Agenda Document Pack - Learning and Families Committee - 27/05/2026
Perth and Kinross Council · 27 May 2026
Back to Learning and Families Committee — 27 May 2026 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 20/05/2026 A hybrid meeting of the Learning and Families Committee will be held in the Council Chamber on Wednesday, 27 May 2026 at 13:30. 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 Page 1 of 354
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Learning and Families Committee Wednesday, 27 May 2026 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 2 DECLARATIONS OF INTEREST 3 MINUTES 3(i) MINUTE OF MEETING OF LEARNING AND FAMILIES COMMITTEE OF 4 FEBRUARY 2026 FOR APPROVAL (copy herewith) 5 - 8 3(ii) MINUTE OF MEETING OF LEARNING AND FAMILIES COMMITTEE OF 16 MARCH 2026 FOR APPROVAL (copy herewith) 9 - 10 3(iii) MINUTE OF MEETING OF JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF OF 19 NOVEMBER 2026 FOR NOTING (copy herewith) 11 - 18 3(iv) MINUTE OF MEETING OF EMPLOYEES JOINT CONSULTATIVE COMMITTEE OF 3 DECEMBER 2025 FOR NOTING (copy herewith) 19 - 24 4 CORPORATE PARENTING PLAN 2025-2030 ANNUAL UPDATE Report by Strategic Lead - Children, Families and Justice (copy herewith 26/136) 25 - 48 5 PERTH AND KINROSS INTEGRATED CHILDREN'S SERVICES PLAN 2026-2029 Report by Strategic Lead - Children, Families and Justice (copy herewith 26/137) 49 - 110 6 LEARNER PARTICIPATION FRAMEWORK 2025-2028 Report by Strategic Lead - Education and Learning (copy herewith 26/138) 111 - 136 Page 3 of 354
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7 GAELIC LANGUAGE PLAN 2024-2029 UPDATE Report by Strategic Lead - Education and Learning (copy herewith 26/139) 137 - 244 8 COST OF THE SCHOOL DAY POLICY Report by Strategic Lead - Education and Learning (copy herewith 26/140) 245 - 268 9 INTENSIVE SUPPORT PROVISION STATUTORY CONSULTATION REPORT - ST JOHN'S RC ACADEMY Report by Strategic Lead - Education and Learning (copy herewith 26/141) 269 - 306 10 INTENSIVE SUPPORT PROVISION STATUTORY CONSULTATION REPORT - COMMUNITY SCHOOL OF AUCHTERARDER Report by Strategic Lead - Education and Learning (copy herewith 26/142) 307 - 346 11 LOGIEALMOND PRIMARY SCHOOL Report by Strategic Lead - Education and Learning (copy herewith 26/143) 347 - 354 Page 4 of 354
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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 4 February 2026 at 9.30am. Present: Councillors J Rebbeck, M Frampton, Bailie C Ahern, L Barrett, D Cuthbert, J Duff, K Harvey (substituting for Councillor S Carr), D Illingworth (substituting for Councillor N Freshwater), I Massie, N Khogali, I MacPherson, C Shiers, Provost X McDade, G Stewart and A Watt; Mr A Ferguson, Ms A Laverty and Mr R Stubbs. In attendance: D Macluskey, Strategic Lead – Education and Learning; A Singh, Strategic Lead - Children, Families and Justice; S Cooper and S Wilson (Children, Families and Justice); F Mackay, and N Craik-Collins (all Education and Learning); A McConnachie, S Hendry, A Brown, and M Pasternak (all Legal and Governance). Apologies: Councillor S Carr and N Freshwater; Ms L-J Grant, 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 12 November 2025 The minute of meeting of the Learning and Families Committee of 12 November 2025 was submitted, approved as a correct record. (ii) Executive Sub-Committee of Learning and Families Committee of 1 September 2025 The minute of meeting of the Executive Sub-Committee of the Learning and Families Committee of 1 September 2025 was submitted and noted. (iii) Joint Negotiating Committee for Teaching Staff of 3 September 2025 The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 3 September 2025 was submitted and noted. 3(i) Page 5 of 354
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(iv) Children, Young People and Families Partnership of 19 September 2025 The minute of meeting of the Children, Young People and Families Partnership of 19 September 2025 was submitted and noted. 4. Self-Directed Support Strategy for Children, Young People and Families 2025 - 2030 There was submitted a report by the Strategic Lead - Children, Families and Justice (26/32) (1) seeking approval for the refreshed Self-Directed Support (SDS) Strategy 2025-2030 for Children and Families Social Work; and (2) outlining the legislative background, the key issues in relation to SDS, and the delivery plan for SDS over the next 5 years. Resolved: The refreshed SDS Strategy for children, Young People and Families 2025- 2030, be approved. 5. Raising Attainment Update 2024/25 There was submitted a report by the Strategic Lead - Education and Learning (26/33) providing and update on progress on the Raising Attainment Strategy 2024- 2027. Resolved: The contents of Report 26/33 be considered and comment on as appropriate. 6. Tayside Plan for Infants, Children, Young People and Families 2023-2026 - Annual Progress Report 2024-2025 There was submitted a report by Strategic Lead - Children, Families and Justice (26/34) providing an update on the progress made in 2024-2025 towards the priorities in the Tayside Plan for Infants, Children, Young people and Families 2023- 2026. Resolved: (i) The progress detailed within the Tayside Plan Report on Progress 2024-2025, attached as Appendix 2 to Report 26/34, be noted. (ii) The decision of the Perth and Kinross Children, Young People and Families Partnership on 5 December 2025 to cease the Tayside Plan for Infants, Children, Young People and Families and revert to a Perth and Kinross Integrated Children’s Services Plan, from April 2026, be noted. (iii) The Strategic Lead - Children, Families and Justice be requested to bring back an Annual Progress Report 2025-2026 to the Learning and Families Committee to conclude the reporting against the Tayside Plan for Infants, Children, Young People and Families 2023-2026. (iv) It be noted that the draft PKC Integrated Children’s Services Plan 2026 - 2029 will be presented to the Children, Young People and Families Partnership meeting on 27 February 2026. Page 6 of 354
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(v) The Strategic Lead – Children, Families and Justice be requested to bring the new Perth and Kinross Integrated Children’s Services Plan 2026-2029 to the Learning and Families Committee in May 2026. (vi) It be noted that the report for the Tayside Regional Improvement Collaborative (TRIC) - Report on Regional Children’s Services Partnership Planning will be the final update to the Children, Young People and Families Partnership in June 2026 before the Perth and Kinross Integrated Children’s Services Plan report replaces it. Page 7 of 354
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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 16 March 2026 at 1.00pm. Present: Councillors J Rebbeck, M Frampton, Bailie C Ahern, L Barrett, D Cuthbert, J Duff, N Freshwater, I Massie, N Khogali, I MacPherson, C Shiers, and A Watt; Ms A Laverty and Mr R Stubbs. In attendance: D Macluskey, Strategic Lead – Education and Learning; K Robertson (all Education and Learning); A McConnachie, S Hendry, A Brown, and M Pasternak (all Legal and Governance). Apologies: Councillors S Carr, Provost X McDade and G Stewart; Mr A Ferguson, Ms L-J Grant. 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. Reserved Places in Schools 2026/27 and Maximising Capacities Update There was submitted a report by the Strategic Lead - Children, Families and Justice (26/66) (1) proposing the number of reserved places for session 2026/27, within primary and secondary schools, in accordance with Section 28A of the Education (Scotland) Act 1980, as amended, and (2) informing where primary class capacities have been maximised during school session 2025/26. Resolved: (i) The number of reserved places, within schools which have classes with a limited number of spaces at specific stages, for session 2026/27, as shown in Appendix 1 to Report 26/66, be approved. (ii) The Strategic Lead – Education and Learning be requested to revise these numbers each year to reflect historical or anticipated patterns of migration, information about known movements of families in to (or out of) an area, and any current residential developments. (iii) Responsibility to keep under review, the reserved places for all schools, in light of any building work in schools and considering residential development, be delegated to the Strategic Lead – Education and Learning. (iv) The primary schools where class capacities have been maximised during session 2025/26, be noted. 3(ii) Page 9 of 354
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Joint Negotiating Committee for Teaching Staff Minute of hybrid meeting of the Joint Negotiating Committee for Teaching Staff (JNCT) held in Meeting Room 410, 2 High Street, Perth on Wednesday 19 November 2025 at 2.30pm. Present: Representing Perth and Kinross Council Councillors J Rebbeck and Councillor C Shiers; M Shaw, E Moran, F Mackay, D Macluskey, P Smith and N Craik-Collins (all Education and Learning); P Johnstone (Strategic Planning, People and Performance). Representing Teachers’ Associations J Craigon, L Gibb, L J Grant, M Laurie, J Cook, M Taylor and C Weston (all EIS); M Mackie (SSTA); S Topen-Cooper (NASUWT) In Attendance: A McConnachie for Joint Secretary (Management Side). Apologies: Councillor S Carr and J Leslie 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 3 September 2025 for Approval The Minute of meeting of the Joint Negotiating Committee for Teaching Staff of 3 September 2025 was submitted and approved as a correct record. 4. Matters Arising (i) Membership Updates The following Membership Update was agreed: Neil Craik-Collins to replace Nick Thomson on the Management Side. 5. Business of Learning and Families Committee of 12 November 2025 for Noting The business of Learning and Families Committee of 12 November 2025, be noted. 3(iii) Page 11 of 354
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6. Emergency Closure of Schools – Severe Weather Guidance D Macluskey advised this is the annual update of this guidance with the main difference being that in the event of a school closure rather than staff attending an alternative place of work, schools will move to the delivery of remote learning. C Weston said there is no provision within the SNCT that says teachers have to deliver remote learning, but they could do other work from home. Discussion followed and with neither side’s position changing The Convener said he accepted there was not going to be agreement today and that further conversation was needed out with the meeting. In response to C Weston asking that the link to the guidance be removed in the meantime, D Macluskey said he would seek guidance on that. In response to J Cook asking if during a Severe Weather Warning where police advice is to only travel if essential would teachers travelling to work be considered “essential travel” and how would travelling in such circumstances affect their insurance coverage, D Macluskey said decisions on whether to travel would be for staff to decide individually and it would be for individuals and their insurers to discuss coverage. Resolved: The Committee noted the update with further discussion to take place on remote learning. 7. Cost of the School Day Policy D Macluskey advised the policy is in draft form at the moment and welcomed any questions or comments. In response to C Weston saying the document says “by June 2025 Perth and Kinross Schools and ELC settings will have a Cost of the School Day Plan…”, D Mcluskey said that deadline has slipped, and it has not been adopted as policy yet with it still to go before the Learning and Families Committee. The date will be changed to June 2026. In response to C Weston asking if every school has a policy on uniform, D Mcluskey said the Scottish Government guidance is they should and if they do it should be consultative. M Shaw said when Perth High School were coming up with theirs, they did a lot of work consultatively around it. In response to C Weston asking in terms of best practice is there a maximum number of non-uniform days a school can have, D Mcluskey said there is not, it is left to headteachers to decide and he thinks they would know how many is too many. Resolved: The Committee noted the policy. Page 12 of 354
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8. Employee Survey D Mcluskey gave a verbal update. At the time of the meeting Education had a 27.8% completion rate for the Employee Survey and with Education making up about 3000 of the 5000 Council’s employees he was disappointed with the low number. He said he asked for time to be given at inset days for the survey to be completed and he needs to know where that did not happen as they are looking to work with schools that did not set aside time. He stressed the importance of the survey to him and as a tool for improvement with any help getting more people to complete it appreciated. Resolved: The Committee noted the update. 9. Restructure of the Outreach Service (Including EAL) – Locality Model F Mackay gave a verbal update. The restructuring is part of the ASN programme, and it is moving from centralised inclusion resources to 4 locality areas with LMGs grouped together. It does not change anyone’s job or the function anyone does just the coordination of who they report to. There is a working group looking at the implementation and they had their 1st meeting last week with a whole day workshop in December. The resources and decision making around them will be closer to HTs with the focus on localisation of resources as much as possible. Will bring updates as and when they have them. In response to C Weston asking when this will be in place, F Mackay said hopefully in August 2026 following recommendations in March 2026, but some might happen quicker. In response to M Mackie asking if EALs are part of the working group, F Mackay said they will have representation and be part of the stakeholder discussion but can look at specific representation for them. There is a meeting with the Peripatetic Teams on 18 December which is the first opportunity to bring people together and have further discussion. In response to S Topen-Cooper saying the current centralised service is very successful and his concern that splitting it would mean a loss of continuity, training and support, F Mackay agreed the current service is very successful and there is no intention of dismantling that as the 4 localities will still be part of one team. In response to C Weston asking if the Locality Coordinator post would be a teaching role and J Craigon asking if there would be any cost savings, F Mackay said it would be PT teaching terms and conditions and there would be no cost savings. Page 13 of 354
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In response to S Topen-Cooper asking if the change will mean more meetings, more bureaucracy and a watered-down service, F Mackay said that is not the intention, she understands the concerns and would encourage participation in the upcoming focus groups. Resolved: The Committee noted the update. 10. Transformational Change – Update on ISPs including long term plans for places like Connections and Navigate F MacKay gave a verbal update. In the past year they have increased their number of ISPs with the aim that every secondary school with a substantive role has ISP and that each LMG catchment has at least one school with ISP. So far, they have completed statutory consultations for three schools – Perth High School, Kinross High School and Viewlands Primary School – with agreement at the Learning and Families Committee on 12 November that these become permanent ISPs. The next tranche of consultations are for all through ISPs at the Community School of Auchterarder and St John’s Academy. These started 2 weeks ago. Auchterarder had their staff and public meetings yesterday and St John’s have theirs next week. Education Scotland are also involved and will visit both schools, conduct focus groups and feedback reports. Progress is positive and hopefully in August 2026 we will have 10 secondaries and 19 primaries with ISP meaning children are educated closer to home and not having to travel. Connections and Navigate do not have the same focus as ISPs as they are part time provisions and not the same as schools. An ongoing review looking at staged intervention support has started with their first meeting tomorrow and if there is any need for Union involvement, they are happy to involve them. F Mackay agreed with C Weston’s request to keep them updated. The Chair said engagement from all involved has been brilliant and they are excited about the future. Resolved: The Committee noted the update. 11. PT Protected Management Time Update M Shaw provided a verbal update. He met with C Weston and L J Grant on Monday and agreed the table is to be reviewed by them and the HT Group. In agreement that PTs should have protected management time. Aware there is an urgency to get HTs round the table soon and intention is to meet with C Weston and L J Grant again following that. C Weston said there would hopefully be an update at next JNCT. Page 14 of 354
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Resolved: The Committee noted the update. 12. Zero Tolerance Approach to Violence and Aggression Incidents in PKC Schools – Teachers’ Panel In addition to the letter submitted by on behalf of the representatives on the JNCT Teachers’ Panel, C Weston said they believed the Council’s 2006 corporate policy for management of violence and aggression has not been extended to schools and as a result they believed their local agreement is not currently being followed and the Council is failing to uphold the LNCT agreement. Teachers’ Trade Unions have been asking for posters for years and been told corporate posters are not appropriate for schools and there is a need to get the right wording, but the corporate policy has an example of clear, direct and easily understood wording. Their evidence from members in schools is that incidents of violence and aggression towards staff are increasing and the of a zero-tolerance framework is having a detrimental effect on staff wellbeing which impacts educational outcomes. They are also sure there is a correlation between absences and violence and aggression incidents although the Council’s absence reporting system doesn’t indicate that many of the absences are directly related. In response D Mcluskey said he had checked with Lorna Hamilton, Health and Safety Team Leader and the corporate policy the Teachers’ Panel are relying on has been superseded by 2021 Violence and Aggression Guidance. He is happy to put out a statement that violence and aggression against teachers and school staff will not be tolerated. The data says incidents of violence and aggression are reducing and he accepts that is at odds with their experience and feeling. It is not a bilateral choice between a restorative approach and violence and aggression. Although the age of a child involved in an incident does not matter the context is the majority are between the ages of P1-P4 and a person’s reaction to an incident will differ depending on the age of the child involved. There are dangers with zero tolerance and there would need to be a discussion as to what it means and what the future looks like. There is a difference between adhering to corporate policy and posters. Thinks they engage well with teachers on this issue and there is already a group looking at reducing challenging behaviour so would need to know why it’s not appropriate to discuss their issues there. In response to C Weston saying she feels violent and aggressive incidents are being underreported with the numbers of reported incidents on SEEMIS different from the number on DASH, D Mcluskey said there is probably underreporting but the numbers have been dropping longer than SEEMIS and DASH have been in place. S Topen-Cooper said he thinks the lack of quick links for forms and teachers being fed up filling in forms in their own time contributes to underreporting and M Laurie said she sees the differences between SEEMIS and DASH contributing Page 15 of 354
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with SEEMIS being quicker and easier to complete and does not think people are filling in DASH because it is repetitive. M Taylor said she would not fill in a DASH form for a pupil swearing at her due to the time it takes to complete. The Chair said it is important to note that the Management Side does care and if the Reducing Challenging Behaviour Group is not working, we need to revisit that. They do not just want posters and words but an appropriate meaningful policy that makes a difference and that he and Councillor Shiers are happy to be part of any discussions with Councillor Shiers echoing this. F Mackay said she is happy to look at expanding the membership of the Reducing Challenging Behaviour Group and SEEMIS data was discussed at their last meeting. Their next meeting is going to be with Susie Turner’s Relationships Group as the groups should be working closely together. The Chair said he is happy for the relationships policy to be reconsidered but that he backs the restorative approach and D Mcluskey and F Mackay are happy to do that. D Mcluskey said last year’s data shows teacher absences have gone down. In regard to DVCA incidents in term 3 they are looking at putting in a longer break in February and that they are working with the levers and tools available to help those on the front line. In response to J Cook’s suggestion that reducing the time reports take to come back to staff could improve reporting, F Mackay said she will take that forward. L J Grant said she does not see improvements in DCVA data in the years she has been on the panel and that perhaps they maybe need to look at a different matrix for measuring. The Chair said society has changed and we have to deal with and address that. F Mackay said with P1s this year DCVA reports dropped by half and things may be starting to change. D Mcluskey suggested and it was agreed by the teachers that in relation to their letter they could consider it resolved as they are willing to work with them on all their sought resolutions. Resolved: Management willing to work with Teachers’ Associations on all sought resolutions. 13. SNCT Agreement on changes to the Job Sizing Toolkit In response to C Weston saying she brought this to Committee so they are aware of it, D Mcluskey said they are aware of it and where there is a need for action to be taken it will be. Page 16 of 354
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Resolved: The Committee noted the Agreement. 14. Any Other Competent Business (i) D Mcluskey said in relation to the Working Time Agreement and Parental Contact he has had a request from one school asking for more Contact Evenings and less reports. (ii) P Johnstone thanked the teachers for agreeing to change their pay date and that they will receive their back pay on 23 December. (iii) S Topen-Cooper wanted to make the Committee aware of a recent Scottish Government paper from September on retaining ethnic minority teachers. (iv) Teachers would like meetings to follow a rolling cycle of a Monday meeting followed by a Tuesday meeting, followed by a Wednesday meeting then back to Monday – A McConnachie to investigate possibility of this. 15. Date of Next Meeting 11 March 2026 at 2:30pm in Meeting Room 410, 2 High Street, Perth. Page 17 of 354
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Perth and Kinross Council Finance and Resources Committee Employees Joint Consultative Committee Minute of hybrid meeting of the Employees Joint Consultative Committee held Meeting Room 410, 2 High Street, Perth on Wednesday 3 December 2025 at 1.30pm. Present: Representing Perth and Kinross Council: Councillors K Allan, S McCole and M Frampton. Present: Representing Trade Unions: C Weston (EIS) V Leonard (GMB) S Hope (UNISON) M Mackie (SSTA) In Attendance: L Hamilton, P Johnstone, E Bayne, L McGeorge, F Mackay, D Black, S Stephen, B Kinnear, S Kinnear, K Robertson, J McCole, A McConnachie. Apologies: Councillor J Rebbeck with Councillor M Frampton substituting, D MacLuskey, N Ferry, S Robertson and S Topen-Cooper S Hope in the Chair. 1. Welcome and Apologies S Hope welcomed all present to the meeting and apologies were noted as above. 2. Declarations of Interest There were no declarations of interest made in terms of the Councillors’ Code of Conduct. 3. Minute of Meeting of Employees Joint Consultative Committee of 17 September 2025 The minute of meeting of the Employees Joint Consultative Committee of 17 September 2025 was submitted and approved as a correct record. 4. Matters Arising (i) Medication Errors B Kinnear, Service Manager, Adult Social Work & Social Care Services, P&K HSCP gave a verbal update, outlining that there is a 3(iv) Page 19 of 354
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high number of medication incidents with the highest being “recording error”. He assured the committee that all incidents are fully investigated and analysed with additional training provided where errors have occurred. Actions being taken in the service include continuing to raise awareness and provide clarification of when an incident is reported and recorded, follow up training as appropriate. He stated that the number as a percentage of visits carried out is low and nobody was at risk of significant harm. Further he advised that all incidents are reported to the Care Inspectorate with a number of improvement measures taken, including all staff having their standards and practices observed and thereafter are reviewed annually. In response to Councillor McCole asking about whether third party providers the Council work with report their errors to the Council, B Kinnear said they should and there is a working group looking at third party reporting and monitoring third parties. B Kinnear left the meeting. (ii) Industrial Injuries Guidance In response to C Weston asking if following the previous meeting this had been reviewed as agreed, E Bayne said there are ongoing discussions and the next action will be to engage with the unions. (iii) Zero Tolerance Posters In response to C Weston asking Councillors McCole and Allan what has been done following the previous meeting where they agreed to take zero tolerance posters forward as an action to follow up, Councillor McCole said she understands from officers progress has been made. 5. People and Culture – Equality Update There was a report submitted by S Kinnear, Employee Engagement Officer providing an update on recent and planned employment equalities activities within Perth & Kinross Council. In addition to the report S Kinnear said that all staff networks are meeting again and that in relation to the anti-asylum protests and PKC’s status as a Council of Sanctuary, David McPhee has been delivering a presentation to SMTs which can be shared or delivered on request. In response to Councillor McCole asking if what is being done in relation to menopause is sufficient, E Bayne said menopause and managers awareness is more commonplace in the conversations at work than it used to be and reasonable supportive steps are being taken where needed. Page 20 of 354
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In response to S Hope asking if more could be done to promote the various groups to the unions, E Bayne said there is a monthly Health and Wellbeing Briefing that he will share with them. We would also welcome the unions sharing and raising awareness of content. F Mackay said getting resources to schools can be challenging and there is a Staff Wellbeing Project looking at alternative arrangements for education staff who cannot attend meetings or events held centrally. In response to V Leonard asking about specific training for managers and whether people are aware of the additional support that is out there such as Access to Work, E Bayne said in the past our Occupational Health provider has delivered menopause awareness training and it’s something that can be looked at and those additional supports such as Access to Work are part of the conversations his team has with managers. Resolved: The Committee noted the ongoing employment equality activities and their alignment with the Council’s strategic objectives. (S Kinnear left the meeting.) 6. Health and Safety Performance Report Quarter 2 2025/26 – July – September 2025 There was a report submitted by the Health and Safety Team Leader (G/25/174) informing and assisting the Employees Joint Consultative Committee in monitoring health and safety compliance and performance across Perth and Kinross Council and providing an overview of health and safety activities undertaken. Resolved: The Committee noted the contents of the report. 7. Fire Safety Performance Report – Quarter 2 2025/26 – July – September 2025 There was a report submitted by the Health and Safety Team Leader (G/25/175) informing and assisting the Employees Joint Consultative Committee in monitoring fire safety performance across Perth and Kinross Council and providing an overview of fire safety activities undertaken. In addition to the report L Hamilton said they are working on a Fire Safety Management course for next year. In response to Councillor McCole asking if some information on outstanding actions could be included in the next report, L McGeorge said that this would be provided. Page 21 of 354
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In response to Councillor Allan asking why children set off the fire alarms and L McGeorge asking if there is anything they can do to minimise the chances of it happening, S Stephen advised that many of the false activations of alarm systems in schools were as a result of children with additional support needs and schools do proactively look for solutions to stop it happening. Resolved: The Committee noted the contents of the report 8. Staff Reporting: Incidents of Violence/Aggression and incidents of Distressed/Challenging Behaviour in Education Settings – Term 1 2025/26 There was a report submitted by the Quality Improvement Manager, Inclusion and Additional Support, and Inclusion Quality Improvement Officer (G/25/176) on Education and Learning’s performance in managing and reducing staff reports of incidents of distressed, challenging, violent, or aggressive behaviour that have impacted staff in the workplace. It also provides a summary of the information gathered in Term 1 of academic year 2025/26 in relation to staff reports of incidents in schools and other educational settings which had an emotional or physical impact on them and information on the activity of an established Working Group to prevent and reduce the number of incidents. The teachers unions submitted written questions in advance of the meeting with F Mackay and C Weston agreeing to a written response with discussion at a future Reducing Challenging Behaviour Group. S Stephen said they are in year 2 of the new child’s plan and know what the next steps with that will be and the Scottish Government are already reviewing the revision of physical intervention guidance with no timescale on the outcome. In response to Councillor Allan asking if there were resources they could help with, S Stephen said potentially around ASN and ISP and would detail them in an email to Councillor Allan. In response to S Hope asking about resources being directed to the small proportion of children in P1 involved in incidents, F Mackay said P1 children have not been in a school environment before, and it can take a couple of terms for improvements to show from measures that have been put in place. P1 incidents are the lowest they have been for a number of years. Following feedback they are looking at reinstating 2 in-service days in August and there is a proposal for a full week off in February. In response to Councillor McCole asking about investment in ASN/ISP provision for early years and childcare, F Mackay said there has been this Page 22 of 354
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year focussed on early years which should improve independence and communication skills. K Robertson said school holidays have been approved up to 26/27 with dates for 27/28 to 28/29 being drafted and will be put to unions encompassing F Mackay’s earlier points. Resolved: The Committee noted the content of the report and ongoing activity by a multi- agency group to reduce and prevent future incidents of distressed challenging, violent or aggressive behaviour and improve staff experience in Early Learning and Childcare (ELC) settings and schools 9. Health and Wellbeing Update There was a report submitted by the People and Culture Manager (G/25/177) providing an update on current Health and Wellbeing data and current Health and Wellbeing activities. In response to C Weston asking how PKC’s absences compare nationally, E Bayne said on 31 March 2025 they were the 10th lowest out of 32 for teaching staff and 4th lowest for all staff with work being done to improve those figures. Resolved: The Committee noted the position regarding Health and Wellbeing 10. Employee Survey P Johnstone had hoped to have overview of the data but it was not available for the meeting. Will be brought to the next meeting. 11. Any Other Competent Business - 12. Date of Next Meeting 1 April 2026 Page 23 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Corporate Parenting Plan 2025 - 2030 Annual Update Report Number: 26/136 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 in the past year in relation to the actions outlined in the Corporate Parenting Plan 2025 - 2030 (the Plan). The Plan was approved by the Learning and Families Committee on 2 April 2025 (Report No. 25/71 refers). 1.2 The Plan reflects The Promise Plan 2024 - 2030 and details how Perth and Kinross Council (PKC) and partners are working towards meeting The Promise by 2030. This first annual update of the Plan shows progress on the agreed actions. 1.3 Sections 1. Purpose 2. Recommendation 3. Background/Context 4. Main Issues 5. Conclusion 6. Impact Value Assessment 7. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Notes the progress of the actions contained in Appendix 1. 4 Page 25 of 354
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2.2 Requests that the Strategic Lead – Children, Families and Justice bring back an annual update report to the Learning and Families Committee and the Children, Young People and Families Partnership on the progress of actions. 3. Background/Context 3.1 Historic Information/Context 3.1.1 The Children and Young People (Scotland) Act 2014: National Guidance on Part 12: Services in relation to Children at Risk of Becoming Looked After, etc introduced statutory duties and responsibilities for public bodies, including PKC, in their role as corporate parents. The Act defines corporate parenting as “the formal and local partnerships between all services responsible for working together to meet the needs of Looked After children, young people and care leavers”. 3.1.2 Part of those responsibilities requires each corporate parenting body to produce a plan which indicates their contribution to meeting the needs of their population of care experienced children and young people. 3.1.3 The Independent Care Review, which was commissioned by the then First Minister of Scotland in 2016, carried out an in-depth look at the care system in Scotland. The review was carried out between 2017 and 2020, with the voice of care experienced children and young people at its heart. 3.1.4 The resulting recommendations are contained within ‘The Promise’ which was endorsed by the Scottish Parliament on 5 February 2020. The Promise contains recommendations which are built on five foundations: Family, Voice, Care, People, and Scaffolding. The initial Promise Plan 21-24 provided the first set of recommendations to enable Scotland to “#KeepThePromise” by 2030. The subsequent Promise Plan 24-30 was published in Summer 2024. 3.1.5 PKC is committed to supporting our care experienced children and young people. Our Plan is based on the priorities laid out in The Promise Plan 24-30, and the voice of our own care experienced young people. 3.1.6 The Plan makes an explicit pledge to continue to support all of our care experienced children and young people by showing support in visible ways, through various means, to ensure that: • Our children will have the best start in life in a nurturing environment. • Our children and young people will be meaningfully engaged with high quality learning experiences to extend their potential. • Our children will grow up healthy, confident, and resilient with improved mental and physical health and strengthened emotional wellbeing. • Our children, young people, and families at risk, who face significant inequalities and disadvantage, will have improved life chances. • Our children and young people are safe from harm. Page 26 of 354
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3.1.7 The Corporate Parenting Plan Action Plan 25-30 (Appendix 2 within the 2025 - 2030 Plan) is focused on the five foundations of The Promise. 3.1.8 The Plan is monitored by the Corporate Parenting Sub-group to ensure that actions are progressing. The Promise Delivery group consists of multi-agency operational partners who take forward the actions and report to the Corporate Parenting Sub-Group. 4. Main Issues 4.1 The policy and legislative landscape surrounding care experienced children and young people is developing in line with recommendations from The Independent Care Review. 4.2 In January 2026, the Cross-border Placement of Children (Requirements Effect and Enforcement) (Scotland) Regulations 2026 came into place. These regulations strengthen the notification process for those placed in residential and foster care in a local authority which is different to the placing authority. 4.3 The Children (Care and Justice) (Scotland) Act 2024 has already been introduced in part but, by the end of 2026, further parts will be introduced. This will mean that in relation to court and welfare proceedings, a child will be referred to as someone under the age of 18 years of age. This Act strengthens children’s rights when they appear in court and offers greater alternative by referral to Reporter to Children’s Hearing. This Act will also mean that young people under 18 years of age, who are not currently known and who are referred for either care or justice reasons, will be allocated within Children’s Services. In order to meet these demands, a new team will be established at Scott Street, Perth, using existing resources. 4.4 The Children (Care, Care Experience and Services Planning) (Scotland) Bill was introduced to the Scottish Parliament on 17 June 2025 and is currently at Stage 3 (final changes and vote). At Stage 3, MSPs can propose further amendments (changes) to the Bill. These are debated and decided on in the Debating Chamber. At this stage, all MSPs can vote on them. There is then a debate on whether to pass the Bill. If the Bill is not passed, it ‘falls’ and can't become law. The Bill proposes the extension to the criteria for young people to receive aftercare to include those young people who have had any experience of care prior to their 16th birthday. Currently, this is only eligible to young people who are Looked After on their 16th birthday. The implications are that this will mean an increase in the number of young people allocated within our Throughcare and Aftercare service. Page 27 of 354
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4.5 The Care Leaver Payment (Scotland) Regulations 2026 provide a one off £2,000 payment to support young people transitioning from care into independent living. This legislation will come into force from April 2026. 4.6 In December 2025, The Promise Scotland published The Route Maps: Plan 24-30 to support local authorities to achieve The Promise by 2030. The route maps are broken down by the five foundations and by theme, e.g. whole family support. We are currently working through the route maps to ensure that we are compliant with the new guidance. 5. Conclusion 5.1 This is the first annual update of the Corporate Parenting Plan 2025 - 2030. The Action Plan 2025 - 2030 Annual Update (Appendix 1) will be updated again following implementation of the legislation detailed above and work is currently being undertaken to look at the Action Plan against the route maps published by The Promise Scotland. 5.2 PKC and partners remain committed to meeting the needs and aspirations of our care experienced population. The work detailed in Appendix 1 is evidence of how we are doing this. 6. Impact and Value Assessment 6.1 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: Corporate Parenting Plan 2025-30. 6.2 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. 7. Appendices 7.1 Appendix 1 - Corporate Parenting Plan 2025 – 2030: Action Plan Annual Update Page 28 of 354
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Appendix 1 Corporate Parenting Plan 2025 - 2030 Action Plan 2025-2030 Annual Update The actions are divided into the five foundations of The Promise and are based on consultations and feedback from services. VOICE Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focussed on children and those they trust. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 Children and Young People will be meaningfully involved in all decisions around them and their care. 1 Develop linkages between locality Champions Boards and decision makers to ensure opportunity to influence policy. January 2027 How many meetings per year occurred Annually Services for Young People HM LR 10 corporate parents including Councillors attended session with youth workers highlighting Corporate Parenting, and the forthcoming Bill. Information shared with full council and all Councillors are going to make pledges. Councillor visits to Champs boards have taken place and more have been planned with Councillors taking action around issues affecting young people. Dates have been arranged for Strategic Lead for Education to visit Champ’s Boards. 2 Complete an Audit of all meetings concerning children and young people to October 2025 Audit to take place and young Annually Review Team LM The Review Team have completed an Audit of Children and Young People’s participation in Looked After Review Meetings over a 3-month 4 Page 29 of 354
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VOICE Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focussed on children and those they trust. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 ensure opportunities are given for their voice to be heard. people to be consulted period. This Audit will be completed annually over a quarterly period. The Audit Tool can be adapted to measure Young People’s participation in different meetings and forums. Currently we are consulting with YP through Champs Board to gather views on changing the name of Looked After Review Meetings. We notify Independent Advocacy Perth and Kinross (IPAK) of all YP over 5 years who become Looked After or have a CPPM arranged. IPAK then connect with the child’s SW and contact with the family. 3 Review all paperwork submitted to formal meetings in Education and Social work to ensure that this is child friendly and Jan 2027 Audit to take place and young people to be consulted Annually Review Team LM/SW/EW The Person-Centred Case Recording Working Group is looking at language. The review team are mindful of writing directly to some young people i.e. leaving care reviews or where they have attended to give and seek feedback. Page 30 of 354
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VOICE Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focussed on children and those they trust. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 easily understood and decisions are well documented. Unfortunately, due to capacity we are not yet able to do this for all YP. The review team have revised letters sent to YP and Families inviting them to reviews and are working with the communication on other accessible information on reviews. Also, we are commencing gaining feedback on reviews 4 Support the development of independent Advocacy opportunities for children and young people of all ages by expanding service to children under 8. January 2027 Number of children and young people accessing advocacy and ages Quarterly Independent Advocacy Perth and Kinross JH SF This past year Independent Advocacy Perth and Kinross has supported 218 children and young people (CYP). 38 of those were under 8. 13 of the 218 CYP referrals were supported with children’s hearings only. All other 205 CYP have been supported to hearings and additional meetings such as LACs and CPPMs. This is thanks to the funding from both Scottish Government and PKC that enables IAPK to support a young person throughout their corporate parenting journey. A provision the Page 31 of 354
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VOICE Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focussed on children and those they trust. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 Government are keen to replicate and roll out across Scotland. 5 Agree a partnership definition of Care Experience which reflects national practice and legislation to ensure that those children and young people gain all their entitlements. January 2027 Clear definition for all to use Annually Promise Delivery Group LR The definition of care experience is contained within the new CCECSP Act which has newly been published. This will be agreed at the next Corporate Parenting Sub-group and shared within the partnership. 6 Agree language to be used in partnership to provide consistency in all matters that affect care experienced Children and Young People. January 2027 Agreement reached Annually Promise Delivery Group and Champions Boards HM PM Review Officers have attended a course on language which will be used to underpin the methodology in the case recording working group. Work is ongoing to agree this across the partnership Youth Work Modern apprentice delivering language session to Skills development Scotland. Youth Workers are to advise on PKC Language Charter in collaboration with champs Page 32 of 354
