1. Purpose 1.1 This report informs the Learning and Families Committee of the outcome and findings of the statutory consultation exercise undertaken in respect of the formal proposal to close the original site of City of Perth Early Childhood Centre (CoPECC) and formalise the permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Statutory Consultation Exercise 5. Education Scotland Report 6. Proposals 7. Conclusion 8. Impact and Value Assessment 9. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Notes the contents of the Consultation Report (attached as Appendix A). 2.2 Approves the formal closure of the original CoPECC site at McCallum Court as proposed. 9 Page 195 of 236
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2.3 Approves the continuation of delivery of CoPECC from Goodlyburn Primary School from January 2026. 2.4 Approves the amendment that consultation continues with stakeholders to consider options that will address the issues raised during the consultation. 3. Background/Context 3.1 On 29 January 2025, the Learning and Families Committee approved proposals (Report No. 25/18 refers) which sought approval to move towards formal closure of the original site of CoPECC. This report presented an Options Appraisal detailing the reasons behind seeking approval to formally close the original site of CoPECC and formalise delivery at the current site of Goodlyburn Primary School. 3.2 The site of the original CoPECC at McCallum Court flooded severely several times at substantial cost to insurers and Perth and Kinross Council (PKC). Following the last flood in August 2020, the site has subsequently been deemed as uninsurable, and as such, PKC will not be able to develop this site with any permanent structure. In October 2021, due to significant vandalism in the building, it was agreed that the building would be demolished as soon as possible. As a result, CoPECC can no longer be located on this site. 3.3 Since this decision, an interim arrangement has been in place by combining the current nursery at Goodlyburn Primary School with CoPECC to become Goodlyburn and CoPECC which is located within Goodlyburn Primary School and managed by the CoPECC Centre Leader. This service continues to deliver an almost full year of 50-week Early Learning and Childcare (ELC) service to 74 children, aged 2-5 years old, at any one time providing continuity of service for families in the community of north Perth and enabling all eligible children to access high quality ELC. 3.4 The duties of local authorities in undertaking a statutory consultation on the closure of a school or ELC setting are outlined in the Schools (Consultation) (Scotland) Act 2010. 3.5 The main considerations relating to the proposal are fully explained in the published Proposal Paper. 4. Statutory Consultation Exercise 4.1 A link to the Proposal Paper was published on the Council’s website. 4.1 The consultation period ran from 24 April 2025 until 6 June 2025, a total of 31 school days (a period of at least 30 school days), in line with statutory requirements. 4.2 Two meetings were held to discuss the proposal. The first was a staff meeting held on Tuesday 13 May 2025 where 12 members of staff attended. The second was a public meeting held on Thursday 22 May 2025 where no Page 196 of 236
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members of the public attended; however, 2 members of staff were in attendance. 4.3 During the consultation period, interested parties were invited to respond to the proposal by making written, electronic or online submissions on the proposal by no later than close of business on 6 June 2025. An online response form and generic email account was set up by PKC to receive representations and enquiries on the proposal. 4.4 Overall, 13 online response forms were received for the proposal. There were 2 responses which agreed with the proposal and 11 responses which disagreed with the proposal. However, within the 13 online responses, 8 were invalid as they failed to provide a required name, address or email address to validate the response. Within the remaining 5 validated online responses, 1 response agreed with the proposal, and 4 disagreed with the proposal. There was 1 written representation received which disagreed with the proposal. Within the validated responses, this resulted in a total of 1 response in agreement and 5 in disagreement. 4.5 Consultation also took place with a group of children at Goodlyburn Primary School. 4.6 The Consultation Report, attached as Appendix A, is PKC’s response to the issues raised during the consultation period on the Proposal Paper. 4.7 The Consultation Report was published on the PKC website from Wednesday 17 September 2025 to Friday 10 October 2025. This allowed for a full three-week review period of the document prior to final submission to the Learning & Families Committee on Wednesday 12 November 2025. 5. Education Scotland Report 5.1 Education Scotland were provided with the options appraisal and proposal paper. They attended the public meeting held on 22 May 2025, visited the previous site of CoPECC at McCallum Court and they discussed the proposal with relevant consultees during a visit to Goodlyburn Primary School. They also received a copy of all written representations and the minutes of the meetings. Education Scotland prepared a report on the educational aspects of the proposal in accordance with the Schools (Consultation) (Scotland) Act 2010. 5.2 The purpose of Education Scotland’s report is to provide an independent and impartial consideration of PKC’s proposal to close the former site of CoPECC and formalise delivery from Goodlyburn Primary School. 5.3 The Education Scotland report is reproduced in full within the Consultation Report (Appendix A, Appendix 6). 5.4 The Education Scotland report supports the proposal. PKC welcomes the report and accepts its findings. Page 197 of 236
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6. Proposals 6.1 On 29 January 2025, the Learning and Families Committee approved Report 25/18 which sought approval to move towards formal closure of the original site of CoPECC. This report presented an Options Appraisal detailing the reasons behind seeking approval to formally close the original site of CoPECC and formalise delivery at the current site at Goodlyburn Primary School. 6.2 Following formal consultation, it is proposed that the former site at McCallum Court is closed. As the building has already been demolished and the service is established at Goodlyburn Primary School, there are no risks to this proposal. 6.3 The second part of the proposal to formalise the continued and permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026 is also presented as an action, but with the amendment that consultation continues with stakeholders and options are considered to address the issues raised regarding the environment at the current site, which impacts upon delivery of an Early Childhood Centre (ECC). 6.4 Continuation of delivery at Goodlyburn Primary School supports continuity of a high-quality service for children and families within the community. There are no unmitigated risks deriving from this option; however, there are some concerns around the setting environment. The amendment allows for some time and consideration to be given to address the issues and make improvements. 7. Conclusion 7.1 The key points from the statutory consultation are as follows: • The report from Education Scotland acknowledges that the proposal has clear educational benefits for pupils. This includes providing a consistent, high-quality, learning experience to children who already attend Goodlyburn Primary School and CoPECC. • The merged service is well-established, and children are accessing high quality ELC provision within Goodlyburn Primary School and CoPECC. • During the statutory consultation, staff at CoPECC highlighted that the closure of the previous site at McCallum Court caused sadness and impacted upon their wellbeing. Staff felt unsupported by PKC during this time. • PKC’s proposal to close the former CoPECC site at McCallum Court have generally been supported by those who participated in the statutory consultation. • PKC’s proposals to formalise the delivery of CoPECC at Goodlyburn Primary School have received some resistance from stakeholders due to the layout and facilities of the current site at Goodlyburn Primary School. Page 198 of 236
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7.2 On the basis of the feedback received, and taking account of the educational and social benefits of the proposal, it is recommended that the Council approves: • Formal closure of the original site of CoPECC at McCallum Court, as proposed; and • Formalises the continued and permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026, but with the amendment that consultation continues with stakeholders and options are considered to address the issues raised regarding the environment at the current site, which impacts upon delivery of an Early Childhood Centre (ECC). 8. Impact and Value Assessment 8.1 The Impact and Value Assessment (IVA) undertaken in relation to this report can be viewed on the Perth and Kinross Council website via the link: Statutory Consultation Formal Closure of Original Site of City of Perth Early Childhood Centre The Equality and Fairness Impact Assessment (EFIA) undertaken in relation to this report can be viewed in the Equality and Fairness Impact Assessments area of the Perth and Kinross Council website. 9. Appendices 9.1 Appendix A – Consultation Report Page 199 of 236
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Appendix A PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING CONSULTATION REPORT REPORT ON THE OUTCOME OF THE CONSULTATION RELATING TO THE PROPOSAL TO: Formally close the original site of City of Perth Early Childhood Centre (CoPECC) and formalise the permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026. This Consultation Report has been issued by Perth and Kinross Council in accordance with the Schools (Consultation) (Scotland) Act 2010. 9 Page 201 of 236
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2 Contents Page 1. INTRODUCTION 4 2. BACKGROUND 5 3. CONSIDERATIONS 5 4. REASON FOR FORMULATING THE PROPOSAL 6 5. GOODLYBURN & COPECC INFORMATION 7 6. THE CONSULTATION PROCESS 8 7. THE STAFF MEETING 9 8. THE PUBLIC MEETING 9 9. RESPONSES TO THE CONSULTATION EXERCISE 10 10. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL 11 REPRESENTATIONS 11. EDUCATION SCOTLAND REPORT 14 12. ALLEGED OMISSIONS OR INACCURACIES 15 13. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS 16 (CONSULTATION) (SCOTLAND) ACT 2010 14. LEGAL ISSUES 17 15. CONCLUSION 17 16. RECOMMENDATIONS 18 Page 202 of 236