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VOICE Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focussed on children and those they trust. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 7 Develop information to ensure that Children and Young People know what is being shared and by whom. January 2027 Information available Annually Promise Delivery Group and Champions Boards DM SW HM Work is ongoing to progress this. 8 Deliver talking mats training to all Education staff. June 27 Number of practitioners trained Annually Education and Learning EW 10% of Primary Schools have a trained practitioner (7/69 schools) 54% of Secondary Schools have a trained practitioner (6/11 schools) There are 166 members for our EDMS Talking Mats Site across all education sectors. Training for practitioners in Intensive Support Provisions (ISPs) across Primary and Secondary Schools has been prioritised. We have practitioners in our peripatetic EAL team and outreach team trained which makes this service available to more establishments. 9 Introduce robust system of feedback from Corporate Parenting sub-group to the champions JAN 2027 System in place Annually Promise Delivery Group TBC Quarterly meetings and returns in place so information can be shared with Champs as and when required. Page 33 of 354
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VOICE Children must be listened to and meaningfully and appropriately involved in decision-making about their care, with all those involved properly listening and responding to what children want and need. There must be a compassionate, caring, decision-making culture focussed on children and those they trust. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 boards about issues that are raised. 10 Establish routine opportunities for Corporate Parents to meet with young people. JAN 2027 Calendar of opportunities Annually Promise Delivery Group and Champions Boards HM 10 Corporate Parents including Councillors attended session with youth workers highlighting corporate parenting, and the forthcoming Bill. Councillor visits to champ's boards have taken place and more have been planned with Councillors acting on issues affecting young people. FAMILY Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 Children and Young People will remain within their birth family as long as it is safe to do so. Families will be provided with the 1 Investment in universal supports through Whole Family Wellbeing Fund.to target those in most need. Data number of families supported. March 2027 Data collected through Whole Family Wellbeing oversight group re Annually Whole Family Wellbeing oversight group CM 69 families attended programmes delivered by the parent and family team. During the first two quarters of the financial year (April to September) a total of 30 new families received one to one support from the service (in addition to 7 families who were still Page 34 of 354
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FAMILY Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 support they need for as long as they need it. and reduction of open Social Work Involvements will show progress. number of families receiving a service open to the service from the period Jan – April) by Families Empowering Communities In addition to one to one support, 54 families attended universal community events (61 adults and 98 children), and a further 42 families regularly engage with thematic groups (e.g. wellbeing groups, dad’s only groups and family play groups) that develop peer support. (NB some of these may be the same families) During the reporting period, 66 children were referred into the COPE service, with the majority (43%) being referred by the Child Protection and Duty Team. Overall, a total of 103 families were provided with support during April to September 2025 by Aberlour. 2 Develop support for pregnant woman who have previously lost children to care. January 2027 Support in place Annually Children and Families Social Work SW Birch project has begun working and impact will be monitored We are looking at developing further longer-term support through Families Empowering Communities and hope to visit a couple of projects for learning before developing our own service. Page 35 of 354
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FAMILY Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 3 Through partnership working increasing attendance and attainment of care experienced children and young people. January 2027 Collect attendance data Collect attainment data Quarterly Annually Education and Learning EW AK LR CE Tracking has been established with monthly data taken and a quarterly report is prepared for the RAB CE subgroup. Fall in attendance data for CYP Looked After at Home, which resulting in an Attendance focus to review planning for CYP Looked After at Home. 33 CYP had attendance below 90%. Findings from this focus are being taken forward to improve attendance. PIL(E) Scaffolding - Development sessions with Youth Workers around understanding the Staged Framework for Attendance in schools and assessments to support identifying barriers for attendance and participation. Attending Social Work Team Meetings to highlight new CE Guidance for Education and Inclusion resources including the Staged Framework for Attendance in schools and assessments to support identifying barriers for attendance and participation. Emphasising the requirement for clearly defined joint outcomes in Education Children’s Young People’s Plans (CYPPs). Page 36 of 354
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FAMILY Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 Reviewing Education CYPPs on an individual basis to ensure a joint understanding of ASN have been identified and are planned for. Focus on CY Looked After at Home. February 2026: Average attendance across primary and secondary from children Looked After at Home (LAC) has improved slightly, in line with slight increase in CYP who are not Care Experienced. There is a persistent gap that remains between these groups, particularly those who are LAC. 4 Publicise and support families to access Welfare Rights Team to ensure income maximisation. January 2027 Welfare rights referrals Annually Promise delivery group ALL Teams supporting families are directed towards welfare rights if required. More publicity is planned 5 Develop information and support to Adoptive families and Kinship carers not currently known to Social Work. January 2027 Support in place Annually Looked After Services DM Funding to support the delivery of support to kinship carers via Tayside Council on Alcohol to deliver in Letham has been made available. If this is successful further programmes will be rolled out. Support to Adoptive parents is available through the Adoption team. Page 37 of 354
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FAMILY Where children are safe in their families and feel loved they must stay – and families must be given support together to nurture that love and overcome the difficulties which get in the way. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 We are seeking feedback as to development of this support 6 Review supports for children who are in care and living with their parents to ensure they are receiving the right supports. June 2027 Review of all supports Annually Promise Delivery Group SW This group of children and young people have attracted a focus over past several months. We are developing a particular support around those whose attendance is below 85%. This involves Youth Workers and two new workers who will dedicate support in the home, find out what issues are and ensure there are supports to meet need. This pilot project will give insight into supports required. 7 Further develop the multi-agency screening hub (MASH) to ensure the right support is reaching families before risks escalate. June 2027 Audit of referrals and outcomes Annually Fieldwork services SW BC This is being monitored to ensure the right supports are in place. Impact will be measured with the number of families that are being re-referred. 221 families were referred in the past year with supports being provided through early intervention. Page 38 of 354
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CARE Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 1 Increase the number of children and young people who are in care and living with the siblings they lived with prior to accommodation. January 2027 Number of brothers and sister who are living together in care Quarterly Looked After Services ALL Data is being developed with mosaic to measure the number of brothers and sisters who were living together prior to accommodation who are still living together. CREST continue to promote the use of Family Group Decision Making and the Connections toolkit. Facilitate discussions on connections/family relationships in review meetings 2 Reduce those children and young people who are living in external foster and residential placements by recruitment and retention of Foster Carers and Kinship Carers. January 2027 Number of children and young people living in external placement s fostering and residential Quarterly Services for Children and Families Social Work LR As of end of Jan 2026, we have 13 Children in residential care and 14 in purchased foster placements. We continue to meet our need for foster care within our own resources and the last foster care placement purchased was in January 2023. Recruitment has continued to be a challenge, but we have had some success. Our growth in kinship care and the support offered has been a significant contribution to the lowering of the foster care numbers. Of the 13 in residential care, we have a further 2 to transition out, one is waiting on an adult care support Page 39 of 354
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CARE Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 package and the other is waiting for his tenancy to be allocated. We unfortunately have seen one new placement and another about to be made this year for primary age children who have significant needs. We are monitoring this situation to ensure this doesn’t become a trend. 3 Increase capacity of Family Group Decision Making (FGDM) team to ensure all children and young people who are new into care have the opportunity to have the process. January 2027 Number of FGDM processes undertake n Quarterly Services for Children and Families Social Work LM LR Capacity has not been increased yet but is under review 4 Strengthen support for care leavers through appropriate housing support. January 2027 Number of tenancies sustained and number of young people who are deemed homeless Annually Youth Housing Support Group BH The Youth Housing Support Group have been meeting regularly and is working well. The group is allowing for planned transitions into tenancies for young people who are leaving care resulting in no emergencies in the past year. Bringing the resources together has helped develop a sense of collaboration, sharing of skills and matching based on need. Page 40 of 354
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CARE Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 From April 25 till December 25, 28 young people were supported towards appropriate accommodation. 14 were open to the Throughcare and Aftercare team and the other 14 had been open to and were receiving other supports from Youthwork, Employability or SCOPE 5 Strengthen transition support by introducing pathway planning on mosaic and therefore ensuring planning is consistent and transparent. January 2027 Number of pathway plans introduced Annually Services for Young People BH Pathway planning has been introduced for all Care Experienced Young People (CEYP) who are eligible. Since August 2025 32 Pathway plans have been introduced and 7 reviews have taken place. Pathway Plans are in place for all recently accommodated Children Alone Seeking Asylum (CASA) Young People/under 18’s; for those over 18, the replacement of Wellbeing Assessments with Pathway Plans is underway with more than half completed. Interpreters are routinely provided so Young People can fully participate in decisions, reviewing Page 41 of 354
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CARE Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 6 Improve communication for young people in transition including a duty number and points of contact. January 2027 Audit of support available Annually Services for Young People BH Communication points are being developed. Updates/ emergency contacts are given to young people via a WhatsApp group – easily translated and cost free for those who do not speak English and/or have data allowance on phone. Transition workshops have taken place to produce an interactive flowchart for workers, this will have easy read materials for Young People, information for Professionals and Families. This is an interagency approach including Children, Families and Justice, Education, SCOPE and Health. This is expected to be ready for further consultation and use April 2026 7 Publicise the mental health and emotional wellbeing offer for our care experienced children and young people. June 2027 Audit of publicity and those taking up support Annually Mental Health Project Officer and Promise Deliver Group LJ Trauma training for caregivers in being developed by NES and Scottish Government and will be rolled out to carers in due course Youth Workers are trained in BLOOM early intervention mental health resilience to support CEYP. Page 42 of 354
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CARE Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 Children Alone Seeking Asylum (CASA) team has a bi-lingual sessional worker who offers 1:1 wellbeing support to young people on common issues such as sleep, anxiety and mild depression. Young people are easily referred in by keyworker, support is responsive and referrals made for longer term support when needed via NHS/GP. Currently part funded by a Home Office grant for those over 18 years old and reported figures for Oct/Nov is that 5 yp18+ accessing this support. There is a session planned for Host Families by this worker on some of the materials provided to young people e.g. Grounding Exercises/Tips for Improving Sleep 8 Develop training for carers on moving on and how to equip young people for independence. June 2027 Programm e developed and introduced Annually Promise Delivery Group and Champs Groups DM A further training programme is being developed to look at what young people need when becoming independent Youth workers are delivering independent living skills for young people in champs boards weekly. Page 43 of 354
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CARE Where living with their family is not possible, children must stay with their brothers and sisters where safe to do so and belong to a loving home, staying there for as long as needed. High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/01/2026 A Youth Worker has begun a programme focusing on tenancy preparation and general tenancy management for young people. The programme will be shared with carers. PEOPLE The children that Scotland cares for must be actively supported to develop relationships with people in the workforce and wider community, who in turn must be supported to listen and be compassionate in their decision-making and care High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/07/2025 1 To reduce breakdown of care arrangements, support to carers will be strengthen by training, carers not being overloaded and practical supports be January 2027 Number of unplanned endings in fostering and kinship arrangem ents Quarterly Services for Children and Young People Social Work DM Lessons from unplanned ending meetings being collated. This will inform future matching and support. We have seen a reduction in Foster Care breakdown and very few Kinship arrangements ending. Page 44 of 354
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PEOPLE The children that Scotland cares for must be actively supported to develop relationships with people in the workforce and wider community, who in turn must be supported to listen and be compassionate in their decision-making and care High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/07/2025 available when necessary. 2 Annual development day for those working with children and young people focusing on multi- agency working, sharing practice and the voice of our children and young people to promote a consistent and compassionate workforce. January 2027 Developm ent day to take place and feedback gained as impact Annually Promise delivery group LR Yet to be actioned 3 Establish the Care Experience Lead role in educational establishments and facilitate networks to develop the role. June 2027 Number of establishm ents with dedicate resource and impact Annually Education and Learning EW Update to be given at next meeting Information on the role of the Care Experienced Lead (Designated Manager) has been shared with Head Teachers by email and highlighted in the launch of the Care Experienced (CE) Guidance sessions. A narrated presentation is also available on the CE SharePoint page. February 2026: CE Networks have been launched for Primary and Secondary sectors with CE leads, and we have Page 45 of 354
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SCAFFOLDING Children, families, and the workforce must be supported by a system that is there when it is needed. The scaffolding of help, support, and accountability must be ready and responsive when it is required. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 1 Develop of a clear set of data which focuses on January 2027 Data set to be developed to evidence progress in Quarterly The Promise Delivery Group Data being developed in line with mosaic reporting PEOPLE The children that Scotland cares for must be actively supported to develop relationships with people in the workforce and wider community, who in turn must be supported to listen and be compassionate in their decision-making and care High Level Outcome No. Action Timescale Measure Frequen cy Lead service Update as of 31/07/2025 supported then to look at their data. for the coming year and information shared with Head Teachers. The Early Years session has taken place at their development day. Across all networks there has been a focus on Corporate Parenting and what schools can do to highlight the eLearning module available to PKC Learn CE SharePoint updated with materials. Page 46 of 354
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SCAFFOLDING Children, families, and the workforce must be supported by a system that is there when it is needed. The scaffolding of help, support, and accountability must be ready and responsive when it is required. High Level Outcome No. Action Timescale Measure Frequency Lead service Update as of 31/01/2026 outcomes and evidence progress. meeting promise using Promise Improvement Framework. LR 2 Develop an overview of children and young people on part-time timetables and ensure learning opportunities are maximised January 2027 Accurate information about the number of part-time timetables and the hours provided. Quarterly Education Promise Lead EW AK Youth Workers are gathering information on young people they are working with who are on a part- time timetable. This information is then being reviewed to ensure the right supports are in place and actions taken. Work will then expand to all those pupils to ensure the timetables are reviewed. 3 Training programme for staff working with children and young people on their rights in line with UNCRC. January 2027 Number of staff attending training Annually Children’s Rights Officer and Promise Delivery Group A/K Online training module has been developed a programme will be rolled out Progress to date 31/01/26 All actions have been allocated to a specific workers as leads Page 47 of 354
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Key HM - Heather McKenzie LR – Linda Richards LM – Louise McLean JH – Julie Hutton SF – Sarah Fogg PM – Paige Mitchell SW - Sheila Wilson EW – Elaine Watson CM – Carol McAuley AK – Alexa Keen DM – Dawn Millar Bh – Brian Hutton LJ – Lynsay Johnston Page 48 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Perth and Kinross Integrated Children’s Services Plan 2026-2029 Report Number: 26/137 Report Author: Sharon Cooper, Service Manager, (FBSCommittee@pkc.gov.uk) Organisational Lead: Arun Singh, Strategic Lead – Children, Families and Justice ___________________________________________________________________ 1. Purpose 1.1 This report provides the Learning and Families Committee with the finalised version of the Perth and Kinross Integrated Children’s Services Plan (ICSP) 2026-2029. Progress reports have been provided to the Children, Young People and Families Partnership (CYPFP) meetings on 5 December 2025 and on 27 February 2026. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Main Issues 4. Conclusion 5. Impact Value Assessment 6. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Considers and comments upon the new Perth and Kinross ICSP 2026- 2029 (Appendix 1); 2.2 Acknowledges oversight of the Council’s contribution to ICSP 2026-2029; prior to its approval at the Children, Young People and Families Partnership on 12 June 2026; and 5 Page 49 of 354
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2.3 Requests that the chair of the Children, Young People and Families Partnership bring back an annual update report to the Learning and Families Committee to report on the progress of actions. 3. Background/Main Issues 3.1 The Children and Young People (Scotland) Act 2014, requires that the local authority and relevant health board must, in respect of each three year period, prepare a children’s services plan; and that after the end of each one year period they must publish a report on the extent to which children’s services and related services have been provided in accordance with the plan. 3.2 The current Tayside Plan for Infants, Children, Young People and Families (Report No. 23/279 refers) came to an end on 31 March 2026. A performance update was provided to the Learning and Families Committee on 4 February 2026 (Report no. 26/34 refers). The final Tayside Plan update will be presented to the Learning and Families Committee on 16 September 2026 to conclude the Tayside Plan approach and align with the new local Perth and Kinross ICSP 2026–2029. 3.3 Governance of the progress towards the actions in the Tayside Plans for the last nine years has been via the Tayside Regional Improvement Collaborative (TRIC) partnership leadership group. The TRIC has now ended. 3.4 In November 2023, the Scottish Government announced that it would taper funding allocated to regional collaboratives by the 2024-2025 academic year. Therefore, when the TRIC leadership met on 12 June 2025, agreement was reached for each local authority to return to single ICSP; this agreement has now led to the development of separate localised plans focused on local needs in each local authority area, whilst also retaining some elements of cross Tayside partnership planning and delivery of services, particularly around areas in health. 3.5 A local Joint Strategic Needs Assessment (JSNA) was undertaken as part of the development of the Perth and Kinross ICSP 2026–2029. This assessment was shared with the CYPFP on 5 December 2025. The JSNA provided a shared understanding of current and growing local needs. It also helped identify gaps in the provision of supports and services for infants, children, young people and families in Perth and Kinross. Our ICSP incorporates is a culmination of the quantitative data from the JSNA, as well as the qualitative data gained from consultations with local families. 3.6 A range of engagement activities have been undertaken with children, young people and families, with a particular focus on Priority Group Families (as defined by the Scottish Government Tackling Child Poverty Delivery Plan 2026 - 2031). Engagement has involved 7 focus groups and 25 individual interviews covering topics around the experience of services, family wellbeing, mental health and the impact of poverty. A range of overlapping themes have emerged particularly around the availability of mental health and wellbeing support, availability of affordable housing, the lack of childcare as a barrier to employment and the importance of early help that is holistic in nature being easily accessible has been identified as a key priority. Page 50 of 354
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3.7 The Perth and Kinross ICSP 2026–2029 is the first local plan based on local need in nine years, and it is an exciting opportunity to be able to target areas specific to Perth and Kinross rather than the previous regional approach. 3.8 The Perth and Kinross ICSP sets out four priorities for improvement over the next three years, which overlap in places. These are: • Physical and mental health and wellbeing (including healthy weight, childhood immunisation and mental health) - led by colleagues in the health sector, as part of the Tayside approach. • Supporting equity (including transitions, child development and neurodevelopmental support) - led by the Perth and Kinross Council Education and Learning service. • Keeping children and young people safe - addressing a range of child protection concerns - led by social work colleagues. • Family support - focusing on early intervention to provide timely help and prevent escalation - led by third sector partners. 4. Conclusion 4.1 The Perth and Kinross ICSP 2026–2029 has been developed to respond to the specific needs of infants, children, young people and families in Perth and Kinross, drawing on the evidence set out in the JSNA and the views gathered through consultation with local families and partners. 4.2 As the first locally focused plan in nine years, it provides a clear framework for joint working and prioritised action to improve outcomes and reduce inequalities. The Perth and Kinross ICSP 2026–2029 also recognises where continued collaboration across Tayside, particularly with health partners, remains necessary to address shared challenges and service gaps. 5. Impact and Value Assessment 5.1 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: Perth and Kinross Integrated Children’s Services Plan 5.2 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. 6. Appendices 6.1 Appendix 1 – Perth and Kinross Integrated Children’s Services Plan 2026- 2029 Page 51 of 354
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1 PKC - GENERAL Appendix 1 Perth and Kinross Integrated Services Plan for Children and Families 2026 to 2029 5 Page 53 of 354
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2 PKC - GENERAL Contents Integrated Services Plan for Children and Families ........................................................................................................................................... 1 Executive summary.............................................................................................................................................................. 4 Perth and Kinross Contextual Information ............................................................................................................................. 6 Introduction ........................................................................................................................................................................ 7 Key drivers .......................................................................................................................................................................................................... 8 Vision ................................................................................................................................................................................................................ 10 Joint Strategic Needs Assessment .............................................................................................................................................................. 11 Engagement with Children, Young People and Families ......................................................................................................................... 12 Priorities and Actions .......................................................................................................................................................... 13 Plan on a page ................................................................................................................................................................................................. 15 Priority themes and Actions ......................................................................................................................................................................... 17 Monitoring and Evaluation ................................................................................................................................................... 26 Governance of the ICSP Activity across Tayside ....................................................................................................................................... 26 Governance of the ICSP Activity within Perth and Kinross...................................................................................................................... 26 Performance Improvement Plan .......................................................................................................................................... 27 Priority 1: Improve physical and mental health and wellbeing .............................................................................................................. 27 Priority 2: Supporting equity ......................................................................................................................................................................... 34 Priority 3: Keeping Children and Young People Safe ................................................................................................................................ 41 Priority 4: Family Support .............................................................................................................................................................................. 46 Page 54 of 354
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3 PKC - GENERAL Performance Framework ..................................................................................................................................................... 50 Core Wellbeing Measures ............................................................................................................................................................................. 51 Other relevant measures............................................................................................................................................................................... 56 Specific measures linked to priority themes ............................................................................................................................................. 57 Glossary ............................................................................................................................................................................. 58 AI tools have been used in the preparation of this document and any accompanying materials. All content has been reviewed by a Council officer for accuracy prior to publication. Page 55 of 354
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4 PKC - GENERAL Executive summary Over the past several years, the integrated children’s services plan for Perth and Kinross was developed jointly with Tayside local authorities, NHS Tayside and Police Scotland. While this partnership aided cross-border collaboration, demographic and structural differences pose unique challenges for each area. It has therefore been agreed to revert to individual integrated children’s services plans in each area. Where regional collaboration is advantageous, such as priorities across health and protection areas, we will continue partnering to achieve the best outcomes for children, young people and families. As we embark upon the next phase in the evolution of children’s services planning across Perth and Kinross, we are reminded that the wellbeing of children and young people is not only a moral imperative, but a profound responsibility shared by every individual, organisation, and community in Perth and Kinross. The Scottish Government’s ambitions are rooted in the eradication of child poverty, the delivery of holistic, whole family support, and the realisation of The Promise, all of which call upon us to innovate, collaborate, and act with foresight. This plan is a testament to our dedication to these goals, ensuring that the principles of the United Nations Convention on the Rights of the Child (UNCRC) and the Population Health Framework 2025-2035 are at the heart of every decision we make and every partnership we forge and strengthen. Our vision is shaped by an unwavering commitment to Getting It Right for Every Child (GIRFEC), and to creating an environment where all children and young people can flourish, regardless of their background or circumstance. We recognise that the challenges faced by families today are complex and multifaceted, and that effective support must extend beyond traditional services to embrace the wider determinants of wellbeing. Interfacing with the Community Planning Partnership, we understand the important role that housing, transport, community safety, and other related services play in shaping the environments in which children grow, learn, and aspire. By integrating these services into our planning and delivery, we strive to build a system that is not only responsive, but genuinely working to improve outcomes for children, young people, and their families. The priorities and actions outlined in this plan are the product of extensive data analysis (strategic needs assessment), consultation and engagement. We have listened closely to the voices of children, young people, families, practitioners, and community stakeholders, whose insights have enriched our understanding and informed our approach. Their lived experiences inspire us to pursue equity, inclusion, and early intervention; principles that underpin our statutory aims and guide our collective ambition. We are committed to Page 56 of 354
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5 PKC - GENERAL safeguarding, supporting, and promoting wellbeing through the GIRFEC wellbeing indicators, and ensuring that interventions, where possible, prevent needs from arising in the first place. We recognise that real progress depends on partnership working and utilising our collective energies and expertise of all those involved in the lives of children and young people. By fostering an atmosphere of trust, openness, and innovation, we aim to create a culture where collaboration is not just encouraged, but how we work by default. The Morgan Review, the ongoing work around population health, and our local context all offer fresh opportunities for learning and improvement. We are determined to harness these opportunities, drawing on evidence, best practice, and the strength of our local communities to deliver better outcomes. As we look ahead, we commit to working across the Children, Young People and Families Partnership, including those with lived experience of using our services to help build a brighter, fairer, and more resilient future; one that empowers every child and young person to realise their potential and fulfil their dreams. This plan is both a roadmap and a call to action, and it is with optimism and ambition that we undertake the work ahead, confident that through partnership and perseverance, we will make GIRFEC a reality for generations to come. Arun Singh Chair of the Perth and Kinross - Children, Young People and Families Partnership (Children’s Services Planning Partnership) Page 57 of 354
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6 PKC - GENERAL Perth and Kinross Contextual Information Page 58 of 354
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7 PKC - GENERAL Introduction Purpose of the Integrated Children’s Services Plan (ICSP) Children’s services planning is the mechanism through which the Scottish Government’s ambitions to eradicate child poverty; provide preventative, holistic whole family support; deliver the Promise and improve early childhood development are made real at local level through partnership working. The ICSP is the framework for the joined-up planning of services, so that Getting It Right for Every Child (GIRFEC) can be implemented effectively at a local level. Children’s services plans are not just about services directly provided to children, such as education, health, and social care, they also include related services that impact child wellbeing. These related services, such as housing, transport, and community safety, play a crucial role in shaping the environments in which children grow up. In Perth and Kinross, we aim to work in partnership with all services to deliver better outcomes for children, young people, and their families. Statutory aims of Children’s Services Planning: • safeguard, support, and promote wellbeing of children, young people and families (eight GIRFEC wellbeing indicators); • ensure action is taken at the earliest opportunity, and where appropriate, prevent needs arising (Early Intervention and Primary Prevention); • ensure support is experienced as joined up from the point of view of children and families (Integration/Collaboration/Partnership); • constitutes best use of available resources (assets, budgets, workforce) (Best Value) Page 59 of 354
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8 PKC - GENERAL Key drivers The integrated children’s services plan is shaped by the following national and local policies. Driver (link to source material) Description Further Information and local understanding National Performance Framework Vision for collective wellbeing within Scotland, with a series of indicators that support shared ways of working to improve the lives of people within Scotland. The new proposed framework has six outcomes: Connected, Healthy, Prosperous, Secure, Skilled, Sustainable. National Performance Framework GIRFEC Getting it right for every child outlines the national commitment to provide all children, young people, and their families with the right support at the right time, so that every child and young person can reach their full potential. It provides a consistent framework to improving the wellbeing of children and their families which is used by professionals across a range of services, including shared planning and the role of the Named Person. GIRFEC The Promise The Promise builds on the findings of the Independent Care Review, with activities to support transformation of support for children, young people, families and care- experienced adults (see the Plan 2430). The Promise Whole Family Wellbeing Fund Supports activity of the Promise by transforming support for families to a holistic, early intervention and prevention model, which provides support for families when, where and for as long as it is needed. This fund supports the work of The Promise. Whole Family Wellbeing Fund UNCRC In 2024, Scotland directly incorporated the United Nations Convention on the Rights of the Child (UNCRC) into domestic law. Public authorities have a duty to respect and protect children’s rights in decision-making processes. UNCRC Page 60 of 354
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9 PKC - GENERAL Child Poverty The most recent Tackling Child Poverty Plan “Bringing Hope, Building Futures,” outlines actions to support parents to enter work, maximise income for families to live dignified lives and support the next generation to thrive. Child Poverty National Guidance for Child Protection This guidance describes the responsibilities and expectations for all involved in protecting children and will support the care and protection of children. National Guidance for Child Protection Morgan Review Review of the implementation of additional support for learning across Scotland, addressing the significant increase in the number of children and young people identified with ASN in recent years. Morgan Review Population Health Framework The framework sets out activity to improve the health and wellbeing of residents across Scotland, with a focus on improving life expectancy, and the inequality gap. Population Health Framework Perth and Kinross Council Corporate Plan The Corporate Plan sets out our vision for a Perth and Kinross where everyone can live life well, free from poverty and inequality. Perth and Kinross Council Corporate Plan Independent Inquiry into Mental Health Services in Tayside Following widespread concerns raised in the Scottish Parliament in May 2018 about the provision of mental health services in Tayside, NHS Tayside commissioned an Independent Inquiry to examine the accessibility, safety, quality and standards of care provided by all mental health services in Tayside. The Final Report includes nine recommendations for improvement within Child and Adolescent Mental Health Services (CAMHS) Independent Inquiry Tayside Mental Health Services Mental Health and Wellbeing Strategy In 2023, the Scottish Government published its long-term vision and approach to improving the mental health and wellbeing of everyone in Scotland. The strategy also acknowledges the role of other key areas such as poverty, housing, and employment. Mental Health and Wellbeing Strategy Information about other policies and related plans and reporting is available, along with information about delivery and governance at a local level. Page 61 of 354
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10 PKC - GENERAL Vision Our vision is for a Perth and Kinross where everyone has the opportunity to live a full healthy life, free from poverty and inequality. Through strong partnership working across Perth and Kinross, we will create the conditions to support the wellbeing of every baby, infant, child, and young person. We will work together with families and communities to ensure that all children, regardless of background, circumstance or identity can be heard, grow, learn, and flourish in environments that are nurturing, equitable, trauma-informed and rights-respecting. A Local Whole System Approach The Perth and Kinross ICSP reflects the needs of all children, young people and families in our area, including those facing particular challenges (for example, care experienced children, complex health needs or poverty). The diagram sets out the range of support available and is underpinned by the GIRFEC approach. Page 62 of 354
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11 PKC - GENERAL Joint Strategic Needs Assessment Between August and October 2025, a Joint Strategic Needs Assessment (JSNA) was carried out, analysing a series of measures relating to the needs of children, young people, and families across Perth and Kinross. This included local demographics, social inequality, pregnancy and birth, infancy and child development, education, mental health and wellbeing, care-experienced children and young people and child protection. These data sets were considered at a workshop with Senior Leaders across the Children’s Services Planning Partnership, with four key priority themes emerging. • Physical and Mental Health and Wellbeing • Supporting Equity • Keeping Children and Young People Safe • Family Support The workshop also allowed for: • recognition of existing work underway to improve outcomes for children, young people, and their families, • discussions around how to work better in partnership, particularly across children’s and adult services, and across organisations. • establishing key principles including early intervention and prevention as an underpinning improvement work • Integration of work across cross-cutting agendas to identify added value of working collaboratively Page 63 of 354
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12 PKC - GENERAL Engagement with Children, Young People and Families Page 64 of 354
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13 PKC - GENERAL Priorities and Actions Page 65 of 354
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14 PKC - GENERAL Information from the Strategic Joint Needs Assessment and engagement with professionals, children, young people and families, was used by partners to identify key priorities for change across the Children’s Services Planning Partnership, and related services. Mapping of existing improvement activity (see appendix 2) allowed identification of challenges and areas for improvement, which have been grouped into 4 key priority workstream areas. However, there are also significant connections between subgroups within each workstream, and activities in specific areas are likely to need a collaborative approach. Priority Groups 1. Physical and Mental Health and Wellbeing* 2. Supporting Equity 3. Keeping children and young people safe 4. Family Support Where possible, improvement activities within the plan link with existing partnerships and collaborative working networks (e.g. Alcohol and Drug Partnership, Child Protection Committee, Violence Against Women and Girls Partnership), which is essential for tackling complex, cross-cutting issues such as poverty, health inequalities, and child protection. It allows us to: • Pool expertise, resources and data, leading to more effective services, • Create seamless, joined up support for families, where and when they need it, • Share accountability and collective problem solving. *Activity within Workstream 1 is being progressed at a Tayside-wide level. Page 66 of 354
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15 PKC - GENERAL Plan on a page Page 67 of 354
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16 PKC - GENERAL Improvement Process For each of the priority areas, a range of improvement activities have been identified and agreed by partners. Whilst specific activity is being undertaken in each area (see Performance Improvement Plans), we recognise that a common theme across all priority areas is the need to adequately support, train and develop staff working with children, young people and their families to ensure an understanding of the key issues faced by families, based on a trauma-informed and person-centred approach, and the embedding of a holistic approach that families experience as “joined-up” support. Life Course Approach The life course approach is a way of understanding people’s health and wellbeing by looking at how experiences, environments, and influences across their entire lives shape outcomes. It recognises that early life conditions, key transitions, and accumulated advantages or challenges all interact to affect future health and opportunities. Different life stages are interconnected, and experiences in one stage can have a significant impact on others. However, understanding of the critical stages, transitions, and settings where impacts can be made in supporting health and wellbeing allow us to take a more holistic approach to providing support for families, thus reducing inequalities, and promoting positive development at every stage of life. In the plan, the life course is split into the following stages: Early years 0-5, Children 6-11, Young people 12-18, Adults 19-64, Older adults 65+. Figure 1. https://www.gov.uk/government/publications/health- matters-life-course-approach-to-prevention/health-matters- prevention-a-life-course-approach Page 68 of 354
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17 PKC - GENERAL Priority themes and Actions All activities are underpinned by the key themes of early intervention, prevention and child poverty: • Early intervention helps identify emerging needs early and provides timely support before difficulties escalate into crisis. • Prevention-focused approaches reduce the likelihood of harm and improve long-term outcomes for children and young people, including wellbeing, learning, and relationships. • Investing in early help is also more effective and sustainable, strengthening families and communities while reducing the need for intensive and costly statutory services later. • Recognition that points of transition (e.g. between services, from child to adult) are challenging for children and young people, causing emotional distress and uncertainty as they leave familiar routines and trusted adults behind. • Financial hardship can be a root cause of stress, causing reduced access to essentials, and poorer health and education outcomes, increasing the likelihood that children will need support. • Recognising the impact of poverty on families also helps services design more effective, trauma-informed interventions that address underlying barriers (such as income maximisation, housing, and food insecurity) rather than treating symptoms alone. • Deliver the actions contained within our Corporate Parenting Plan, which reflects the ambition of The Promise. The Promise Route maps give guidance on how Local Authorities will meet The Promise by 2030. Page 69 of 354
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18 PKC - GENERAL Priority 1: Improve physical and mental health and wellbeing Focus Why is this important? Supporting children in their first 1,001 days • Just under a third of domestic abuse starts or escalates during pregnancy. Maternal stress can cause foetal distress and impact the child’s developing brain, potentially resulting in reduced and impaired functioning. • Early years lay the foundations for lifelong health, learning and wellbeing, as this is the period when the brain and core systems develop fastest, shaping future outcomes. Mental Health • Mental health influences every aspect of life and impacts how people think, feel and act. • Good mental health fosters better relationships, improves physical health, boosts productivity, and enhances overall quality of life. • Good mental health is influenced by social, economic, environmental, physical, and individual factors. Healthy Weight • Childhood obesity leads to an increased risk of obesity in adult life and a concomitant increase in the likelihood of developing multiple long-term conditions including type 2 diabetes, hypertension and coronary heart disease. Together this results in a reduction in healthy life expectancy, premature death and significant personal, healthcare, social and financial costs. • In children and young people, obesity is associated with stigma, discrimination, behavioural problems, lower self-esteem and impaired academic attainment. Childhood Immunisations • Vaccines are the most effective way to prevent many infectious diseases. • Vaccines help to stop diseases spreading to people who cannot have vaccines. • Childhood vaccination coverage is lower than the national average for most of the vaccines provided, e.g. Perth and Kinross is at risk of falling below the 95% target needed to prevent measles spreading. Page 70 of 354
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19 PKC - GENERAL Focus Why is this important? Teenage Pregnancy • Young parents are more likely to leave school early or struggle to continue their education, which can limit future job opportunities and long‑term financial stability. • Teen mothers face higher risks of pregnancy‑related complications, and both young parents may experience stress, anxiety, and social isolation due to the pressures of early parenthood. • Young parents are more likely to experience poverty, rely on support services, and face stigma or judgement, which can affect their confidence, relationships, and overall life chances. Priority 2: Supporting equity Focus Why is this important? Neurodevelopmental Support • Early identification and intervention improve long-term outcomes, helping children address developmental challenges before they significantly impact learning, behaviour, and wellbeing. • Rising numbers and the increasing complexity of neurodevelopmental needs mean that without the right support, many children experience barriers to learning and participation. • Effective neurodevelopmental support relies on strong partnership working, ensuring children and families receive timely, coordinated assessments and consistent support across education, health, and social care, with access to specialist services when needed. Transitions • Transitions can significantly affect wellbeing, learning and relationships, and without the right support children may face barriers to participation, confidence, and achievement. • Many children with additional or emerging needs are particularly vulnerable during transitions, as changes in environment, expectations or relationships can exacerbate existing challenges. • Effective transitions rely on strong partnership working across services, ensuring assessments, information-sharing and support are well-coordinated so children and families experience continuity and stability. Page 71 of 354
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20 PKC - GENERAL Focus Why is this important? Early Child Development • Early support helps prevent developmental difficulties from becoming entrenched, with nurturing care, stimulation, nutrition, and safety shown to be critical for healthy development. • Investing in early child development reduces inequality and improves long-term life chances, helping break cycles of poverty and supporting children to reach their full potential. Use of Family Group Decision Making (FGDM) to empower families • Family Group Decision making allows families to make decisions and choices which impact on their success. • FGDM strengthens family ownership and engagement. It puts children and families at the centre of planning, helping them feel heard and respected, which increases trust, commitment to plans, and the likelihood of sustainable outcomes. • This can lead to more effective, culturally appropriate solutions. By drawing on family strengths, networks and lived experience, decisions are more realistic, tailored to the family’s context, and often reduce reliance on statutory or crisis-led interventions. Improve outcomes for Care-experienced children and young people • By improving wellbeing and stability for care-experienced children and young people, they are more likely to feel safe, supported and emotionally secure, leading to better mental health, resilience and stability in placements and relationships. • With the right support, they achieve improved attainment, stronger aspirations, and more positive transitions into adulthood, including increased confidence, skills and sustained connections with trusted adults. • By ensuring the needs of our care experienced population are met, and providing stability and security at an early stage, we will support these young people to realise their full potential as adults and future parents. Page 72 of 354
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21 PKC - GENERAL Priority 3: Keeping Children and Young People Safe Focus Why is this important? Alcohol and Substance Use Reduction • Alcohol and substance use is rising among young people, with increases in alcohol and drug related hospital admissions and notable proportions of pupils reporting regular smoking of cannabis, vaping, drinking and trying illegal drugs, all of which highlight significant risks to health, safety, and long-term wellbeing. • Patterns of multi-substance use, and increased complexity (including higher risk drugs such as ketamine and synthetic cannabinoids) create additional vulnerabilities and escalate the likelihood of harm, making prevention and early intervention critical. • Parental alcohol and substance use remains a factor in child protection concerns, meaning reducing use not only protects children directly but also strengthens family stability and safeguarding. Maternal Substance Use in Pregnancy • The increased proportion of women consuming alcohol and drugs whilst pregnant poses serious risks for babies (e.g. low birth weight) which can cause long-term health issues. • It can also lead to increased vulnerability and developmental concerns, as exposure to alcohol or drugs in the womb can impact the baby’s brain and physical development. • Rising levels of substance use in pregnancy highlight the need for early identification and coordinated support, given the significant impact on infant health and wellbeing. Online Safety and Wellbeing • Children and young people are increasingly exposed to harmful online content, including bullying, inappropriate material that is sexually harmful or exploitative, socially or relationally harmful, emotionally or psychologically harmful; all of which pose risks to their safety and wellbeing. • Problematic or risky online behaviour is linked to poorer mental health and wellbeing, with evidence showing that exposure to harmful content, cyberbullying and pressure from social media can negatively affect confidence, stress levels, and emotional development. Page 73 of 354
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22 PKC - GENERAL Focus Why is this important? • Advances in technology, such as deepfakes and AI-generated content, create new risks, making it harder for young people to recognise manipulation or harmful interactions, and increasing the need for awareness, education, and protective measures. Domestic Abuse • Exposure to domestic abuse in the home increases safeguarding risks, as domestic abuse is a recognised factor that contributes to child protection concerns and can undermine children’s safety, stability, and emotional wellbeing. • Rates of domestic abuse incidents have been rising locally, with a 25% increase in reported incidents over the past eight years, highlighting the growing scale of harm affecting families and the need for coordinated prevention and support. Bairns’ Hoose • Bairns’ Hoose brings together child protection, health, justice, and recovery services in one child friendly setting, ensuring children do not have to navigate multiple agencies or locations to receive support. • The model is trauma-informed, and rights based, grounded in UNCRC principles, and designed to provide safe, consistent, and holistic support to child victims and witnesses. • It reflects Scotland’s GIRFEC approach, creating a coordinated, multi-agency framework that prioritises early, preventative, and joined-up support around each child. Scottish Child Interview Model (SCIM) • The Scottish Child Interview Model is a trauma-informed, child-centred approach designed to place the needs and rights of children at the heart of joint investigative interviews. • SCIM interviews are jointly conducted by specially trained police officers and social workers, using tailored planning and practice to support children to share their experiences safely. • The model aims to achieve the child’s best evidence while reducing the risk of re- traumatisation, ensuring interviews take place in a calm, supportive environment. Page 74 of 354
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23 PKC - GENERAL Focus Why is this important? Care arrangements • There is a national shortage of Foster Carers and Adoptive Parents. To ensure that children receive the best care possible in situations where they are unable to remain within their birth family, focus and resources to recruit carers continues to be a priority. • To support young people moving into independence, there needs to be a variety of accommodation options which are supported and meet young people’s needs. Locally, the Youth Housing Support Group monitors and co-ordinates supported accommodation to maximise provision. Supporting children and young people through transitions • Points of transitions carry risks for children and young people whether that is from childhood to teens or on to independent life. Improving coordination around key transitions points can reduce those risks. Page 75 of 354
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24 PKC - GENERAL Priority 4: Family Support Focus Why is this important? Holistic Family Support • Holistic support focuses on the whole family’s needs, aligning with Whole Family Wellbeing and The Promise principles that emphasise providing help “when, where and for as long as it is needed,” ensuring challenges are addressed together rather than in isolation. • It improves access, coordination, and consistency across services, increasing availability of support and strengthening collaboration so families experience joined-up, person-centred help rather than fragmented interventions. • Holistic approaches contribute to long-term positive outcomes, enabling families to build on strengths, reduce crisis escalation, and benefit from preventative, early-intervention responses that support stability and wellbeing. Togetherness (Whole School Solihull Approach) • The Togetherness programme supports emotional health and wellbeing across the whole school community, focusing on relationships and nurturing connected, sensitive and responsive interactions for children, young people, and staff. • It provides a shared, evidence-based framework for understanding behaviour and emotional development, integrating core concepts such as containment, reciprocity, and behaviour management to help staff interpret behaviour as communication and respond consistently. • It builds whole-school capacity by equipping all staff, from teachers to support teams, with skills and confidence to engage families and pupils effectively, improving emotional wellbeing, strengthening relationships, and supporting early intervention. Peer Support for Parents • Parents gain emotional support and a sense of connection, with studies showing that peer groups help reduce isolation and provide “emotional liberation” through shared understanding and meaningful connections. • Peer support helps parents develop new insights, knowledge, and practical coping skills, giving them confidence, improving problem-solving, and supporting positive changes in parenting behaviours. Page 76 of 354
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25 PKC - GENERAL Focus Why is this important? • It can strengthen the parent–child relationship, as parents report improved wellbeing, more effective support for their children, and greater ability to navigate challenges when they feel empowered and understood by peers. Support for Young Carers • Young carers face higher risks of poorer health, wellbeing, education and social outcomes compared with their peers, making early and sustained support essential to prevent long-term disadvantage. • Providing appropriate support reduces inappropriate or excessive caring responsibilities, helping to protect young carers’ development and wellbeing by ensuring they are not taking on roles that negatively impact childhood. • Supportive services—such as peer groups, school-based help, and trusted adult support— improve young carers’ resilience, mental health, and ability to participate fully in education and community life. Page 77 of 354
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26 PKC - GENERAL Monitoring and Evaluation Governance of the ICSP Activity across Tayside Physical and Mental Health and Wellbeing has been agreed as a theme in the Children’s Services Planning Partnerships in Angus and Dundee as well as locally. In light of the actions to be progressed in this priority area, it has been agreed that NHS Tayside will chair this group across the partnership areas. This will support a collaborative approach, avoiding duplication. Governance of the ICSP Activity within Perth and Kinross Integrated Children’s Services Plans are governed under Part 3 of the Children and Young People (Scotland) Act 2014, which places legal duties on local authorities and health boards to work collaboratively and ensure that planning and delivery of children’s services are integrated, preventative and focused on improving wellbeing. In Perth and Kinross, governance is delivered through our Children, Young People and Families Partnership (CYPFP), which brings together key partners to coordinate and oversee the development of the Plan, and monitor the implementation of actions within the plan. Each of the priority groups will report to the CYPFP on an annual basis, and the Chair of each group will be a core member of the ICSP/GIRFEC Operational Steering Group. Annual reports on progress will be shared between partners and with Scottish Government. Page 78 of 354
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27 PKC - GENERAL Performance Improvement Plan In addition to the activity outlined in the Performance Improvement Plan below, activity to improve services that impact on children, young people and their families are also being taken forward within various strategies and plans locally that align with key government strategies. To monitor performance, it will be necessary to repeat the Health and Wellbeing Census locally. Priority 1: Improve physical and mental health and wellbeing Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years Childhood immunisations • Childhood immunisation is a key universal preventative intervention. While uptake of early infant vaccines remains relatively strong, there is a recognised challenge in sustaining uptake beyond the first year of life, particularly completion of pre‑school immunisations such as MMR. Inequalities in uptake persist in areas of higher deprivation and population mobility • Work in partnership across health, early years and education to improve access to routine childhood immunisation services, strengthen follow‑up where children do not attend appointments, and promote immunisation at every appropriate contact with families. • Activity will align with wider early intervention and family support approaches. • Improved access to routine childhood immunisation services across Perth and Kinross • Increased completion of pre‑school immunisations and reduced inequalities in uptake. • Children and families are supported to access timely immunisation, helping to prevent avoidable illness and improve long‑term health and wellbeing. • Using ‘Make Every Contact Count’ approach to increase engagement with immunisation information. • Increase rates of childhood immunisation, maintaining high uptake of the 6‑in‑1 vaccine at 24 months, and improving MMR uptake at 24 months to at least the Scottish average, with continued progress thereafter, by 2029 Page 79 of 354
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28 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Children, Young People Child Healthy Weight • The proportion of children in P1 who are at risk of overweight/ obesity is 25.5% for school year 2024/25 (an increase from 23.5% for 2023/24). • Almost a quarter of children do not meet recommended activity levels, with lower levels of activity amongst older children and young people. • Implementation of the Tayside Child Healthy Weight Strategy • Development of Perth and Kinross Good Food Nation Plan that supports the vision for Children, and Young People in Perth and Kinross to grow up with access to healthy, safe, and nutritious foods that are appropriate to their age, developmental stage, and cultural background. • Development and implementation of weight- management support for families (see ambition 4 of the Tayside Child Healthy Weight Strategy). • Support schools and partners to have the confidence to raise the subject of healthy weight and support onward referrals to appropriate pathways. • Parents and carers easily able to access advice and support about feeding infants and young children. • The food environment in Scotland supports parents and carers to provide children with a healthy diet, essential to support growth and development. • Staff working with children and young people are more confident in raising the issue of healthy weight and are supported to make onward referrals. • Increase the proportion of children in P1 with a healthy weight. • Reduce inequality in healthy weight across the most and least deprived quintile of Perth and Kinross population • Reduced drop-off in breastfeeding from birth to 6-8 weeks. • Increased uptake of school meals • Increased number of children and young people participating in at least 60 minutes of moderate to vigorous physical activity daily. Page 80 of 354
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29 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Young People, Adults Mental Health • Mental wellbeing for young people and adults has declined over the last 15 years. • Strengthen relationships and partnership working across CAMHS, PKC and third sector partners to ensure children, young people and families have clear and streamlined pathways to support, including options for children and young people who do not meet the CAMHS referral criteria or who have co-occurring conditions or who are neurodivergent. • As per the CAMHS National Service Specification facilitate joint development day for key multi-agency staff. • To improve timely access to specialist mental health services, PKC and CAMHS, and adult Mental Health Services will work together to ensure those managing referrals are appropriately trained and informed about the most appropriate • Staged intervention pathways which clearly articulates the supports and services available by different services to children, young people and families across universal, additional and specialist need. • Development day for PKC, NHS Tayside and Third Sector staff. • Training is developed and undertaken. • Details of supports/services including how to access are shared online in one place. • Provide face-to-face and online Decider Skills training. • Provide online training and in-person information sessions on sleep. • Shared Pathways and resources published Page 81 of 354
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30 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets support/service to meet the needs of families and how to access these. • Working collaboratively improve Eating Disorder Support and deliver • National Specification for the Care and Treatment of Eating Disorders. • Upskill professionals, parents and carers, third sector and community partners by delivering a range of training and supporting resources to help create capacity in multiple systems. • Spread and Scale successful pilot of ‘Every Body Can Dance’ to improve self- confidence and body image of children in P6/7. • Working with partners including the HSCP, deliver KidsTime Workshops to support children and young people of parents with a mental illness. • Pilot ‘Sound Sleep’ in selected Primary Schools to teach children and their parents/carers about sleep. • Pilot embedding sleep into Personal, Social and Health Education in selected Secondary Schools. • Every Body Can Dance has successfully been delivered to multiple cohorts in two primary schools. Early evaluation shows meaningful positive change. Options for scaling this project with partners should be explored. • Workshops delivered. • Up to 15 families engaging with workshops. • Families feeling better supported. Page 82 of 354
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31 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years, Adults Health Visiting Pathway • Recognition of health visitors as key partners in early intervention and prevention work linked to poverty and wellbeing. • Implementation of the National Health Visiting Pathway 2025-2035 • Provide training and support to Health Visitors and Early Years Practitioners to improve early identification of developmental concerns. • Develop a skilled, confident workforce and enhance capacity to meet the needs of families. • Improved health visitor coverage data Early Years Early Child Development • Reduced coverage of child development reviews for 4–5-year- olds in 2023/24. • The proportion of children with developmental concern has declined at 13-15m and 27-30m stages in the last year but has increased for 4-5yo. There are significant differences between girls and boys, with large gaps also linked to social inequality. Speech and language remain a key concern. • Actively engage in the public health messages from the National Early Years Communication Team and locally held public health information supported by partners including Allied Health Professionals • Provide immediate access to information and advice to parents and professionals from the Allied Health Professional Service on Gross and Fine motor development, play development and communication. • Provide Developmental Language Disorder awareness and strategy • Develop resources for use by professionals and parents to support child development. • Monitor and report on the number of professionals, parents and carers who have accessed information and advice from SLT/AHPs. • Number and type of professionals completing training • Improve parents’ and professionals’ confidence in identifying early developmental concerns • Developmental concerns seen at 27-30 months is reduced to 13.4% or below by 2030 (in line with the National Early Childhood Development Transformation Programme target) Page 83 of 354
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32 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets • 81% of children with social, emotional and mental health needs (SEMH) have undetected speech, language and communication needs. training for education staff and other professionals. Early Years, Children, Young People Reducing teenage pregnancy and improving sexual health and wellbeing • Teenage pregnancy is a complex issue that is influenced by life circumstances, social and cultural factors, including parental attitudes and family environment, the media and perceptions of social norms, as well as by self-esteem and risk-taking behaviours. • Teenage pregnancy is closely associated with deprivation. From a peak in 2007 to 2021, teenage pregnancy rates in Scotland reduced by 62% however the most • Pilot a model to support life course prevention and improved sexual and reproductive wellbeing across communities encompassing: • Support for teachers, workers and parents/carers to confidently discuss sex and relationships • Support for staff working with young people considered more vulnerable (ASN, young parents, care experienced YP, off-site education) • Improved access to sexual and reproductive health interventions in communities • Teachers and workers have increased confidence to discuss sex and relationships • Parents and carers supported to discuss sex and relationships and services available • Young People report improved satisfaction with RSHP • Increased uptake of SRH interventions: condoms / STI testing / contraception • Reduction in STI rates and equity gaps • Reduce teenage conception in target communities year on year • Reduced termination of pregnancy in target communities Page 84 of 354
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33 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets recent data demonstrates that rates have increased slightly over the last two reporting years. • NHS Tayside has the highest rate of teenage pregnancy in Scotland (32.6 per 1000 v 25.8 per 1000). The rate of teenage pregnancy in Perth and Kinross is below the Scottish average (21.6 per 1000). and via specialist sexual health clinical services Page 85 of 354
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34 PKC - GENERAL Priority 2: Supporting equity Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years Early Child Development • The proportion of children with developmental concerns has shown increases in the last year. • There are significant differences between girls and boys, with large gaps also linked to social inequality. • Speech and language concerns remain the greatest concern, along with gross motor skills in younger children, and emotional/ behavioural difficulties as children get older. • An increased number of children are presenting for P1 not toilet trained and lacking independence skills. • Improve earlier identification of ASN in early years • Improve collaborative assessment, planning and sharing of information to support needs to be met at earliest point • Work with key partners to enhance cross sector understanding and consistency of referral for family supports. • Map out and agree key interventions to enhance developmental milestone targets. • Improve access to support to meet the holistic needs of families, including mental health • Deliver information and interventions to enable parents to support their child to be toilet trained • A more coordinated and consistent trauma responsive early years system, reducing duplication. • An effective information system is shared to support children to have their needs met as early as possible • Accessible information and support on toilet training is available for parents • An early years staged intervention framework is in place to enable families to access the least intrusive support at the earliest opportunity • Outcome –An increased proportion of children have met their developmental milestones and are prepare for school. • Reduce number of children requiring personal care support for toileting at N4, N5 and P1 • Reduce the number of children not meeting developmental milestones at 4- 5yr review Page 86 of 354
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35 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Children, Young People Neuro- developmental (ND) Support* • There is an increasing trend in the proportion of both primary and secondary pupils with ASN from 6051 in 2022 to 7716 (43.4%) in the 2025 pupil census. The proportion of children and young people identified as autistic and requiring additional support increased from 583 in 2022 to 814 in 2025. • Work at both a Tayside and Perth and Kinross level with key partners from NHS Tayside, PKC and the voluntary sector to implement a whole family ND support framework, ensuring access to timely support regardless of diagnostic status, with pathways into assessment and specialist services where appropriate. • Work across statutory partners to develop understanding of neuro- affirming practice and environments and implement improvements • Develop community supports and messages that build a neuro-affirming community • Upskill professionals, volunteers and community members about neurodivergence to increase knowledge and confidence • A coherent support and triage system • Clear and accessible diagnostic assessment routes, with shared understanding across services of when these are required. Neuro-affirming practice and environments are evident within statutory and 3rd sector organisations • A range of activities inclusive of neurodivergent children and young people are provided in schools, services and communities • Outcome - Neurodivergent children and young people and their families feel supported and able to achieve equitable outcomes in relation to health, wellbeing and educational outcomes. • Number of people attending training. • Number of people reporting increased confidence in • Satisfaction of families provided with support through triage system • Number accessing the diagnostic pathway • Improved attendance of children and young people ASN and reduced gap (ASN and all) • Improved attainment of children and young people ASN/Reduced gap (ASN and all) • Improved sustained destinations and reduced gap (ASN and all) Page 87 of 354
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36 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets supporting children, young people and parents/carers. supporting neurodivergent people. Young People Post-School Transitions • The number of young people with complex ASN in secondary schools is rising. Projections from primary aged school children indicates that the numbers of young people requiring enhanced or intensive transition planning into adulthood will remain relatively static, however the needs of the young people are anticipated to become more complex over the next 10 years. • Local services within health and social care and within disability social work teams are already stretched as they meet the needs of the current adult • Improve earlier identification of young people likely to require coordinated support into adulthood and information sharing across education, NHS, HSCP and social work. • Improve collaborative assessment, information sharing and planning to ensure needs are known early and parents and partners have access to relevant information • Capitalise on place based integrated teams through locality working to improve local options for young people, including supported paid employment opportunities. • Ensure all staff involved in transition assessment and planning for young people with disabilities have • Clear pathways established for effective multi-agency collaboration in transition planning, including transitions from child to adult services • The voice and needs of young people and families are central to the planning for activity and supports after school, including accessible and relevant training and employment opportunities • Increased staff confidence in leading transition planning for young people with disabilities • Self-evaluation across services will evidence improvements in realising the 7 principles of effective transitions. • Increased use of the Compass App will support young people, parents and • Improved sustained engagement in post-school activity and experience for young people with disabilities • Improved multi- agency collaboration and confidence in the co-ordination of support across all services (Principle 2) • Through of the COMPASS App, young people and their families will report increased confidence in having access to the information Page 88 of 354
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37 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets population and manage the needs of adults with complex disability into older age. • A small number of families report one parent having to give up work to provide care to their young person after they leave school. completed specific training on planning for effective transitions. • Inform NHS Tayside, HSCP and social work teams forward planning by continuing to develop understanding of number and needs of young people in PKC schools who are diagnosed or presenting with likely intellectual disability. services to have useful information and provide data on use and confidence. • Through use of My World of Work all young people will develop a profile that supports a successful and sustained transition. they need (Principle 5) and they have the support they need (Principle 6) • Improved positive destinations data Children, Young People Support for children and young people with Social, Emotional and Behavioural Needs • Annual SEEMiS census data highlights a sustained increase in Social, Emotional and Behavioural Needs (SEBN) across early years, primary and secondary settings. • Needs are presenting earlier and with greater complexity, affecting wellbeing, engagement, attendance and behaviour. • Engagement with existing provision and stakeholders to identify strengths and priority areas for improvement. • Consider three operational delivery options: • Maintain the current model. • An all-through full-time specialist SEBN school with satellite bases. • A hybrid model of specialist education bases in mainstream schools and • A clear, trauma-informed SEBN pathway aligned to staged intervention, with consistent guidance and expectations for schools. • Schools confidently delivering earlier and more appropriate support for children and young people at Universal, Additional and Enhanced levels. • A defined, targeted intensive SEBN offer for those requiring higher levels of support. • All schools to be using an agreed trauma-informed SEBN pathway and staged intervention model • Increase the proportion of SEBN needs met at Universal and Enhanced levels within mainstream settings. Page 89 of 354
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38 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets • A clearer, trauma-informed and consistent staged approach is required, alongside robust, fit-for-purpose specialist support for children and young people with SEBN to enable them to have the best possible health, wellbeing and educational outcomes and positive post- school destinations. specialist provision supported by partner services. • Complete tests of change to explore feasibility of a more localised, mainstream-based model that takes account of environmental constraints. • Increase understanding of best practice, literature and research. • Complete a data audit to ensure SEBN data is accurate and consistent, to inform clear guidance for schools. • Strengthen multi-agency and family support to support earlier intervention, flexible delivery, and improved transitions beyond school. • Agree and implement agreed operational delivery model by August 2027. • Reduced escalation to crisis and specialist placements, through strengthened early intervention and consistency of practice. • Improved wellbeing, engagement, attendance and inclusion of children with SEBN, with more consistent outcomes across localities. • A skilled and confident workforce, with shared understanding of SEBN, thresholds and approaches across all stages. • Reduce the number of children and young people with SEBN requiring independent special school placements. • Improved workforce confidence and consistency (via survey or evaluation). • Improved attendance • Reduced exclusions • Reduced distressed, challenging, violent or aggressive incidents Improved wellbeing Page 90 of 354
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39 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years, Children, Young People, Adults Integrated service delivery in localities • Delivering support for the children, young people and families who require it, in or close to their own localities • Utilise multi-disciplinary networks across Fairer Futures areas to deliver holistic wrap-around support to families in most need • Implement place-based resourcing within Education and Learning to establish locality teams of peripatetic staff. • Develop new ways to reach families and deliver support at a local level, in local, safe and familiar settings – No wrong door • Make use of support and connect training and the FORT referral system to guide families to the support they need • Services report greater awareness of each other • Effective systems are in place to share appropriate information and access support for children, young people and families • Families able to access the help they need more easily – reflected in feedback through regular lived experience engagement • Higher referral rates through FORT • Services have higher engagement rates • Service specific targets for referrals, support • Qualitative feedback gathered through Fairer Futures Early Years Children, Young People, Adults Family Group Decision Making • We need to continue to empower families to make decisions about their lives. • Ensure that all children and young people who are on the edge of care have the opportunity to have a FGDM process • Children, young people and families are more involved in decisions that affect them • Reduced number of children and young people becoming looked after Page 91 of 354
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40 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years Children, Young People Outcomes for Care experienced children and young people • We need to ensure that children and young people who are not meeting their milestones are given additional support to maximise their potential • Improved identification and sharing of information between services • Shared knowledge of what additional support is being offered. • Professionals have a better understanding of the support needed for care experienced children and young people. • Children and young people receive support to maintain attendance and engagement in school • Improved attendance and attainment • Increase in children meeting their developmental milestones Page 92 of 354
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41 PKC - GENERAL Priority 3: Keeping Children and Young People Safe Life Stage Theme Context Improvement activity Outputs and outcomes Targets Children, Young People, Adults Whole System (School) Approach to Substance Use Reduction • Increases in alcohol- related hospital admissions 11-25yo (although mostly in 18+ ages) • Increases in drug- related hospital admissions 11-25yo. • Changing picture of drugs being used – e.g. increase in use of cocaine, along with increasing complexity of drug use (multi- substance) • Increase in child protection concerns where parentally alcohol and substance use are a contributing factor • Raise awareness among all school pupils about the impact of substance use and the services that support in this area. • Deliver targeted sessions in schools to children and young people who are at greatest risk of using substances to share information on services and gain the perspectives of young people. • Strengthened parental and community engagement. • An increase in staff confidence to respond to and offer early intervention/ help. • An improvement in children’s and young people’s knowledge around impact of substance use and awareness of available support. • Strengthened multi-agency collaboration and improved pathways to support. • A reduction in anti-social behaviour and substance use in children and young people. Children, Young People, Adults Implement Scottish Government “Standards for Young People • Implementation of new standards (published December 2025) • Need for a collective understanding across • Through the ADP Children, Young People and Families Subgroup, create a short life working group to review the current position and • Young people feel more supported when they need help and support with alcohol and/or drugs. • Improved quality of services • Improved provision of services Page 93 of 354
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42 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Accessing Support for Alcohol or Drugs” services working with children and young people oversee the implementation of standards not already implemented. • Fewer young people have problems with alcohol and drugs. Early Years, Young People, Adults Maternal Substance Use in Pregnancy • Small upward trend of drug use during pregnancy - 0.5 percent compared to 0.15 in 2019/20 • Continue to identify substance misuse in pregnancy at an early stage and to co-ordinate early support to women and their unborn babies through the Unborn Baby Multi-Agency Steering Group, with strategic oversight and support from the ADP. • Improve Practitioner’s knowledge and awareness of substance misuse in pregnancy and the impact this can have on the unborn baby. • Improved referral and support pathways • An improvement in practitioners’ confidence to identify substance use in pregnancy and a greater understanding of the impact this can have. • A reduction in the trend of drug use during pregnancy. Children, Young People, Adults Problematic Social Media Use /Education • Links between online use, online bullying, accessing inappropriate content (CSE, sextortion, pornography, radicalisation, gambling), impact of AI • Continue to deliver the Safer Schools approach, which aims to improve digital well-being and online safety for pupils. This approach is overseen by a steering group within Education and Learning. • An increase in the numbers of schools participating in the Safer Schools Approach. • An improvement in the online safety of children and young people and fewer adverse effects of • Reduced problematic use of digital devices • Increased awareness amongst children and young people Page 94 of 354
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43 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets (e.g. deepfakes) with links to poorer mental health and wellbeing. social media on their health and well-being. of potential online risks Children, Young People, Adults Child Sexual Abuse and Exploitation • National Inquiry to be undertaken to determine prevalence of Group Based Child Sexual Abuse and Exploitation to establish prevalence and system responses • Provide generic and bespoke CSAE training to front-line practitioners and review our multi-agency processes for identifying and responding to CSAE risks. • Raise awareness of CSAE among all children and young people and deliver targeted supports to those who are especially vulnerable, such as Looked After or Care Experienced children. • An improvement in the ability and confidence of practitioners to recognise and respond to CSAE risks. • Children and Young People at risk of CSE or Group Based CSAE are identified early and receive additional supports. • Reduced cases of CSAE and Group Based CSAE Children, Young People, Adults Violence against Women and Girls • Increase in the rate of domestic abuse incidents reported to the police (25% increase in last 8 years) • Continue to promote the Safe and Together model across services and to provide practitioners with the skills and knowledge they need to respond effectively to domestic violence • Continue to co-ordinate risk assessment and safety • Practitioners have increased knowledge and understanding of the MARAC process and know how and when to refer and are confident to identify when women and girls are at high risk of harm from domestic violence. • Decrease the rate of domestic abuse incidents Page 95 of 354