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3 Appendices Page Appendix 1 Minute of Staff Meeting of 13 May 2025 19 Appendix 2 Minute of Public Meeting of 22 May 2025 22 Appendix 3 Summary of Consultation Responses 25 Appendix 4 Online Responses 29 Appendix 5 Pupil Consultation 30 Appendix 6 Education Scotland Report 32 Appendix 7 Note of Children in ELC Consultation 36 Page 203 of 236
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4 PERTH AND KINROSS COUNCIL EDUCATION AND LEARNING This report has been prepared following consultation on the Council’s proposal to: • To formally close the original site of City of Perth Early Childhood Centre (CoPECC) and formalise the permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026. Having had regard (in particular) to: (a) Relevant written representations received by the Council (from any person) during the consultation period; (b) Oral representations made to it (by any person) at the staff meeting held on 13 May 2025 (c) Oral representations made to it (by any person) at the public meeting held on 22 May 2025 (d) Education Scotland’s report on the proposal. 1. INTRODUCTION This is a consultation report prepared in compliance with the Schools (Consultation) (Scotland) Act 2010 on the above proposal. 1.1 The purpose of this report is to: • Provide a record of the total number of written responses made during the Statutory Consultation period; • Provide a summary of the written responses; • Provide a summary of oral representations made at the staff meeting held on 13 May 2025; • Provide a summary of oral representations made at the public meeting held on 22 May 2025; • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of Education Scotland’s report and a statement of the Council’s response to this report; • State how the Council reviewed the above proposal following the representations received during the Statutory Consultation period and the report from Education Scotland; and • Provide details of any omission from, or inaccuracy in, the Proposal Paper and state how the Council acted upon it. Page 204 of 236
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5 2. BACKGROUND 2.1 On 29 January 2025, the Learning and Families Committee approved Report 25/18 which sought approval to move towards formal closure of the original site of CoPECC. This report presented an Options Appraisal detailing the reasons behind seeking approval to formally close the original site of CoPECC and formalise delivery at the current site at Goodlyburn Primary School. As a result, this Committee agreed to prepare and publish a Proposal Paper and commenced formal consultation on the following proposal: • To formally close the original site of City of Perth Early Childhood Centre (CoPECC) and formalise the permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026. 2.3 The Schools (Consultation) (Scotland) Act 2010 compels local authorities to apply robust consultation procedures to all proposals for school closures (including nurseries). PKC is committed to providing stakeholders with reassurance that the consultation and decision-making process and procedures are fairly, fully and rigorously carried out. 2.4 Learning and Families Committee reports and the Proposal Paper referred to above are available on the Council’s website www.pkc.gov.uk. 3. CONSIDERATIONS 3.1 The main considerations relating to the proposal are fully explained in the Proposal Paper, and the main points are highlighted as follows: 3.2 Perth and Kinross Council is dedicated to fostering a community where everyone can thrive, free from poverty and inequality. Their vision focuses on making the best use of public resources and ensuring continuous improvement of services. The Council's Corporate Plan emphasises collaboration to achieve key priorities, including tackling poverty, addressing climate change, and supporting sustainable places. Perth and Kinross Council aims to create a resilient, stronger, and greener local economy; enable children and young people to reach their full potential; protect and care for the most vulnerable; and support physical and mental wellbeing. By working in partnership with communities, they strive to create vibrant and successful areas, safe and sustainable environments, and educated and responsible citizens, ensuring every child has the best start in life. 3.3 This vision is further supported by the Council’s Learning Estate Management Plan and the Education and Learning Policy Framework Maximising Resources, which aim to enhance the range and quality of learning experiences for all. 3.4 Councils have a statutory duty in terms of the Education (Scotland) Act 1980 to make adequate and efficient provision of school education across their entire area for the current school population and future pattern of demand. Page 205 of 236
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6 The Council’s Learning Estate Management Plan, approved by the Lifelong Learning Committee of Perth and Kinross Council on 3 November 2021 (Report 21/202 refers), provides information on the whole of the school estate, including overall objectives and future priorities within Perth and Kinross Council. 3.5 Councils also have a statutory responsibility in terms of the Local Government in Scotland Act 2003 to achieve best value. In doing so, consideration must be given to occupancy as buildings are expensive resources. To achieve best value and optimum efficiency, the minimum number of buildings is required to deliver Council services to a particular locality. The organisation of the school estate is therefore kept under regular review, including the need for school provision and other factors, such as Additional Support Needs specialist provision and altering catchment areas. 3.6 The Schools (Consultation) (Scotland) Act 2010 provides a strong, accountable statutory consultation process that local authorities must apply to their handling of all proposals of major changes to schools. These consultation processes are expected to be robust, open, transparent and fair, and seen to be so. They are also expected to be consistent across Scotland. 3.7 The Education (Scotland) Act 2016 amends the Standards in Scotland’s Schools Act 2000 by adding in new duties to address inequality of outcome. These duties apply in different ways to both Scottish Ministers and Education Authorities. Where the Education Authority is making or implementing strategic decisions about school education, it is required to have due regard to the need to carry out its functions in a way which is designed to reduce inequalities of outcome. This is particularly directed in the Act towards pupils who experience those inequalities through socio-economic disadvantage, but there is also a power to extend the range of pupils who are covered by this duty. 3.8 The Children and Young People (Scotland) Act 2014 requires local authorities to provide all children of pre-school age access to 600 hours of Early Learning and Childcare (ELC). Secondary legislation was passed in 2019 amending the 2014 Act, and from 1 August 2020, the amount of funded ELC eligible children are entitled to increased to 1,140 hours a year. The local government settlement provides funding for local authorities to deliver funded ELC to all eligible children. Local authorities are responsible for ensuring that the funded ELC entitlement is available for all eligible children in their area. 3.9 Most importantly, the Education Authority would wish to optimise the educational experience for every pupil by providing: • a range of social and emotional experiences • an enriched and broad learning experience • the best possible education which meets the needs of all learners. 4. REASON FOR FORMULATING THE PROPOSAL 4.1 The original standalone City of Perth Early Childhood Centre (CoPECC) in the Early Learning and Childcare (ELC) community of North Perth at McCallum Court was opened in 2002. It was registered with the Care Inspectorate to provide care to a maximum of 100 children, aged between 2 years old and those not yet attending primary school. Page 206 of 236
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7 As well as ELC, the service provided family support and learning opportunities and was included within Perth and Kinross Council’s (PKC) planning for delivering the 1140 hours expansion to ELC to all eligible children. It became one of five Early Childhood Centres (ECC) in Perth and Kinross offering year-round flexible childcare options to families. 4.2 The site of the original CoPECC at McCallum Court flooded severely several times at substantial cost to insurers and PKC. Following the last flood in August 2020, the site has subsequently been deemed as uninsurable, and as such, PKC will not be able to develop this site with any permanent structure. In October 2021, due to significant vandalism in the building, it was agreed that the building would be demolished as soon as possible. As a result, CoPECC can no longer be located on this site. 4.3 By April 2022, an interim arrangement was made by combining the current nursery at Goodlyburn Primary School with CoPECC to become Goodlyburn and CoPECC which was located within Goodlyburn Primary School and managed by the CoPECC Centre Leader. This service continues to deliver a full year 50-week ELC service to 74 children at any one time, including 2-year-olds, providing continuity of service for families in the community of North Perth and enabling all eligible children to access high quality ELC. All children who would have attended CoPECC on the original site can now access their funded ELC either at the new site or at an alternative provision of their choice in the community. 4.4 All eligible children in the North Perth ELC Community have been able to access their full 1140-hour ELC entitlement in other settings. CoPECC is successfully delivering ELC from its current interim site at Goodlyburn Primary School, and all families residing in the North Perth ELC Community can access their funded ELC place within the current capacity. A further 2 PKC Early Childhood Centres, 5 PKC nursery settings, 5 funded provider nursery settings and 6 childminders within the community offer families funded places for ELC. Letham ECC was built as a new extension to Letham Primary School as part of the ELC expansion, and Riverside ECC is part of the newly built Riverside Primary School which opened in June 2023. 4.5 Since the council is meeting its statutory duties to deliver ELC spaces to all eligible children, and delivery of the ECC from Goodlyburn Primary School has been successful, in 29 January 2025, the Learning and Families Committee reviewed a report (Report No. 25/18 refers) on an Options Appraisal seeking approval to commence consultation on the formal closure of the original site of CoPECC. 5. GOODLYBURN & COPECC INFORMATION 5.1 Early Childhood Centres (ECC) have been established in areas of deprivation and provide extended support for more vulnerable families. They offer an extended model of provision from 0800-1800 hours over 50 weeks. They also contribute to the delivery of parenting interventions and family learning. ECCs work with local partners and provide opportunities for workforce development and providing a model of high quality ELC. 5.2 Since April 2022, Goodlyburn Nursery and CoPECC has been located within Goodlyburn Primary School in the area of North Perth. This location is 0.8 miles distance from the original CoPECC site at McCallum Court. Page 207 of 236