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44 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets planning for high-risk victims of domestic violence through the MARAC process and improve practitioners’ awareness and understanding of MARAC. • Develop early intervention and prevention approaches to reduce the prevalence of male violence against women and girls. • A reduction in repeat referrals to MARAC. • An improvement in Practitioners’ confidence to respond to early signs of domestic violence, including when young people are the victims/perpetrators. Early Years, Children, Young People, Adults Bairns’ Hoose and SCIM • Tayside wide approach to support children who have experienced abuse, violence or exploitation using a trauma informed approach with an emphasis on children’s rights and avoiding re- traumatisation • Deliver holistic and trauma- informed support to children and young people and their families who are involved in the IRD process through continued implementation of the Bairns’ Hoose Standards. • Continue to seek feedback from children and young people about their experiences of the child protection process and involve them more greatly in the ongoing development of the Bairns Hoose. • Children, young people and their families have a positive experience of support through the Bairns’ Hoose approach. • Children and young people are actively involved in the ongoing development of Bairns Hoose. • Maximum numbers of children and young people are interviewed using the SCIM approach. • Outcome information on the work of SLTs within Bairn’s Hoose (including • Fewer children and young people are required to attend court as a result of the SCIM approach. Page 96 of 354
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45 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets • Continue to use the SCIM model as the default approach to interviewing children and young people who may have been victims of abuse, harm or neglect and create capacity for additional Social Workers and Police Officers to be trained in the SCIM model. pre-interview reports with recommendations, resources, awareness- raising and strategy information sessions). Early Years Children, Young People Support for Kinship and Foster Carers • Whilst we have managed to reduce our purchased placements, the need to recruit carers and improve matching continues. • We need to continue to support our kinship carers in the community in which they live • Recruitment campaign for foster care fortnight and beyond is an ongoing priority to ensure children are supported and plans are progressed. • We have begun work with third sector to identify and support developments in local communities • Improve permanence planning timescales • 1 kinship support group in each of the 5 localities • Increased number of registered foster carers and placements • Reduced placement breakdown. Page 97 of 354
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46 PKC - GENERAL Priority 4: Family Support Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years. Children, Young People, Adults, Older People Holistic Family Support (Whole Family Wellbeing Fund) • Increasing access to holistic family support is a key focus of WFWF activity and is closely linked with GIREC and Keeping the Promise. • Increased early intervention support is linked to decreases in the number of children who are looked after/ subject to child protection processes. • By increasing the availability of support that families can opt-in to (rather than be referred by services), support can be provided at various stages of need, and before issues escalate to crisis point. Availability and Access to Support • Increase awareness of support available to families • Increase capacity within Universal support services to deliver support where and when it is needed. • Increase in the availability of whole family support • Increase in children, young people and families accessing universal early help and support that is delivered where and when it meets families’ needs • Children, young people and families are more aware of how to access support when they need it. • Improve family wellbeing (see Performance Framework) • Reduce inequalities in family wellbeing • Decrease the number of families requiring crisis intervention • Decrease the number of children and young people living away from their families • Increase the number of families taking up wider support (e.g. financial, employability, mental health and wellbeing) Page 98 of 354
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47 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets Early Years. Children, Young People, Adults, Older People Holistic Family Support (Whole Family Wellbeing Fund) • As above • Families rarely experience difficulties in isolation, and providing a holistic approach for families minimises the number of services in contact with a family, allowing support to be more “joined up”. Whole System Approach • Increase partnership and collaboration between services to deliver holistic support • Expand use of locally based multi-agency services coordinating support • Staff are supported to develop skills and confidence in providing holistic support (including signposting) • Staff are encouraged and empowered to develop innovative family support solutions • Better collective awareness of available support and how to access it • Support is experienced as “joined up” by service users • Increased collaboration between services and organisations that support families • Staff are more confident in discussing and responding to the needs of children, young people and families. • Key principles of holistic family support, early intervention and prevention are embedded within structures and systems • As above Early Years. Children, Young People, Adults, Older People Holistic Family Support (Whole Family Wellbeing Fund) • As above Children, young people and families at the heart of support • Establish routes of engagement with children, young people and their families to better understand need in different localities • Collect feedback and evaluation of services • Families are provided with choice about support and are involved in decisions that affect them • There is increased engagement with, and participation from children, young people and families in developing services and support • As above Page 99 of 354
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48 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets funded by WFWF, and use to improve the quality of service delivery • Increase use of Child Impact Assessments as a mechanism for understanding the wishes of children and young people accessing support Children, Young People, Adults Togetherness (Solihull Approach) • Providing staff across schools with skills to support pupils with the increased complexity of needs, emotional and behavioural issues and wellbeing issues seen across stages. • Development of training programme for delivery in Perth and Kinross Schools • Pilot and evaluation of Togetherness training at one secondary school within Perth and Kinross • Roll-out of training across Perth and Kinross Schools • Integration with existing training programmes, and with other delivery partners • An improvement in the ability and confidence of practitioners to recognise and respond to the wellbeing needs of pupils • Improvement in pupil behaviour, attendance and attainment across schools participating in the training Adults Peer Support for Parents • Response to requests from parents to have better opportunities to link with other parents, to reduce isolation and increase confidence in their parenting skills. • Identify opportunities to develop and deliver staff- facilitated peer support sessions • Link with partners to better share information about sessions that are already • Reduced isolation amongst parents. • Increased confidence in parenting skills • Increased knowledge and awareness of services that • Facilitated groups operating across locality areas Page 100 of 354
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49 PKC - GENERAL Life Stage Theme Context Improvement activity Outputs and outcomes Targets available (e.g. ASN, wellbeing, carers, parenting, recovery groups etc.) are available to support families Children, Young People, Adults Young Carers • When young people are required to take on too many caring responsibilities, or conduct caring roles that are not appropriate, there can be limiting or adverse effects on their health and overall wellbeing. • Increasing numbers of young carers. In Perth and Kinross there were 475 children and young people between the ages of 3-15y with a caring responsibility, and a further 887 between the ages of 16-24y (Census 2022). In 2025, 758 young carers were registered with PKAVS Young Carers. • Increase use of Young Carers Statements as appropriate • Work creatively with schools to support young carers in education and reduce the attainment gap • Provide a variety of community-based activities (respite) for young carers to make their own choices about needs and interests. • Support young carers and their families where the caring role has an impact on wellbeing. • Embed work to identify young carers at an early stage through improved training • Increase in number of Young Carers Statements • Increased attendance at young carers support groups • Increased variety of community and respite opportunities available for young carers • Reduction in the number of young carers who say they feel isolated. • Increased number of young carers and their families signposted/referred to other services. • Increase in the numbers of professionals trained to identify and support young carers. • Improved attendance and attainment amongst young carers • Improved mental wellbeing amongst young carers Page 101 of 354
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50 PKC - GENERAL Performance Framework The Children, Young People and Families Outcomes Framework outlines a series of measures that allow focus on the impact of improvement actions linked to the planning and delivery of services, support and improvement activity, and to ensure a consistent approach to local and national and local reporting. The framework consists of: • 8 overarching Wellbeing Outcomes (SHANARRI indicators) • Underpinning Shared Aims which reflect the policies, service delivery and supports that impact on child wellbeing across the “My World Triangle” • A set of 21 core Wellbeing Indicators which act as high level, holistic measures covering key aspects of wellbeing using nationally available data. A list of these indicators, with links to SHANARRI and UNCRC articles is available. Whilst these indicators have been included in our Performance Framework, changes may be attributed to improvement work being undertaken across a range of strategies and plans. A range of other indicators will also be developed to ensure that the wider picture of progress across children’s services can be seen. Page 102 of 354
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51 PKC - GENERAL Core Wellbeing Measures The Integrated Children’s Services Plan Performance Framework contains a number of key performance indicators that are linked to the activities within the ICSP and other related improvement plans, and mapped against GIRFEC Wellbeing indicators, and UNCRC. Health and Wellbeing Census (2021-22) The Health and Wellbeing Census collected data from 16 local authority areas; therefore, averaged comparative data is shown as “overall” (rather than for Scotland). As the census has not been repeated at this time, no trend data is available for each measure and therefore the data is shown as a snapshot. To capture future performance data a repeat exercise will be required locally. How I grow and develop CSP Indicator Theme Measure Data PK Data Overall Narrative 5 Play/leisure activities % S1-S3 children who participate in positive leisure activities 80% 78% Little difference between boys and girls. Lower participation in areas of higher deprivation 6 Physical activity % P5-S6 children who had at least one hour of exercise the day before 57% 59% Boys more likely to be active. Clear trend with deprivation, with lower levels of activity in areas of higher deprivation. 7 Diet % P5-S6 children who eat both fruit and vegetables every day 27% 22% Girls more likely to eat both fruits and vegetables compared with boys. Clear gradient seen in terms of deprivation for both (e.g. vegetables SIMD1=23%, SIMD5=42%) 8 Mental wellbeing Mean score on Warwick Edinburgh Mental Wellbeing Score (WEMWBS) (S2 to S6) 44.9 45.4 Lowest in S4 (42.9), and amongst girls (42.1). Lower among SIMD1 and SIMD2. 9 Mental health Percentage of S2-S6 children with slightly raised, high or very high SDQ score. 47% 47% Highest in S4 and amongst girls. Higher in areas of lower deprivation Page 103 of 354
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52 PKC - GENERAL What I need from the people that look after me CSP Indicator Theme Measure Data PK Data Overall Narrative 10 Trusted adult Percentage of P5-S5 children who say they always have an adult in their life who they can trust and talk to about any personal problems 67% 67% Slightly higher proportion of males agree. Children in areas of higher deprivation are less likely to say they have a trusted adult. 11 Peer relationships Percentage of P5-S3 children who agree that their friends treat them well 85% 84% No consistent difference between boys/girls or different levels of deprivation. 13 Involvement in decision making Percentage of P5-S6 children who agree that adults are good at taking what they say into account 56% 57% Boys more likely to agree than girls. No clear trend in deprivation 14 Bullying Percentage of P5-S3 children who were bullied in last year 33% 31% Slightly higher proportion of girls. Children in deprived areas are more likely to say they have been bullied. Higher among younger pupils. Page 104 of 354
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53 PKC - GENERAL My wider world CSP Indicator Theme Measure Data PK Data Overall Narrative 18 Neighbourhood satisfaction Percentage of P5-S6 children who agree that their local area is a good place to live 71% 66% Boys slightly more likely to agree. Much lower (47%) in areas of higher deprivation. 20 Digital inclusion Percentage of P7-S6 children who have access to the internet at home or on a phone or another device 98% 98% No consistent difference between boys/girls or different levels of deprivation 21 Neighbourhood safety Percentage of P5-S6 children who say they feel safe when out in their local area always or most of the time 89% 87% Boys slightly more likely to agree. Much lower (78%) in areas of higher deprivation Page 105 of 354
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54 PKC - GENERAL Other Core Wellbeing Indicators Measure 2018 2019 2020 2021 2022 2023 2024 2025 Analysis Children with a concern at the 27–30-month review (%) 12.5 11.5 15.5 13.5 17.3 17.4 14.7 16.2 The proportion of children with at least one developmental concern recorded has increased in the last year following a decrease in the previous year. PK values are still below the national average (16.5%). There remain clear differences between girls and boys, and areas of higher and lower deprivation (with gaps widening in the last year). The Speech and Language domain continues to have the highest proportion of concerns. P1, P4, P7 children achieving expected CfE levels in literacy (%) 66.5 65.8 Nd 64.7 68.0 70.8 72.7 75.0 Overall performance in numeracy and literacy has increased over recent years but is still slightly below national data. Data for 2019/20 was not collected due to the COVID-19 pandemic. P1, P4, P7 children achieving expected CfE levels in numeracy (%) - 72.3 Nd 72.4 75.9 77.1 78.8 81.2 As above Participation rates for 16– 19-year-olds (%) 94 93 95 94 94 93 93 94 Participation rates measure the proportion of 16–19-year-olds that are engaged in learning, training, or working. Rates have been broadly consistent across the last few years and are in line with national values. Settings providing funded ELC achieving Care Inspectorate grades of good 94 95 89 86 88 93 95 98 This measure has been largely above national average since 2014-15 but dipped below in 2019-20. However there has been a continued Page 106 of 354
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55 PKC - GENERAL Measure 2018 2019 2020 2021 2022 2023 2024 2025 Analysis or better across all 4 quality themes (%) improvement since 2022 and is now above national data (9pp in 2024/25). Proportion of children living in poverty (after housing costs) (%) 22 21 23 19 22 22 19 - The proportion of children in poverty is slightly lower than national average, and despite decreasing in 2021 we have seen slight increases since then. This is in line with the national picture. Housing security - Children in temporary accommodation on 31 March (rate per 10,000 aged 0-15 y) 16.4 10.2 6.2 2.1 6.3 14.7 6.3 6.3 The proportion of children in temporary accommodation within Perth and Kinross is significantly lower than the national average. Rates have been increasing since 2021/22 which may reflect issues such as the cost-of- living crisis, and housing Ukrainian families displaced due to conflict, but have reduced in 2023-24. Page 107 of 354
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56 PKC - GENERAL Other relevant measures Measure 2018 2019 2020 2021 2022 2023 2024 2025 Analysis Rate of children looked after on 31 July (per 1000 children 0-17y) 10.3 10.4 10.6 10.6 10.4 9.0 8.9 9.3 The rate of children who are looked after decreased between 2021 and 2024 but has shown a slight increase in the last year. Children looked after in the community (balance of care) (%) 95 96 96 96 94 94 95 95 The proportion of children who are looked after in the community has remained broadly stable over the period shown. However, although children would ideally remain with their parents, we are seeing an increase in the complexity of cases where children are looked after at home, and this still requires a high degree of support from social work. Looked after children with 3 or more placements within the year (%) 7 11 4 8 5 8 8 - We have seen fluctuations in the proportion of looked after children having 3 or more placements over the last few years. Whilst this rate is higher than the national data, it only represents a small number of children (fewer than 25) and as a result small changes cause larger fluctuations in calculated rates. Rate of children on the Child Protection Register (CPR)(per 1000 children) 2.8 2.9 3.5 2.4 1.9 1.8 1.6 0.7 Since 2012, the rate of children on the Child Protection Register rose to a high point in 2020 but has been decreasing since. It is now at the lowest level since 2020. NB Calculations of rate changed in 2023 (rate of 0-17 y now used instead of rate of 0-15y). Data for previous years has been updated to reflect this change in methodology. Page 108 of 354
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57 PKC - GENERAL Specific measures linked to priority themes As part of development work within each of the priority theme areas, further measures may be identified that will be used to measure outcomes and impact of specific activities. These will be presented in the annual report as appropriate. Page 109 of 354
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58 PKC - GENERAL Glossary Abbreviation Full name Abbreviation Full name ADP Alcohol and Drug Partnership MMR Measles, Mumps and Rubella AHP Allied Health Professional ND Neurodevelopmental AI Artificial Intelligence PKAVS Perth and Kinross Association of Voluntary Service ASN Additional Support Needs PKC Perth and Kinross Council CAMHS Child and Adolescent Mental Health Services RSHP Relationships, Sexual Sealth and Parenthood education CfE Curriculum for Excellence SCIM Scottish Child Interview Model CPR Child Protection Register SDQ Standards and Difficulties Questionnaire CSAE Child Sexual Abuse and Exploitation SEBN Social, Emotional and Behavioural Needs CYPFP Children Young People and Families Partnership SEEMiS Scottish Education Management Information System ELC Early Learning Centre SG Scottish Government FGDM Family Group Decision Making SHANARRI Safe, Healthy, Achieving, Nurtured, Active, Respected, Responsible, and Included FORT Fast Online Referral Tracking SIMD Scottish Index of Multiple Deprivation GIRFEC Getting it Right for Every Child SLT Speech and Language Therapy HSCP Health and Social Care Partnership SRH Sexual and Reproductive Health HV Health Visitor STI Sexually Transmitted Infection ICSP Integrated Children's Services Plan UNCRC United Nations Convention on the Rights of the Child JSNA Joint Strategic Needs Assessment WFWF Whole Family Wellbeing Fund MARAC Multi Agency Risk Assessment Conference YP Young People Page 110 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality _________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Learner Participation Framework 2025-2028 Report Number: 26/138 Report Author: Kim Ramsay, Quality Improvement Officer, FBSCommittee@pkc.gov.uk Organisational Lead: David Macluskey, Strategic Lead – Education and Learning ___________________________________________________________________ 1. Purpose 1.1 The purpose of this report is to seek approval of the Learner Participation Framework 2025-2028. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Main Issues 5. Proposals 6. Conclusion 7. Impact Value Assessment 8. Appendices 2. Recommendations It is recommended that the Learning and Families Committee: 2.1 Approves the Learner Participation Framework 2025-2028; and 2.2 Requests that the Strategic Lead for Education and Learning share the Learner Participation Framework 2025-2028 as a final document with all schools and Early Learning and Childcare (ELC) settings by end of June 2026. 6 Page 111 of 354
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3. Background/Context 3.1 The United Nations Convention of the Rights of the Child (UNCRC) (Incorporation)(Scotland) Act 2024 was approved by the Scottish Parliament on 7 December 2023 and received Royal Assent on 16 January 2024, coming into force on 16 July 2024. Introduction of the Act means there are new legal requirements to extend and protect children’s rights. The Act makes it unlawful for public authorities to act incompatibly with the UNCRC requirements in the schedule of the Act. It also gives children, young people, and their representatives a new ability to use the courts to enforce their rights. There are four articles in the UNCRC that are seen as special. They are known as the “General Principles”, and they help to interpret all the other articles. The right to express a view and have that view taken into account is one of the four General Principles of the UNCRC. It is seen to be essential and if violated, would have an impact on all other rights. 3.2 The Promise, established in 2017, includes ‘voice’ as one of the key foundations which must be at the heart of how we think, plan and prioritise for children and young people. 3.3 The Achieving Excellence and Equity, 2025 National Improvement Framework and Improvement Plan (NIF), published by the Scottish Government in 2024 sets out the vision to ‘respect, protect, and fulfil the rights of every child and young person in order to ensure these are incorporated fully across the Scottish education system.’ The first key priority of the NIF continues to prioritise children’s rights: • Placing the human rights and needs of every child and young person at the centre of education. 3.4 How good is OUR School? Part 1 and Part 2, published in 2018 by His Majesty’s Inspectorate of Education in Scotland, were produced to give children and young people a stronger voice in school self-evaluation and school improvement in ways to enhance learning. 3.5 The Learner Participation in Educational Settings 3-18 guidance, published in 2018 by Education Scotland, was initially developed in response to research that was commissioned by the Children and Young People’s Commissioner Scotland and carried out by the University of Stirling. It provides a definition of learner participation, stating: • Learner participation in schools and ELC settings includes all of the ways in which children and young people engage in practices and dialogue with educational staff, parents, carers, and community members to create positive outcomes and changes. Page 112 of 354
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3.6 The Perth and Kinross Council (PKC) Learning, Teaching, Assessment and Moderation Framework 2- 18, was developed to reflect our National and local priorities. The framework is for use in all PKC schools and ELC settings and supports the development of highly effective learning and teaching. The framework identifies Learner Leadership of Learning as one of seven key features of highly effective learning and teaching. 3.7 PKC does not yet have a framework or guidance to promote learner participation at all levels. The need for this was identified and a working group was established to develop guidance in a collaborative way. Over the last three years this working group changed membership, and a final version of a framework has been developed. 3.8 The Learner Participation Framework 2025-2028 has been shared with all central education officers, headteachers and middle leaders in Perth and Kinross schools and education settings. Feedback has been collated from them and acted on to develop a final version. 4. Main Issues 4.1 The Learner Participation Framework 2025-2028 will support PKC to ensure it is meeting the legal requirements under section 6 of the UNCRC (Incorporation)(Scotland) Act 2024. 4.2 The Learner Participation Framework 2025-2028 sets the ambition of PKC’s Education and Learning Service to embed a children’s human rights approach and to improve learner participation and achieve highly effective practice in including the voice of all children and young people. 4.3 To ensure improved quality of learner participation, clear expectations are set out in the Learner Participation Framework 2025-2028 for senior leaders and the local authority. 4.4 Examples of highly effective practice are set out in the ‘Four Arenas of Participation’, which are introduced in national document Learner Participation in Educational Settings 3-18. The Four Arenas are: • Learning, teaching and assessment; • Opportunities for personal achievement; • Decision making groups; and • Wider community. For each of these arenas, highly effective practice has been identified for • In class; • In school; and the • Local authority. Page 113 of 354
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5. Proposals 5.1 The Learner Participation Framework 2025-2028, once approved and finalised, will be shared with all ELC settings and schools. 5.2 An implementation plan will be developed to include the delivery of professional learning, creation of support materials and quality assurance approaches. 5.3 As this is a three-year framework, part of the implementation plan will detail the process of review and the process for ongoing monitoring and evaluation of impact. 6. Conclusion 6.1 The Committee is requested to review and approve the framework, with a view of it being shared with all PKC ELC settings and schools by the end of June 2026. 7. Impact and Value Assessment 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 – Learner Participation Framework 2025 - 2028 Page 114 of 354
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Learner Participation Framework 2025-2028 1 Learner Participation Framework 2025-2028 August 2025 A Perth and Kinross where everyone can live life well, free from poverty and inequality 6 Page 115 of 354
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Learner Participation Framework 2025-2028 2 Contents Introduction ................................................................................................................... 3 1.1 Rationale ................................................................................................................................. 3 1.2 National Context .................................................................................................................... 4 1.3 Principles of Participation ..................................................................................................... 5 1.4 Local Context ......................................................................................................................... 7 Putting into Practice ............................................................................. 7 2. Framework Outcomes ................................................................................................. 7 2.1 To ensure improved quality of learner participation, all senior leaders should: ........... 8 2.2 To ensure improved quality of learner participation, the local authority will: ................ 8 3. Highly Effective Practice ............................................................................................. 9 Participation Arena 1: Learning, Teaching and Assessment - Space .................................. 9 Participation Arena 2: Opportunities for Personal Achievement - Space .......................... 12 Priority Arena 3: Decision Making Groups - Space ............................................................... 13 Participation Arena 4: Wider Community - Space ................................................................. 14 Combined Arenas of Participation ........................................................................................... 15 • Voice of the Infant Best Practice Guidelines and Infant Pledge ................................ 15 • Person centred planning tools ........................................................................................ 15 Appendix 1 ........................................................................................................................ 16 Young Voice of Perth .................................................................................................... 16 Appendix 2 ........................................................................................................................ 17 Learner Participation Groups in Perth and Kinross .................................................... 17 Appendix 3 ........................................................................................................................ 19 Hart’s Ladder ............................................................................................................................. 20 Resources ......................................................................................................................... 21 Page 116 of 354
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Learner Participation Framework 2025-2028 3 The purpose of this Framework is to provide information and resources to support schools and ELC settings to implement a children’s human rights approach to learner participation. This will assist schools and settings to meet their legal requirements under section 6 of the United Nations Convention of the Rights of the Child (Incorporation)(Scotland) Act 2024 – UNCRC Act, for short. This Framework will introduce the UNCRC Act 2024, share our Perth and Kinross approach to embedding a children’s human rights approach to learner participation, set out expectations for schools / ELC settings and the local authority and share links to relevant policies and resources. This Framework was written in consultation with children and young people from across Perth and Kinross and aims to ensure that the voices of children and young people are heard at all levels in Perth and Kinross, on issues that matter most to them. 1.1 Rationale Perth and Kinross Council is committed to delivering the best possible outcomes for our children and young people. The central part of our ambition is to recognise, respect and promote children’s rights, as set out in the United Nations Convention on the Rights of the Child (UNCRC). The UNCRC (Incorporation)(Scotland) Act 2024 was approved by the Scottish Parliament on 7 December 2023 and received Royal Assent on 16 January 2024, coming into force on 16 July 2024. Introduction of The Act means there are new legal requirements to extend and protect children’s rights. The Act makes it unlawful for public authorities, to act incompatibly with the UNCRC requirements in the schedule of the Act. It also gives children, young people, and their representatives a new ability to use the courts to enforce their rights. Introduction Page 117 of 354
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Learner Participation Framework 2025-2028 4 There are four articles in the UNCRC that are seen as special. They are known as the “General Principles”, and they help to interpret all the other articles. The right to express a view and have that view taken into account is one of the four General Principles of the Convention on the Rights of the Child. It is seen to be essential and if violated, would have an impact on all other rights. Implementing a children’s human rights approach, where UNCRC is placed at the core of planning and decision making will ensure Learner Participation is a meaningful, purposeful process, not a tokenistic or one-off event. 1.2 National Context The UNCRC Act sets out national statutory requirements to ensure that children and young people have their voices heard. The Act aims to ensure that: • children's rights are respected and protected in the law in Scotland • public authorities are legally required to respect and protect children's rights in the work that they do The Promise includes ‘voice’ as one of the key foundations which must be at the heart of how we think, plan and prioritise for children and young people. Achieving Excellence and Equity, 2025 National Improvement Framework and Improvement Plan (NIF) sets out the vision to ‘respect, protect, and fulfil the rights of every child and young person in order to ensure these are incorporated fully across the Scottish education system.’ The first key priority of the NIF continues to prioritise children’s rights: • Placing the human rights and needs of every child and young person at the centre of education. Page 118 of 354
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Learner Participation Framework 2025-2028 5 How good is OUR School? Part 1 and Part 2 were produced to give children and young people a stronger voice in school self-evaluation and school improvement in ways to enhance learning. The Youth Voice Toolkit was launched in August 2025 and supports approaches to setting up and implementing groups of children and young people coming together in relation to youth participation and democracy at school and local authority level. Learner Participation in Educational Settings 3-18 guidance was initially developed in response to research that was commissioned by the Children and Young People’s Commissioner Scotland and carried out by the University of Stirling. It defines learner participation as: Learner participation in schools and ELC settings includes all of the ways in which children and young people engage in practices and dialogue with educational staff, parents, carers, and community members to create positive outcomes and changes. 1.3 Principles of Participation This Framework is underpinned by rights based approaches to involving children in decision making processes at all levels. The Framework sets out expectations for highly effective practice in the Four Arenas of Participation. Effective practice is highlighted for each of the four conditions described in Lundy’s Model of Participation. The 7 Golden Rules are the overarching principles which guide any of our work with children and young people. Learner Participation in Educational Settings 3-18 guidance introduces the ‘Four Arenas of Participation’ which provides a framework for how children and young people can have a say in schools and ELC settings. These are: • In Learning, Teaching, and Assessment • In Opportunities for Personal Achievement • In Decision Making Groups • In Connection with the Wider Community Page 119 of 354
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Learner Participation Framework 2025-2028 6 The Lundy Model of Participation helps to understand the conditions which must be present for effective learner participation and delivery on Article 12. Space - Children and young people must be given a safe and inclusive space to form and express their views. Voice – Children and young people must be given information and support to express their views. Influence - Children and young people's views must be listened to and communicated to the right people. Audience - Children and young people's views must be acted upon, as appropriate. 7 Golden Rules The Children and Young People’s Commissioner Scotland The 7 Golden Rules for Participation are a set of principles that anyone working with children and young people can use. They inform adults what children and young people’s participation should feel like. They were developed through consultation with children and young people and research with professional adults reflecting the knowledge and experience of those working to promote participation. The Golden Rules are directly informed by the United Nations Committee on the Rights of the Child’s General Comment No. 12 (2009) and support the requirements necessary to achieve effective, meaningful and ethical implementation of participation. Page 120 of 354
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Learner Participation Framework 2025-2028 7 1.4 Local Context The Learning, Teaching, Assessment and Moderation Framework 2023 – 2026 sets out key features of highly effective learning and teaching. The Framework place children’s rights as essential and integral to improving outcomes for all children and young people. Learner Leadership of Learning is one of the key features of highly effective practice identified in the Learning, Teaching, Assessment and Moderation Framework. Learner participation promotes and strengthens practice in this area. Evidence from recent HMI inspections, Quality Improvement Reviews and self-evaluations received from schools and ELC settings, shows a wide range of examples of effective learner participation in ELC settings and schools. This Participation Framework aims to promote highly effective practice and improved opportunities and outcomes for all children and young people. 2. Framework Outcomes Why should we promote effective learner participation? Putting into Practice Across many studies, we can say the main evidenced effects of enhancing learner participation are: • improved pupil-teacher, child-staff, and peer-to-peer relations • improved wellbeing • improved teaching and learning • improved guidance and support • a better school ethos and greater sense of a shared community • a reciprocal sense of feeling valued, trusted and respected • development of life skills such as teamwork, problem-solving, and citizenship • improved engagement, empowerment, and commitment to education • improved achievement and attainment • an addressing of the ‘attainment gap’ between learners from more and less deprived backgrounds Learner Participation in Educational Settings (3-18), 2018 Page 121 of 354
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Learner Participation Framework 2025-2028 8 2.1 To ensure improved quality of learner participation, all senior leaders should: • Ensure that practice in Learner Participation features in the annual self- evaluation cycle and, as appropriate, in the improvement planning cycle ensuring it is robustly and consistently developed across all classes and settings • Ensure there are regular, planned opportunities for children and young people to participate in and initiate decision making at class, whole school and wider community level • Ensure learner voice is evident in quality improvement and self-evaluation activity and evidenced in the self-evaluation documentation • Implement inclusive approaches to ensure all voices of children and young people are heard • Ensure actions taken in response to learner voice are regularly shared with children and young people and parents e.g. the school website, displays and/ or newsletters • Aspire to the highly effective practice examples in Section 3 • Ensure there is a Pupil Council or similar group leading change and making decisions at school level • Ensure representatives across the school attend locally planned Young Voice Meetings or events • Engage in professional learning opportunities which will be available for teachers and practitioners to explore and develop practice through the Education and Learning Hub and on the SharePoint Children’s Rights (UNCRC), Learner Participation and Youth Voice (sharepoint.com) 2.2 To ensure improved quality of learner participation, the local authority will: • Provide support and challenge to schools and settings to bring about improvements in Learner Participation • Identify and promote effective practice in ELC settings, classrooms and elsewhere • Plan, support and deliver professional learning • Establish local authority opportunities to involve children and young people at early stages in the work of the service through use of the Young Voice of Perth • Establish links with the Children's Parliament, local committees and the wider community Page 122 of 354
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Learner Participation Framework 2025-2028 9 3. Highly Effective Practice For each of the Four Arenas of Participation, effective practice has been illustrated below for each of the four conditions of the Lundy Model of Participation – Space, Voice, Audience and Influence. Opportunities to ensure Space are illustrated separately for each arena, then combined examples for Voice, Audience and Influence. Participation Arena 1: Learning, Teaching and Assessment - Space Description In this arena, all young people have opportunities to influence and participate in decisions about the approaches taken, the topic, content, timetabling, sequence, structures and emphases in how they learn, are taught, and assessed. Through participation, learners will exercise a key role in actively supporting curriculum making within Curriculum for Excellence through on-going dialogue with teachers and others. Examples of Highly Effective Practice: Participation Arena 1: Learning, Teaching and Assessment In Class In School Local Authority/National A voice and choice in what they learn, where they learn and how they learn in all areas of learning. • The experiences and spaces in the ELC setting fully reflect the current interests and fascinations of the children • Contribute to classroom layout and displays • Class Charter jointly created • Check ins / Emotion regulations • Joint planning – what, how, where we learn • Staff in the ELC setting use effective methods to gather and evidence the views of children and to enable them to reflect on their play and learning Planned opportunities to ensure the voice of all children is heard in leading change and improvement at school level and evaluating the impact of their own involvement in improvement activity. • Through self-evaluation activities • Leadership Groups with action plans • Child Friendly Complaints Process Consultation on and contribution to creating, reviewing and evaluating curriculum design and learning and teaching approaches. Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve learning, teaching and assessment. • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • Young Voice of PKC participation • Pupil Council consultation • Child Friendly Complaints Process Page 123 of 354
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Learner Participation Framework 2025-2028 10 experiences in a meaningful way. E.g. the Floorbook approach • Choices in learning, including use of technologies Regular and planned opportunities to share their feelings, ideas, views and opinions. • Asking and answering questions • Pair, group discussions • Debate • Presenting and sharing learning for different audiences • Articulate strategies and learning approaches • Cooperative and collaborative learning • Choice in how to share and present learning Regular, planned opportunities to lead their learning, taking increasing responsibility and independence in learning. • Children in the ELC setting are well supported to lead their own play and learning • Choice Boards • Genius hour • Station Rotation / Learning Zones • Peer tutoring • Problem solving • Enterprise A voice in their learning progress and an understanding of the purpose of learning. • Children in the ELC setting are involved in agreeing their individual next steps. These next steps are visible and accessible in the playroom. The achievement of next steps is recognised and celebrated. • Share OLI and SC and opportunities to co-create SC • Pupil Focus Groups for all children • Surveys gathering views and feedback • Involvement in quality assurance approaches – consideration of how to provide feedback on teaching approaches, assessment and curriculum Planning, leading and evaluating school events for children and young people, parents and the community. • Leading clubs and programmes • Sharing the Learning Events • Running curriculum evenings, Sports Day, Charity/Fundraising Events Contribute to review, design and development of school environment, indoor and outdoor spaces. Page 124 of 354
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Learner Participation Framework 2025-2028 11 • Receive high quality feedback which ensures knowledge of progress and next steps • Awareness of own skills development and evaluation of progress with skills for learning, life and work • Set and review own learning goals • Self and peer assessment against OLI and SC. Providing feedback to peers • Learning conversations support reflection on progress • Profiling shares progress in all areas of the curriculum, including skills development • Decision making about their learning support – CYPP involvement Page 125 of 354
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Learner Participation Framework 2025-2028 12 Participation Arena 2: Opportunities for Personal Achievement - Space Description Through dialogue with adults in this arena, learners can influence a variety of important decisions. Opportunities for personal achievement can be shaped, designed or initiated by young people themselves or may be provided in collaboration with teachers, community groups, non-governmental organisations and other bodies. Through engagement in this arena, young people are able to significantly influence school ethos and culture. Examples of Highly Effective Practice: Participation Arena 2: Opportunities for Personal Achievement In Class In School Local Authority/National Planned opportunities to hear the voice of all when planning, delivering and evaluating curriculum experiences for personal achievement. • In the ELC setting, children’s achievements at home and in the setting are recognised, celebrated and displayed at the child’s level. • Senior Phase option choices • Work-based learning, placements and apprenticeships • Enterprise challenges, fundraising, DYW • Outdoor learning • Arts, theatre, music and dance • Competitions, exhibitions and trips • Extra-curricular choices Planned opportunities to reflect on personal achievement and the link to the world of work • Learning conversations • Profiling reflection on skills and achievements • Involvement in CYPP review and planning Ensuring approaches are in place to hear the voice of all children when planning, reviewing and implementing approaches to personal achievement across all curriculum areas. • Leadership Groups – designing, delivering and evaluating opportunities • Groups leading and collaborating with staff in planning for, delivering and taking part in sports events, volunteering opportunities, after school clubs, trips, competitions, assemblies • Champs Boards for care experienced young people • Surveys, focus groups gathering feedback • Involvement in choice for Awards Schemes • Amazing Things – Youth Awards in Scotland • JAS Award Scheme • Hi5 Award • Dynamic Youth Award • Youth Achievement Award • John Muir Award • Duke of Edinburgh Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve personal achievement. • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • Young Voice of PKC • Pupil Council consultation • MSYPs • PK Youth Groups Page 126 of 354
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Learner Participation Framework 2025-2028 13 Priority Arena 3: Decision Making Groups - Space Description The third arena involves participation in many kinds of decision making groups. In committees, councils, and other groups, learners take part in the everyday and more strategic decisions that steer and provide school-wide direction. In this arena, children and young people can address effectiveness and accountability to shape the culture, systems and processes of schools and ELC settings. Learners engage in effective forms of intergenerational decision making, which is real, consistent, transparent, systematic, and sustained. Examples of Highly Effective Practice: Participation Arena 3: Decision Making Groups In Class In School Local Authority/National Planned and regular opportunities in class groups (peer groups, small groups, class group, year group, subject groups), to share views and opinions on class/school decision making and to be given the opportunity to take responsibility through initiating, organising and leading activities, groups and improvement. • Class Charter • Timetabling decisions • Class responsibility groups • Enterprise groups • Peer support, buddying, mentoring and coaching • Peer mediators • Children’s Parliament At whole school level all children are given the opportunity to have their voice heard, share their views, ask questions and be involved in groups with responsibility for making decisions. • Consultation on and contribution to creating, reviewing and evaluating school policies, guidance, curriculum design and approaches • Leadership Groups for all children – child led groups, Pupil Councils, Digital Group, Eco Schools Groups, Rights Respecting Schools Groups, Diversity Champions • Participate in Parent Council meetings • School grounds and estates groups • Leadership Roles across the school – House and School Captains, Prefects, buddies, Librarians • Promote participation in local and national groups • Pupil Focus Groups for all children • Manage budgets, fundraise, contribute ideas for spending PEF and applying for grants Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve their school and local authority. • Involvement in recruitment of staff • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • MSYPs – Scotland’s Youth Parliament • Inclusion Ambassadors • PK Youth Groups • Champions Board • Young Voice of PKC • Pupil Council consultation Page 127 of 354
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Learner Participation Framework 2025-2028 14 Participation Arena 4: Wider Community - Space Description The fourth arena is about working in partnership with other services, parents, carers, and the wider community. Through learner participation, schools and ELC settings can reciprocally build links with the wider world and collaborate more deeply on new shared goals. Learners will experience and contribute to new intergenerational dialogues, helping to support learning, and attunement to the needs of others within the wider community. These kinds of projects can lead to exchanges across the generations at local, national and global levels. Initiatives addressing this arena may be developed by learners themselves or in a culture of collaboration with external agencies and partners. Examples of Highly Effective Practice Participation Arena 4: Connection with the Wider Community In Class In School Local Authority/National Regular and planned and meaningful opportunities to share their voice about how to engage with the community including individuals, groups, organisations and businesses to enhance learning experiences in class and their own individual progress. • Planning learning visits to build connections with local and wider community • Planning to include family members, community members, businesses, groups and agencies to enhance learning experiences • Involvement in planning national and global links and connections/partnerships • Work placements • CYPP voice • Partnership working to meet the needs of all learners Regular and planned involvement of children and young people having a voice on school groups linked with community members. • Parent Council, fundraising groups, community councils, youth groups, clubs, charities, adult learning groups Consultation and involvement in planning and being a part of school links with local and wider groups to extend learning experiences. • Marine Scotland, Academy 9, local Community Action groups, RHET, SSE, Robertson Group, SDS, RHET, care homes Planned opportunities to have their voice heard at local authority level on their experiences in school and their ideas, thoughts and opinions on how to improve their school, local community and local authority. • Pupil Focus Groups in Quality Improvement Framework approaches – e.g. Quality Improvement Reviews • MYSPs • Inclusion Ambassadors • Young Voice of PKC • Pupil Council consultation • PK Youth Groups • Champions Board Page 128 of 354
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Learner Participation Framework 2025-2028 15 Combined Arenas of Participation – Voice, Audience and Influence Effective practice to promote the Voice of all children and young people. In Class In School Local Authority/National • Universal supports • Targeted interventions/support • Quality observations are recorded • Choice in how to present information • Communication boards / Print outs provided • Using puppets • Assistive Technology and apps • Prompts • Choice in how to share their voice • Learning conversations • Talking Mats • Talking and Thinking Tubs and Voting Sticks/Jars’ • How Good is Our School, How Good is Our Early Learning and Childcare • Youth Voice Toolkit • CIRCLE Learner Participation – Seeking the Views of Children and Young People with Additional Support Needs • Gathering the Views of Children and Young People – Highland Council • Voice of the Infant Best Practice Guidelines and Infant Pledge • Person centred planning tools • Age-appropriate consultation – themes and methods of gathering with suitable time allocated to complete • Inclusive approaches planned – online or in person, small group, individual, supported • Questions differentiated for different ages • Choice of options for returning, gathering feedback from learners • Age grouped Pupil Focus Groups taken • Questions and topics differentiated for different age levels • Feedback gathered through surveys with suitable time allocated to complete • Options for returning, gathering feedback from learners • Youth Voice Toolkit Effective practice to ensure the voice of children and young people is listened to and acted on. Audience Influence • Relevant staff acknowledge they have heard the voice of children and young people. • Children and young people are aware of who wants to listen to their opinions and why they want the opinions of young people. • They are aware of how their opinions will be used. • Children and young people know where their views/opinions are going next and how they will be told about what happens in response. They know they will be taken seriously. • Staff record what actions are taken based on what we learn from the views/opinions they have shared. • Feedback is given to staff/parents or carers on how children and young peoples’ views/opinions have been acted on. • Feedback is given to children and young people. Page 129 of 354
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Learner Participation Framework 2025-2028 16 Youth Voice of Perth and Kinross What are we aiming to do and why? To enable and encourage all children and young people’s voices to be heard and acted upon, we are developing a local authority level participation community for children and young people. This community will enable all children and young people’s voices to be heard, sharing their thoughts, ideas, feedback and opinions. Over time, the community will grow to include the voice of all schools across Perth and Kinross. It will develop and be shaped in response to learner’s engagement, feedback and learning from pilot schools. The Youth Voice group will provide a platform for the participation of children and young people to participate in discourse and decisions that affect them. Youth Voice activities will involve gathering children and young people’s views in a representative way and taking action as a result. Appendix 1 Page 130 of 354
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Learner Participation Framework 2025-2028 17 Learner Participation Groups in Perth and Kinross PKC Inclusion Ambassadors The Perth and Kinross Inclusion Ambassadors are a group of young people with additional support needs. They share experiences of being a young person with additional support needs in school in Perth and Kinross. We talk about what works well in school and what would make things better. Inclusion Ambassador meetings are planned termly in two local management groups currently and provide young people with the opportunity to provide feedback on what we think about education for young people with additional support needs and how things could be better. If you would like to start an Inclusion Ambassadors group in your local management group please contact Jaclyn Meikle jmeikle@pkc.gov.uk Appendix 2 Page 131 of 354
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Learner Participation Framework 2025-2028 18 Community Youth Groups Youth workers and support workers work with local youth groups in the community. Perth and Kinross Youth Strategy provides information on universal, specific, targeted and intensive support services for young people in Perth and Kinross. There are 5 locality youth work providers delivering universal youth work services to young people where they live. Breathe, Eastern Alliance (Strathmore Centre for Youth Development (SCYD), Alyth Youth Partnership and Coupar Angus Youth Action Group CAYAG) Logos, YMCA and Kythe. A number of youth groups for young people who have a specific need or who need specific support are also available in Perth and Kinross. Targeted support is provided to young people who have a high level of need and who have been referred from Children, Families and Justice Services. The REACH (Resilient, Engaged, Achieving, Confident and Healthy) team provide intensive support for young people aged 12 to 18 years who are having difficulties within their home, school, or community and where accommodation away from their family is being considered. Champions Boards Youth workers in Perth and Kinross work with care experienced young people in all secondary schools. Young people are provided with the opportunity to share their views, plan and make decisions about matters affecting care experienced young people. Members of Scottish Youth Parliament (MSYPs) MSYPs are young people aged 14 – 25 who are elected every two years to represent the voice of young people in Perth and Kinross. They identify issues affecting young people in Perth and Kinross and then work at a national level to drive forward change by meeting with local and national decision makers, debating, campaigning, leading on projects and developing policies and practices. Page 132 of 354
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Learner Participation Framework 2025-2028 19 Self-evaluation of Learner Participation Tools Perth and Kinross Resources Learner Participation Rubrics Self-evaluation.pdf This Learner Participation Rubric can be used with children and young people to evaluate their experiences of being involved in the four arenas of participation. Video of Rubric in use at Muthill Primary School. Resources from Education Scotland Readiness Checklist Self-assessment mapping tool Learner Participation Planning Tool, Education Scotland Hart’s Ladder (see next page) is a helpful tool to evaluate the quality of the planned opportunities to involve children and young people. Appendix 3 Page 133 of 354
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Learner Participation Framework 2025-2028 20 3. Tokenism: Adults engineer the appearance of giving children a voice, but only the appearance. Often a small number of children are carefully selected. Their inputs are received and applauded but only valued in so far as they suit adult expectations. There is no intention of learning from the children, and rarely any genuine dialogue. Opinions offered by selected children may then be falsely portrayed as representative of children in general. Hart’s Ladder Roger Hart’s ladder of participation (1992) is a useful tool to ensure that Learner Participation is valid and meaningful. The first three steps are considered not to be fully engaging with youth voice. The following five steps evolve to fully integrate children and young people in active learner participation. 8. Child-initiated, shared decisions with adults: Children initiate and lead projects, but invite selected adults to share decision- making, usually as equal partners, with shared responsibility. 6. Adult-initiated, shared decisions with children: Adults initiate and lead projects, but invite children to get involved, and share the decision- making with them. 4. Assigned, but informed: In adult-led activities, children are given a specific role with a legitimate purpose, which is properly explained to them, so they understand how and why they are being involved. 2. Decoration: Adults use children as entertainment or decoration at adult-dominated events. The children’s input is generally controlled by the adults, and their views are not heard at all. An example is when children put on a public display at an event, they do not understand the meaning or intent of their involvement and have had no say in organising it. 1. Manipulation: Adults use children to advance causes or projects that are primarily of interest to themselves. Though adults may engineer the appearance of giving children a voice, the children may not understand the true purpose or significance of the activity and are generally expected to follow instructions. 5. Consulted and informed: Children are consulted about their potential involvement in adult-initiated activities. They are informed in advance about how their input will be used, and afterwards about the outcomes of the activity, including decisions made by adults as a result. 7. Child-initiated and directed: Children initiate and lead or direct a project. Adults are often (but not always) involved in supporting roles, such as logistical support (organising food and transport), technical support, liaison, facilitation, mentoring and motivation. Page 134 of 354
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Learner Participation Framework 2025-2028 21 Access resources on the PKC Children’s Rights (UNCRC), Learner Participation and Youth Voice SharePoint and in the EDMS Learner Participation channel of the Curriculum and Pedagogy Team Learner participation in educational settings | Resources | Education Scotland Children's rights in Scotland | Resource Themes | Education Scotland Youth Voice Toolkit Education Scotland to support youth voice and consultation across schools and communities Taking a children’s human rights approach: guidance, provides guidance and resources to implement a children’s human rights approach. Decision-making: children and young people’s participation, sets out clear guidance on learner participation in decision making The Scottish Government’s Participation Framework describes different forms or levels of participation to support the development of embedded approaches to considering children and young people’s voice. Voice of the Infant Best Practice Guidelines and Infant Pledge Download our Youth Advocacy Toolkit - UNICEF UK Children’s Rights, Skills and Knowledge Framework Meaningful Participation and Engagement of Children and Young People Children in Scotland’s Principles and Guideline Children and Young People’s Commissioner Scotland Resources 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 135 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of meeting: 27 May 2026 Report Title: Gaelic Language Plan 2024-2029 – Update Report Number: 26/139 Report Author: Fiona Waddell – Gaelic Development Officer (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning ___________________________________________________________________ 1. Purpose 1.1 The purpose of this report is to provide an update on progress against the Gaelic Language Plan 2024-2029, which was previously known as Gaelic Language Plan 2023-2028 (Report No. 23/264 refers), which was approved by Perth and Kinross Council (PKC) on 4 October 2023. 1.2 Sections 1. Purpose 2. Recommendation 3. Background/Context 4. Points for Consideration 5. Conclusion 6. Impact Value Assessment 7. Appendices 2. Recommendation It is recommended that the Learning and Families Committee: 2.1 Reviews the content of the report and notes the progress made to date. 7 Page 137 of 354
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3. Background/Context 3.1 The Council’s third Gaelic Language Plan (2023-2028) was approved by Council on 4 October 2023 and subsequently renamed to 'Gaelic Language Plan (2024-2029) following approval from Bòrd na Gàidhlig.' It is a statutory plan intended to support the promotion and protection of the Gaelic language in Scotland. Implementation of the Plan is jointly monitored by Bòrd na Gàidhlig, the national Gaelic language agency which formally advises Scottish ministers on matters related to the language, and PKC. Delivery is co-ordinated by PKC. 3.2 The Gaelic Language Plan 2024-2029 - Update 2026 (Appendix 1) provides details on the progress made to date on the commitments and actions set out in the Gaelic Language Plan 2024-2029 (Appendix 2). These commitments are aligned with The National Gaelic Language Plan and are set out in the Three Pillars of Gaelic: • Using Gaelic We understand that a sustainable future for Gaelic involves increasing the number of Gaelic speakers and increased usage. We aim to encourage more individuals to use Gaelic as their preferred mode of communication in daily life. • Learning Gaelic We aim to provide diverse opportunities for employees, community members, children and young people and parents to learn Gaelic in ways that ensure its thriving presence in Perth and Kinross. Sufficient skilled Gaelic speakers are required to meet the need for arising vacancies and staff opportunities in our organisation, and others, and to meet the need for Gaelic experiences that are informal, and community based. • Promoting Gaelic We will promote the use of Gaelic, its visibility, and its status to make it an integral part of daily life in our region. We will work to create a more positive image for Gaelic and a more significant role for it in the cultural life of Scotland, ensuring its robust future. 4. Points for Consideration 4.1 A main focus of the past year has been to establish a sustainable pathway for adult Gaelic learning within Perth & Kinross. This has been achieved via an 8-week face-to-face short course for adult beginners which has taken place at various locations around Perth and Kinross, and a self-study programme based around an established national course that will be permanently on offer, with no fixed start or end date. Page 138 of 354
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Signposting is available for adults looking for alternative ways to learn, as well as for adults beyond the lower intermediate stage. 4.2 The PKC Gaelic Development Officer has continued proactive work to build relationships with local Gaelic groups and other organisations with an interest in Gaelic, resulting in a number of collaborative projects. Additionally, work is ongoing to encourage and support local communities to develop their own self-sustaining Gaelic groups, and the short courses have proved useful in establishing new micro-communities of Gaelic learners who can potentially continue their Gaelic learning journey together. 4.3 A network of volunteer ‘Gaelic ambassadors’ from Perth and Kinross communities has been established with an aspiration to grow and develop this team during the lifetime of the Plan. Involving local communities in Gaelic development and empowering them to develop sustainable Gaelic groups themselves is seen as a key way to enhance and strengthen our wider Gaelic community in Perth and Kinross. 4.4 Funding from Bòrd na Gàidhlig was successfully applied for to help provide opportunities for people to use their Gaelic through natural conversation in a public setting. There have been some operational delays in getting these conversation groups up and running, but it is hoped that these will form a key element of the next year’s progress update. Funding was also received to deliver guided hill walks to uncover Gaelic in the Perthshire landscape. 4.5 The relaunched Gaelic in Perthshire Facebook page has continued to gain followers, and has been extremely active throughout the year in raising awareness of Gaelic activities within Perth and Kinross and neighbouring areas. The page has also been active in posting to Perth and Kinross community pages to further raise awareness amongst the wider community that isn’t already engaged with Gaelic. A new Perth and Kinross Gaelic network mailing list has been established and continues to grow, enabling us to reach people who don’t use social media. 4.6 Both Cròileagan Gaelic playgroups in Perth City and Aberfeldy continue to operate successfully, with regular attendance by families. Breadalbane Academy continues to offer an immersive Gaelic nursery, and there are plans to strengthen Gaelic immersion opportunities at Goodlyburn Primary School nursery in academic year 2026-27. Gaelic Medium Education (GME) primary classes continue to provide a wide range of cultural, linguistic, and leadership opportunities for children, enabling them to further develop and embed their Gaelic language skills. Page 139 of 354
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GME secondary provision continues to develop young people’s linguistic ability in Gaelic and their cultural awareness through well-planned learning activities and extra-curricular opportunities. 4.7 A range of well attended events was offered during World Gaelic Week in February 2026. 5. Conclusion 5.1 The Gaelic Language Plan 2024-2029 - Update 2026 reflects a renewed momentum in our Gaelic language aspirations following the arrival of a new Gaelic Development Officer. There has been significant progress in a number of key areas, particularly in the Adult Learning Pathway, and in building community connections to enhance our Gaelic network. The continuation of subject specific teacher leadership to support quality improvement in Early Learning and Childcare, primary and secondary GME has strengthened our educational offering. 6. Impact Value Assessment 6.1 The Impact Value Assessment (IVA) undertaken in relation to this report can be viewed on the Perth and Kinross Council website via the link: Gaelic Language Plan 2023-2028 - Update. (The IVA references the original title of the plan, as mentioned in 3.1 above.) 6.2 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. (The EFIA references the original title of the plan, as mentioned in 3.1 above.) 7. Appendices 7.1 Appendix 1 – Gaelic Language Plan 2024-2029 – Update 2026 7.2 Appendix 2 – Gaelic Language Plan 2024-2029 7.3 Appendix 3 - Plana Gàidhlig 2024-2029 Page 140 of 354
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Gaelic Language Plan – Update 2026 Plana Cànan Gàidhlig – Ùrachadh 2026 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 7 Page 141 of 354
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Gaelic Language Plan - 2026 Update 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality Contents PKC Gaelic Language Plan - Progress March 2026 ............................................................................................. 3 Using Gaelic .................................................................................................................................................... 3 Learning Gaelic ............................................................................................................................................. 11 Promoting Gaelic.......................................................................................................................................... 21 Seachdain na Gàidhlig / World Gaelic Week Programme in Perth and Kinross .............................................. 29 Appendices ……………………………………………………………………………………………………………………………..…………..……31 Page 142 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 3 This document provides an update on progress against the Gaelic Language Plan 2024/2029. The plan is constructed around the Three Pillars – Using Gaelic, Learning Gaelic and Promoting Gaelic. The key objectives of the plan were to: 1. Increase Gaelic Use - communities; public authority services; schools 2. Create opportunities to learn Gaelic in various ways - employees; Community members; Children and young people 3. Promote and Raise awareness of Gaelic language and culture ensuring visibility and appreciation Using Gaelic 1. In our communities, we are committed to: Update on Progress Mar 2026 • Boosting existing and budding Gaelic language and culture groups by enhancing awareness of their activities. We have continued to share posts from other Gaelic groups in Perth & Kinross on our Gaelic in Perthshire Facebook page, including The Gaelic Society of Perth, Comann nam Pàrant, Fèis Thatha, Perthshire & Angus Provincial Mòd, Birks Cinema and CPK Gaelic Bookbug. We have started a quarterly bi-lingual newsletter, including a ‘spotlight’ feature, which focused on The Gaelic Society of Perth in the Winter edition. Other groups featured include Perth Gaelic Choir, Aberfeldy Gaelic Choir (see Appendices) We are producing regular email updates for the new ‘Perth & Kinross Gaelic Network’ to highlight Gaelic happenings being facilitated by local groups, including a new conversation group in Kinross that we recently helped facilitate the start of. This is particularly useful to reach people who don’t use Facebook. We note that these emails have been re-circulated to an even wider audience via network members. • Collaborating with partners to augment Gaelic language learning opportunities. We have been working closely with AK Bell library in Perth to increase the stock of Gaelic books for all ages at Culture Perth & Kinross libraries and to raise awareness of these. The Gaelic Development Officer gave a presentation to Strathmore Stronger Communities on Gaelic learning opportunities in Perth & Kinross, which resulted in one member seeking details about our new self-study programme for their service users to access. PKC Gaelic Language Plan - Progress March 2026 Page 143 of 354
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Gaelic Language Plan - 2026 Update 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Boosting the use of Gaelic via musical, cultural, and linguistic activities in collaboration with local organisations including the Gaelic Society of Perth and Perform in Perth. Continued support for and marketing of Fèis Thatha (a Gaelic cultural event to give children and their families the opportunity to experience Gaelic music and culture) and Perthshire & Angus Provincial Mòd. The Gaelic Development Officer assisted with a conversation group and delivered a bespoke presentation on Gaelic in local placenames to the Portmoak Festival in June 2025. The Gaelic Development Officer held a launch event in partnership with AK Bell library (Perth) in the summer of 2025 to publicise the arrival there of new Gaelic books that were bought via Gaelic Development funds. A guide to finding Gaelic books at the library was developed, along with a list of all the new books. A Gaelic book and reading private Facebook group was also established at this event. CPK Libraries report that Gaelic book loans have increased by 70% during 2025, with the acquisition of Gaelic books having increased by 149% in 2025 compared to the previous year. For Seachdain na Gàidhlig / World Gaelic Week in February 2026, The Gaelic Development Officer provided CPK Libraries with details of a simple Gaelic action song that could be used by Bookbug leaders who normally deliver Bookbug through the medium of English, including simple phonetics to make this very accessible to non-Gaelic speakers. During 2025 we helped with the marketing of two Gaelic cultural events: A book launch event marking the anniversary of the 1st Gaelic dictionary at Kenmore Reading Rooms, that Page 144 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 5 included an afternoon event for GME (Gaelic Medium Education) pupils at Breadalbane Academy and also ‘Step into Dance’, a day-long event for World Gaelic Week organised by a local dance company with free bilingual workshops including Stepdance, song and stories. The Gaelic Development Officer took part in this event and spoke to participants about Gaelic learning options in Perth & Kinross. In 2026 we are looking forward to learning more about and supporting a new community project called A’ neartachadh dàimh na tìre, from local charity Growspace, who have been successful in obtaining funding to progress this initiative. Their project seeks to actively bridge the gap between older Gaelic speakers, local heritage, and the younger generation by facilitating the collection of at-risk knowledge, including recipes, placenames, songs, and environmental lore. • Exploring with partners the viability of Community Gaelic Hubs in Perth City and Highland Perthshire to spur the use of Gaelic in services and promotions. The Gaelic Development Officer has spent their first year building up and connecting with the Gaelic Network in Perth & Kinross, which is the initial stage in working towards Gaelic hubs, as this will need extremely strong buy-in from the community. A first step would be to develop ‘pop-up Gàidhealtachd’ type events, to create a temporary Gaelic hub, and then build on this to scale up and expand the model. • Nurturing the Perthshire & Angus Provincial Mòd committee by providing necessary support and explore the feasibility of establishing another provincial Mòd within the Perth & Kinross Council area. The Gaelic Development Officer is in close contact with the Mòd committee, and all their Social Media posts are shared via our Gaelic in Perthshire Facebook page. We were able to provide additional financial support for the 2025 Mòd to help with cost of venue hire. The Gaelic Development Officer will attend 2026 Mòd to provide help with the event on the day. Our GME pupils take an active part in the Mòd competitions, making up a substantial portion of entries, and there is a lunchtime Mòd club at Goodlyburn Primary to help pupils to prepare. Page 145 of 354
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Gaelic Language Plan - 2026 Update 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Supporting the expansion of Fèis Thatha and continue to promote the event. The main Fèis Thatha event took place in November 2025. Support with a venue was provided by PKC, and the Gaelic Development Officer provided in-person support on the day at the Gaelic conversation café and on the Gaelic version guided walk along the riverside. During the past year, the Fèis committe has organised the following in addition to the main Fèis in November: • Music lessons for children aged 8+ at the weekend in fiddle and guitar • ‘Sunday session’ for all ages and instruments to play music together, including one session where Fèis Spè were invited along for a joint event • Concert (Rachel Newton and Mairead Green • ‘Cèilidh at the Castle’ in partnership with Comann nam Pàrant (GME parents’ group) Fèis Thatha events have been promoted via our Gaelic in Perthshire Facebook page and by email to our new Gaelic network. • Collaborating closely with Comunn na Gàidhlig, Fèisean nan Gàidheal, An Comunn Gàidhealach, and other Gaelic development bodies to ensure plentiful high- quality Gaelic usage opportunities. The Gaelic Development Officer presented Gaelic development aims at the AGM of the Gaelic Society of Perth in 2025, attends all cèilidhs in a professional capacity to strengthen community links, and provides the Society with marketing posters for their Cèilidhs. A spotlight feature in our winter bilingual newsletter highlighted the work of the Society. The Gaelic Development Officer has encouraged adults involved in learning Gaelic at our new short courses to attend the cèilidhs, and some are now regular faces. The Society also shares all our Facebook posts as well as our information emails to the Perth & Kinross Gaelic network with its own mailing list. Page 146 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 7 The Gaelic Development Officer has been in touch with Spòrs Gàidhlig and Comunn na Gàidhlig to investigate options for children and young people, and we have shared via Social Media or directly to GME teachers offerings from them such as Gaelic camps and online conversation opportunities for GME pupils. 2. In Business and Place Development, we will: Update on Progress March 2026 • Leverage research that underscores the impact of Gaelic on the Scottish economy for planning purposes. The Gaelic Development Officer keeps abreast of all national research and has looked at business toolkits available and asked Bòrd na Gàidhlig to consider developing a practical list of useful Gaelic vocabulary for businesses at a national level. • Champion the economic advantages of Gaelic for the local community and businesses. We are looking to develop more links with local businesses organically. The Gaelic Development Officer promoted and attended a public meeting held by Pitlochry Festival Theatre in May 2025 to discuss raising the profile of Gaelic in Highland Perthshire and shared our immediate plans for Gaelic Development in Perth & Kinross. • Enrich the visitor experience with Gaelic heritage and cultural offerings. The Gaelic Development Officer has adopted an organic approach to identifying opportunities initially, until a more formal plan is developed. Longer term aim to develop a ‘Gaelic Heritage Trail’ in Perth & Kinross, and information is already being gathered for this initiative. 3. In Communications, we will: Update on Progress March 2026 • Welcomingly accept communication in Gaelic and endeavour to provide replies in Gaelic that may include reception and phone services based on staff skills. The Council’s Gaelic enquiry mailbox, Gaelic@PKC.gov.uk , accepts Gaelic communications and replies likewise. The Gaelic Development Officer is happy to receive phone calls in Gaelic and has done so on several occasions. • Distribute and publish news releases, materials and important public information in both Gaelic and English. All posts on our Gaelic in Perthshire Facebook page are either fully bilingual or contain an element of Gaelic (depending on the nature of the content). Our new quarterly newsletter is fully bilingual, with the Gaelic content on the prominent left-hand side. • Regularly circulate Gaelic content through social media and improve Gaelic content on our website. Since its relaunch in Feb 2025 up to mid Feb 2026, the Gaelic in Perthshire Facebook page had made 366 posts (both original posts and reshares), which had received 87,129 views. Our post with the biggest reach was seen by more than 5000 people. Our posts are either fully bilingual or contain Gaelic. The number of FB page Page 147 of 354
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Gaelic Language Plan - 2026 Update 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality followers had increased from 795 to 951 (up 20%), however 54.6% of our page views are from non-followers. The number of followers at 26/3/26 was up again to 972 following 2026 World Gaelic Week. The Gaelic Development Officer has also provided Gaelic content for CPK libraries FB page. The content on the PKC website relating to Gaelic in Perth & Kinross will be undergoing a full review, with the intention of increasing the amount of Gaelic content. • Include Gaelic in public and internal meetings when Gaelic is the main subject and Gaelic greetings in relevant civic and other events. Where feasible, meetings related to Gaelic are held in Gaelic (internal and external), and Gaelic salutations are encouraged where it is not. 4. In continuing to develop Language Corpus, we will: Update on Progress March 2026 • Ensure accessibility of Gaelic when used in published and communicated information. Accessible Gaelic is used on our Gaelic in Perthshire Facebook page and in our bilingual newsletter. • Adhere to the most recent Gaelic Orthographic Conventions guidelines in our written materials. Gaelic Orthographic Conventions guidelines will be followed. • Seek advice from Ainmean- Àite na h-Alba (Scottish Placenames) for signage and community collaborations. This will happen as required. 5. In Signage and Branding, we will: Update on Progress March 2026 • Adopt a bilingual corporate logo and brand, ensuring equal prominence for both languages in all communications. Bilingual PKC logo is in development, and the Gaelic name of the Council can already be seen on Social Media: Page 148 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 9 Bilingual ‘Gaelic in Perthshire’ rebranding is also in development and will become ‘Gaelic in Perth & Kinross’ to better reflect the whole of the Council area in 2026. • Include Gaelic and English in signage where appropriate, considering visibility enhancement during renewal opportunities in council buildings, town/village nameplates and schools. The Gaelic Development Officer liaises with Council Officers when approached re new bilingual signage. Several school signs that were due for replacement were made bilingual during 2025. 6. In Arts, Culture and Heritage we will: Update on Progress March 2026 • Utilise Gaelic in the re- launched City Hall and collaborate on projects related to the Stone of Destiny and with Arms' Length External Organisations (ALEOs). Any opportunities for collaboration will be considered. • Revive storytelling, folklore, and local heritage and cultural projects that foster a sense of place and community connection. We were recently contacted by The Dewar Project, who are working on a bilingual book of folklore concerning Perthshire and Loch Lomond, which is the second volume to be published from their work. We hope to be able to work with them to support the publication and launch of this exciting new volume in 2026. 7. In Organisational Development we will: Update on Progress March 2026 • Encourage staff to use Gaelic in their work. A new staff Gaelic network was established in Feb 2025, with such initiatives as ‘Gaelic word of the week’ and ‘Gaelic song of the month’. Gaelic events and opportunities are published on this network, and we have had a number of staff members attend our short introduction to Gaelic Course over the year. We are publicising opportunities for primary school teachers to be trained in delivery of Gaelic lessons to their classes. During World Gaelic Week, short Gaelic phrases with phonetic pronunciation and translation were left on desks and breakout areas within the education team, and people were heard testing them out! We have since offered these mini-leaflets at the marketplace event for new staff to encourage staff to start using Page 149 of 354
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Gaelic Language Plan - 2026 Update 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality Gaelic, and people seem to enjoy the fact they can pick a saying of their choice and take it away in their pocket. • Introduce a standard bilingual email signature and out-of-office reply for all staff. This was previously launched and made available to staff. Page 150 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 11 Learning Gaelic 1. In Education we will: Update on Progress March 2026 • Support the growth and strategic development of Gaelic Early Learning and Childcare (Sgoil Àraich) in alignment with strategic planning for Gaelic Medium Primary Education (GMPE) provision. Transition activities within our GME classes remain strong, with a wide range of opportunities available to parents who are considering enrolling their children in the primary GME provision at Goodlyburn and Breadalbane. These opportunities include initiatives such as the Gaelic Community Café and Gaelic Open Mornings at Goodlyburn, which provide families with meaningful insights into the GME learning experience. Plans are being discussed to reinstate Gaelic Ambassadors from Perth Academy to support activities in Goodlyburn nursery and school. • Sustain the operation of two Cròileagain (Gaelic Playgroups) and Gaelic Bookbug, twice weekly in Perth City and Aberfeldy, promoting continuity into Early Years Gaelic. Both Cròileagan are currently being sustained, and we have had several ‘open days’ over the past year to encourage new families to attend. Following regular posts to raise awareness on Perth & Kinross Community pages, we have seen an increase in attendance at the Perth Cròileagan in particular, and the P1 Gaelic class at Goodlyburn Primary School has visited the Perth Cròileagan to help support transition to school. Gaelic Bookbug sessions are held monthly at AK Bell library in Perth, and monthly during term time at Goodlyburn Primary school. Bilingual Gaelic/English Bookbug sessions are held at Breadalbane Community library. We are looking at the possibility of increasing the number of Gaelic Bookbug sessions being delivered throughout Perth & Kinross, as well as increasing the number of locations. We are continuing to investigate opportunities for senior school GME pupils to get involved in the delivery of Gaelic Bookbug. The Gaelic Development Officer has joined the Perth & Kinross Bookbug steering group and raises Gaelic Bookbug issues there. • Implement a promotional strategy to increase the annual uptake of Gaelic Medium Education. The Council engages in regular awareness raising of educational opportunities relating to Gaelic Medium Education. Opportunities for parents considering GME to attend Gaelic playgroup, GME transition sessions at Goodlyburn school and Gaelic Bookbug are shared and promoted. All of these, as well as the regular Community Gaelic conversation cafés at Goodlyburn are promoted via the Gaelic in Perthshire Facebook page and to our Gaelic network. • Ensure high-quality learning and teaching across all aspects of Gaelic education, There are currently two ELC Gaelic provisions offered across Perth and Kinross, at Breadalbane Academy in Aberfeldy, and Goodlyburn in the centre of Perth. Currently the GME offer at Page 151 of 354
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Gaelic Language Plan - 2026 Update 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality meeting the needs of all learners. Goodlyburn is only small group sessions with a Gaelic ECP. However, the plan from this term forward, is for Gaelic to be offered as more immersive experience, with a Gaelic speaking ECP leading the children’s learning for longer periods during the day, and the aim of moving to a Nursery & P1 ‘Onery’ from 2026/27 session. All children in both Breadalbane and Goodlyburn Gaelic nurseries are offered a planned and structured transition programme. This programme includes activities such as visits to the setting to view the environment and meet staff and other children and opportunities to become familiar with key spaces such as the lunch hall and gym hall. For some children, an individualised transition plan is developed to meet their specific needs, and parents/carers are actively involved throughout. Both ELC settings have their own identified quality improvement priorities, which have been created from robust self-evaluation, to ensure that improvements moving forward are reflective of the needs of the children, families and local communities. A GME teacher within the Goodlyburn GME class has continued in their post of a Gaelic Associate Assessor with HMIe. This has helped them to gain a wider perspective on quality assurance processes across the service for Gaelic and supports robust self-evaluation of the impact of Gaelic development. One of the teachers in Perth Academy is in the process of completed their final year on the MEd in Gaelic Education with Sabhal Mòr Ostaig and University of the Highlands and Islands. The same teacher is also working as a secondee Associate Teacher for the New Centre for Teaching Excellence established by the University of Glasgow, as part of the Gaelic Learning Hub, leading on practitioner enquiry and research-based pedagogy approach specific to Gaelic Immersion teaching. Teachers in Perth Academy are part of a Central Belt alliance working group, which brings together multiple schools that meet to moderate, develop and evaluate curriculum and extra-curricular experiences. All teachers are invited to participate in online and in person meetings. Perth Academy Lead teacher also runs the Gaelic Secondary Subject Network. • Ensure GME Secondary provisions provide annual improvement planning and progress reports tied to their standards and quality process in line with the national guidance on Gaelic education including the At Breadalbane Academy, Gaelic improvement has been within the Modern Languages Department Improvement Plan and following the whole school Improvement Plan in looking at learning and teaching. However this year there will be a separate Gaelic Improvement Plan. Within Perth Academy, Gaelic now has an autonomous section within the departmental (Modern Language and Gaelic) Page 152 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 13 extension into other GME curricular areas. improvement plan which feeds into the whole school improvement plans. Every department within the school now must ensure Gaelic is incorporated into their improvement planning. Gaelic has been discussed as a primary focus during inservice day activities within Perth Academy. Whole school staff questionnaires related to Gaelic and understanding of GME provision and statutory obligations have been completed and included as part of the QIR. • Grow Gaelic as part of Languages 1+2 delivery through staff training and development opportunities. Highland Perthshire primary schools are supported by a peripatetic Gaelic teacher who delivers Gaelic language as L2 to almost all primary schools. Non GME P6 pupils at Goodlyburn Academy receive a weekly Gaelic lesson from one of the GME teachers. Perth Academy Local Management Group primary schools have access to a 10-week L3 learners’ course through our Gaelic EDMS page, which has resource packs and video support. Schools can reach out to the Lead Teacher if they would like in-school support or twilight sessions. Communication has been shared with cluster primaries to raise awareness of learners’ course availability. Gaelic Learners and GME sites have been set up within EDMS to share resources and support materials with both primary and secondary colleagues. 3 teachers within Perth Academy have attended staff classes, run by the Lead teacher and hope to sit their N5 Gaelic learners qualification this year 25-26 • Develop the Àrd-sgoil A9 project (A9 High Schools Project) to enhance the GME secondary school experience with peers. This is currently paused. • Create a programme of activities and events that boost learners' confidence, self-esteem in Gaelic, and employability skills. At Goodlyburn Primary School they have a Gaelic Ambassadors group who support Gaelic across Goodlyburn including helping at Community Cafés, presenting at assemblies, supporting learners in nursery and P6 learner classes. There is a monthly after-school ‘Club Bàrdachd’ (poetry club) for pupils, parents and the wider Gaelic community. Page 153 of 354