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8 5.3 Goodlyburn Primary School provides primary education for girls and boys from Primary 1 to Primary 7 and has a capacity for 300 pupils, with a current school roll as of September 2024 of 221 children. The school shares a site with Perth College UHI and is one of two schools within Perth and Kinross offering Gaelic Medium Education. The catchment area of Goodlyburn Primary School includes the Fairfield community area, in which CoPECC was originally located, providing well-established links between the old and new sites. 5.4 The school is situated within a residential area but is well located for access to the conveniences of the city centre, including Perth Royal Infirmary and Letham Hub. 5.5 CoPECC is successfully delivering ELC from its current site at Goodlyburn Primary School, and all families residing in the North Perth ELC Community can access their funded ELC place within the current capacity at the range of ELC settings offering funded places. There is additional flexibility to expand the capacity within North Perth by offering additional ELC places at Letham ECC should demand increase. 5.6 As part of an options appraisal developed, information was collated regarding the options considered and rejected. 6 THE CONSULTATION PROCESS 6.1 The Proposal Paper was published on the Council’s website: www.pkc.gov.uk and a public notice was placed in the local press. 6.2 The Proposal Paper informed consultees that the consultation period would run from Monday 24 April 2025 until 6 June 2025 – a period of 31 school days. 6.3 The proposal on which consultation took place was to: • Formally close the original site of City of Perth Early Childhood Centre (CoPECC) and formalise the permanent delivery of the service from the current site at Goodlyburn Primary School from January 2026. 6.4 The requirements for consulting on a relevant proposal relating to schools are set out in the Schools (Consultation) (Scotland) Act 2010. • A Proposal Paper was published on 24 April 2025. • The Proposal Paper was published on the Perth and Kinross Council website and was available in paper copy upon request. • A staff meeting was held to discuss the proposal on Tuesday 13 May 2025. • A public meeting was held to discuss the proposal on Thursday 22 May 2025. • Interested parties were invited to respond to the proposal by making written, electronic or online submissions on the proposal by no later than close of business on 6 June 2025. • The Consultation period ended on 6 June 2025. • Education Scotland’s involvement consisted of the options appraisal and proposal paper documents being sent to them, and a visit to the site of Goodlyburn & CoPECC at Goodlyburn Primary School including discussion with relevant consultees. Page 208 of 236
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9 They attended the public meeting held on 22 May 2025 and also received a copy of all online and representations and the minutes of the public meetings. They then prepared a report on the educational aspects of the proposal. This is attached as Appendix 6. 6.5 The following ELC setting is affected by the proposal: • Goodlyburn and City of Perth Early Childhood Centre 6.6 The following school is affected by the proposal: • Goodlyburn Primary School 6.7 In accordance with statutory requirements and good practice, the following persons were consulted: • Pupils at the affected school • The ELC staff at the affected setting • Children at the affected ELC setting • Education Scotland • Relevant stakeholders including previous staff members, parents and carers, and the general public. 6.8 During the consultation period, representations were sought from interested parties, either in oral or written form or electronically. An online response form and generic email account was set up by the Council to receive representations and enquiries on the proposal. 6.9 This Consultation Report is the Council’s response to the issues raised during the consultation period. 6.10 This Consultation Report is to be published on the Council’s website for a period of no less than three weeks prior to final consideration by Learning & Families Committee on 12 November 2025. 7. THE STAFF MEETING 7.1 A staff meeting was held in Goodlyburn & CoPECC on Tuesday 13 May 2025. Twelve members of ELC staff attended. A full note of the meeting is attached as Appendix 1 which details the questions and issues raised at the meeting. 8. THE PUBLIC MEETING 8.1 A public meeting was held in Goodlyburn Primary School on Thursday 22 May 2025. No members of the public attended; however, two members of ELC staff were in attendance. A full note of the meeting is attached as Appendix 2 which details the questions and issues raised at the meeting. Page 209 of 236
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10 9. RESPONSES TO THE CONSULTATION EXERCISE 9.1 In all, 13 online response forms were received. Two responses agreed with the Council’s proposal and 11 responses disagreed with the Council’s proposal. However, eight online responses were invalid as they failed to provide a required name, address or email address to validate the response. One valid online response agreed with the Council’s proposal, and four valid responses disagreed with the Council’s proposal. One written representation was received which disagreed with the Council’s proposal. 9.2 During the consultation period between 24 April 2025 and 6 June 2025, written representations were invited from statutory consultees and interested parties. No written responses were received. 9.3 The details of respondents are contained within the Summary of Consultation Responses, attached as Appendix 3. The validated responses received online were from current and previous members of staff and one member of the public. 9.4 In summary, the oral and written responses and questions can be grouped broadly as follows: • The facilities at Goodlyburn are inadequate for delivery of an Early Childhood Centre (ECC) and how this can be mitigated in the future. • The loss of the standalone centre has diminished the unique family-orientated atmosphere of CoPECC which impacts upon the quality of early years education and children's experiences. • Feelings that the closure was handled poorly and without adequate respect for and communication to the people involved. Staff felt hurt by the closure and demolition of CoPECC and are still impacted by the decision. • The 50-week extended model of attendance offered at Goodlyburn & CoPECC is underutilized and that a term-time or 45-week model might better suit family needs. • Views that the 6pm meeting time may have excluded parents and carers with young children from participating in consultation. 9.5 Full details of the responses received to the online consultation are attached as Appendix 4. 9.6 No members of the public attended the public meeting to give oral representations; however, twelve staff members attended the staff meeting, with two also attending the public meeting. 9.7 A consultation meeting took place with a small group of pupils at Goodlyburn Primary School and full details of these is attached as Appendix 5. 9.8 Informal consultation with children in the early years took place as part of small group times with the Nursery Teacher at Goodlyburn & CoPECC. Full details of the feedback received is attached as Appendix 7. Page 210 of 236
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11 10 EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 10.1 Views were expressed that the current facilities at Goodlyburn Primary School are not adequate for permanent delivery of an Early Childhood Centre. Closure of the original CoPECC site was unanticipated and the facilities at Goodlyburn Primary School were originally designed to support delivery of a smaller nursery provision. Although actions have been taken to expand the spaces and improve the facilities for delivery of an ECC from the site, the Council recognises that the site is not comparable to the four other ECCs within Perth and Kinross. The Council will make further considerations as to what options could be taken forward to ensure that all five ECCs in the authority access equitable facilities to support high quality delivery of ELC. 10.2 Views were expressed that the current facilities impact upon the quality of children’s experiences within ELC. Immediate issues raised at the meetings regarding the drainage system were investigated by the Council’s Property Team and further work is being undertaken to determine the source of the issue. The setting also benefits from both full-year and term-time staffing additionality in comparison to other ECCs and local authority nurseries to support the continuity of high-quality experiences for children at Goodlyburn & CoPECC. The Council strives to ensure that all children in the authority receive the “Best Start” and that high-quality experiences are delivered in every ELC setting across the range of 94 funded provider ECC, nursery and childminder settings in PKC. Goodlyburn & City of Perth Early Childhood Centre was inspected in February 2024 by the Care Inspectorate, Scotland’s independent regulatory body for care services, and were graded “good” and “very good”. In addition, feedback data from parents, carers and children throughout the time the centre has been located on the school site shows that families are happy with the provision and that the children’s needs are well met. The staff team is strong and provide high-quality experiences for the children, and the service is well-managed by the Centre Leader and her management team. The report submitted by Education Scotland also highlights that all families and staff they engaged with believe that the children access high quality care and learning and Goodlyburn & CoPECC (Appendix 6). However, the Council recognises that challenges remain due to the disparity in the layout of the spaces compared to those which the other ECCs in Perth and Kinross occupy. The suitability of the current site, and its facilities and spaces, will inform further consideration as to solutions that may be required. 10.3 The papers presented to committee were queried in regard to investment to the outdoor spaces at Goodlyburn & CoPECC, particularly as to why the outdoor classroom does not have heat or electricity. The outdoor classroom at CoPECC & Goodlyburn was established as a space to utilise in the outdoor spaces which would provide some protection to children and staff from the elements, and in which experiences can be provided that supports children’s access to outdoor learning experiences all year round. Page 211 of 236
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12 Outdoor classrooms are located in two local authority ELC settings (including Goodlyburn & CoPECC), and at PKC’s Westbank Outdoor Learning site, to provide further flexibility for delivery of ELC within the spaces and improve experiences for children while outdoors. The cost of the classrooms, including installation, is approximately £45 000 and the buildings are fully insulated. Neither of the outdoor classrooms established in ELC settings are serviced for heat, electricity, or other utilities since the indoor playrooms can also be accessed at all times to meet the varying needs of the children. The outdoor classroom at Westbank has been serviced with electrical lights and heaters powered by a generator to support children’s wellbeing since no other indoor spaces are available for children to utilise on site. 10.4 Clarification was sought regarding the Council’s approach to closing the centre and the consultation process taking place after demolition. The Council recognises that the process following the flooding incidents at the original site diverged from normal procedure due to the impact of the Covid-19 pandemic response and the corresponding restrictions in place, as well as the implementation of the Scottish Government’s ambitious 1140-hour Expansion to ELC taking place during this time period. It is not ideal that the consultation took place after demolition has already occurred; however, the original building itself was no longer safe or insurable and so the decision was made by the Council to demolish it, and consultation would not have changed that outcome. The future of the location of the centre itself was uncertain until the 1140 expansion was well-established in order to analyse uptake and assess the ELC needs of the community. While the original plan was to merge the services at Goodlyburn Primary School and CoPECC on a temporary basis, the new combined service is delivering successfully and the demand for ELC spaces in the community is being well- met so consultation to permanently close the old site and formalise delivery at the current site was approved in January 2025. 10.5 Views were expressed that the impact on staff has never been acknowledged by the Council and that support at the time was not forthcoming. As the flooding event took place in August 2020, some of the issues raised around management of the response can be attributed to the context of the time and the prioritisation of the national and local Covid-19 pandemic response. Chief Education Officer, David Macluskey, acknowledged these views and further discussion is to take place. All ELC settings are provided with support from the Council’s Education and Learning service according to individual settings’ needs and the level of risk associated with service delivery at any one time. Goodlyburn & CoPECC have received periods of targeted support from Council officers since 2020, when relevant. Robust financial support has also been provided to upgrade facilities and secure resources to support delivery of the service and make improvements. As stated above, Goodlyburn & CoPECC are also provided with additional staffing to a level unparallelled in any ELC setting in Perth and Kinross in order to support delivery. 10.6 It was queried whether the option of a new standalone building or extension is still under consideration, and if continued delivery at the current site within current facilities, is down to financial factors. Page 212 of 236
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13 The Options Appraisal presented to committee detailed the preferred option to formally close the original site of CoPECC and formalise delivery at the current site at Goodlyburn Primary School. The options to build a new standalone building or extension were not recommended. In response to the feedback received through this consultation, the Council will further consider whether continued delivery of the ECC from the Goodlyburn Primary School site is the optimal option on a longer-term basis, and if so, what adaptations may be required to ensure high quality experiences for children and families accessing the service. Uptake of the extended models of attendance will also inform future decisions. 10.7 It was queried what the next steps would be to make the ELC spaces in the current building functional. As stated above, the Property Team are supporting mitigations of immediate concerns. Further analysis has taken place by Education and Learning officers to make a comparison of the facilities and spaces at Goodlyburn & CoPECC to those at other ECCs to identify what issues may be impacting negatively upon delivery. The Council will then consider future solutions to address the concerns highlighted in the consultation. 10.8 Views were expressed regarding the 50-week extended model of attendance offered at Goodlyburn & CoPECC being underutilized, and that a term-time or 45- week model might better suit family needs. The Council closely monitors child numbers in local authority ELC settings within all the attendance models available in Perth and Kinross as part of wider ongoing evaluation of the demand across the authority for ELC delivery for all services, including those in the private and voluntary sector, and childminders. This evaluation informs strategic decision-making and allocation of resources. All ECCs in PKC currently remain open 50 weeks per year in order to provide continuity of support to the children and families within the communities they serve, all year round. There is no immediate plan to remove the 50-week attendance option at Goodlyburn & CoPECC, but data held on the demand and uptake of ELC spaces will help to inform any considerations as to the future of the ECC within Goodlyburn Primary School, including attendance models offered. 10.9 Clarification was sought regarding the scheduled time of the public meeting (6pm on Thursday 22 May), which could be a barrier for parents and carers with young children who wanted to attend. The Council has a legal duty to consult on closures of school and ELC settings as outlined in the Schools (Consultation) (Scotland) Act 2010. Ultimately, consultation processes are expected to be robust, open, transparent and fair. The Council complied with its duty to hold a public meeting in relation to the proposal. The meeting was held in a similar way to other consultations undertaken by the Education and Learning service. Staff members from Goodlyburn & CoPECC in attendance at the meeting were encouraged to share the link to the online consultation information page and e-form with parents and carers accessing their service so that their views could be included in the consultation. No responses to the consultation were received from parents or carers. Page 213 of 236
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14 11. EDUCATION SCOTLAND REPORT 11.1 In accordance with the Schools (Consultation) (Scotland) Act 2010, a report was produced by Education Scotland on the educational aspects of the proposal. 11.2 The purpose of the report is to provide an independent and impartial consideration of Perth and Kinross Council’s proposal to close the previous site of CoPECC at McCallum Court and formalise delivery of the ECC from Goodlyburn Primary School. 11.3 Education Scotland attended the public meeting held on 22 May 2025 and visited visits the former site of City of Perth Early Childhood Centre (CoPECC), as well as Goodlyburn Primary School to engage in discussion with relevant consultees. 11.4 The Education Scotland report is reproduced in full (Appendix 6). 11.5 The report supports the proposal and is summarised below: • HM Inspectors agree with the educational benefits outlined by Perth and Kinross Council. The original building was affected by floods in 2002, 2010 and 2020. The extent of the flood damage in August 2020 resulted in CoPECC being deemed uninsurable. Therefore, the Council was not able to develop this site with any permanent structure. At this time, the Council temporarily relocated the provision to the community wing of Perth Grammar School. Following significant vandalism in 2021, the council agreed that the CoPECC building should be demolished. As a result, CoPECC can no longer be located on the original site at McCallum Court. In April 2022, the council made an interim arrangement to combine CoPECC with the nursery located at Goodlyburn Primary School, known as Goodlyburn and City of Perth Early Childhood Centre. If the proposal is agreed, children will not experience any disruption as they already benefit from attending the setting at Goodlyburn Primary School. • HM Inspectors met with children who previously attended CoPECC. They talked positively about their experience in the former setting. However, they believe that the proposal may result in more children choosing to attend Goodlyburn Primary School. • All parents and staff who met with HM Inspectors agree with the proposal. They believe that Goodlyburn and City of Perth Early Childhood Centre is providing a positive and nurturing learning environment. Although parents and a few staff expressed sadness about the loss of local provision, they all agreed that children are happy and settled into the existing setting. They believe that children’s needs are supported very well. • Parents and staff believe that the existing provision at Goodlyburn Primary School would benefit from adaptations, including improvement to some toilet facilities. Although staff make good use of the outdoor space available, including an outdoor classroom, not all classrooms have direct access to the outdoors. The Council should ensure that children’s access to free flow play is not restricted due to the design of the building. If the Council proceeds with the proposal, it should engage further with stakeholders to consider future uses of the former site and potential improvement of the current setting. Page 214 of 236