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Gaelic Language Plan - 2026 Update 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality There is also a ‘Club Mòd’ to help pupils prepare for their Mòd performances, and a ‘Club Gàidhlig’ for pupils in English medium at Goodlyburn Primary School who would like to learn Gaelic. The GME classes in PKC have participated in shinty competitions and G4-7 class at Goodlyburn has received training for this from students at Perth College. GME pupils have participated in shared learning days with PKC and Angus GME departments, with a focus on STEM, Art, Music and Sport. Via Comann nam Pàrant (Peairt) and in partnership with St Johnstone Community Trust, a series of bilingual football sessions was held. Through funding obtained from Bòrd na Gàidhlig last year, the two Comann nam Pàrant groups in Perth and Aberfeldy have arranged bilingual activities that included a family fun day, a Gaelic biking outdoor activity (weekend), Family Cèilidh at Castle Menzies (with Fèis Thatha), another Family Cèilidh and a family fun day that included a climbing session. Breadalbane Academy pupils attended an afternoon session connected to the book launch event marking the anniversary of the 1st Gaelic dictionary at Kenmore Reading Rooms and also attended a special Gaelic screening of the animation Yoyo and the Little Auk during Seachdain na Gàidhlig / World Gaelic Week. This was introduced by 2 Gaelic speakers from the RSNO, who played the sound track followed by a Q&A session. They also held a Gaelic Community Café during World Gaelic Week and took part in the Perthshire & Angus Provincial Mod in 2025. Breadalbane Academy pupils entered the FilmG Gaelic film competition in 2025 and are currently working on preparation of pieces for the Local Mòd at lunchtimes. Perth Academy pupils have taken part in cultural activities including Local and National Mòd competitions, Sgoil Shamhraidh Dhràma (a week long residential drama course on the Isle of Skye) and community cafés. A weekly lunchtime Cèic is Cabadaich (cake and chat) meeting with the home-economics department is well attended by pupils. The school again submitted an entry for FilmG, and World Gaelic Week whole school activities were led by the pupils. Gaelic Badges have been ordered for staff to wear as a visible feature as a ‘friend or learner of Gaelic’. Gaelic pupils also have to opportunity to be ambassadors in the department and through liaison work in the library. • Involve GME learners in curriculum design, school ethos, environment, and Ongoing work on this in all GME settings, including: At Goodlyburn Primary School a Gaelic Ambassadors group has Page 154 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 15 broader achievement experiences, making them ambassadors for Gaelic. been established and there is a Gaelic Pupil Committee at Breadalbane Academy. Pupils have participated in Scottish Book Trust & Mother Tongue Other Tongue literacy competitions. Breadalbane Academy pupils were involved in work with local Gaelic language broadcaster, Calum MacLean, to develop community links with school curriculum. They have also hosted a range of community events throughout the year, including Gaelic Cafés. Within Perth Academy:- Pupils are consulted on course choice, curriculum development and extra-curricular opportunities. Pupil voice led to the new established Gaelic zone within the library, as well as unique Gaelic learning award as part of Perth Academy annual awards evening. Lead Teacher is working on a Gaelic Ethos Policy for the school All new marketing is now bi-lingual. School slides and signatures for all staff are bilingual. School vision and values are bilingual and displayed in all classrooms. Gaelic has been imbedded into several departments by curricular design and opportunity (music, drama, social sciences, science and home economics). Gaelic pupils also now present an update on Gaelic events and achievement bi-lingually as part of the awards evening. Pupils are regularly included in the school Sway and celebrated on Perth Academy Instagram page as well as departmental pages Gaelic is used by senior staff during assemblies and official events. • Incorporate the needs of looked-after children and care leavers with Gaelic into Perth & Kinross Council policy. This will be incorporated into the next phase of the plan in conjunction with our Promise Improvement Lead Officer. • Explore the viability of reviewing the current catchment areas of Gaelic Medium Education (current catchment areas are defined as the catchment of the school within which GME is delivered). The current catchment areas for Gaelic Medium Education will be considered for review within the next phase of the plan. • Implement a staffing standard for Gaelic education, encompassing teaching and single-status A Staffing Standard for Gaelic staff will be developed with HR colleague support and guidance. Page 155 of 354
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Gaelic Language Plan - 2026 Update 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality staff, in partnership with Perth UHI. 2. In Organisational Development we will: Update on Progress March 2026 • Further develop partnerships, including with ALEOs and community planning partners with Gaelic language plans, to promote Gaelic and support common approaches and commitments. Our partnership with CPK Libraries has continued to develop since the new Gaelic books launch in autumn 2025. At the end of 2025, CPK Libraries purchased an additional selection of Gaelic books for all age groups from a list provided by the Gaelic Development Officer, including many new releases. A launch of these new books was held during an open afternoon at World Gaelic Week in 2026, where the Gaelic Development Officer showcased the new books and delivered a number of mini- workshops, such as ‘learn a Gaelic phrase’ and ‘read a simple Gaelic book together’. This event was well attended throughout the afternoon and even attracted some visiting Gaelic learners from Paisley! As a result of this partnership and focus on Gaelic library books, the loan rate increased by 70% during 2025 compared to the previous year. We plan to continue working on increasing this during 2026. AK Bell library in Perth hosts Gaelic Bookbug and has agreed to host Gaelic conversation groups and Gaelic community groups in 2026. These will be led initially by a supply Gaelic conversation leader, funded via a grant from Bòrd na Gàidhlig. Loch Leven Library is hosting the new Kinross Gaelic conversation group (community initiative facilitated initially by the Gaelic Development Officer) We are investigating the possibility of partnership working with Perth & Kinross Countryside Trust in the delivery of community walks with a Gaelic element. • Enhance workforce capacity through recruitment to grow the Gaelic education workforce in line with national approaches and taking cognisance of output from the national workstream on recruitment within Faster Rate of Progress for Gaelic. Plan for implementation will be actioned in the next phase of the plan. • Increase the number of modern apprentices, graduate trainees, and Plan for implementation will be actioned in the next phase of the plan. Page 156 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 17 mentoring volunteers who engage with Gaelic in partnership with Skills Development Scotland ensuring positive post-school destinations. 3. We will provide language learning opportunities to: Update on Progress March 2026 • Employees of Perth & Kinross Council who would benefit from having an ability in Gaelic to undertake their duties. Two employees were provided with externally sourced Gaelic language training in 2025 to support their roles. We are looking to further support them and another two employees in 2026. Primary school teachers who would like to include Gaelic in their teaching will be notified of all training opportunities (two have already registered an interest). • Employees of Perth & Kinross Council who would like to work in Gaelic or learn Gaelic out of personal interests. In 2025, two new courses were launched for anyone living, working or studying in Perth & Kinross. The first is an in-person short introduction to Gaelic course, which takes eight weeks. It was developed as a pre-cursor to self-study, and was piloted in Aberfeldy, then moved to Perth at the end of 2025, Rattray at the start of 2026, and will be in Kinross prior to summer and back in Perth in the Autumn. It is planned to rotate venues around Perth & Kinross as long as there is demand. This is a highly interactive course which focuses on speaking Gaelic right from the start and gives learners a launch-pad to progress to the next new offering, which is a guided self-study programme. Where possible, a more advanced Gaelic learner from the local community is invited to come along to these classes to establish a community-based link with the new learners. It is hoped that following on from each course, the learners will continue to support each other to advance their Gaelic learning, so creating new Gaelic micro-communities throughout Perth & Kinross. There is evidence of this happening, as the Aberfeldy class is continuing to learn Gaelic together and incorporating new members, and some of the learners from the Perth class have started a WhatsApp group to keep in touch with each other. Both classes following the Aberfeldy pilot were fully booked with a waiting list, and as of 20/3/26, 58 people had accessed face to face training, with feedback received being 100% positive to date in terms of satisfaction with the course and wanting to continue learning Gaelic beyond the course. The next 2 courses in Kinross and then Perth again already had names of people wanting to join them via word of mouth prior to any advertising being done. During these courses, learners are encouraged to establish learning links with each other, with the hope that once the course finishes Page 157 of 354
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Gaelic Language Plan - 2026 Update 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality they will continue to support each other in learning Gaelic via the Self-study programme. The self-study programme makes use of the national ‘Speak Gaelic’ online learning resources, which have been packaged into a programme of weekly learning via a digital booklet with clickable links and augmented with additional learning materials from the Speak Gaelic classroom resources. It allows people to learn Gaelic at their own pace wherever they want to, but with the backup of support if needed. Prior to the launch of this programme, a well-attended online evening information event was held for anyone who wanted to learn how it would work. Up to 20/3/26, 68 people had accessed the self-study programme. PKC employees have accessed both the short introduction to Gaelic course and the self-study programme. These are advertised publicly via social media and also via the staff Gaelic network and ERIC. • Members of local Gaelic choirs, local Gaelic interest groups, the Perthshire Gaelic Society, the Perthshire and Angus Provincial Mòd, and Fèis Thatha. Both new courses described above are available to anyone living, working or studying in Perth and Kinross. Members of Perth Gaelic choir have joined the short introduction to Gaelic Course, and as a result of this, some of the other learners joined the choir. • Parents of children and young people in GME, Cròileagan or accessing early years Gaelic. Both new courses are available to anyone living, working or studying in Perth and Kinross. The short introduction to Gaelic course was piloted with a group of GME parents (plus some community members) in Aberfeldy. This group has continued to meet weekly since the course ended and is now self-sustaining. The Gaelic Development Officer still provides occasional tutor input to the group. The next short course was held in Perth, and was widely advertised to GME parents there, although none chose to join. A post course meet-up for the Perth learners is planned, and some have already started the self-study programme. The next Perth course will coincide with the start of the new School year, so it is hoped that this will attract new and existing GME parents. • Community members who wish to learn Gaelic for personal or work interests and who would become active in the Gaelic community over time. As above, both new courses are available to anyone living, working or studying in Perth and Kinross, and there has been considerable interest from the community. In addition, a tutor guide has been developed for the 8-week short course with optional simple Powerpoint presentations, although these are not necessary, as the course was designed not to require any electrical devices so that it could be run absolutely anywhere, including cafés, or even outdoors. This course has been made available to community groups that are looking for a resource to help start beginners and have someone with a suitable amount of Page 158 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 19 Gaelic to deliver the course (this does not need to be a fluent speaker). A newly established community Gaelic group in Errol is piloting this at present, and initial feedback is positive. • Senior phase secondary school-aged young people, including Care Experienced and who may wish to follow a post-school pathway in Gaelic. The guided self-study course is available to anyone living or working in Perth and Kinross. 4. For learning Gaelic at home, we will: Update on Progress March 2026 • Encourage families to learn together in the home through partnerships and initiatives by organisations including Education Scotland, Comann nam Pàrant and Stòrlann, Fèisean nan Gàidheal and e-sgoil. We have developed an information leaflet detailing all available learning resources (and other learning options), either in or near to Perth & Kinross or online. This was first shared during World Gaelic Week 2026 at the AK Bell library drop-in event. Although most of these resources are for adults, there are some that are suitable for children and families. We are actively looking for more options to support families to learn together, and young people who want to learn Gaelic independently where it is not offered by their school. • Encourage the use of media and online Gaelic learning resources, including SpeakGaelic, LearnGaelic, GoGaelic, Gaelic for Parents, Duolingo, and other language applications. Our guided self-study course makes use of the Speak Gaelic resources, and we also promote the other options during classes and at community events – such as a mini workshop at AK Bell library during World Gaelic Week. We advertise these resources via our Gaelic in Perthshire Facebook page when they release new information. We have curated a list of adult learning options including those available to access online for anyone interested in learning Gaelic. • Create resources, including games and educational materials, to make Gaelic learning at home natural, enjoyable, and supportive of the GME experience. In February 2025 during World Gaelic Week, we collaborated with Community Greenspace to produce a bilingual leaflet for primary school children with advice for a safe visit in the countryside as well as a nature spotting and scavenger hunt game. This was shared online, and printed versions were distributed in schools. Spare leaflets are now being used at Gaelic awareness events, and this also raises the visibility of Gaelic in the community. Looking to develop further resources during the lifetime of the plan. • Considering available research and evidence, support families in using Gaelic more at home, especially if they have children in GME. Our new courses for adult learners have opened up more opportunities for adults to start learning and use Gaelic in Perth & Kinross. While the self-study programme is ideal for busy parents who can’t commit to weekly in-person classes, our 8-week in- person introduction to Gaelic for complete beginners has an emphasis on speaking Gaelic from the first class, and provides learners with useful, everyday Gaelic that they can start using Page 159 of 354
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Gaelic Language Plan - 2026 Update 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality immediately. This has been accessed by parents of children not in GME, and some of these parents have been sharing the learning with their own children at home. We have recently publicised a new booklet developed by Comann nam Pàrant to help GME parents to use more Gaelic at home, and a link to this is included in our learning options leaflet. 5. In Business and Place Development, we will: Update on Progress March 2026 • Expand adult and family learning activities related to the Gaelic landscape of Perth and Kinross, developing accessible learning resources and guided outdoor opportunities, including digital trails. Thanks to a successful funding bid to Bòrd na Gàidhlig, during Spring/summer 2026 we will be facilitating 3 Gaelic hillwalks in Perthshire, in partnership with local business Walk Perthshire and Dundee based Boraraig Consultancy (Gaelic consultancy), to uncover the Gaelic hidden in plain sight in our Perthshire hills. These half-day walks will allow people to understand the connection with our Gaelic speaking past and add an extra dimension to our wonderful countryside. As part of this project, it is hoped to develop some leaflets that will allow people to enjoy these walks independently in the future, with a longer-term aspiration to look at the possibility of digital trails. In Feb 2025 we collaborated with Community Greenspace to produce a bilingual leaflet for primary school children with advice for a safe visit in the countryside as well as a nature spotting and scavenger hunt game. Countryside Leaflet_FINAL • Provide training for leaders and volunteers in outdoor learning and guided walks focused on our Gaelic landscape. Although our 3 Gaelic themed walks in the Perthshire hills mentioned above will not formally provide training for walk leaders, we are saving a space on each walk for someone who might have an interest in doing this in the future, as well as for local/partner organisations with an interest in being involved in future walks. Page 160 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 21 Promoting Gaelic 1. In Communications, we will: Update on Progress March 2026 • Convey the message that we welcome public communication in Gaelic. We use bilingual public communications routinely (Social Media) and include some Gaelic in emails to our Gaelic network distribution list, to help convey the message that we welcome communication in Gaelic. Autosignature of Gaelic Development Officer and Gaelic@pkc.gov.uk mailbox contains the following: 2. With Families, we will: Update on Progress March 2026 • Promote Gaelic language learning among children, young people, and their families by highlighting resources that support Gaelic learning. Via our Gaelic in Perthshire Facebook page we will highlight any new resources to promote Gaelic learning as they appear. We are actively seeking resources to better support families not accessing GME to learn Gaelic. 3. In Education, we will: Update on Progress March 2026 • Promote and highlight the work of organisations and groups that actively support teachers, young people, and parents in Gaelic education, including Stòrlann, Sabhal Mòr Ostaig, e-Sgoil, Fèisean nan Gàidheal, Comann nam Pàrant, FilmG, Education Scotland and national bodies responsible for GME and GLE. We share relevant posts from these organisations on our Facebook page, and with our Perth & Kinross Gaelic network, in particular the courses and resources for GME parents offered by Comann nam Pàrant, and out of school learning and development opportunities for pupils. Teacher personal development and training opportunities from Sabhal Mòr Ostaig are forwarded to Gaelic Medium teachers. We will be promoting and encouraging the next round of courses aimed at primary school teachers who would like to include Gaelic in their teaching. The Gaelic Development Officer is attending the Gaelic Language in Primary Schools Consortium group in order to keep up to date with all training that is on offer. The Gaelic Development Officer has been in touch with Spòrs Gàidhlig and Comunn na Gàidhlig to investigate options, and we have shared via our Gaelic in Perthshire Facebook page or directly to GME teachers offerings from them such as Gaelic camps and online conversation opportunities for GME pupils. • Stay abreast of research concerning Gaelic development. The Gaelic Development Officer is subscribed to all relevant mailing lists and keeps a close eye on the news. Page 161 of 354
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Gaelic Language Plan - 2026 Update 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Publicise the availability of Gaelic Medium Education in local press and on our website. The Courier newspaper attended Goodlyburn Primary School in Perth prior to Christmas, and interviewed staff and pupils. The subsequent article was widely shared on our Gaelic in Perthshire Facebook page once published, via a bilingual post to highlight the availability of GME in Perth & Kinross, and is now pinned at the top of the page: Goodlyburn Primary Gaelic pupils mostly from non-Gaelic families Photo credit The Courier/DC Thomson The article received an excellent 10 shares by people who viewed it, and a parent from Breadalbane commented: “Our youngest started GME at Breadalbane in Aberfeldy when he was four. We had no Gaelic experience and had just moved up from England. It gives a great start in life and lifelong language skills. They tend to catch up and surpass English Medium Educated children when they start learning English formally” Regular term-time Community Gaelic conversation cafés at Goodlyburn are promoted via our Facebook page and to our Gaelic network and are well attended. We also promote the regular Bookbug plus play and transition events for families considering GME for their children when they start school. The GME unit at Breadalbane Academy, usually in collaboration with the Nursery, has started to host a series of Gaelic events such as the Christmas show and Gaelic Café, which are usually very well supported. They held a Gaelic café and a Community Cèilidh during World Gaelic Week in 2026. • Arrange regular information sessions for prospective parents of Gaelic Medium Education, providing guidance on available options. Transition sessions for prospective new families are held on a monthly basis during term time at Goodlyburn Primary School. Breadalbane Academy hosts an open evening for all National 5 parents both within the Nursery and the local Private Nursery, ABC in November of the pre-entry year. This is advertised as an event introducing parents to both GME and mainstream offers in order to make informed choices before the P1 enrolment begins. Anyone new to the area or placement requests is offered a tour of the school and has the options given to them then. Page 162 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 23 All other transition events are with children only – but it is on the Breadalbane Academy plan to extend this to parents. • Foster a positive and inclusive attitude towards Gaelic in school communities, boosting confidence among children and young people. Initial visits to Perth Academy, Breadalbane and Goodlyburn were carried out in term 2 and 3 by Anne Lemon, Quality Improvement Officer. Children, staff and parents spoke positively of the overall experience in learning Gaelic. Breadalbane Academy was inspected In January 2025. During the visit inspectors highlighted that the Gaelic parents and community partners promote and support Gaelic culture. Working together with the staff has increased the sense of Gaelic identity. 4. In Organisational Development and Workforce Planning, we will: Update on Progress March 2026 • Promote careers that value Gaelic skills and raise awareness of apprenticeships, training programs, and career routes in Gaelic to broaden the Gaelic labour market. The Gaelic Development Officer provided advice to a Developing the Young Workforce school co-ordinator who was arranging a languages careers day. • Collaborate with agencies to plan and support events showcasing Gaelic-related careers. Collaboration will be considered whenever possible • Integrate knowledge of the public authority's Gaelic Language Plan and training opportunities into new staff induction. The Gaelic Development Officer will have a stand at ‘Marketplace’ events for new and existing employees. This will help to raise awareness of our Gaelic plan and give staff the opportunity to find out more about this and about options for learning Gaelic in Perth & Kinross. The first event with a Gaelic stand was on 10th March 2026 and proved to be an excellent way to connect with new employees and explain that our Gaelic Language Plan is everyone’s business. There is a longer term aspiration to develop a training module for new staff. • Include Gaelic as an essential or desirable skill in job descriptions related to delivering the Gaelic Language Plan. Gaelic skills have been integrated into job descriptions to ensure consistency in expectations. • Conduct internal audits of Gaelic skills and training needs. An audit was previously conducted. New training needs are dealt with as they arise. • Provide Gaelic awareness training to staff and elected members. Hoping to develop Gaelic awareness training resources during 2026 Page 163 of 354
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Gaelic Language Plan - 2026 Update 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Demonstrate equal respect for Gaelic and English in bilingual services and resources, promoting Gaelic services. Currently looking into the possibility of making the Gaelic section of the PKC website bilingual once the content has been fully refreshed. 5. In Communities, we will: Update on Progress March 2026 • Support the establishment of community groups and networks with shared interests in promoting Gaelic. A new Perth & Kinross network mailing list currently has almost 150 names, including a number of members who share our communications with their own large group networks. We also have a private Perth & Kinross network Facebook group with 57 members to allow members to communicate with each other, although this is not particularly active yet. As well as the Perth & Kinross wide Gaelic Network group, community sub-groups are starting to become established, along with a number of volunteer ‘Gaelic ambassadors’ who are willing to promote Gaelic within their own communities. We have Gaelic ambassadors identified for Perth, Kinross, Errol, Pitlochry, Aberfeldy, Blairgowrie and Crieff. New Gaelic community sub-groups have emerged in Aberfeldy, Kinross, Errol and Perth over the past year and it is hoped that an additional new group will be established following the current short introduction to Gaelic course in Rattray. • Collaborate to further reintroduce Shinty to Perth & Kinross Council communities and support the Shinty sessions at Goodlyburn Primary School. A primary schools shinty festival was launched in 2025 and will take place again in May 2026 at Bertha Park High School in Perth. This is a collaborative event between Active Schools P&K, the Camanachd Association and Perth & Kinross Council. In 2026 it is planned to invite schools from Perth & Kinross, Angus and Stirling, including a number of GME schools. An indoor primary school shinty festival was hosted by Active Schools P&K in collaboration with Stirling Shinty Club in December 2025. This involved schools from Crieff, Breadalbane and Stirling. It is hoped to organise a similar event in Aberfeldy towards the end of 2026. Page 164 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 25 A tournament for Gaelic speaking high school teams took place in Aberfeldy in 2025, with the furthest travelling team being from Ardnamurchan. A primary school shinty club has recently restarted, and a primary school GME team was sent to a tournament in 2025 as part of Cupa Iomain na h-Òige, which is a competition for Gaelic speaking schools. • Promote Cròileagan and Gaelic Bookbug to all families with children under five years old. Throughout the past 12 months, Cròileagan has been promoted both via our own Facebook page and Gaelic network mailing list and via the main PKC Facebook page, as well as on as many Perth & Kinross community Facebook pages as possible, and we will continue to do this to raise awareness of our free Gaelic playgroups. We have run several ‘taster sessions’ for new families, including an ‘open day’ during World Gaelic week in 2026 for both playgroups. Our regular Gaelic Bookbug sessions at AK Bell library in Perth are also promoted widely both by us and via Culture Perth & Kinross libraries’ social media, and when they are delivered, the leader encourages anyone who happens to be at the library to come over and join in. Goodlyburn Primary School in Perth holds regular Gaelic Bookbug sessions throughout the year, followed by games with the P1 class, and these are promoted via the school’s own network as well as via our Gaelic in Perthshire Facebook page and to our Gaelic network. Spare Gaelic Bookbug books from previous years were shared with the Early Learning team to share with families who have an interest in Gaelic. • Create a Perth and Kinross Gaelic Community Forum. A Perth and Kinross Gaelic network has now been established, with the aim of recruiting Gaelic ‘ambassadors’ from the Perth & Kinross communities, who will help to disseminate information about Gaelic events to people not on social media and potentially act as a Gaelic focal point in their communities if willing. These ambassadors will form the basis of a Community Forum in due course. • Enhance Gaelic visibility within our communities. The Gaelic in Perthshire Facebook page has joined as many Perth & Kinross community Facebook pages as possible, which Page 165 of 354
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Gaelic Language Plan - 2026 Update 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality helps to make Gaelic visible to large numbers of people who might never have encountered it before via bilingual posts to promote events and courses. Any Gaelic posts on the main PKC Facebook page are particularly helpful in doing this, as the page has a following of 44k people, and unlike our Gaelic in Perthshire page, most of these people are not actively seeking out Gaelic events or opportunities. For European Day of Languages, we provided a Gaelic contribution from one of our local native speakers. The theme in Perth & Kinross was the favourite national dishes of residents whose first language isn’t English. These photos were shared on the PKC main Facebook page, so brought Gaelic awareness to their huge audience of 44k: As well as increasing the digital awareness of Gaelic within our communities, there has been a concerted effort to increase opportunities for people to hear Gaelic spoken within communities. During World Gaelic week the Gaelic Development Officer ran a drop-in afternoon in collaboration with AK Bell library in Perth, which included a prominent display of Gaelic books near the entrance, with a series of mini workshops taking place in a public area just behind this, including guided Gaelic reading and informal Gaelic conversation as well as a tour of the library to highlight where Gaelic books can be found. Page 166 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 27 We were successful in an application for funding from Bòrd na Gàidhlig to start running Gaelic conversation groups in Perth & Kinross, and the intention is that as many of these as possible will take place in public places, to increase the chance of Gaelic being heard spoken. The new Kinross conversation group is meeting in a public area of Loch Leven Community Library and a Perth conversation group is due to start in a public area at AK Bell library in 2026. New groups are encouraged to meet in public places rather than closed meeting rooms, and learners from the first Perth based ‘short introduction to Gaelic’ course held a reunion at AK Bell library in March, with the intention that this will be repeated in the future. We are also looking to encourage the establishment of conversation opportunities for advanced/fluent speakers as well as ‘pop-up Gàidhealtachd’ type gatherings, via some of our local Gaelic groups. • Continue to have a Gaelic spokesperson and ambassador for Council matters. Cllr John Duff, who is deeply involved in the Gaelic community of Aberfeldy, continues to be the PKC Gaelic ambassador. 6. In Business and Place Development, we will: Update on Progress March 2026 • Promote projects that enrich and sustain the Gaelic language, bolstering the confidence of Gaelic users. We will continue to seek opportunities for this. One such opportunity that has arisen in 2026 is the planned publishing of a bilingual book of folklore collected from the area encompassing Perthshire and Loch Lomond via the Dewar Project. We are hoping to support this project as it works towards publication of the book during 2026. • Promote VisitScotland's Gaelic Tourism Strategy to partners and within Perth & Kinross Council. The Gaelic Development Officer is familiar with VisitScotland’s Gaelic Tourism Strategy. • Develop a toolkit and guide for local businesses, including the tourism and hospitality sector, on the benefits of using Gaelic. As a first step, the Gaelic Development Officer has been examining toolkits already available, including one produced by our neighbours in Fife. The Gaelic Development Officer has spoken to Bòrd na Gàidhlig about possibility of developing at a national level a helpful list of useful Gaelic words and phrases that businesses might make use of to immediately start embedding Gaelic. • Promote Gaelic as an economic asset and its benefits in businesses, social enterprises, and the local authority. We will focus on cultural tourism, the The Gaelic Development Officer plans to visit a number of tourist sites within P&K during 2026-7, including some that have already used Gaelic, to understand better how this might work in practice. The Gaelic Development Officer is already in touch with a couple of businesses that are interested in including Page 167 of 354
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Gaelic Language Plan - 2026 Update 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality food and drink industry and sustainable approaches to land management and renewables. Gaelic. 7. In Arts, Culture and Heritage we will: Update on Progress March 2026 • Collaborate with Bòrd na Gàidhlig and Creative Scotland to advance Gaelic arts and culture. The Gaelic Development Officer will continue to take advantage of any opportunities to collaborate in order to advance Gaelic arts and culture. • Work to host the FilmG Awards in Perth. This outcome within the plan is yet to be implemented. • Collaborate with local arts organisations to develop an annual programme of Gaelic events. This outcome within the plan is yet to be implemented. 8. With partners we will: Update on Progress March 2026 • Collaborate with other public authorities with Gaelic language plans to establish a network for joint actions and commitments. The Gaelic Development Officer attends meetings for Gaelic officers from throughout Scotland and liaises closely with officers from East of Scotland. The Gaelic Development Officer also attends National Gaelic Learning and Development Practitioners Network meetings. • Promote Perth & Kinross Council's good practices in Gaelic to national forums. The Gaelic Development Officer shares our good practices at Gaelic Officer meetings. • Re-establish the East Coast Gaelic Regional Group to share resources and good practices and to collaborate on common actions. This group now meets quarterly. 9. In the implementation and monitoring of the plan we will: Update on Progress March 2026 • Establish and maintain a Gaelic Language Plan Steering Group with representation from relevant Council departments. To be established in 2026 Page 168 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 29 For Seachdain na Gàidhlig / World Gaelic Week in 2026, Perth & Kinross Council offered a range of Gaelic activities, as well as marketing Gaelic activities provided by other partners, groups and businesses in the area (shown in grey), which meant that a comprehensive schedule for the week was offered for all ages and levels of Gaelic: Date Event Mon 23 Feb Cròileagan Obar Pheallaidh – Aberfeldy Gaelic playgroup Perth Gaelic Choir regular weekly practice session Tues 24 Feb Cròileagan Pheairt – Perth Gaelic Playgroup Còmhradh Cheann Rois – new community led conversation group in Kinross Wed 25 Feb Gaelic Community Conversation Café, Goodlyburn Primary School, Perth Gaelic Community Conversation Café, Breadalbane Community Campus, Aberfeldy Celebrating World Gaelic Day at AK Bell Library – drop-in event, with a series of free mini workshops 1pm – Learn some simple Gaelic phrases together – suitable for beginners 1.30pm – Want to learn Gaelic? – advice on how to start and how to continue, and what the options are in Perth & Kinross and beyond. 2pm – Reading together from a simple Gaelic book – suitable for post-beginner to lower intermediate level Gaelic, but beginners are also welcome to listen in. Great opportunity to practise your pronunciation and learn some new words! 2.30pm – Let’s talk about books! We’ll be sharing recommendations for Gaelic reading at all levels and taking a closer look at some of the fab new Gaelic titles that have arrived at CPK libraries – what’s your favourite Gaelic read? 3pm – Cothrom còmhraidh – a chance to chat – Let’s speak some Gaelic together – all levels of Gaelic welcome for some informal chat. If you’re a Gaelic learner, come and try out your Gaelic in real life! Aberfeldy Gaelic Choir – regular weekly practice session Thu 26 Feb Cròileagan Open Day at both Aberfeldy and Perth Gaelic Playgroups Special Gaelic screening of Yoyo and the Little Auk, at Birks Cinema in Aberfeldy. This inspiring Scottish adventure was accompanied by a World Gaelic Week Programme in Perth and Kinross Page 169 of 354
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Gaelic Language Plan - 2026 Update 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality session from the Royal National Orchestra, who wrote the film’s score. Fri 27 Feb Bilingual (Gaelic/English) Bookbug at Breadalbane Community Library Gaelic medium Education transition session at Goodlyburn Primary School, Perth Family Cèilidh – Aberfeldy Town Hall Sat 28 Feb Fosgail an Doras! Step into Gaelic! A full day of exciting workshops celebrating Gaelic language and culture for World Gaelic Week delivered through song, story, music and step-dance by local business Slanjayvah Danza in Rait with financial support from the World Gaelic Week small grants fund. The Gaelic Development Officer attended this and spoke to the attendees about options for learning Gaelic in Perth & Kinross. Sun 1 Mar Briathrachas Teachd an Tìr – an online presentation delivered entirely through the medium of Gaelic for advanced learners and fluent speakers, by local organic farmer and native Gaelic speaker Seonag Barbour, exploring the rich language of the crofting tradition that connected the people to their environment. Page 170 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 31 Appendix 1 – Bilingual Newsletter (Autumn 2025) Cuairt-Litir - Newsletter Am Foghar 2025 – Autumn 2025 Cùrsa Gàidhlig ùr do luchd-tòiseachaidh New Gaelic beginners’ course Tha sinn a’ feuchainn a-mach cùrsa ùr (8 seachdainean an làthair gu pearsanta) do luchd- tòiseachaidh inbheach ann an Obar Pheallaidh. Mholamaid an cùrsa an asgaidh seo do dhaoine gun fhacal Gàidhlig. Tha am fòcas air abairtean simplidh, feumail agus còmhradh sa Ghàidhlig gun a bhith sàraichte le gràmar. Bidh thu deiseil às dèidh a’ chùrsa seo gus am prògram stiùirichte fèin-ionnsaichte againn a thòiseachadh. Bidh sinn a’ tairgsinn a’ chùrsa ùir seo ann an iomadach àite san sgìre thairis air a’ bhliadhna a tha romhainn. Leig fios thugainn gu Gaelic@pkc.gov.uk ma tha thu airson pàirt a ghabhail. We are currently piloting a brand new 8-week in-person course for adult beginners in Aberfeldy. This free course is aimed at people who have no Gaelic whatsoever, and concentrates on basic useful phrases and speaking, without getting into heavy grammar. It’s an ideal stepping stone to learning Gaelic via our guided self- study programme. We will be offering this new course at various locations in Perth & Kinross over the coming year. Contact us at Gaelic@pkc.gov.uk if you would like to take part. Prògram stiùirichte fèin-ionnsaichte do luchd- tòiseachaidh Guided self-study programme for new learners Gheibh thu planadair seachdaineil le ceanglaichean do leasanan is goireasan Speak Gaelic air loidhne. Nì thu na leasanan Gàidhlig agad nuair a thogras tu, aig astar a tha freagarrach dhut. Chan e clas a tha seo - faodaidh tu stad a dhèanamh agus ath-thòiseachadh nuair a bhios tu deiseil. Carson nach ionnsaich thu còmhla ri càirdean no caraidean – nach biodh sin spòrsail?! Bidh taic ri faighinn, agus bidh buidheann Facebook phrìobhaideach ann gus am bi cothrom agad ‘coinneachadh’ ri luchd-ionnsachaidh eile. Tuilleadh fios: Gaelic@pkc.gov.uk Using the Speak Gaelic online resources alongside a weekly planner of suggested learning complete with links to resources, you do your Gaelic lessons at your own pace at a time to suit you. It isn’t a class, and it’s fine to take a break and start again when you are ready. Why not get together with a group of friends or family to learn for even more fun? Support is available if you get stuck, and there is a dedicated private Facebook group where you can ‘meet’ other learners in Perth & Kinross and share ideas. Contact us at Gaelic@pkc.gov.uk to find out more. Cothroman còmhraidh Gàidhlig A bheil thu a’ sireadh chothroman do chuid Gàidhlig a chleachdadh? Bidh sinn a’ tairgsinn seiseanan eadar-mheadhanach le stiùireadh agus ‘cafaidhean còmhraidh’ neo-fhoirmeil dha fileantaich. Cuir d’ ainm air an liosta sgaoilidh againn no lean an duilleag Facebook againn an-seo airson tuilleadh fios. Gaelic conversation opportunities Are you looking for opportunities to practise your spoken Gaelic? We’re planning to organise sessions with guidance for intermediate learners as well as informal ‘conversation cafés’ for advanced speakers. Join our mailing list to be the first to know or follow our Facebook page here. Page 171 of 354
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Gaelic Language Plan - 2026 Update 32 A Perth and Kinross where everyone can live life well, free from poverty and inequality Lìonra Gàidhlig ùr Pheairt is Cheann Rois Am bu toil leat a bhith an teas-meadhan leasachaidh na Gàidhlig ann am Peairt is Ceann Rois? Tha buidheann Facebook ùr againn airson daoine a tha dìoghrasach mu Ghàidhlig – clàraich an-seo no mura h-eil thu air Facebook, cuir d’ ainm air an liosta-sgaoilidh againn: Gaelic@pkc.gov.uk New Perth & Kinross Gaelic Network Would you like to be more involved in Gaelic Development in Perth & Kinross? We’ve created a new Facebook group to link everyone with a passion for Gaelic. Request to join here or ask to join our mailing list if you don’t use Facebook: Gaelic@pkc.gov.uk Spot-solas air Leabhraichean Gàidhlig Spotlight on Gaelic Books Ma tha thu airson leabhraichean Gàidhlig a leughadh, thoir sùil air na th’ aca anns na leabharlannan Culture Perth and Kinross! Bi leabhraichean Gàidhlig ùra do dh’inbhich agus do chloinn a’ nochdadh as t-fhoghar 2025 – seo cuid dhiubh! If you are interested in reading Gaelic books, take a look at what’s available at Culture Perth and Kinross Libraries! New Gaelic books for adults and children are arriving in Autumn 2025, and here are some of them! Faodaidh tu a bhith nad bhall den leabharlann ma tha thu a’ fuireach, ag obair no ag ionnsachadh ann am Peairt is Ceann Rois, agus tha e saor an asgaidh. Gheibh thu tuilleadh fiosrachaidh an-seo. Gheibh thu an catalog slàn air-loidhne an-seo agus faodaidh tu leabhar sam bith a thogail aig an leabharlann ionadail agad. You can join the library if you live, work or study in Perth & Kinross, and it’s completely free of charge to be a member. Follow the link here to find out more. You can access the full catalogue online here and request any book to collect from your local library. Page 172 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 33 Tha leabhraichean-d Gàidhlig ann cuideachd, agus gabhaidh iad luchdachadh a-nuas sa bhad – thoir sùil an-seo. Tha buidheann Facebook ùr againn do dhaoine le ùidh ann an leabhraichean Gàidhlig – clàraich an- seo! There are also Gaelic e-books available for immediate download – take a look here. We’ve set up a new Facebook group for anyone who loves Gaelic books – you can sign up here! Leig fios thugainn / Contact us – Gaelic@pkc.gov.uk Page 173 of 354