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15 • All parents who met with HM Inspectors expressed concern about the current use of the former site at McCallum Court. They are concerned that the site has become overgrown. All parents would like clarity on the future use of this land. Parents and staff believe that the former site should be redeveloped to benefit the children and families of the local community. • All stakeholders who met with HM Inspectors believe that if the Council agrees to close CoPECC, it will help create a clearer sense of identity for the early years provision at Goodlyburn Primary School. This will be in line with other early years provision in the local area. 11.6 Perth and Kinross Council’s Response to Education Scotland’s Report The Council welcomes the report from Education Scotland and accepts its findings. In response to the findings contained within the Education Scotland report, Perth and Kinross Council’s response is as follows: 11.6.1 The Council should ensure that children’s access to free flow play is not restricted due to the design of the building. If the Council proceeds with the proposal, it should engage further with stakeholders to consider potential improvement of the current setting. The Council acknowledges the limitations posed by the current spaces utilised by the Centre within Goodlyburn Primary School. Previous investment has resulted in some improvements to the facilities including toilets, yet limitations remain due to the fundamental structure of the building. The benefits of outdoor play to children’s wellbeing, learning, and development are well-understood and the Council believes that daily access to high-quality outdoor spaces and experiences in the Early Years is a critical element of ELC provision for all children in Perth and Kinross. Additional staffing has been allocated to Goodlyburn & CoPECC to overcome the fact that access to outdoors is currently limited to one exit point, and enables adults to support children’s self-led play outdoors. Considerations for solutions to overcome the challenges posed by the current setting will be made and stakeholders will be consulted throughout this process. 11.6.2 Parents would like clarity on the future use of the land at McCallum Court. Parents and staff believe that the former site should be redeveloped to benefit the children and families of the local community. This land has flooded on several occasions and conversations are ongoing between Scottish Water and the Council regarding the future of the site which is yet to be agreed. 12. ALLEGED OMISSIONS OR INACCURACIES 12.1 Section (10) (3) of the 2010 Act also places a requirement on the Council to provide details of any inaccuracy or omission within the Proposal Paper which has either been identified by the Council or raised by consultees. Page 215 of 236
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16 This section of the 2010 Act also requires the Council to provide a statement on the action taken in respect of the inaccuracy or omission, or, if no action was taken, to state that fact and why. 12.2 In the course of the consultation exercise, there were no areas identified by respondents as being inaccurate or omitted from the Proposal Paper during the consultation period. 12.3 Clarity has been provided (see section 10.3) by the Council regarding the outdoor classroom facility which was queried by a member of staff at the staff meeting. 13. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS (CONSULTATION) (SCOTLAND) ACT 2010 13.1 Section 9(1) of the Schools (Consultation) (Scotland) Act 2010 states that: After the Education Authority has received Education Scotland’s report, the Authority is to review the relevant proposal having regard (in particular) to: (i) written representations received by the Authority (from any person) during the consultation period; (ii) oral representations made to it (by any person) at the public meetings; and (iii) Education Scotland’s report. 13.2 Following receipt of the Education Scotland report, five online representations, and oral representations made at the staff meeting and public meeting held during the consultation period, officers reviewed the proposals. 13.3 The feedback from the consultation was considered by officers where all the questions and comments raised were considered in detail. This ensured that the Council met the requirements to review the proposal under section 9(1) and 13(5) of the 2010 Act. 13.4 Officers of the Education Authority have listened carefully to the points made at the meetings and have considered equally carefully the Education Scotland report and the online representations. The proposal was reviewed to consider whether any of the representations led the Council to reconsider other options as being reasonable alternatives to the proposal. 13.5 None of the representations led officers to conclude that there were any other reasonable alternatives to the proposal that the site of the previous service at McCallum Court should close. The site is unable to be built upon, and the building has been demolished. 13.6 The educational benefits were reviewed in respect of the Education Scotland report and representations made. 13.7 There were no factors included in the Education Scotland report or representations made requiring any aspect of the educational benefits to be reconsidered. 13.8 Having reviewed the Education Scotland report and feedback from consultees, officers concluded that the basis of the original proposal to close the former site continues to be the most appropriate response. Page 216 of 236
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17 13.9 It is considered that the second part of the proposal to formalise delivery of the centre from Goodlyburn Primary School is appropriate to support consistency for children and families at this time. However, review of the feedback from consultees and Education Scotland suggests that further evaluation of the building, spaces and facilities is required to consider feasible options for securing an improved longer-term offer for service delivery. 13.10 The Council will continue to engage with stakeholders to address concerns and find feasible solutions to the issues raised. 14. LEGAL ISSUES 14.1 The Council has complied in full with the requirements of the Schools (Consultation) (Scotland) Act 2010 throughout this statutory consultation. 14.2 The Council is mindful of its duties in respect of equality, and the Equality Impact Assessment did not identify that any parent, child, or young person would be treated less favourably as a result of this proposal. In terms of Socio-Economic Impact, the assessment identified that having the Centre continue delivery close to the previous site means that it continues to be accessible for those who may be economically disadvantaged. Two other ECCs delivering within the North Perth ELC community also support accessibility. 14.3 Under the terms of the Schools (Scotland) (Consultation) Act 2010, it is a legal requirement that the Council should not reach any formal decision without waiting until a period of three weeks starting on the day on which this Consultation Report is published in electronic and printed form has expired. 14.4 As it is the intention that this Consultation Report should be published, both electronically and in written form, if required, on 22 October 2025, this meets the statutory requirement to publish this report for more than three weeks before consideration of the proposal by Learning & Families Committee on 12 November 2025. 15. CONCLUSION 15.1 The Council now has 4 broad options to consider, namely: (a) adopt the proposal; (b) withdraw the proposal; (c) amend the proposal in some way which allows the proposal to proceed; or (d) amend the proposal significantly and undertake a further consultation exercise on a new proposal. 15.2 Education Scotland agrees with the educational benefits that the proposal to close the original site of CoPECC and formalise delivery at Goodlyburn Primary School hold. Page 217 of 236
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18 There will be no disruption to children as they already benefit from attending the setting at Goodlyburn Primary School, and both parents and staff agree that children are happy and settled and that Goodlyburn & CoPECC is providing a positive and nurturing learning environment. 15.3 If the Council adopts the proposal, it is understood that the educational benefits set out in the Proposal Paper would likely to continue. 15.4 The key points that have been highlighted during the consultation period are as follows: • The merged service is well-established, and children are accessing high quality ELC provision within Goodlyburn & CoPECC. • Staff at the Centre have highlighted that closure of the previous site caused sadness and impacted upon their wellbeing. Staff felt unsupported by the Council during this time. • Feedback from stakeholders indicates that they agree with the proposal that the former site at McCallum Court can close. • The Council’s proposals to formalise delivery at Goodlyburn Primary School have received some resistance from stakeholders due to the layout and facilities of the current site. 16. RECOMMENDATIONS 16.1 On the basis of the feedback received and taking account of the educational and social benefits of the proposal, it is recommended that the Council approves: • Formal closure of the original site of City of Perth Early Childhood Centre (CoPECC) at McCallum Court, as proposed. • Formalising the continued delivery of the service from the current site at Goodlyburn Primary School from January 2026. Engagement will continue with stakeholders and options to address the issues raised in regard to the environment at the current site. David Macluskey Strategic Lead: Education & Learning (Chief Education Officer) 16 September 2025 Page 218 of 236
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19 Appendix 1 Education & Learning Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Staff Meeting Minute of meeting held on Tuesday 13 May 2025 at 3:15p.m. in Perth High School Present: Annie Carr Quality Improvement Officer – Early Years Karen Robertson Service Manager – Business Services Present: Carly Williams – Minutes Early Years Officer Anne-Marie Sands Headteacher – Goodlyburn Primary School 12 Staff members Welcome and Introductions Annie Carr opened the meeting, welcomed the staff members in attendance, and briefly outlined purpose for holding the meeting. Karen Robertson introduced herself and her role within PKC and her involvement in the Consultation Process. Format of meeting Karen Robertson explained the format the meeting would follow. The proposal Karen Robertson explained the consultation proposal to the attendees and all in attendance understood that the Council proposes to: • Permanently close the standalone City of Perth Early Childhood Centre building at its previous location on McCallum Court, Perth, and formalise delivery of the ECC at Goodlyburn Primary School. Presentation A presentation was provided to all present to explain the background to the proposal and the reasons for consultation. Annie Carr outlined: • Statutory duties of a local authority Page 219 of 236
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20 • History of the response to flooding events at the former building since 2002 • ELC provision within Goodlyburn & CoPECC since 2022 • The wider context of ELC provision within the North Perth ELC Community • The findings of an impact assessment of closure of the old site • Continuity of the delivery of ECCs within North Perth Karen Robertson outlined: The statutory consultation process including the legal framework, consideration by Learning & Families Committee, the statutory consultation period and the different ways in which representations from interested parties could be made as the first part of the consultation process. Karen then explained the next stages of the process which includes the involvement of Education Scotland, the preparation and publication of the consultation report and the final decision made by the Learning & Families Committee, currently anticipated to be November 2025. Annie Carr then opened up the meeting to any questions from the floor. Q: The impact at the time was huge. The nursery was knocked down years ago so why weren’t we consulted at the time? A: There has been a lot of discussion and assessment to take us to this point as it was unclear for some time what the future of the centre would look like. With the impact of the Covid-19 pandemic and also some time for the expansion of ELC to be implemented to verify uptake in the community, this has been a long process. However, we accept that it is not ideal that the consultation is taking place after demolition. The building was no longer safe or insurable and so that decision was made, but the future of the location of the Centre itself was uncertain and it is well established now at Goodlyburn Primary School. Q: There are issues with the facilities within the current location. Have you have properly considered if this is the best place to have the centre permanently if no further extension or standalone facility is built? A: All the feedback in the consultation will be considered and responded to in the final report. If there are mitigations required to move forward to close the centre at the former site, then this will be outlined and inform any final decision made by committee. Q: We have had architects in to evaluate the spaces with the suggestion that an extension or standalone building was possible. Yet, this is no longer seems to be an option. Was the decision to close the old building and formalise delivery at Goodlyburn PS primarily a financial decision? A: An options appraisal was undertaken and due to the current circumstances whereby the centre has continued to deliver high quality early learning and childcare and all children in the community can access their funded entitlement, at this stage the preferred option and the proposal is to close the building at McCallum Court and continue delivery at Goodlyburn Primary School. The school estate is continuously under review and planning is in place for years into the future and it is up to the council officers to consider and make decisions as to which education facilities are prioritised for capital building. Q: We feel the experience for the children is not equitable to other Early Childhood Centres in PKC, for example the lunchtime experience and the fact the Strong Starts do not have free-flow access to the outdoor spaces. How can we provide equitable experiences if the facilities are not fit for purpose? Page 220 of 236
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21 A: Goodlyburn & City of Perth Early Childhood Centre was inspected in 2023 and were graded “good” and “very good”, and feedback data from parents, carers and children throughout this time the centre has been located on the school site show that families are happy and that the children’s needs are well met. The staff are a strong team and are providing high quality experiences for the children. However, we do understand there have been challenges and that some have still not been overcome. All this feedback will be considered and reflected within the consultation report which will be presented back to committee members and include the council’s response to this. Further comments and observations from the floor were noted throughout the meeting: Statement 1) “We felt a huge lack of support during the decanting process after the Centre flooded.” Statement 2) “We needed more support during the merger of the two settings”. Statement 3) “The flooding was a critical incident, but we have never received recognition for this and the impact it had on the staff. We had to organise the moves ourselves; we had no wellbeing support; and when we asked for support, we were not given it.” Statement 4) “After four years, we are still feeling the impact of the move. We are “making do” but every day is a challenge.” Statement 5) “We also experienced personal losses. The old building was flattened with no warning or consultation. We lost personal items and some good quality equipment which could potentially have been saved.” Karen Robertson reminded everyone that further comments could still be submitted until 6 June 2025 through the survey link, via email, or by written letter, and a QR code was shared to the relevant PKC webpage. Annie Carr expressed her gratitude to everyone for their attendance at the meeting and for their continued hard work and support in the Centre. Annie then concluded the meeting. Page 221 of 236
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22 Appendix 2 Education & Learning Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Public Meeting Minute of meeting held on Thursday 22 May 2025 at 6.00p.m. in Goodlyburn Primary School Present: David Macluskey Education & Learning (Chief Education Officer) Strategic Lead Fiona MacKay Service Manager – Inclusion & Additional Support Needs Annie Carr Quality Improvement Officer – Early Years Karen Robertson Service Manager – Business Services Present: Carly Williams – Minutes Early Years Officer Councillor John Rebbeck Convenor, Learning & Families Committee Anne-Marie Sands Headteacher – Goodlyburn Primary School Sheila Brown Education Scotland 2 members of staff from Goodlyburn and City of Perth Early Childhood Centre 0 members of the public Welcome and Introductions David Macluskey opened the meeting and welcomed the members of staff in attendance to the Statutory Consultation Public Meeting. As no members of the public were present, Karen Robertson advised that the presentation would be added to the website and that responses and questions could still be submitted as part of the consultation through the PKC website. David introduced himself and the panel to the staff and thanked them for attending. Format of meeting David Macluskey then explained the format the meeting would follow. The proposal All those present understood the proposal: • Permanently close the standalone City of Perth Early Childhood Centre building at its previous location on McCallum Court, Perth, and formalise delivery of the ECC at Goodlyburn Primary School. Page 222 of 236
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23 Presentation The two members of staff in attendance at the statutory consultation public meeting had previously attended the staff consultation meeting held on 13 May 2025 at 3.15pm within Goodlyburn & City of Perth Early Childhood Centre. However, a presentation was provided to all present to explain the background to the proposal and the reasons for consultation. David Macluskey outlined: • The PKC Vision • Statutory duties of a local authority • Current delivery of ELC in PKC • History of the response to flooding events at the former building since 2002 • ELC provision within Goodlyburn & CoPECC since 2022 • The wider context of ELC provision within the North Perth ELC Community • The findings of an impact assessment of closure of the old site Karen Robertson outlined: The statutory consultation process including the legal framework, consideration by Learning & Families Committee, the statutory consultation period and the different ways in which representations from interested parties could be made as the first part of the consultation process. Karen Robertson then explained the next stages of the process which includes the involvement of Education Scotland, the preparation and publication of the consultation report and the final decision made by the Learning & Families Committee, currently anticipated to be November 2025. David Macluskey then opened the meeting to any questions, comments or observations from the floor. The two staff members present advised that they were in attendance to voice similar concerns to those presented during the staff consultation meeting. Q: If the ECC provision is to be made permanent at Goodlyburn Primary School, what building improvements will take place to make the spaces fit for purpose and equitable with other PKC ECC services? A: The immediate issues will be escalated with the PKC Property team. We recognise the challenges and there is staffing additionality in place to support operational delivery at the moment. Further conversations may need to take place around any future long-term solutions such as capital building projects. Q: As the building has already been demolished, we do not contest it. However, there was a lack of communication and support to staff at the time of the flooding and the aftermath from the council. How will this be acknowledged? A: David Macluskey will visit staff at Goodlyburn and City of Perth Early Childhood Centre to apologise to staff personally and to listen to their views. As the flooding event took place in August 2020, some of the issues raised around management of the response can be attributed to the context of the time and the prioritisation of the national and local Covid-19 pandemic response. Page 223 of 236
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24 Q: The papers presented to committee mention investment to the outdoor spaces including an outdoor classroom however why does it not have heat or electricity? A: Any property work that is essential to upgrade facilities which are currently below acceptable standards will be prioritised. Other upgrades to the environment will be considered as part of a wider longer-term plan. Q: Why was the public meeting scheduled at 6pm in the evening which could be a barrier for parents and carers with young children who wanted to attend? A: All protocols were followed, and the meeting dates and times were made available in a timely manner. There are still opportunities for anyone who was unable to attend in person to submit any representation they wish to make known through the online form, via email, or by post. As there has been no noticeable change in the quality of service delivered by the ECC since it vacated from the previous building and began delivery at Goodlyburn Primary School, it may be that parents and carers are not concerned about the proposal. This can be attributed to the continuity of high-quality provision delivered by the staff which is recognised and appreciated by everyone present. Q: What are the next steps following the consultation, particularly to make the ELC spaces in the current building functional? A: After the consultation closes, we will set out the feedback given and the council’s response. The reports will be published and presented to committee who will then make a decision on closure. Responses to particular concerns e.g. the environment will be covered in the report. David Macluskey, Education & Learning (Chief Education Officer) Strategic Lead thanked the panel, Councillor Rebbeck, Sheila Brown, and staff members present for attending and closed the meeting. Page 224 of 236