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Gaelic Language Plan - 2026 Update 34 A Perth and Kinross where everyone can live life well, free from poverty and inequality Còisir Ghàidhlig Obar Pheallaidh aig Mòd Loch Abar Aberfeldy Gaelic Choir at the Lochabar Mòd Appendix 2 – Bilingual Newsletter (Winter 2025-6) Cuairt-Litir - Newsletter An Geamhradh 2025-6 – Winter 2025-6 Seinneamaid sa Ghàidhlig! Let’s sing Gaelic! Tha sinn fortanach dha rìribh ann am Peairt is Ceann Rois is dà Chòisir Ghàidhlig againn, ann am Peairt agus Obar Pheallaidh. Tha seinn uabhasach math do shlàinte agus sunnd agus chan fheum Gàidhlig a bhith agad gus pàirt a ghabhail. Cha leig thu leas a bhith comasach air ceòl a leughadh nas motha, oir thèid an ceòl agus fuaimneachadh nam faclan a theagasg dhut. Tha seinn na deagh shlighe gu Gàidhlig cuideachd, agus na dòigh mhìorbhaileach do chuid Ghàidhlig a neartachadh. Bidh na còisirean a’ tòiseachadh air òrain ùra ionnsachadh sa Bhliadhn’ Ùr, mar sin dheth bhiodh seo na shàr àm airson buill ùra. Bidh Còisir Ghàidhlig Pheairt a’ cruinneachadh còmhla oidhche Luain aig North Inch Campus. Cuir fios thuca air Facebook no perthgaelicchoir1@gmail.com Bidh Còisir Ghàidhlig Obar Pheallaidh a’ cruinneachadh còmhla oidhche Chiadain ann an Talla a’ Bhaile, Obar Pheallaidh. Cuir fios thuca air Facebook no gu john.c.duff8@gmail.com Perth & Kinross is very lucky to have not just one, but two Gaelic choirs, based in Perth and Aberfeldy. Singing is great for your health & wellbeing, and you don’t need to read music or speak Gaelic to take part, as you will be taught the music and how to pronounce the words. Singing is also a great way to get into Gaelic, or to boost your Gaelic learning, and New Year is an ideal time to join, when the choirs are starting to learn new songs. Perth Gaelic Choir meets on a Monday evening at North Inch Campus - Contact them via Facebook or by email perthgaelicchoir1@gmail.com Aberfeldy Gaelic Choir meets on a Wednesday evening at Aberfeldy Town Hall. Contact them via Facebook or by email at john.c.duff8@gmail.com Foghlam tro Mheadhan na Gàidhlig Gaelic Medium Education A bheil ùidh agad ann am Foghlam tro Mheadhan na Gàidhlig dod phàiste nuair a thòisicheas e/i san sgoil? Tha e ri fhaighinn aig Bun-sgoil Goodlyburn ann am Peairt agus aig Acadamaidh Bhràghad Albainn ann an Obar Pheallaidh, agus chan fheum Ghàidhlig a bhith agad fhèin. Are you interested in Gaelic Medium Education for your child when they start school? We offer this at Goodlyburn Primary School in Perth and Breadalbane Academy in Aberfeldy, and you don’t need to speak Gaelic yourself. Perth Gaelic Choir performing at the Gaelic Society of Perth Còisir Ghàidhlig Pheairt a’ seinn aig Comunn Gàidhlig Pheairt Page 174 of 354
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Gaelic Language Plan - 2026 Update A Perth and Kinross where everyone can live life well, free from poverty and inequality 35 Gheibh thu tuilleadh fiosrachaidh air Gaelic medium education (primary education) - Perth & Kinross Council, no cuir fios thugainn: Gaelic@pkc.gov.uk You can find out more here: Gaelic medium education (primary education) - Perth & Kinross Council or contact us at Gaelic@pkc.gov.uk Seachdain na Gàidhlig 2026 World Gaelic Week 2026 Bidh Seachdain na Gàidhlig air a comharrachadh bhon 23 Gearran – 1 Màrt 2026, le tachartasan Gàidhlig air feadh na dùthcha agus an t-saoghail. Cùm sùil a-mach son ar prògram ann am Peairt is Ceann Rois, agus air Home - Seachdain na Gaidhlig World Gaelic Week will be celebrated from 23rd Feb – 1st Mar 2026, with Gaelic events throughout the country and beyond. Keep an eye open for our programme in Perth & Kinross, and find out about national events at Home - Seachdain na Gaidhlig Spot-solas air Comunn Gàidhlig Pheairt Spotlight on Gaelic Society of Perth Chaidh Comunn Gàidhlig Pheairt a stèidheachadh ann an 1880, mar àite cruinneachaidh airson luchd labhairt na Gàidhlig, a ghleidheadh an cànan is an cultar. ’S i “Clann nan Gàidheal an Guaillibh a Chéile” an t-sluagh-ghairm aca. Thairis air nam bliadhnaichean, tha iad air tòrr choinneamhan agus òraidean a chur air dòigh a tha co-cheangailte ri cultar Gàidhealach. Tha iad air taic a thoirt do dh’ionnsachadh na Gàidhlig agus òrain Ghàidhlig, agus tha iad air cuirmean-ciùil agus cèilidhean a thabhainn. Tha an Comunn fhathast an sàs ann a bhith a’ brosnachadh na Gàidhlig san sgìre an-diugh. Bidh cèilidh ann gach mìos tron Gheamhradh san Eaglais Naomh Mata ann am Peairt, agus bidh fàilte chridheil ron a h-uile duine, co-dhiù a bheil Gàidhlig aca no nach eil. Chan e seo an ‘cèilidh’ ùr-nòsach far am bi thu a’ dannsa Strip the Willow agus na Gay Gordons – ’s e cèilidh thraidiseanta a th’ innte. Bidh daoine le ùidh ann an cultar Gàidhealach a’ cruinneachadh còmhla airson tlachd a ghabhail ann an deagh cheòl, deagh chuideachd agus deagh bhèicearachd taighe san eadar-ùine! Thig cluicheadairean agus seinneadairean o feadh na dùthcha agus o Pheairt fhèin gus òrain, puirt no fiù ’s bàrdachd no sgeulachd a ghabhail, agus uaireannan bidh dannsairean ann, agus bidh pìobaire daonnan ann aig toiseach agus deireadh na h-oidhche. The Gaelic Society of Perth was formed in 1880, as a meeting place for Gaelic speakers to help preserve their language and culture. Their motto is “Clann nan Gàidheal an Guaillibh a Chéile” or “Highlanders! Stand Shoulder to Shoulder”. Over the years they have held many meetings and lectures relating to Highland Culture, supported the learning of Gaelic language and Gaelic song, and hosted musical evenings and ceilidhs. The Society is still actively involved in supporting Gaelic language and culture in the area today. ‘Ceilidhs’ (meetings) are held monthly throughout the winter at St Matthew’s Church in Perth, and anyone is welcome to attend, whether or not they can speak any Gaelic. This isn’t the kind of ceilidh we have become used to, where you dance Strip the Willow and the Gay Gordons - it’s a traditional Highland get-together, where people who appreciate Gaelic culture meet to enjoy some Highland entertainment and good company (as well as a feast of home baking at the interval!). Performers come from all over the country and from Perth itself to entertain with song, music and sometimes poetry/stories and dance, and there’s always a piper to start and end the night. Page 175 of 354
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Gaelic Language Plan - 2026 Update 36 A Perth and Kinross where everyone can live life well, free from poverty and inequality Ma tha Gàidhlig agad, no ma tha thu ga h- ionnsachadh, bidh cothrom ann bruidhinn ri luchd- labhairt eile. Nach tig thu ann ach am faic thu dè tha dol? Bidh cèilidhean ann 12 Dùbh, 16 Faoi, 20 Gearr agus Màrt 20. Cosg: £10, no £6 ma tha thu nad bhall de Chomunn Ghàidhlig Pheairt. Lean iad air Facebook no faigh tuilleadh fiosrachaidh air: Welcome | gaelic-society And if you do speak Gaelic or are learning, there’s opportunity to practise with others during the break. Why not come along and see what it’s all about for yourself? Meetings during 2025-6 will take place on Dec 12th, Jan 16th, Feb 20th and Mar 20th. It costs £10 to attend a ceilidh, but if you become a member of the Society, that reduces to £6. Follow them on Facebook Or find out more at: Welcome | gaelic-society Ionnsaich Gàidhlig ann am Peairt is Ceann Rois Learn Gaelic in Perth & Kinross Ma tha thu airson Gàidhlig ionnsachadh, tha cùrsa goirid agus prògram fèin-ionnsaichte againn do luchd-tòiseachaidh. Leig fios thugainn aig Gaelic@pkc.gov.uk, agus lean ar duilleag Facebook. Tha liosta-sgaoilidh againn cuideachd airson puist-d. If you would like to learn Gaelic, we offer an 8-week introduction course for beginners as well as a Self- study programme. Contact Gaelic@pkc.gov.uk for more details or to join our mailing list, and follow us on Facebook. Leig fios thugainn / Contact us – Gaelic@pkc.gov.uk 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 176 of 354
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Comhairle Pheairt is Cheann Rois Gaelic Language Plan 2024-29 Plana Cànan Gàidhlig 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 7 Page 177 of 354
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Gaelic Language Plan 2024-29 2 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Perth & Kinross Council's Gaelic Language Plan has been prepared under Section 3 of the Gaelic Language (Scotland) Act 2005 Introduction page 3 Background and Structure page 4 Section A: Context page 5 Our Past page 6 Our Present page 7 Our Future page 9 Section B: The Three Pillars of Gaelic page 10 Using Gaelic page 11 Learning Gaelic page 15 Promoting Gaelic page 19 Section C: Implementation and Monitoring page 23 Contact Details page 26 Public Consultation Survey Results page 27 Statistical Information on Gaelic Education in Perth and Kinross page 29 Statistical Information on Gaelic Speakers in page 31 Perth and Kinross Council Contents Page 178 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 3 We are pleased to present Perth & Kinross Council's third Gaelic Language Plan, a testament to our dedication towards the future of the Gaelic language and culture in our communities. In line with the National Gaelic Language Plan, we have devised a targeted five-year blueprint (2024-2029) detailing strategic actions to encourage Gaelic use in our localities. We recognise Gaelic's valuable contribution to our history, heritage, and living culture, and our Gaelic Language Plan continues to support and promote these aspects. Gaelic Medium Education continues to strengthen in Perth City and in Highland Perthshire, the Perthshire & Angus Provincial Mòd remains an important fixture, and the new Fèis Thatha (Tay Gaelic Festival) continues to expand. The success of the Royal National Mòd held in Perth in October 2022 demonstrates the commitment of Perth & Kinross Council, its partners, and community residents to the ongoing revitalisation of Gaelic in the region. Our Gaelic Language Plan aims to leverage the Mòd legacy as a foundation for further growth, fostering increased usage, learning, and cultural promotion of Gaelic. Councillor Grant Laing Leader of the Council Councillor John Duff Gaelic Ambassador Introduction Page 179 of 354
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Gaelic Language Plan 2024-29 4 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Developing a Gaelic Language Plan The Gaelic Language (Scotland) Act 2005, enacted by the Scottish Parliament, underscores the status of Gaelic as an official language of Scotland, commanding equal respect alongside English. The Act promotes the use of Gaelic in public life throughout Scotland, encouraging its increased usage in homes, communities, educational institutions, and workplaces. A significant provision of the 2005 Act empowers Bòrd na Gàidhlig, the national Gaelic language agency, to request that public bodies prepare Gaelic Language Plans. The agency assesses the plans for quality and monitors their implementation progress. Principle of Equal Respect The principle of equal respect, enshrined in the 2005 Act by the Scottish Parliament, reflects the value and importance attributed to Gaelic. It recognises that Gaelic speakers aspire to use the language as a normal part of their lives and emphasises the need for a spirit of generosity towards Gaelic throughout Scotland. According to Bòrd na Gàidhlig's guidance, granting equal respect to Gaelic does not necessitate identical treatment of Gaelic and English, nor does it require a specific level of Gaelic provision in all circumstances. Instead, it encourages public bodies to be supportive and accommodating to Gaelic development, adapting their Gaelic Language Plans to facilitate the appropriate extent of Gaelic use based on their unique circumstances and linguistic landscape. Structure of the Plan The Plan is divided into three sections: • Section A: Context - Outlines the development of this Plan, the third Perth & Kinross Council Gaelic Language Plan. It describes our organisation's responsibilities and the historical and current status of the Gaelic language in the area. • Section B: The Three Pillars of Gaelic - Presents Perth & Kinross Council's strategic commitments and enabling actions in line with the priorities of the National Gaelic Language Plan. It details our contributions to the implementation of the National Plan, the delivery of public services related to Gaelic, and our commitment to consider this Plan when formulating and executing new policies and strategies. • Section C: Implementation and Monitoring - Provides insight into how we will deliver our Gaelic Language Plan and the measures we will take to monitor progress. Background and Structure Page 180 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 5 Serving as one of Scotland's 32 local authorities, Perth & Kinross Council is Scotland's fifth-largest geographical area with a variety of public services. These services, many of which have strong Gaelic elements, span education, children's services, digital and IT, business development, community planning and engagement, as well as leisure and culture. Perth and Kinross is located in the heart of Scotland, covering approximately 5,286 km₂ and is a large and varied area with an estimated population of 146,652 as of the 2011 census update in March 2015. We have a long-standing commitment to Gaelic language and culture, acknowledging their role in our heritage, national and local identity, and cultural fabric. Perthshire had its own distinctive Gaelic dialect and traditions, with Gaelic being the language of choice for nearly 13% of the population until the late 19th century. This third Gaelic Language Plan, created within the framework of the Gaelic Language (Scotland) Act 2005 and aligning with the National Gaelic Language Plan and Bòrd na Gàidhlig's Guidance on the Development of Gaelic Language Plans, outlines the following key objectives for Perth and Kinross: • Increase Gaelic use in our communities, within our public authority services, and in our schools. • Create opportunities for employees, community members, children, and young people to learn Gaelic in various ways, ensuring its vibrant presence in Perth and Kinross. • Promote and raise awareness of Gaelic language and culture, recognising Gaelic as an asset to our communities and organisation and ensuring its visibility and appreciation. The plan details how we will integrate Gaelic into our operations and public service delivery, facilitate communication with key partners, and actively promote and develop Gaelic in our region. Section A: Context Page 181 of 354
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Gaelic Language Plan 2024-29 6 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Once a Gaelic-rich region, Siorrachd Pheairt (Perthshire) recalls a time when Gaelic was the dominant language. Historical references often include the phrase "bho Hiort gu Peairt" (from St Kilda to Perth) to acknowledge Perthshire as part of the Gàidhealtachd (the Gaelic-speaking region of Scotland). Gàidhealtachd Pheairt or Garbh Chrìochan Pheairt (Highland Perthshire) was a prominent Gaelic-speaking area until the mid-20th century, with over 60% of the population identifying as Gaelic speakers when the census first included Gaelic in 1881. Prominent figures such as Queen Victoria and the Duke of Atholl actively supported Gaelic, challenging prevailing public education policies. Nevertheless, the language experienced a rapid decline after the Second World War, with the last known speaker of the Perthshire Gaelic dialect passing away in 1991. The language has seen some revival aided by Gaelic education programmes and adult-learning initiatives, and migration from other parts of Scotland has also brought Gaelic speakers to Perth and Kinross. Efforts to reverse the language decline are underway throughout Scotland, and our region is no exception. Our Past Page 182 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 7 Presently, the number of Gaelic speakers in Perth and Kinross falls below the national average, a challenge we are committed to addressing. The 2011 Census reported 2,169 Gaelic speakers in our region (1.5% of the population), compared to 57,000 (1.7%) in Scotland. Gaelic has seen a revival in the last decade thanks to collaborative efforts between Perth & Kinross Council and its partners. We have seen growth in Gaelic education and adult-learning programmes. Aberfeldy hosts a large provincial Mòd, and Highland Perthshire features the flourishing Gaelic choir. Breadalbane Academy boasts a thriving traditional music group, and the Perth Gaelic Choir, Guthan Pheairt (Perth Voices), has been re-established with our support. Fèis Thatha (Tay Festival) continues to grow, offering a range of activities. Other groups, such as the Gaelic Society in Perth and the regional branch of An Comunn Gàidhealach, contribute to promoting Gaelic. In 2022, we hosted the Royal National Mòd in the City of Perth, the annual celebration of Gaelic language and culture. This event brought over 7,500 visitors to the city and injected more than £2.5 million into the local economy. There are plans to build on this legacy and bring the Mòd back to Perth and Kinross in the near future. As we develop our third Gaelic Language Plan, we aim to achieve the targets set by the National Gaelic Language Plan, represent the aspirations of our Gaelic-speaking community, policymakers, and educators, and complement the Scottish Government's Strategic Objectives. Gaelic in Education Gaelic education starts with Gaelic playgroups, Cròileagain, in Perth City and Aberfeldy that introduce the language to children aged 0-5. Early Learning and Childcare (ELC) Gaelic provisions at Breadalbane Academy and is planned for in Goodlyburn Primary School for children aged 3 to 5 years. Gaelic Medium Primary Education (GMPE) has been available at Goodlyburn Primary School since 1993 and Breadalbane Academy since 2011, aiming to achieve bilingual proficiency in Gaelic and English by P7. The Languages 1+2 initiative delivers weekly Gaelic (Learners) sessions in schools across Highland Perthshire, reaching over 600 primary pupils per year. Other primary schools in Perth & Kinross Council have also started delivering Gaelic in Languages 1+2. Within secondary education, Perth Academy and Breadalbane Academy offer Gaelic (Learners) and Gàidhlig (Fluent) as subjects. Students from all four secondary schools within Perth City can choose Gaelic (Learners) at certificate level through the Perth City Campus (PCC) initiative. Our Present Page 183 of 354
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Gaelic Language Plan 2024-29 8 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Adult education classes, both online and in-person, cater to community members and employees of Perth and Kinross interested in learning Gaelic. Gaelic in the Community Community initiatives bolster the presence of Gaelic in Perth and Kinross. The Gaelic Society of Perth, established in 1880, organises monthly cèilidhs and educational events. Informal Gaelic conversation groups gather in Perth, attended by fluent speakers and learners. Libraries throughout Perth and Kinross and Goodlyburn Primary School host Gaelic Bookbug sessions. Comann nam Pàrant Obar Pheallaidh and Comann nam Pàrant Peairt actively support and promote Gaelic and Gaelic Medium Education. Religious institutions throughout the region offer valuable contributions to Gaelic usage through Gaelic services and community engagement. Arts, Culture, Heritage, and Tourism Cultural events and festivals celebrate Gaelic in Perth and Kinross. The Perthshire & Angus Provincial Mòd, organised by the Aberfeldy & District branch of An Comunn Gàidhealach, brings together local choirs and performers, including Aberfeldy Gaelic Choir and Guthan Pheairt. Gaelic music, arts, and literature events occur at venues including Perth Concert Hall, Birnam Institute, and Pitlochry Festival Theatre and in the Perform in Perth Festival. The Royal National Mòd returned to Perth in 2022, marking the area's eleventh hosting of Scotland's premier Gaelic festival, 10 occasions in Perth and once in Blairgowrie in 1996. Page 184 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 9 Embracing Gaelic This plan is designed to leverage the benefits of Gaelic, viewing it as an asset that brings economic, environmental, linguistic, and cultural advantages. Furthermore, Gaelic contributes to the health and well- being of our region, which is deeply rooted in the Gaelic language and culture. Effective Communication with the Public and within our Organisation Using Gaelic at the initial point of contact with the public fosters a welcoming environment for Gaelic use. It raises the language's profile, creates practical opportunities for its utilisation, and encourages members of the public to engage with Gaelic in subsequent interactions with the public authority. We aim to integrate Gaelic into our public authority's corporate identity and signage. This not only raises the visibility of the language but also enhances its status. We encourage young people and community members to take pride in their Gaelic identity and appreciate the benefits of bilingualism. Gaelic in the 3rd Decade of the 21st Century We understand the importance of developing Gaelic to ensure its suitability for all appropriate purposes. Through language corpus development, we aim to ensure that Gaelic continues to evolve and embraces technological advancements and lifestyle changes. We view Gaelic as a valuable asset that enriches the lives of individuals, communities, businesses, and the overall identity of the Heart of Scotland. We aim to foster its economic, environmental, and sustainable growth while ensuring its continuous evolution as both a language and an invaluable asset. Our Future Page 185 of 354
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Gaelic Language Plan 2024-29 10 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Our Gaelic Language Plan: The Three Pillars Our Gaelic Language Plan is constructed around Using Gaelic, Learning Gaelic, and Promoting Gaelic. Each of these pillars represents a crucial component in nurturing and sustaining Gaelic within our organisation and communities. We aspire to see Gaelic thrive, be cherished and be appreciated throughout our region. To Note: All commitments and actions in the Gaelic Language Plan will be assessed by each area of Strategic Leadership of the Council and judgments made on viability and impact. Section B: The Three Pillars of Gaelic Page 186 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 11 We understand that a sustainable future for Gaelic involves increasing the number of Gaelic speakers and increased usage. We aim to encourage more individuals to use Gaelic as their preferred mode of communication in daily life. Perth and Kinross Council currently supports the use of Gaelic in communities and in the organisation through partnership working and learning and development. We have good relationships and partnerships with the local Gaelic Society of Perth, supporting their activity, the Fèis Thatha movement continues to strengthen with support from Perth and Kinross Council, the Perthshire and Angus Provincial Mòd continues to thrive with support in the Highland Perthshire schools in preparing circa 600 children and young people to participate, with financial support, promotion and with venues. The Perform in Perth musical and literature event continues to grow its Gaelic element with support from Perth and Kinross Council and schools. The use of Gaelic in promotion and communications is improving and there is a programme of school signage replacement in place that includes Gaelic and advice is sought from Ainmean Àite na h-Alba if there is uncertainty over the roots of the placename, for example. A design guide and brief has been developed for a bilingual corporate logo and brand and decisions will be taken on that in 2024. Staff are offered the opportunity to learn and use Gaelic in their work and there is a growing interest in learning and using Gaelic for work purposes. A standard bilingual email signature and out of office reply has been made available on the Council’s intranet and there is growing use of that. We are committed to developing the visitor experience in relation to Gaelic to the area and see tourism and place development as a big driver and view Gaelic as an asset to our communities and businesses and also for local people to experience rich cultural and heritage experiences that promote health and wellbeing in their communities. In our communities, we are committed to: Timescales Strategic Leadership Areas • Boosting existing and budding Gaelic language and culture groups by enhancing awareness of their activities. From the publication of this plan and annually review progress of each Education and Learning Economy, Development and Planning Using Gaelic Page 187 of 354
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Gaelic Language Plan 2024-29 12 A Perth and Kinross where everyone can live life well, free from poverty and inequalities • Collaborating with partners to augment Gaelic language learning opportunities. • Boosting the use of Gaelic via musical, cultural, and linguistic activities in collaboration with local organisations, including the Gaelic Society of Perth and Perform in Perth. • Exploring with partners the viability of Community Gaelic Hubs in Perth City and Highland Perthshire to spur the use of Gaelic in services and promotions. • Nurturing the Perthshire & Angus Provincial Mòd committee by providing necessary support and explore the feasibility of establishing another provincial Mòd within the Perth & Kinross Council area. • Supporting the expansion of Fèis Thatha and continue to promote the event. • Collaborating closely with Comunn na Gàidhlig, Fèisean nan Gàidheal, An Comunn Gàidhealach, and other Gaelic development bodies to ensure plentiful high-quality Gaelic usage opportunities. of the actions and commitments over the lifetime of the Plan 2024- 29 Strategic Planning, People and Performance Property Services In Business and Place Development, we will: Timescales Strategic Leadership Areas • Leverage research that underscores the impact of Gaelic on the Scottish economy for planning purposes. • Champion the economic advantages of Gaelic for the local community and businesses. • Enrich the visitor experience with Gaelic heritage and cultural offerings. Use current and new research and evidence from the publication of this plan Upon release of National Gaelic Tourism Strategy in late 2024/early 2025 Education and Learning Economy, Development and Planning Page 188 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 13 In Communications, we will: Timescales Strategic Leadership Areas • Welcomingly accept communication in Gaelic and endeavour to provide replies in Gaelic that may include reception and phone services based on staff skills. • Distribute and publish news releases, materials and important public information in both Gaelic and English. • Regularly circulate Gaelic content through social media and improve Gaelic content on our website. • Include Gaelic in public and internal meetings when Gaelic is the main subject and Gaelic greetings in relevant civic and other events. From the publication of this plan and then as received Target: monthly publications Target: weekly social media content As meetings arise Education and Learning Strategic Planning, People and Performance Customer and Digital Services Legal and Governance In Continuing to Develop Language Corpus, we will: Timescales Strategic Leadership Areas • Ensure accessibility of Gaelic when used in published and communicated information. • Adhere to the most recent Gaelic Orthographic Conventions guidelines in our written materials. • Seek advice from Ainmean-Àite na h-Alba (Scottish Placenames) for signage and community collaborations. From the publication of this plan and annually thereafter for the lifetime of this plan Education and Learning Strategic Planning, People and Performance Customer and Digital Services In Signage and Branding, we will: Timescales Strategic Leadership Areas • Adopt a bilingual corporate logo and brand, ensuring equal prominence for both languages in all communications. • Include Gaelic and English in signage where appropriate, considering visibility enhancement Approve design at August 2024 and rollout over the lifetime of this plan Education and Learning Property Services Environment and Infrastructure Page 189 of 354
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Gaelic Language Plan 2024-29 14 A Perth and Kinross where everyone can live life well, free from poverty and inequalities during renewal opportunities in council buildings, town/village nameplates and schools. From the publication of this plan and reviewed annually In Arts, Culture, and Heritage, we will: Timescales Strategic Leadership Areas • Utilise Gaelic in the re-launched City Hall and collaborate on projects related to the Stone of Destiny and with Arms' Length External Organisations (ALEOs). • Revive storytelling, folklore, and local heritage and cultural projects that foster a sense of place and community connection. From the opening of Perth Museum in 2024 Education and Learning Economy, Development and Planning In Organisational Development, we will: Timescales Strategic Leadership Areas • Encourage staff to use Gaelic in their work. • Introduce a standard bilingual email signature and out-of-office reply for all staff. From the publication of this plan Education and Learning Strategic Planning, People and Performance Page 190 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 15 We aim to provide diverse opportunities for employees, community members, children, and young people and parents to learn Gaelic in ways that ensure its thriving presence in Perth and Kinross. Sufficient skilled Gaelic speakers will be required to meet the need for arising vacancies and staff opportunities in our organisation and others and to meet the need for Gaelic experiences that are informal and community-based. Learning Gaelic for children and young people spans the continuum from Cròileagan Playgroups for 0–5- year-olds that are well established and well attended in the City of Perth and in Aberfeldy. Formal Gaelic Early Years is provided in Aberfeldy also with plans to introduce that in Perth as soon as recruitment allows, meantime Gaelic sessions are provided through a play assistant. Gaelic Medium Primary Education (GMPE) is provided in Goodlyburn Primary School and Breadalbane Academy primary department with numbers remaining steady over time whilst school rolls have fallen. Our own quality assurance processes and HMIe reports indicate a good quality of provision. Continuity for those educated in GMPE is provided in Perth Academy and Breadalbane Academy and there is strengthening and broadening provision in both schools and again that improvement has been recognised and continues to be a high priority. Language learning opportunities are offered for community members and employees and are a balance of online learning and in-person according to feedback and demand. We are committed to strengthening all aspects of Gaelic education that we provide including GME and Gaelic as part of the Languages 1+2 movement and into lifelong learning, such as Abair Thusa for adults who have learnt Gaelic to conversational standard. We view linguistic acquisition as pivotal to revitalising Gaelic in the area that will provide a workforce capable of delivering this plan but also community members who will use Gaelic frequently. High quality learning provision from children to lifelong learning is paramount to achieving that goal. In Education, we will: Timescales Strategic Leadership Areas • Support the growth and strategic development of Gaelic Early Learning and Childcare (Sgoil Àraich) in alignment with strategic planning for Gaelic Medium Primary Education (GMPE) provision. • Sustain the operation of two Cròileagain (Gaelic Playgroups) and Gaelic Bookbug, twice weekly in Perth From the publication of this plan and reviewed annually in line with school improvement Education and Learning Strategic Planning, People and Performance Children, Families and Justice Learning Gaelic Page 191 of 354
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Gaelic Language Plan 2024-29 16 A Perth and Kinross where everyone can live life well, free from poverty and inequalities City and Aberfeldy, promoting continuity into Early Years Gaelic. • Implement a promotional strategy to increase the annual uptake of Gaelic Medium Education. • Ensure high-quality learning and teaching across all aspects of Gaelic education, meeting the needs of all learners. • Ensure GME Secondary provisions provide annual improvement planning and progress reports tied to their standards and quality process in line with the national guidance on Gaelic education, including the extension into other GME curricular areas. • Grow Gaelic as part of Languages 1+2 delivery through staff training and development opportunities. • Develop the Àrd-sgoil A9 project (A9 High Schools Project) to enhance the GME secondary school experience with peers. • Create a programme of activities and events that boost learners' confidence, self-esteem in Gaelic, and employability skills. • Involve GME learners in curriculum design, school ethos, environment, and broader achievement experiences, making them ambassadors for Gaelic. • Incorporate the needs of looked-after children and care leavers with Gaelic into Perth & Kinross Council policy. • Explore the viability of reviewing the current catchment areas of Gaelic Medium Education (current catchment areas are defined as the catchment of the school within which GME is delivered). • Implement a staffing standard for Gaelic education, encompassing teaching and non-teaching staff, in partnership with Perth UHI. planning and quality assurance processes Explore catchment areas by June 2025 Create a Staffing Standard by April 2025 In Organisational Development, we will: Timelines Strategic Lead • Further develop partnerships, including with ALEOs and community planning partners with Gaelic language From the publication of this plan and Education and Learning Page 192 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 17 plans, to promote Gaelic and support common approaches and commitments. • Enhance workforce capacity through recruitment to grow the Gaelic education workforce in the in line with national approaches and taking cognisance of output from the national workstream on recruitment within Faster Rate of Progress for Gaelic • Increase the number of modern apprentices, graduate trainees, and mentoring volunteers who engage with Gaelic, in partnership with Skills Development Scotland ensuring positive post-school destinations. reviewed annually Strategic Planning, People and Performance Economy, Development and Planning We will provide language learning opportunities to: Timescales Strategic Leadership Areas • Employees of Perth & Kinross Council who would benefit from having an ability in Gaelic to undertake their duties. • Employees of Perth & Kinross Council who would like to work in Gaelic or learn Gaelic out of personal interests. • Members of local Gaelic choirs, local Gaelic interest groups, the Perthshire Gaelic Society, the Perthshire and Angus Provincial Mòd, and Fèis Thatha. • Parents of children and young people in GME, Cròileagan, or accessing early years Gaelic. • Community members who wish to learn Gaelic for personal or work interests and who would become active in the Gaelic community over time. • Senior phase secondary school-aged young people, including Care Experienced and who may wish to follow a post-school pathway in Gaelic. From the publication of this plan and throughout the lifetime of the Plan Target: 3 learning opportunities per year for each group Education and Learning Strategic Planning, People and Performance Economy, Development and Planning For learning Gaelic at home, we will: Timescales Strategic Leadership Areas • Encourage families to learn together in the home through partnerships and initiatives by organisations including Education Scotland, Comann nam Pàrant and Stòrlann, Fèisean nan Gàidheal and e-sgoil. From the publication of this plan and for the Education and Learning Page 193 of 354
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Gaelic Language Plan 2024-29 18 A Perth and Kinross where everyone can live life well, free from poverty and inequalities • Encourage the use of media and online Gaelic learning resources, including SpeakGaelic, LearnGaelic, GoGaelic, Gaelic for Parents, Duolingo, and other language applications. • Create resources, including games and educational materials, to make Gaelic learning at home natural, enjoyable, and supportive of the GME experience. • Considering available research and evidence, support families in using Gaelic more at home, especially if they have children in GME. lifetime of the Plan As available and published In Business and Place Development, we will: Timescales Strategic Leadership Areas • Expand adult and family learning activities related to the Gaelic landscape of Perth and Kinross, developing accessible learning resources and guided outdoor opportunities, including digital trails. • Provide training for leaders and volunteers in outdoor learning and guided walks focused on our Gaelic landscape. From the publication of this plan and for the lifetime of the Plan. Target: 4 activities a year Training offered once a year for the lifetime of the Plan Education and Learning Economy, Development and Planning Page 194 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 19 We will promote the use of Gaelic, its visibility, and its status to make it an integral part of daily life in our region. We will work to create a more positive image for Gaelic and a more significant role for it in the cultural life of Scotland, ensuring its robust future. Perth and Kinross Council has made efforts to ensure a more positive image and profile for Gaelic in the area and beyond including partnership working with community groups and other public bodies such as local authorities on the east coast where the work and activity of organisations is shared and promoted in an endeavour to continue to strengthen the Gaelic community in this part of Scotland. The profile of Gaelic within Perth and Kinross Council was supported heavily by hosting the Royal National Mòd in October 2022 with the realisation of significant economic benefits. We work closely with our Arms-Length Organisations partners also and there has been recent work with Live Active Leisure on the re-introduction of shinty to the area for children and young people as well as work with Culture PK on the library stock available through all of the local libraries including a wide range of ebooks in Gaelic just added to stock through the support of Perth and Kinross Council. In Education and Learning we have good relationships with the two local Comann nam Pàrant groups and work together on promotion and supporting schools. Gaelic learning classes are offered to parents of children in GME also. Gaelic Medium Education is promoted on the website and in statutory notices as well as in parental surveys and questionnaires. Elected members have welcomed recent developments in Gaelic and all political parties have demonstrated their support including nominating a Gaelic Ambassador from within the elected members. We have had success in growing our own workforce and we will continue to adopt that approach creating employment opportunities for locals to live and work in a field they wish to. We have demonstrated a commitment to a strong and positive image and profile for Gaelic where is recognised as valuable and an asset to the organisation and to our communities, and this will form the basis for our promotional and communications strategy. In Communications, we will: Timescales Strategic Leadership Areas • Convey the message that we welcome public communication in Gaelic. On website and through social media from the Strategic Planning, People and Performance Promoting Gaelic Page 195 of 354
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Gaelic Language Plan 2024-29 20 A Perth and Kinross where everyone can live life well, free from poverty and inequalities implementation of this plan Education and Learning With Families, we will: Timescales Strategic Leadership Areas • Promote Gaelic language learning among children, young people, and their families by highlighting resources that support Gaelic learning. From the publication of this plan and annually thereafter Education and Learning In Education, we will: Timescales Strategic Leadership Areas • Promote and highlight the work of organisations and groups that actively support teachers, young people, and parents in Gaelic education, including Stòrlann, Sabhal Mòr Ostaig, e-Sgoil, Fèisean nan Gàidheal, Comann nam Pàrant, FilmG, Education Scotland and national bodies responsible for GME and GLE. • Stay abreast of research concerning Gaelic development. • Publicise the availability of Gaelic Medium Education in local press and on our website. • Arrange regular information sessions for prospective parents of Gaelic Medium Education, providing guidance on available options. • Foster a positive and inclusive attitude towards Gaelic in school communities, boosting confidence among children and young people. From the publication of this plan and annually thereafter with schools and families Continue to publicise GME and at points of registration From the publication of this plan and twice annually over the lifetime of the plan Education and Learning Strategic Planning, People and Performance In Organisational Development and Workforce Planning, we will: Timescales Strategic Leadership Areas • Promote careers that value Gaelic skills and raise awareness of apprenticeships, training programs, and career routes in Gaelic to broaden the Gaelic labour market. Annual promotion and careers events at course choice and at points when young people are Education and Learning Strategic Planning, People and Performance Page 196 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 21 • Collaborate with agencies to plan and support events showcasing Gaelic-related careers. • Integrate knowledge of the public authority's Gaelic Language Plan and training opportunities into new staff induction. • Include Gaelic as an essential or desirable skill in job descriptions related to delivering the Gaelic Language Plan. • Conduct internal audits of Gaelic skills and training needs. • Provide Gaelic awareness training to staff and elected members. • Demonstrate equal respect for Gaelic and English in bilingual services and resources, promoting Gaelic services. considering post- school destinations Induction information by January 2025 Annual audit of skills in Gaelic in August for the lifetime of the Plan Annual awareness training from the implementation of this plan Economy, Development and Planning Legal and Governance In Communities, we will: Timescales Strategic Leadership Areas • Support the establishment of community groups and networks with shared interests in promoting Gaelic. • Collaborate to further reintroduce Shinty to Perth & Kinross Council communities and support the Shinty sessions at Goodlyburn Primary School. • Promote Cròileagain and Gaelic Bookbug to all families with children under five years old. • Create a Perth and Kinross Gaelic Community Forum. • Enhance Gaelic visibility within our communities. • Continue to have a Gaelic spokesperson and ambassador for Council matters. Networks for Gaelic groups by August 2024 Shinty to be further introduced by August 2024 Community Gaelic Forum by August 2024 Education and Learning Economy, Development and Planning In Business and Place Development, we will: Timescales Strategic Leadership Areas • Promote projects that enrich and sustain the Gaelic language, bolstering the confidence of Gaelic users. Highlight and promote the Page 197 of 354
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Gaelic Language Plan 2024-29 22 A Perth and Kinross where everyone can live life well, free from poverty and inequalities • Promote VisitScotland's Gaelic Tourism Strategy to partners and within Perth & Kinross Council. • Develop a toolkit and guide for local businesses, including the tourism and hospitality sector, on the benefits of using Gaelic. • Promote Gaelic as an economic asset and its benefits in businesses, social enterprises, and the local authority. We will focus on cultural tourism, the food and drink industry and sustainable approaches to land management and renewables. National Tourism Strategy from its publication Develop toolkit and promotional materials by December 2024 and update annually over the lifetime of the Plan In Arts, Culture, and Heritage, we will: Timescales Strategic Leadership Areas • Collaborate with Bòrd na Gaidhlig and Creative Scotland to advance Gaelic arts and culture. • Work to host the FilmG Awards in Perth. • Collaborate with local arts organisations to develop an annual programme of Gaelic events. Host FilmG by 2028 Annual programme of events from the publication of this plan Economy, Development and Planning Education and Learning With Partners, we will: Timescales Strategic Leadership Areas • Collaborate with other public authorities with the Gaelic language plans to establish a network for joint actions and commitments. • Promote Perth & Kinross Council's good practices in Gaelic to national forums. • Re-establish the East Coast Gaelic Regional Group to share resources and good practices and to collaborate on common actions. Network of public bodies and East Coast Group established by October 2024 and meet twice annually thereafter for the lifetime of this plan Education and Learning In the Implementation and Monitoring of the Plan, we will: Timescales Strategic Leadership Areas Page 198 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 23 • Establish and maintain a Gaelic Language Plan Steering Group with representation from relevant Council departments. By August 2024 and twice annually thereafter for the lifetime of the Plan Education and Learning Strategic Planning, People and Performance Economy, Development and Planning Property Services Customer and Digital Services Legal and Governance Schedule This Gaelic Language Plan will be active for five years from 2024 until a new plan is developed. Plan Distribution Our Gaelic Language Plan will be published on our website in both Gaelic and English, with physical copies available at our public offices and local libraries. Copies will be distributed to our Arms' Length External Organisations (ALEOs), community planning partners, contractors, Gaelic organisations, and other stakeholders. The Plan will be accessible to our employees via the intranet, and its launch will be publicised through social media and press releases. Administrative Arrangements for Implementing Our Gaelic Language Plan Once this Plan has been approved by the Senior Management Team, Elected Members of Perth & Kinross Council, Scottish Ministers, and Bòrd na Gàidhlig, it will officially become Perth & Kinross Council's policy. The Strategic Lead for Education and Learning will be responsible for fulfilling the plan's commitments, with regular updates provided to our communities and staff about the progress of our Gaelic Language Plan. Section C: Implementation and Monitoring Page 199 of 354