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25 Appendix 3 Perth & Kinross Council City of Perth Early Childhood Centre (CoPECC) Summary of Consultation Responses Page 225 of 236
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26 The statutory consultation on the proposal to permanently close the standalone City of Perth Early Childhood Centre building at its previous location on McCallum Court, Perth, and formalise delivery of the ECC at Goodlyburn Primary School commenced on Thursday 24 April 2025 and closed on Friday 6 June 2025. Details of the proposal document were issued to the list of consultees contained within the Proposal Paper. 364 letters were issued with a link to the proposal paper and details of where and how to obtain a paper copy. The Proposal Paper was also published on the Council website. A specific email address was set up for representations and enquiries. This was in addition to the usual methods of submitting representations. An online response form was set up on the consultation webpage. Online Response Forms 13 online response forms were received. 2 responses agreed with the Council’s proposal and 11 disagreed with the Council’s proposal. However, 8 responses were invalid as they failed to provide a required name, address or email address to validate the response. RESPONDENT GROUP NUMBER OF RESPONSES AGREE DISAGREE Parents - - - Pupils - - - Staff 3 1 2 Elected Members - - - Parent Councils - - - Community Members - - - Grandparents - - - Trade Unions - - - Other 2 - 2 Not disclosed (Invalid) 8 1 7 Total 13 2 11 Validated Total 5 1 4 Representations made were around: Facilities and Suitability of Current Location Inadequate Facilities at Goodlyburn: Views that Goodlyburn is not large or well-equipped enough to house an Early Learning and Childcare (ELC) centre. Need for Purpose-Built or Stand-Alone Building: Suggestions to move CoPECC to a more suitable, possibly empty PKC building or to rebuild a dedicated nursery facility. Impact on Children and Community Loss of Community Feel: Respondents feel that the merger with Goodlyburn has diminished the unique, family-oriented atmosphere that CoPECC provided. Page 226 of 236
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27 Views that the current setup affects the quality of early years education and children's experiences. Emotional and Staff Impact Staff Sentiment: Strong emotional responses from current and former staff who felt disrespected and hurt by the closure and demolition of CoPECC. Sense of Loss: CoPECC is described as a cherished place, and its closure is seen as a significant loss to the community. Consultation and Decision-Making Criticism of the Council’s decision to close and demolish CoPECC without proper consultation with staff or the community. Feelings that the closure was handled poorly and without adequate respect for the people involved. Service Provision and Usage Comments suggest that the 50-week, 1140-hour model is underutilized and that a term-time or 45-week model might better suit family needs. Written Representations During the consultation period between 24 April 2025 and 6 June 2025, written representations were invited from statutory consultees and interested parties. No written responses were received. Public Meeting As part of the statutory consultation process, 1 public meeting was held on 22 May 2025 at Goodlyburn Primary School. Attended by 2 members of staff. No members of the public attended. The questions and comments were around: Building Improvements- Questions about what upgrades will be made to ensure the Early Learning and Childcare (ELC) spaces at Goodlyburn Primary School are fit for purpose and comparable to other PKC ECC services. Outdoor Space Investment: Questions about the functionality of the proposed outdoor classroom. Support During Closure: Frustration over the lack of communication and support during and after the flooding that led to the original building’s demolition. Requests for recognition of how the situation was handled and its impact on staff. Public Meeting Timing: Views that the 6pm meeting time, may have excluded parents and carers with young children from participating. Page 227 of 236
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28 Next Steps Post-Consultation: Questions about the actions that will follow the consultation, especially regarding making the current ELC spaces functional and suitable for long-term use. Pupil Consultation Consultation was undertaken with a focus group of Goodlyburn Primary School pupils from stages P3 – P7 pupils. The consultation took place on 16 May 2025. 7 pupils participated in the focus group. 5 pupils agreed with the Council’s proposal and 2 pupils disagreed. The following statements were provided by the pupils to explain their decision: “I voted yes because it would be dangerous if it reflooded again.” “Yes, because it has flooded too many times.” “No, they should go back because there's only one toilet for the primary ones, twos and threes to use. There's only six cubicles and there's always a lot of people using them at playtime and I have to wait a long time.” “I voted no. I like the teachers from the old school better. They are different here.” “Yes, because it would be unsafe for others if other people are in the building if it floods again” " I said yes because it would cost a lot of money if it flooded again and they would need to come back here again.” “I said yes. It isn't safe and it might flood again.” Page 228 of 236
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29 Appendix 4 Online Responses “Move CoPECC to one of the more suitable PKC buildings standing empty. Goodlyburn is not big enough to house an ELC centre. It impacts learning and development across early years and school.” “I don’t believe the facilities at Goodlyburn are adequate and meet standards previously enjoyed by the families who attended CoPECC, therefore I believe a stand-alone building should be considered to modernise the facilities. The 50-week 1140 option seems unnecessary as it is little used. I would suggest either a term-time provision or 45-week provision would provide adequate choice for families. The number of children who access extended hours is minimal compared to settings such as Oakbank who can have up to 25 children accessing provision over the school closure periods whereas Goodlyburn & CoPECC have between 0 and 7 at times.” “Fairfield has lost a community nursery, and the children don't have the same experience they did at CoPECC. It had a family feel about it and it doesn’t now. CoPECC was unique and is greatly missed.” “Goodlyburn and COPECC merge was originally to be temporary. If this is a permanent move there needs to be consideration of the premises to update and make adjustments to permanently home a larger ELC.” Page 229 of 236
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30 Appendix 5 Education & Learning Improving Lives Together Ambition I Compassion I Integrity Goodlyburn Primary School Children’s Consultation – Primary School Focus Group Minute of consultation held on Friday 16 May 2025 at 2:00p.m. in Goodlyburn Primary School Present: Denise Doig Education Support Officer – Secondary and Inclusion Lesley Lennon Education Support Officer - Primary Present: Carly Williams – Minutes Early Years Officer 7 Children in Focus Group from stages P3 - P7 Welcome and Introductions Lesley Lennon opened the focus group and introduced herself and her job title. Denise Doig introduced herself and her job title. Lesley Lennon introduced Carly Williams and stated she was present to take notes only. The children introduced themselves with their name, age, and class. They advised they had “been selected” to represent their class. Purpose of consultation Lesley Lennon asked the children if they understood why they were asked to join the group and all children responded they did not. Lesley explained the purpose of the focus group, the reason they were asked to join, and the roles of the Education Support Officers as independent consultants. Lesley explained the consultation proposal to the children: • Permanently close the standalone City of Perth Early Childhood Centre building at its previous location on McCallum Court, Perth, and formalise delivery of the ECC at Goodlyburn Primary School. The children were then informed that their participation was optional, and they could choose to leave and go back to class at any time. All children agreed they were happy to participate. Presentation A presentation was provided that explained the background to the proposal and the reasons that the children’s opinions were being gathered. Lesley Lennon outlined: • The geography of the old building in context to Goodlyburn Primary School • The current delivery of the Centre from Goodlyburn Primary School • How the continued delivery of the Centre from the school may impact upon the primary-aged children Denise Doig outlined: • The reason why the building was demolished due to flooding events • Why the children’s views are being gathered and link to the UNCRC Page 230 of 236
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31 Open questions, and further explanation around e.g. map symbols, children’s rights etc. to establish and consolidate children’s understanding of the information presented were asked by Lesley and Denise during the presentation of each slide. Voting Exercise Lesley Lennon explained the voting process and clarified that each child’s vote would be anonymous and only for them to decide. The children were asked to mark the box labelled “yes” if they agreed that the building at McCallum Court can close, and “no” if they did not agree. All children agreed to participate when asked again. The votes were collected as follows: • Yes – 5 Votes • No – 2 Votes Lesley Lennon announced the voting outcome. Lesley then asked the children if they would like to share how they voted and explain why they chose that outcome and reminded them that they were not obligated to share. The following comments were offered by the children in response to their decision on how they voted: Statement 1) “I voted yes because it would be dangerous if it reflooded again.” Statement 2) “Yes because it has flooded too many times.” Statement 3) “No they should go back because there's only one toilet for the primary ones, twos and threes to use. There's only six cubicles and there's always a lot of people using them at playtime and I have to wait a long time.” Statement 4) “I voted no. I like the teachers from the old school better. They are different here.” Statement 5) “Yes, because it would be unsafe for others if other people are in the building if it floods again” Statement 6) " I said yes because it would cost a lot of money if it flooded again and they would need to come back here again.” Statement 7) “I said yes. It isn't safe and it might flood again.” Denise Doig asked if any of the children had any further comments or questions then expressed her gratitude to the children for their participation and concluded the consultation. # Page 231 of 236
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32 Appendix 6 Schools (Consultation) (Scotland) Act 2010 Report by Education Scotland addressing educational aspects of the proposal by Perth and Kinross Council to close the original site of City of Perth Early Childhood Centre and formalise the delivery of the service from the current site at Goodlyburn Primary School. June 2025 Page 232 of 236
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33 1. Introduction 1.1 This report from Education Scotland has been prepared by His Majesty’s Inspectors of Education (HM Inspectors) in accordance with the terms of the Schools (Consultation) (Scotland) Act 2010 (“the 2010 Act”). The purpose of the report is to provide an independent and impartial consideration of a proposal by Perth and Kinross Council to close the original site of City of Perth Early Childhood Centre and formalise the delivery of the service from the current site at Goodlyburn Primary School. Section 2 of the report sets out brief details of the consultation process. Section 3 of the report sets out HM Inspectors’ consideration of the educational aspects of the proposal, including significant views expressed by consultees. Section 4 summarises HM Inspectors’ view. Upon receipt of this report, the Act requires the council to consider it alongside any relevant considerations the council received and then prepare its consultation report. The council’s consultation report should include this report and must contain an explanation of how, in finalising the proposal, it has reviewed the initial proposal, including a summary of points raised during the consultation process and the council’s response to them. The council has to publish its consultation report at least three weeks before it takes its final decision. With all proposals the council needs to follow all statutory obligations set out in the 2010 Act. Where a council is proposing to close a school, there are specific additional obligations. These include notifying Ministers within six working days of making its final decision and explaining to consultees the opportunity they have to make representations to Ministers. 1.2 HM Inspectors considered: • the likely effects of the proposal for children of the setting; any other users; children likely to become pupils within two years of the date of publication of the proposal paper; and other children in the council area; • any other likely effects of the proposal; • how the council intends to minimise or avoid any adverse effects that may arise from the proposal; and • the educational benefits the council believes will result from implementation of the proposal, and the council’s reasons for coming to these beliefs. 1.3 In preparing this report, HM Inspectors undertook the following activities: • attendance at the public meeting held on 22 May 2025 in connection with the council’s proposals; • consideration of all relevant documentation provided by the council in relation to the proposal, specifically the educational benefits statement and related consultation documents, written and oral submissions from parents and others; and • visits to the site of Goodlyburn Primary School and the former site of City of Perth Early Childhood Centre (CoPECC), including discussion with relevant consultees. 2. Consultation process 2.1 Perth and Kinross Council undertook the consultation on its proposal(s) with reference to the Schools (Consultation) (Scotland) Act 2010. Page 233 of 236
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34 2.2 The statutory consultation ran from 24 April to 6 June 2025. The proposal paper was published on the council's website and distributed to key stakeholders. The council made copies of the proposal paper in public buildings. The council invited consultees to submit their views on the proposal via an online form or by email. A public meeting was held on 22 May 2025, which was attended by two members of staff from Goodlyburn and City of Perth Early Childhood Centre. No members of the public attended the meeting. The council received 13 online response forms, two of which agreed with the proposal and 11 disagreed. However, the council viewed eight of these responses invalid as they failed to provide a required name, address or email address to validate the response. Of the five validated responses, most of these were received from staff, with four respondents disagreeing with the council’s proposal. The council received no responses to the consultation from parents. Children from Goodlyburn Primary School and Goodlyburn and City of Perth Early Childhood Centre were also consulted. The majority of children supported the closure of CoPECC. They recognised the difficulties that the former site had with flooding. 3. Educational aspects of proposal 3.1 HM Inspectors agree with the educational benefits outlined by Perth and Kinross Council. The original building was affected by floods in 2002, 2010 and 2020. The extent of the flood damage in August 2020 resulted in CoPECC being deemed uninsurable. Therefore, the council were not able to develop this site with any permanent structure. At this time, the council temporarily relocated the provision to the community wing of Perth Grammar School. Following significant vandalism in 2021, the council agreed that the CoPECC building should be demolished. As a result, CoPECC can no longer be located on the original site at McCallum Court. In April 2022, the council made an interim arrangement to combine CoPECC with the nursery located at Goodlyburn Primary School, known as Goodlyburn and City of Perth Early Childhood Centre. If the proposal is agreed, children will not experience any disruption as they already benefit from attending the setting at Goodlyburn Primary School. 3.2 HM Inspectors met with children who previously attended CoPECC. They talked positively about their experience in the former setting. However, they believe that the proposal may result in more children choosing to attend Goodlyburn Primary School. 3.3 All parents and staff who met with HM Inspectors agree with the proposal. They believe that Goodlyburn and City of Perth Early Childhood Centre is providing a positive and nurturing learning environment. Although parents and a few staff expressed sadness about the loss of local provision. They all agreed that children are happy and settled into the existing setting. They believe that children’s needs are supported very well. 3.4 Parents and staff believe that the existing provision at Goodlyburn Primary School would benefit from adaptations, including improvement to some toilet facilities. Although staff make good use of the outdoor space available, including an outdoor classroom, not all classrooms have direct access to the outdoors. The council should ensure that children’s access to free flow play is not restricted due to the design of the building. If the council proceeds with the proposal, it should engage further with stakeholders to consider potential improvement of the current setting. 3.5 All parents who met with HM Inspectors expressed concern about the current use of the former site at McCallum Court. They are concerned that the site has become overgrown. All parents would like clarity on the future use of this land. Parents and staff believe that the former site should be redeveloped to benefit the children and families of the local community. Page 234 of 236
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35 If the council proceeds with the proposal, it should engage further with stakeholders to consider future uses of the former site. 3.6 All stakeholders who met with HM Inspectors believe that if the council agrees to close CoPECC, it will help create a clearer sense of identity for the early years provision at Goodlyburn Primary School. This will be in line with other early years provision in the local area. 4. Summary HM Inspectors agree with the educational benefits outlined in this proposal. The provision at Goodlyburn Primary School is currently meeting the needs of children. Although a few parents expressed sadness about the loss of CoPECC, all stakeholders understand and agree with the education benefits of the proposal. Parents and staff believe that the current setting would benefit from some improvement to facilities. They also believe the former site of CoPECC should be redeveloped to benefit children and families from the local area. In taking forward the proposal, the council should continue to engage with stakeholders to address these concerns. HM Inspectors June 2025 Page 235 of 236
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36 Appendix 7 Note of Consultation with Children in ELC Children accessing funded ELC places at CoPECC & Goodlyburn were consulted within small focus groups. The three groups took place on 23 May 2025 and 30 May 2025. The Nursery Teacher at Goodlyburn & CoPECC led the consultation. Due to the age and stage of the children, they were not asked about the previous site but instead were asked what they liked and disliked about their current nursery. The comments gathered from children follow: • Playing outside. Nursery is better outside. • I like to dress up as the colour monster. • I don't like when it's noisy and I have to shout so they can hear me. • The tap is hot. So many people have to wash hands, it takes ages. • I feel sad about leaving nursery and going to school. • I like the outside. • The nursery is stinky like poo and pee. • The home corner is nice. The pictures are pretty. • The wall is ugly • I love playing with my friends • I like playing outside • I'd like a real baby to play with in the kitchen. • I don't like putting suncream on. • The doors are noisy and bang - it makes me jump. • The bikes are the best. The outside is better. • The toilets are stinky. • It's hard to open the taps. Not for me but for other people. • Toilets are stinky smelly. • I only like being on the bikes. Page 236 of 236