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Gaelic Language Plan 2024-29 24 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Resourcing Our Plan The necessary resources for this plan will be allocated from existing Perth & Kinross Council budgets. We will also seek financial support from external bodies, including Bòrd na Gàidhlig and the Scottish Government Specific Grant for Gaelic Education. Monitoring and Implementing Our Plan Our third Gaelic Language Plan spans the period from 2024 to 2029. A Gaelic Steering Group, including representatives from Strategic Leadership Areas of the Council, will meet twice annually to coordinate actions, supervise progress, and evaluate the plan's execution. We will actively involve customers, partners, and stakeholders, seeking their feedback and insights on our progress. The plan's execution will be monitored through the strategic planning processes of our Budget and Service Plans and our Annual Performance Reports. Monitoring activities will encompass the following: • Twice annually Gaelic Steering Group meetings with minutes distributed • Cooperation with elected members overseeing Gaelic • Annual reports to the Learning and Families Committee of the Council • Reports to local Gaelic forums • Bi-annual reports to the Senior Management Team and Strategic Leads of the Council • Annual report to Bòrd na Gàidhlig • Feedback from surveys, questionnaires, and course evaluations • External assessments Working with Partners and External Agencies Perth & Kinross Council acknowledges the importance of partnerships to progress this plan within our communities and beyond. We will continue to work with local and national organisations to foster Gaelic opportunities within Perth and Kinross. Local partners include Culture Perth & Kinross, Perth College UHI, Horsecross Arts, Birks Cinema, PKAVS, Live Active Leisure, and the local community organisations mentioned in this plan. On the national level, we will work with Visit Scotland, Historic Environment Scotland, Scottish Natural Heritage, and Skills Development Scotland and utilise our local connections with community planning partners. Page 200 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 25 We also plan to cooperate with national Gaelic organisations such as Bòrd na Gàidhlig, An Comunn Gàidhealach, Comunn na Gàidhlig, Fèisean nan Gàidheal, and MG ALBA. Moreover, we will cultivate relationships with other local authorities by: • Participating in the Gaelic Local Authority Network (GLAN) and the Community Learning and Development Review Group for Gaelic. • Joining a Tayside and East Coast regional network that includes Fife Council, Dundee City Council, Angus Council, and Aberdeen City Council. Page 201 of 354
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Gaelic Language Plan 2024-29 26 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Overall Responsibility The Senior Officer responsible for overseeing the preparation, delivery, and monitoring of Perth & Kinross Council's Gaelic Language Plan is: Strategic Lead Education and Learning Perth & Kinross Council 2 High Street Perth PH1 5PH Tel: 01738 475000 Day-to-day Operation For inquiries regarding the day-to-day operation of the plan, please contact: Gaelic Development Manager Education and Learning Perth & Kinross Council 2 High Street Perth PH1 5PH Email: gaelic@pkc.gov.uk Contact Details Page 202 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 27 Perth and Kinross Council’s Draft Gaelic Language Plan was out for public consultation for a period of around 4 weeks from 07 August 2023 to 31 August 2023. The Plan was made available through the online PKC and national Consultation Hub, and a small number provided feedback on the consultation in writing. There was a total of 57 responses on the draft Gaelic Language Plan. People were asked…. To what extent do you agree or disagree with the following statements about the Gaelic Language Plan? 54% 14% 12% 12% 2% 2% 2% 2% 0% 0% 10% 20% 30% 40% 50% 60% Perth and Kinross Resident Gaelic Educator Parent of a Pupil in Gaelic Medium Education Other / Not Answered (Including Adult Gaelic Learner and Parent of pupil in English Medium… Representative of a Gaelic organisation Representative of an organisation where Gaelic is used/valued Represnetative of a business based in PKC Council Employee Other than educators) Pupil in Gaelic Medium Education Public Consultation Survey Results Public Consultation Survey Results Page 203 of 354
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Gaelic Language Plan 2024-29 28 A Perth and Kinross where everyone can live life well, free from poverty and inequalities People were asked……..What is currently not included in the Plan? The most common thmes that emerged were: • A stronger commitment and clear pathway for adults in our communities and staff to learn Gaelic • Some negative opinions around Gaelic development in general were elicited from respondents People were asked ………..Do you have any recommendations on how we could improve our plan? The most common themes that emerged were: • Clearer targets • More adult learning opportunities • Better communication and awareness raising on Gaelic activities nearby, e.g. Dundee • The consideration of a single site and continuum of provsion for Gaelic education 0-18 People were asked……If they had any further comments on the Plan. The most common themes that emerged were: • More opportunites for adults and senior members of our communites to use and learn Gaelic • Some negative opinions around Gaelic development in general were elicited from respondents • More community involvement and experiences 51% 53% 39% 38% 6% 24% 35% 38% THE PLAN IS EASY TO READ I CAN IDENTIFY WHERE I FIT INTO THE PLAN THE PLAN COVERS THE ISSUES I AM INTERESTED IN THE PLAN REFLECTS THE CORRECT PRIORITIES FOR GAELIC IN PERTH AND KINROSS THE GAELIC LANGUAGE PLAN Agree Disagree Page 204 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 29 Early Learning and Childcare Provision in Perth and Kinross Location School Number of Pupils 2023/24 Aberfeldy Breadalbane Academy (Primary) 9 Perth Goodlyburn Primary School Planned for opening in 2023/24 Gaelic Medium Education Provision in Perth and Kinross Council Location School/Centre Aberfeldy Breadalbane Academy (Primary) 18 Breadalbane Academy (Secondary) 11 Perth Goodlyburn Primary School 26 Perth Academy 9 Languages 1+2 – Gaelic Provision in Primary Schools in Perth and Kinross Location Number of Pupils 2023/24 Highland Perthshire - Royal School of Dunkeld, Glenlyon Primary School, Blair Atholl Primary School, Kinloch Rannoch Primary School, Pitlochry High (Primary), Breadalbane Academy (Primary) Circa 600 Statistical Information on Gaelic Education and Early Learning in Perth and Kinross Council Page 205 of 354
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Gaelic Language Plan 2024-29 30 A Perth and Kinross where everyone can live life well, free from poverty and inequalities Gaelic (Learners) Secondary Location Number of Pupils 2023/24 Breadalbane Academy (Secondary) 119 Perth Academy 15 Page 206 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 31 Perth and Kinross Council employ the following staff in, or are recruiting to, roles where Gaelic language skills are deemed essential or desirable. Role Number of Staff Essential/Desirable Gaelic Playgroup Leader 2 Essential Gaelic Playgroup Assistant 2 Essential Gaelic Early Childhood Practitioner 2 Essential Gaelic Medium Primary Teacher 6 Essential Gaelic Pupil Support Assistant 2 Essential Gaelic/Ghàidhlig Secondary Teacher 4 Essential Principal Teacher of Languages (Gaelic) 2 Desirable Gaelic Projects Assistant 1 Desirable Statistical Information on Gaelic Speakers within Perth and Kinross Council Page 207 of 354
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Gaelic Language Plan 2024-29 32 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 0 1 2 3 4 5 6 7 Essential/Desirable Staff per Role Number of Staff (Essential) Number of Staff (Desirable) Gaelic Development Manager 1 Essential Gaelic Adult Learning Tutors 3 Essential Total No of Staff 25 Page 208 of 354
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Gaelic Language Plan 2024-29 A Perth and Kinross where everyone can live life well, free from poverty and inequalities 33 20% 20% 16% 12% 40% 21% 25% 18% 18% 35% Survey Results Understand Gaelic Speak Gaelic Read Gaelic Write Gaelic Expressed an interest in learning to speak Gaelic Expressed an interest in learning to read and write Gaelic Expressed an interest in using Gaelic in their work Expressed an interest in using Gaelic in their community Think that Gaelic would be beneficial to their role and work in PKC (YES) Think that Gaelic would be beneficial to their role and work in PKC (NOT SURE) A staff survey was conducted in 2023 on Gaelic language within Perth and Kinross Council. A total number of 217 members of staff responded. The results are displayed in the table below. Page 209 of 354
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Comhairle Pheairt is Cheann Rois Gaelic Language Plan 2024-29 Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 7 Page 211 of 354
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Plana Gàidhlig 2024-29 2 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Tha Plana Gàidhlig Comhairle Pheairt is Cheann Rois air ullachadh fo Earrann 3 de Achd na Gàidhlig (Alba) 2005. Ro-ràdh duilleag 3 Cùl-fhiosrachaidh agus Structar duilleag 4 Earrann A: Co-theacsa duilleag 5 Ar n-Àm a Dh’fhalbh duilleag 6 Ar n-Àm Làithreach duilleag 7 Ar n-Àm ri Teachd duilleag 9 Earrann B: Trì Colbhan na Gàidhlig duilleag 10 Cleachdadh Gàidhlig duilleag 11 Ionnsachadh Gàidhlig duilleag 15 Adhartachadh Gàidhlig duilleag 19 Earrann C: Buileachadh is Sgrùdadh duilleag 23 Fiosrachadh Conaltraidh duilleag 26 Toraidhean na Suirbhidh Co-chomhairleachaidh Phoblaich duilleag 27 Fiosrachadh Staitistigeach mu Fhoghlam Gàidhlig ann am Peairt is Ceann Rois duilleag 29 Fiosrachadh Staitistigeach mu Luchd-labhairt na Gàidhlig ann an Comhairle Pheairt is Cheann Rois duilleag 31 Clàr-Innse Page 212 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 3 Tha sinn toilichte an trìtheamh Plana Gàidhlig aig Comhairle Pheairt is Cheann Rois a chur fa ur comhair, teisteanas do ar dealas a dh’ionnsaigh cànan is cultar na Gàidhlig nar coimhearsnachdan san àm ri teachd. Ann an co-rèir ri Plana Nàiseanta na Gàidhlig, tha sinn air diagram cuimsichte còig-bliadhna (2024-2029) a dhealbhadh, le fiosrachadh mionaideach mu ghnìomhan ro-innleachdail a bhrosnaicheas cleachdadh na Gàidhlig nar nàbaidheachdan. Tha sinn a’ tuigsinn an tabhartais luachmhor a tha a’ Ghàidhlig air a chur ri ar n-eachdraidh, dualchas agus cultar beò, agus tha ar Plana Gàidhlig a’ leantainn le taic agus adhartachadh air na cuspairean sin. Tha Foghlam tro Mheadhan na Gàidhlig a’ cumail air a’ neartachadh ann am Baile-mòr Pheairt agus ann an Gàidhealtachd Siorrachd Pheairt, tha Mòd Ionadail Siorrachd Pheairt agus Aonghais fhathast na thachartas stèidhichte cudromach, agus tha Fèis ùr Ghàidhlig Thatha a’ leantainn oirre a’ leudachadh. Tha soirbheachadh a’ Mhòid Nàiseanta Rìoghail a chumadh ann am Peairt san Dàmhair 2022, a’ taisbeanadh dealas Comhairle Pheairt is Cheann Rois, a chom-pàirtichean agus luchd-còmhnaidh coimhearsnachd, a thaobh ath-bheòthachadh leantainneach na Gàidhlig san sgìre. Tha ar Plana Gàidhlig ag amas air làn fheum a thoirt à dìleab a’ Mhòid mar bhun-stèidh do thuilleadh fàis, a' giullachd meudachadh ann an cleachdadh, ionnsachadh agus adhartachadh cultarach air Gàidhlig. An Comhairliche Grant Laing Stiùiriche na Comhairle An Comhairliche Iain Duff Tosgaire Gàidhlig Ro-ràdh Page 213 of 354
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Plana Gàidhlig 2024-29 4 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Leasachadh Plana Gàidhlig Tha Achd na Gàidhlig (Alba) 2005, a chaidh achdachadh le Pàrlamaid na h-Alba, a’ cur cuideam air inbhe na Gàidhlig mar chànan oifigeil ann an Alba, ag àithneadh spèis co-ionann ri taobh Beurla. Tha an Achd ag adhartachadh cleachdadh air a’ Ghàidhlig sa bheatha phoblaich air feadh Alba, a’ brosnachadh meudachadh ann an cleachdadh sna dachaighean, coimhearsnachdan, aitreabhan foghlaim agus àiteachan obrach. Tha solar sònraichte ann an Achd 2005 a tha a’ toirt cumhachd do Bhòrd na Gàidhlig, am buidheann Gàidhlig nàiseanta, iarraidh air buidhnean poblach Planaichean Gàidhlig ullachadh. Tha am buidheann a’ dèanamh measadh air na planaichean airson càileachd agus a’ dèanamh sgrùdadh air adhartas ann a bhith gam buileachadh. Prionnsapal Spèis Co-ionann Tha prionnsapal spèis co-ionann, glèidhte ann an Achd 2005 le Pàrlamaid na h-Alba, a’ nochdadh an luaich agus a’ chudromachd a tha air a thoirt don Ghàidhlig. Tha e a’ tuigsinn gu bheil luchd-labhairt na Gàidhlig ag amas air an cànan a chleachdadh mar phàirt nàdarra de am beatha agus a’ cur cuideam air an fheum air spiorad de fhialaidheachd a dh’ionnsaigh na Gàidhlig air feadh Alba. A rèir stiùireadh Bhòrd na Gàidhlig, chan eil a bhith a’ toirt spèis co-ionann don Ghàidhlig ga dhèanamh riatanach an làimhseachadh ceudna a thoirt do Ghàidhlig agus Beurla, agus cha mhotha a tha feum aige air ìre shònraichte de sholar Gàidhlig anns a h-uile suidheachadh. An àite sin, tha e a’ misneachadh bhuidhnean poblach gu bhith taiceil agus co-obrachail do leasachadh na Gàidhlig, a’ freagarrachadh nam Planaichean Gàidhlig aca gus a’ mheud iomchaidh de chleachdadh na Gàidhlig fhurastachadh, stèidhichte air an suidheachaidhean gun choimeas agus an cruth-tìre cànanach. Structar a’ Phlana Tha am Plana air a roinn ann an trì earrannan: • Earrann A: Co-theacsa – Mìneachadh an leasachaidh air a’ Phlana seo, an trìtheamh Plana Gàidhlig aig Chomhairle Pheairt is Cheann Rois. Tha e a’ toirt iomradh air dleastanasan ar buidhinn agus inbhe eachdraidheil agus làithreach na Gàidhlig san sgìre. • Earrann B: Trì Colbhan na Gàidhlig – Taisbeanadh gealltanasan ro-innleachdail Comhairle Pheairt is Cheann Rois agus cumhachdachadh ghnìomhan ann an co-rèir ri prìomhachasan Plana Nàiseanta na Gàidhlig. Tha e a’ toirt mion-fhiosrachadh mu ar tabhartasan a thaobh buileachadh a’ Phlana Nàiseanta, lìbhrigeadh air seirbheisean poblach co-cheangailte ri Gàidhlig, agus ar gealltanas a thaobh beachdachadh air a’ Phlana seo ann an riaghailteachadh agus gnìomhachadh phoileasaidhean is ro-innleachdan ùra. • Earrann C: Buileachadh agus Sgrùdadh – Toirt in-shealladh air mar a lìbhrigeas sinn ar Plana Gàidhlig agus na ceumannan a ghabhas sinn gus adhartas a sgrùdadh. Cùl-fhiosrachadh is Structar Page 214 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 5 A’ frithealadh mar aon den 32 ùghdarras ionadail ann an Alba, is e Comhairle Pheairt is Cheann Rois an còigeamh sgìre chruinn-eòlasach as motha ann an Alba le measgachadh de sheirbheisean poblach. Tha na seirbheisean sin, le mòran dhiubh sa bheil eileamaidean làidir Gàidhlig, a’ còmhdach foghlam, seirbheisean chloinne, didseatach is IT, leasachadh gnothachais, planadh is conaltradh coimhearsnachd, a thuilleadh air cur-seachadan agus cultar. Tha Peairt is Ceann Rois suidhichte aig cridhe na h-Alba, a’ còmhdach timcheall air 5,286 km₂ de sgìre mhòr agus mheasgaichte, le tuairmse de 146,652 san àireamh-sluaigh a rèir an ùrachaidh air cunntas-sluaigh 2011 sa Mhàrt 2015. Tha gealltanas fad-amail againn a thaobh cànan is cultar na Gàidhlig, a’ gabhail ri an inbhe nar dualchas, nar dearbh- aithne nàiseanta is ionadail, agus nar dèanamh cultarach. Bha a dualchainnt agus traidiseanan sònraichte fhèin aig Siorrachd Pheairt, le Gàidhlig mar an cànan roghainneil aig suas ri 13% den àireamh-sluaigh gu deireadh an 19mh linn. Tha an trìtheamh Plana Gàidhlig, air a chruthachadh taobh a-staigh frèam-obrach Achd na Gàidhlig (Alba) 2005 agus a’ co-thaobhadh le Plana Nàiseanta na Gàidhlig agus an Stiùireadh air Leasachadh Phlanaichean Gàidhlig aig Bòrd na Gàidhlig, a’ mìneachadh nam prìomh chinn-uidhe a leanas do Pheairt is Cheann Rois: • Cleachdadh na Gàidhlig a mheudachadh nar coimhearsnachdan, taobh a-staigh seirbheisean an ùghdarrais phoblaich, agus nar sgoiltean. • Cothroman a chruthachadh do chosnaichean, buill coimhearsnachd, clann, agus daoine òga air Gàidhlig ionnsachadh ann an diofar dhòighean, a’ dèanamh cinnteach à làthaireachd bheòthail ann am Peairt is Ceann Rois. • Mothachadh don Ghàidhlig agus a cultar a thogail agus adhartachadh, a’ toirt aithne don Ghàidhlig mar mhaoin do ar coimhearsnachdan agus ar buidheann, agus a’ dèanamh cinnteach às a faicsinneachd agus a luach. Tha am plana a’ toirt mion-fhiosrachadh air mar a dh’amalaicheas sinn Gàidhlig a-steach do ar n-obraichean agus do ar lìbhrigeadh air seirbheisean poblach, conaltradh le ar prìomh chom-pàirtichean fhurastachadh, agus Gàidhlig adhartachadh agus a leasachadh gu gnìomhach san sgìre againn. Earrann A: Co-theacsa Page 215 of 354
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Plana Gàidhlig 2024-29 6 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Saidhbhir ann an Gàidhlig aig aon àm, tha Siorrachd Pheairt a’ tarraing air àm nuair a b’ e a’ Ghàidhlig an cànan a bu bhitheanta. Tha iomraidhean eachdraidheil glè thric a’ gabhail a-steach na h-abairt "bho Hiort gu Peairt" gus gabhail ri Siorrachd Pheairt mar phàirt den Ghàidhealtachd (ceàrnaidh de luchd-labhairt na Gàidhlig ann an Alba). Bha Gàidhealtachd Pheairt no Garbh Chrìochan Pheairt follaiseach mar cheàrnaidh de luchd-labhairt na Gàidhlig gu meadhan na 20mh linne, le còrr air 60% den àireamh-sluaigh air an comharrachadh mar luchd-labhairt Gàidhlig nuair a bha Gàidhlig sa chunntas-sluaigh airson a’ chiad turais ann an 1881. Bha pearsachan cudromach leithid a’ Bhanrigh Bhioctòiria agus Diùc Athaill a’ cur taic ghnìomhach ri Gàidhlig, a’ dùbhlanach phoileasaidhean foghlaim àbhaisteach an latha. A dh’aindeoin sin, chaidh an cànan tro chrìonadh luath an dèidh an Dàrna Cogaidh, leis an neach-labhairt dualchainnt Ghàidhlig Siorrachd Pheairt mu dheireadh a’ caochladh ann an 1991. Tha an cànan air beagan ath-bheòthachadh fhaicinn le cuideachadh bho phrògraman foghlaim Gàidhlig agus iomairtean ionnsachaidh do dh’inbhich, agus tha imrich bho cheàrnaidhean eile de dh’Alba air luchd-labhairt Gàidhlig a thoirt a-steach do Pheairt is Ceann Rois. Tha oidhirpean air an crìonadh sa chànan a thilleadh a’ dol air adhart air feadh Alba, mar a tha san sgìre againne. Ar n-Ainm a Dh'fhalbh Page 216 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 7 Gu làithreach, tha an àireamh de luchd-labhairt Gàidhlig ann am Peairt is Ceann Rois a’ tuiteam fon chuibheas nàiseanta, dùbhlan do bheil sinn dealasach a thaobh dèiligeadh ris. Dh’aithris Cunntas-sluaigh 2011 gun robh 2,169 luchd-labhairt Gàidhlig san sgìre againn (1.5% den àireamh-sluaigh), ann an coimeas ri 57,000 (1.7%) ann an Alba. Tha Gàidhlig air ath-bheòthachadh fhaicinn sna deich bliadhna mu dheireadh mar thoradh air oidhirpean co- obrachail eadar Comhairle Pheairt is Cheann Rois agus a com-pàirtichean. Tha sinn air fàs fhaicinn ann am foghlam Gàidhlig agus prògraman ionnsachaidh inbhich. Tha Obar Pheallaidh a’ toirt aoigheachd don Mhòd ionadail, agus tha Gàidhealtachd Pheairt a’ nochdadh còisir Ghàidhlig shoirbheachail. Tha Acadamaidh Bhraghad Albainn pròiseil à buidheann ciùil traidiseanta glè shoirbheachail agus tha Còisir Ghàidhlig Pheairt, Guthan Pheairt, air ath- stèidheachadh le taic bhuainne. Tha Fèis Thatha a’ leantainn oirre a' fàs agus a’ tabhann raon de ghnìomhachdan. Tha buidhnean eile, leithid Comann Gàidhlig Pheairt agus meur roinneil a’ Chomuinn Ghàidhealaich, a’ cur gu mòr ri Gàidhlig adhartachadh. Ann an 2022, thug sinn aoigheachd don Mhòd Nàiseanta Rìoghail ann am Baile-mòr Pheairt, an comharrachadh bliadhnail air cànan is cultar na Gàidhlig. Tharraing an tachartas seo còrr air 7,500 neach-tadhail don bhaile, a’ cur barrachd air £2.5 millean ris an eaconamaidh ionadail. Tha planaichean san amharc airson togail air an dìleib seo agus am Mòd a thoirt air ais a Pheairt is Cheann Rois ann an ùine nach bi fada. Mar a tha sinn a’ leasachadh ar trìtheamh Plana Gàidhlig, tha sinn ag amas air na targaidean a tha air an suidheachadh ann am Plana Nàiseanta na Gàidhlig a choileanadh, àrd-amasan ar coimhearsnachd Ghàidhlig, luchd- dèanamh phoileasaidhean, agus luchd-oideachaidh a riochdachadh, agus Cinn-uidhe Ro-innleachdail Riaghaltas na h- Alba a cho-lìonadh. Gàidhlig ann am Foghlam Tha foghlam Gàidhlig a’ tòiseachadh le cròileagain Ghàidhlig ann am Baile-mòr Pheairt agus Obar Pheallaidh, a tha a’ cur a’ chànain an aithne do chlann aois 0-5 bliadhna. Tha solaran Gàidhlig Tràth-Ionnsachaidh is Cùram-chloinne (ELC) a tha ri fhaotainn aig Acadamaidh Bhraghad Albainn, air a phlanadh do Bhun-sgoil Goodlyburnle clann aois 3 gu 5 bliadhna. Tha Foghlam Bun-sgoile tro Mheadhan na Gàidhlig (GMPE) air a bhith ri fhaotainn ann am Bun-sgoil Goodlyburn bho 1993 agus Acadamaidh Bhraghad Albainn bho 2011, ag amas air comasachd dà-chànanach a choileanadh ann an Gàidhlig agus Beurla ro P7. Tha iomairt Cànanan 1+2 a’ lìbhrigeadh Gàidhlig gach seachdain (Luchd-ionnsachaidh) ann an sgoiltean air feadh Gàidhealtachd Siorrachd Pheairt, a’ ruighinn air 600 sgoilear bun-sgoile sa bhliadhna. Tha bun-sgoiltean eile ann an Comhairle Pheairt is Cheann Rois air tòiseachadh a’ lìbhrigeadh Gàidhlig ann an Cànanan 1+2 cuideachd. Taobh a-staigh foghlam àrd-sgoile, tha Acadamaidh Pheairt agus Acadamaidh Bhraghad Albainn a’ tabhann Gàidhlig (Luchd-ionnsachaidh) agus Gàidhlig (Fileantaich) mar chuspairean. Faodaidh na h-oileanaich uile bho na ceithir àrd- sgoiltean taobh a-staigh Baile-mòr Pheairt, Gàidhlig (Luchd-ionnsachaidh) a thaghadh aig ìre teisteanais tro iomairt Campas Baile-mòr Pheairt (PCC). Ar n-Àm Làithreach Page 217 of 354
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Plana Gàidhlig 2024-29 8 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Tha clasaichean foghlaim inbhich, an dà chuid air-loidhne agus gu pearsanta, a’ frithealadh buill den choimhearsnachd agus cosnaichean Pheairt is Cheann Rois aig a bheil ùidh ann an Gàidhlig. Gàidhlig sa Choimhearsnachd Tha iomairtean coimhearsnachd a’ cur taic ri làthaireachd na Gàidhlig ann am Peairt is Ceann Rois. Tha Comann Gàidhlig Pheairt, a chaidh a stèidheachadh ann an 1880, a’ ruith chèilidhean mìosail agus tachartasan oideachail. Bidh buidhnean còmhraidh neo-fhoirmeil ann an Gàidhlig a’ coinneachadh ann am Peairt, air am frithealadh le fileantaich agus luchd-ionnsachaidh. Bidh leabharlannan air feadh Pheairt is Cheann Rois agus Bun-sgoil Goodlyburn a’ ruith sheiseanan Bookbug Gàidhlig. Tha Comann nam Pàrant Obar Pheallaidh agus Comann nam Pàrant Pheairt gu gnìomhach a’ cur taic ri agus ag adhartachadh Gàidhlig agus Foghlam tro Mheadhan na Gàidhlig. Tha aitreabhan cràbhach air feadh na sgìre a’ tabhann chothroman luachmhor air Gàidhlig a chleachdadh tro sheirbheisean Gàidhlig agus conaltradh coimhearsnachd. Ealain, Cultar, Dualchas agus Turasachd Tha tachartasan cultarach agus fèisean a’ comharrachadh na Gàidhlig ann am Peairt is Ceann Rois. Bidh Mòd Ionadail Siorrachd Pheairt is Aonghais, a tha air eagrachadh le meur Sgìre Obar Pheallaidh den Chomunn Ghàidhealach, a’ tarraing chòisirean ionadail agus luchd-gnìomhaidh còmhla, a’ gabhail a-steach Còisir Ghàidhlig Obar Pheallaidh agus Guthan Pheairt. Bidh tachartasan ciùil, ealain agus litreachais a’ gabhail àite ann an ionadan cruinneachaidh leithid Talla Consairt Pheairt, Institiùd Birnam agus Taigh-cluiche Fèis Bhaile Chloichridh agus aig Fèis Perform in Perth. Thill am Mòd Nàiseanta Rìoghail a Pheairt ann an 2022, a’ comharrachadh an t-aon-deugamh turas de dh’aoigheachd do phrìomh fhèis Ghàidhlig na h-Alba, 10 tursan ann am Peairt agus aon turas ann am Blàr Ghobharaidh ann an 1996. Page 218 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 9 A’ Dlùth-ghabhail ri Gàidhlig Tha am plana seo air a dhealbhadh gus buannachdan na Gàidhlig a neartachadh, a’ coimhead air mar stòras a tha a’ tarraing bhuannachdan eaconamach, àrainneachdail, cànanach agus cultarach. A bharrachd air sin, tha Gàidhlig a’ cur ri slàinte agus sunnd ar sgìre, a tha freumhaichte gu làidir ann an cànan agus cultar na Gàidhlig. Conaltradh Èifeachdach leis a’ Phoball agus taobh a-staigh ar Buidhinn Tha cleachdadh na Gàidhlig aig àm ùr-choinneachaidh leis a’ phoball, ag àrach àrainneachd fhàilteach airson Gàidhlig a chleachdadh. Tha e a’ togail ìomhaigh a’ chànain, a’ cruthachadh chothroman dèanadach airson a h-ùisneachadh, agus a’ misneachadh buill den phobaill a dhol an sàs sa Ghàidhlig ann an eadar-chonaltraidhean às dèidh sin leis a’ phoball. Tha sinn ag amas air Gàidhlig amalachadh a-steach do dhearbh-aithne agus soidhneachd chorporra ar n-ùghdarrais ionadail. Chan eil seo a’ togail faicsinneachd a’ chànain a-mhàin ach cuideachd a’ neartachadh a h-inbhe. Tha sinn a’ brosnachadh dhaoine òga agus buill den choimhearsnachd gu uaill a ghabhail nan dearbh-aithne Ghàidhlig agus luach a chur air buannachdan dà-chànanais. Gàidhlig san 3mh Deichead den 21mh Linn Tha sinn a’ tuigsinn cho cudromach ’s a tha leasachadh na Gàidhlig gus dèanamh cinnteach às a freagarrachd do gach adhbhar iomchaidh. Tro leasachadh corpas cànain, tha sinn ag amas air dèanamh cinnteach gun lean Gàidhlig air adhart a’ fàs agus a’ gabhail ri adhartasan teicneòlasach is atharrachaidhean dòigh-beatha. Tha sinn a’ meas Gàidhlig mar so-mhaoin luachmhor a tha a’ saidhbhreachadh beatha dhaoine fa leth, coimhearsnachdan, gnothachasan agus dearbh-aithne iomlan Cridhe na h-Alba. Tha sinn ag amas air a fàs eaconamach, àrainneachdail agus seasmhach a bheathachadh, agus aig an aon àm a’ dèanamh cinnteach às a fàs leantainneach an dà chuid mar chànan agus mar stòras thar luaich. Ar n-Àm ri Teachd Page 219 of 354
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Plana Gàidhlig 2024-29 10 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Ar Plana Gàidhlig: Na Trì Colbhan Tha ar Plana Gàidhlig air a thogail mu thimcheall Cleachdadh Gàidhlig, Ionnsachadh Gàidhlig agus Adhartachadh Gàidhlig. Tha gach aon de na colbhan a’ riochdachadh co-phàirt dheatamach a thaobh Gàidhlig adhartachadh agus a chumail suas taobh a-staigh ar buidhinn agus ar coimhearsnachdan. Tha sinn ag amas air Gàidhlig fhaicinn a’ soirbheachadh, agus a’ faotainn urram agus luach air feadh na sgìre. Thoir aire: Thèid gach gealltanas agus gnìomh sa Phlana Ghàidhlig a mheasadh leis gach raon de Cheannardas Ro- innleachdail na Comhairle agus bidh breithneachaidhean dèante air comas obrachaidh agus buaidh. Earrann B: Trì Colbhan na Gàidhlig Page 220 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 11 Tha sinn a’ tuigsinn gus bheil àm teachdail seasmhach don Ghàidhlig a’ ciallachadh meudachadh san àireamh de luchd-labhairt na Gàidhlig agus meudachadh ann an cleachdadh. Tha sinn ag amas air barrachd dhaoine fa leth a mhisneachadh gu Gàidhlig a chleachdadh mar an dòigh conaltraidh as fheàrr nam beatha làitheil. Tha Comhairle Pheairt is Cheann Rois gu làithreach a’ cur taic ri cleachdadh na Gàidhlig ann an coimhearsnachdan agus sa bhuidheann tro obair com-pàirteachas agus ionnsachadh is leasachadh. Tha dàimhean agus com- pàirteachasan matha againn le Comann Gàidhlig Pheairt, a’ cur taic ri an gnìomhan, tha gluasad Fèis Thatha a’ leantainn air adhart a’ neartachadh le taic bho Chomhairle Pheairt is Cheann Rois, tha Mòd ionadail Siorrachd Pheairt agus Aonghais a’ cumail air a’ soirbheachadh le taic bho sgoiltean Gàidhealtachd Siorrachd Pheairt ann a bhith ag ullachadh mu 600 neach-cloinne agus òigridh gus com-pàirt a ghabhail, le taic ionmhais, adhartachadh agus ionadan-cruinneachaidh. Tha tachartas ciùil is litreachais Perform in Perth a’ leantainn le fàs air an eileamaid Ghàidhlig aca le taic bho Chomhairle Pheairt is Cheann Rois agus sgoiltean. Tha cleachdadh air a’ Ghàidhlig ann an adhartachadh agus conaltraidhean a’ dol am feabhas agus tha prògram de dh’ionadachadh shoidhnichean sgoile na àite, a tha a’ gabhail a-steach Gàidhlig, agus tha comhairle ga shireadh bho Ainmean Àite na h-Alba ma bhios mì-chinnt mu fhreumhaichean an ainm-àite, mar eisimpleir. Tha stiùireadh agus fiosrachadh dealbhaidh air a leasachadh airson suaicheantas corporra agus brannd dà- chànanach agus thèid co-dhùnadh air sin ann an 2024. Thathar a’ tabhann cothrom don luchd-obrach air Gàidhlig ionnsachadh agus a chleachdadh nan obair agus tha ùidh a’ fàs ann an ionnsachadh agus cleachdadh na Gàidhlig airson adhbharan obrach. Tha ainm-sgrìobhte coitcheann puist-dealain agus freagairt a-mach à oifis ri fhaotainn air eadra-lìon na Comhairle agus tha cleachdadh air an sin a’ fàs. Tha sinn dealasach a thaobh eòlas luchd-tadhail a leasachadh a thaobh Gàidhlig san sgìre agus turasachd is leasachadh àite fhaicinn mar stiùir làidir, a’ coimhead air Gàidhlig mar stòras do ar coimhearsnachdan agus gnothachasan agus cuideachd do shluagh na coimhearsnachd gus a bhith a’ gabhail com-pàirt ann an eòlasan dualchais is cultair saidhbhir, a tha ag adhartachadh slàinte agus sunnd nan coimhearsnachdan. Nar coimhearsnachdan, tha sinn dealasach a thaobh: Raointean-ama Raointean Ceannardais Ro-innleachdail • Toirt spionnadh do bhuidhnean cànain is cultair na Gàidhlig a tha an làthair agus a tha a’ tighinn am bàrr, le bhith a’ togail mothachadh do an gnìomhachdan. • Co-obrachadh le com-pàirtichean gus cothroman ionnsachaidh na Gàidhlig a mheudachadh. Bho fhoillseachaidh a’ phlana seo agus ath-sgrùdadh adhartas gach aon de na gnìomhan is gealltanasan gach Foghlam is Ionnsachadh Eaconamaidh, Leasachadh agus Planadh Cleachdadh Gàidhlig Page 221 of 354
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Plana Gàidhlig 2024-29 12 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. • Neartachadh cleachdadh na Gàidhlig tro ghnìomhachdan ciùil, cultarach agus cànanach ann an co-obrachadh le buidhnean ionadail, a’ gabhail a- steach Comann Gàidhlig Pheairt agus Perform in Perth. • Rannsachadh còmhla ri com-pàirtichean comas obrachaidh Ionadan Coimhearsnachd Gàidhlig ann am Baile-mòr Pheairt agus Gàidhealtachd Siorrachd Pheairt, gus cleachdadh na Gàidhlig ann an seirbheisean agus suidheachaidhean adhartachaidh a bhrosnachadh. • Mòd Ionadail Siorrachd Pheairt agus Aonghais a chuideachadh le bhith a’ toirt taic riatanach seachad, agus rannsachadh a dhèanamh air iomchaidheachd Mòd ionadail eile a stèidheachadh taobh a-staigh sgìre Comhairle Pheairt is Cheann Rois. • Cur taic ri leudachadh air Fèis Thatha agus leantainn ag adhartachadh an tachartais. • Co-obrachadh gu dlùth le Comunn na Gàidhlig, Fèisean nan Gàidheal, An Comunn Gàidhealach, agus buidhnean leasachaidh Gàidhlig eile gus dèanamh cinnteach à lìonmhorachd de chothroman cleachdaidh àrd-chàileachdail sa Ghàidhlig. bliadhna, thar beatha a’ Phlana 2024-29. Planadh Ro-innleachdail, Daoine agus Coileanadh Seirbheisean Seilbheachd Ann an Leasachadh Gnothachais is Àite, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Toirt feum à rannsachadh a tha a’ cur cuideam air buaidh na Gàidhlig ann an eaconamaidh na h-Alba, airson adhbharan planaidh. • Adhartachadh bhuannachdan eaconamach na Gàidhlig don choimhearsnachd agus gnothachasan ionadail. • Saidhbhreachadh eòlas luchd-tadhail tro thairgsean dualchais is cultair na Gàidhlig. Cleachd rannsachadh làithreach agus ùr agus fianais bho fhoillseachadh a’ phlana seo. Air sgaoileadh Ro- innleachd Turasachd Ghàidhlig Nàiseanta aig deireadh 2024/tràth 2025. Foghlam agus Ionnsachadh Eaconamaidh, Leasachadh agus Planadh Ann an Conaltraidhean, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail Page 222 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 13 • Gabhail gu fàilteach ri conaltradh ann an Gàidhlig agus feuchainn ri freagairt ann an Gàidhlig, a dh’fhaodadh a bhith an lùib sheirbheisean fàilteachais agus fòn, stèidhichte air sgilean luchd-obrach. • Sgaoileadh agus foillseachadh bhrathan naidheachd, stuthan agus fiosrachadh poblach cudromach ann an Gàidhlig agus Beurla. • Cuairteachadh gu cunbhalach susbaint Ghàidhlig tro mheadhanan sòisealta agus leasachadh susbaint Ghàidhlig air an làraich-lìn againn. • Gabhail Gàidhlig a-steach do choinneamhan poblach agus a-staigh nuair is e Gàidhlig am prìomh chuspair agus fàilteachadh Gàidhlig aig tachartasan catharra is eile. Bho fhoillseachadh a’ phlana seo agus an uair sin mar a gheibhear. Targaid: foillseachaidhean mìosail. Targaid: susbaint mheadhanan sòisealta seachdaineach. Mar a bhios coinneamhan a’ tachairt. Foghlam agus Ionnsachadh Planadh Ro-innleachdail, Daoine agus Coileanadh Seirbheisean Luchd- ceannach agus Didseatach Laghail agus Riaghladh Ann an Leantainn air Leasachadh Corpas Cànain, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Dèanamh cinnteach à ruigsinneachd na Gàidhlig a thaobh cleachdadh ann am fiosrachadh foillsichte agus conaltraidh. • Cumail ris an stiùireadh às ùire de Ghnàthachas Litreachaidh na Gàidhlig nar stuthan sgrìobhte. • Sireadh comhairle bho Ainmean-Àite na h-Alba airson soidhneachd agus co-obrachaidhean coimhearsnachd. Bho fhoillseachadh a’ phlana seo agus gach bliadhna às dèidh sin, rè fad beatha a’ phlana. Foghlam is Ionnsachadh Planadh Ro-innleachdail, Daoine agus Coileanadh Seirbheisean Luchd- ceannach agus Didseatach Ann an Soidhneachd is Branndadh, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Gabhail ri suaicheantas corporra agus brannd dà-chànanach, a’ dèanamh cinnteach à follaiseachd cho-ionann don dà chànan ann an conaltraidhean uile. • Gabhail Gàidhlig agus Beurla a-steach do shoidhneachd mar as iomchaidh, a’ beachdachadh air àrdachadh faicsinneachd ann an cothroman ath-ùrachaidh air togalaichean na comhairle, clàran-ainm baile-mòr/baile-fearainn agus sgoiltean. Aontachadh an dealbhaidh san Lùnastal 2024 agus sgaoileadh thar beatha a’ phlana. Bho fhoillseachadh a’ phlana agus ath- sgrùdaichte gach bliadhna Foghlam is Ionnsachadh Seirbheisean Seilbheachd Àrainneachd is Bun- structar Page 223 of 354
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Plana Gàidhlig 2024-29 14 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Ann an Ealain, Cultar agus Dualchas, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Cleachdadh Gàidhlig ann an Talla a’ Bhaile a tha air ùr- fhosgladh agus co-obrachadh air pròiseactan co- cheangailte ri Clach Sgàin agus le Buidhnean air Astar (ALEOan). • Ath-nuadhachadh innse sgeulachdan, beul-aithris, agus dualchas ionadail is pròiseactan cultarach a tha a’ brosnachadh mothachadh de dh’àite agus ceangal ris a’ choimhearsnachd. Bho fhosgladh Taigh- tasgaidh Pheairt ann an 2024 Foghlam is Ionnsachadh Eaconamaidh, Leasachadh agus Planadh Ann an Leasachadh Buidheannail, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Brosnachadh luchd-obrach gu Gàidhlig a chleachdadh nan obair. • Ainm-sgrìobhte puist-d agus freagairt “air falbh on oifis” dà-chànanach a chur an gnìomh. Bho fhoillseachadh a’ phlana seo. Foghlam is Ionnsachadh Planadh Ro-innleachdail, Daoine agus Coileanadh Page 224 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 15 Tha sinn ag amas air cothroman eadar-dhealaichte a thoirt do chosnaichean, buill coimhearsnachd, clann is daoine òga agus pàrantan, air Gàidhlig ionnsachadh ann an dòighean a tha a’ dèanamh cinnteach às a làthaireachd shoirbheachail ann am Peairt is Ceann Rois. Bidh feum air gu leòr luchd-labhairt Gàidhlig sgileil gus dreuchdan bàna a tha a’ tighinn am bàrr agus cothroman luchd-obrach nar buidheann agus buidhnean eile a lìonadh, agus gus eòlasan Gàidhlig a tha neo-fhoirmeil agus stèidhichte sa choimhearsnachd a choileanadh. Tha ionnsachadh Gàidhlig do chlann agus do dhaoine òga a’ còmhdach na leantaileachd ann an Cròileagain do chlann 0-5 bliadhna a dh’aois a tha làn stèidhichte agus air an deagh fhrithealadh ann am Baile-mòr Pheairt agus ann an Obar Pheallaidh. Tha Gàidhlig Thràth-Bhliadhnaichean fhoirmeil ga solarachadh ann an Obar Pheallaidh cuideachd le planaichean sin a chur an gnìomh ann am Peairt cho luath ’s a cheadaicheas trusadh, agus san eadar-ama tha seiseanan Gàidhlig gan toirt seachad le cuidiche cluiche. Tha Foghlam Bun-sgoile tro Mheadhan na Gàidhlig (GMPE) ri fhaotainn ann am Bun-sgoil Goodlyburn agus ann an roinn bun-sgoile Acadamaidh Bhraghad Albainn leis na h- àireamhan a’ fuireach cunbhalach thar ùine fhad ’s a tha àireamhan sgoile air tuiteam. Tha na pròiseasan barantachd càileachd againn fhìn agus aithisgean HMIe a’ sealltainn càileachd mhath ann an solar. Tha leantainneachd dhaibhsan a tha air an oideachadh ann an GMPE air a thoirt seachad ann an Acadamaidh Pheairt agus Acadamaidh Bhraghad Albainn, agus tha solar neartachaidh is leudachaidh san dà sgoil, leasachadh a tha air aithneachadh agus a’ leantainn na àrd-phrìomhachas. Tha cothroman ionnsachaidh cànain air an tabhann do bhuill coimhearsnachd agus cosnaichean, nì a tha na cho- chothromachd de ionnsachadh air-loidhne agus pearsanta, ann an co-rèir ris an fhiosrachadh air ais agus an iarrtas. Tha sinn dealasach a thaobh gach taobh de fhoghlam Gàidhlig a tha sinn a’ solarachadh a neartachadh, a’ gabhail a- steach GME agus Gàidhlig mar phàirt de ghluasad Cànanan 1+2 agus air adhart gu ionnsachadh fad-beatha, leithid Abair Thusa do dh’inbhich a tha air Gàidhlig ionnsachadh gu ìre comas-còmhraidh. Tha sinn a’ meas togail cànain deatamach do ath-bheòthachadh na Gàidhlig san sgìre, a thogas sgioba-obrach a tha comasach air a’ phlana seo a lìbhrigeadh ach cuideachd buill den choimhearsnachd a bhios a’ cleachdadh Gàidhlig gu tric. Tha solar ionnsachaidh àrd-chàileachdail bho aois chloinne gu ionnsachadh fad-beatha, cudromach thar chàich airson an ceann-uidhe sin a choileanadh. Ann am Foghlam, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Cur taic ri fàs agus leasachadh ro-innleachdail air Tràth- Ionnsachadh is Cùram-chloinne Gàidhlig (Sgoil-àraich) ann an co-thaobhadh ri planadh ro-innleachdail air solar Foghlaim Bun-sgoile tro Mheadhan na Gàidhlig (GMPE). • Cumail suas na h-iomairt air dà Chròileagan agus Bookbug a chumail a’ dol dà uair san t-seachdain ann Bho fhoillseachadh a’ phlana seo, air ath-sgrùdadh gach bliadhna ann an co- rèir ri planadh air leasachadh Foghlam is Ionnsachadh Planadh Ro- innleachdail, Daoine agus Coileanadh Clann, Ionnsachadh Gàidhlig Page 225 of 354
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Plana Gàidhlig 2024-29 16 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. am Baile-mòr Pheairt agus Obar Pheallaidh, ag adhartachadh leantainneachd a-steach do Ghàidhlig Thràth-Bhliadhnaichean. • Buileachadh ro-innleachd adhartachaidh gus an ìre- cleachdaidh air Foghlam tro Mheadhan an Gàidhlig a mheudachadh. • Dèanamh cinnteach à ionnsachadh agus teagasg àrd- chàileachdail tarsainn gach taobh de fhoghlam Gàidhlig, a’ coileanadh feumalachdan an luchd ionnsachaidh uile. • Dèanamh cinnteach gu bheil solaran GME Àrd-Sgoile a’ toirt seachad planadh leasachaidh agus aithisgean adhartais gach bliadhna, co-cheangailte ris a’ phròiseas inbhean agus càileachd aca, ann an co-rèir ris an stiùireadh nàiseanta air foghlam Gàidhlig, a’ gabhail a- steach leudachadh gu raointean curraicealach GME eile. • Fàs Gàidhlig mar phàirt de lìbhrigeadh air Cànanan 1+2 tro thrèanadh luchd-obrach agus cothroman leasachaidh. • Leasachadh a’ phròiseict Àrd-Sgoile A9 (Pròiseact Àrd- Sgoiltean A9) gus eòlasan àrd-sgoile GME le comhaoisean a neartachadh. • Cruthachadh prògram de ghnìomhachdan agus de thachartasan a tha a’ cur spionnandh ann am misneachd luchd-ionnsachaidh, fèin-luach ann an Gàidhlig, agus sgilean fastaidheachd. • Toirt luchd-ionnsachaidh GME an sàs ann an dealbhadh curraicealaim, feallsanachd sgoile, àrainneachd, agus eòlasan coileanaidh nas fharsainge, mar sin gan dèanamh nan tosgairean don Ghàidhlig. • In-chorpachadh feumalachdan chloinne fo chùram agus luchd-fàgail cùraim le Gàidhlig, a-steach do phoileasaidh Comhairle Siorrachd Pheairt is Cheann Rois. • Rannsachadh so-dhèantachd a thaobh ath-sgrùdadh air sgìrean sgoile làithreach le Foghlam tro Mheadhan na Gàidhlig (tha sgìrean sgoile làithreach air an daingneachadh mar sgìre na sgoile sa bheil GME ga lìbhrigeadh). sgoiltean agus pròiseasan barantachd càileachd. Sgìrean sgoile a rannsachadh ron Ògmhios 2025. Inbhe Luchd- obrach a chruthachadh ron Ghiblean 2025. Teaghlaichean agus Ceartas Page 226 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 17 • Buileachadh inbhe luchd-obrach do fhoghlam Gàidhlig, a’ gabhail a-steach luchd-teagaisg is luchd-obrach eile, ann an com-pàirteachas le UHI Peairt. Ann an Leasachadh Buidheannail, bidh sinn ag /a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Leasachadh tuilleadh chom-pàirteachasan, a’ gabhail a- steach le ALEOan agus com-pàirtichean planaidh coimhearsnachd le planaichean Gàidhlig, gus Gàidhlig adhartachadh agus taic a chur ri modhan is gealltanasan iomchaidh. • Neartachadh comas sgioba-obrach tro thrusadh gus an sgioba-obrach foghlam Gàidhlig fhàs ann an co-rèir ri modhan-obrach nàiseanta, a’ gabhail aithne do bhuaidh às-chur bhon t-sruth-obrach nàiseanta air trusadh taobh a-staigh Reat nas Luaithe don Ghàidhlig. • Meudachadh na h-àireimh de nuadh-phreantasan, trèanaichean ceumnachaidh, agus saor-thoilich meantoraidh, a tha a’ dol an sàs ann an Gàidhlig ann an com-pàirteachas le Leasachadh Sgilean Alba, a’ dèanamh cinnteach à cinn-uidhe dhearbhach às dèidh na sgoile. Bho fhoillseachadh a’ phlana seo, ath- sgrùdaichte gach bliadhna. Foghlam is Ionnsachadh Planadh Ro- innleachdail, Daoine agus Coileanadh Eaconamaidh, Leasachadh agus Planadh Bheir sinn cothroman ionnsachaidh cànain dha: Raointean-ama Raointean Ceannardais Ro-innleachdail • Cosnaichean Siorrachd Pheairt is Cheann Rois a gheibheadh buannachd à comas ann an Gàidhlig airson an dleastanasan a ghabhail os làimh. • Cosnaichean Siorrachd Pheairt is Cheann Rois leis am bu mhath a bhith ag obair ann an Gàidhlig no Gàidhlig ionnsachadh a-mach à ùidhean pearsanta. • Buill de chòisirean Gàidhlig, buidhnean ionadail le ùidh ann an Gàidhlig, Comann Gàidhlig Siorrachd Pheairt, Mòd Ionadail Siorrachd Pheairt agus Aonghais, agus Fèis Thatha. • Pàrantan chloinne agus dhaoine òga ann an GME, Cròileagain, no ag inntrigeadh tràth-bhliadhnaichean Gàidhlig. Bho fhoillseachadh a’ phlana seo tro bheatha a’ Phlana. Targaid: 3 cothroman ionnsachaidh gach bliadhna do gach buidheann. Foghlam is Ionnsachadh Planadh Ro- innleachdail, Daoine agus Coileanadh Eaconamaidh, Leasachadh agus Planadh Page 227 of 354
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Plana Gàidhlig 2024-29 18 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. • Buill coimhearsnachd a tha airson Gàidhlig ionnsachadh mar thoradh air ùidhean pearsanta no obair, agus a bhiodh gnìomhach sa choimhearsnachd Ghàidhlig thar ùine. • Daoine òga san ìre as àirde san àrd-sgoil, a’ gabhail a- steach Fèin-fhiosraichte air Cùram, a tha airson slighe às dèidh sgoile a leantainn ann an Gàidhlig. Airson ionnsachadh Gàidhlig san dachaigh, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Brosnachadh theaghlaichean gu ionnsachadh còmhla san dachaigh tro chom-pàirteachasan agus iomairtean, a’ gabhail a-steach Foglam Alba, Comann nam Pàrant is Stòrlann, Fèisean nan Gàidheal agus e-sgoil. • Brosnachadh cleachdadh air goireasan ionnsachaidh Gàidhlig sna mheadhanan agus air-loidhne, a’ gabhail a- steach SpeakGaelic, LearnGaelic, GoGaelic, Gàidhlig do Phàrantan, Duolingo, agus goireasan cànain eile. • Cruthachadh ghoireasan, a’ gabhail a-steach gheamannan agus stuthan foghlaim, gus ionnsachadh na Gàidhlig san dachaigh a dhèanamh nàdarrach, tlachdmhor, agus taiceil don eòlas an lùib GME. • Beachdachadh air rannsachadh agus fianais a tha ri fhaotainn, toirt taic do theaghlaichean le bhith a’ cleachdadh Gàidhlig san dachaigh, gu h-àraid ma tha clann aca ann am FMG. Bho fhoillseachadh a’ phlana seo agus tro bheatha a’ Phlana. Mar a tha ri fhaotainn agus air fhoillseachadh. Foghlam is Ionnsachadh Ann an Gnothachas agus Leasachadh Àite, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Leudachadh ghnìomhachdan ionnsachaidh inbheach is teaghlaich co-cheangailte ri cruth-tìre Gàidhlig Pheairt is Cheann Rois, a’ leasachadh ghoireasan ionnsachaidh ruigsinneach agus cothroman treòraichte air a’ bhlàr a- muigh, a’ gabhail a-steach slighean didseatach. • Solarachadh trèanadh do stiùirichean agus saor-thoilich ann an cuairtean ionnsachaidh a tha treòraichte air a’ bhlàr a-muigh agus a tha cuimsichte air ar cruth-tìre Ghàidhlig. Bho fhoillseachadh a’ phlana seo agus tro bheatha a’ Phlana. Targaid: 4 gnìomhachdan sa bhliadhna Trèanadh ga thabhann aon uair sa Foghlam is Ionnsachadh Eaconamaidh, Leasachadh agus Planadh Page 228 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 19 bhliadhna fad beatha a’ Phlana. Bidh sinn ag adhartachadh cleachdadh na Gàidhlig, a faicsinneachd agus a h-inbhe, gus a dèanamh na pàirt amalaichte den bheatha làitheil nar sgìre. Obraichidh sinn gus ìomaigh nas deimhinniche don Ghàidhlig a chruthachadh agus àite nas cudromaiche a thoirt dhi sa bheatha chultaraich ann an Alba, a’ dèanamh cinnteach às a seasmhachd làidir san àm ri teachd. Tha Comhairle Pheairt is Cheann Rois air oidhirpean a chur an gnìomh gus dèanamh cinnteach à ìomhaigh is pròifil nas dearbhaiche don Ghàidhlig san sgìre agus air a taobh a-muigh, a’ gabhail a-steach obair com-pàirteachais le buidhnean coimhearsnachd agus buidhnean poblach eile leithid ùghdarrasan ionadail air a’ chosta an ear, far a bheil obair agus gnìomhachd bhuidhnean air a roinn agus air adhartachadh ann an oidhirp air leantainn a’ neartachadh na coimhearsnachd Gàidhlig sa cheàrnaidh seo de dh’Alba. Fhuair pròifil na Gàidhlig taobh a-staigh Comhairle Pheairt is Cheann Rois taic mhòr tro aoigheachd a thoirt don Mhòd Nàiseanta Rìoghail san Dàmhair 2022, a’ faicinn bhuannachdan eaconamach a’ tighinn am follais. Tha sinn ag obair gu dlùth le ar com-pàirtichean Bhuidhnean air Astar agus tha obair air a choileanadh o chionn ghoirid le Live Active Leisure a thaobh ath-thòiseachadh air iomain san sgìre do chlann agus do dhaoine òga, a thuilleadh air obair le Cultar PK air an stoc a tha ri fhaotainn tro na leabharlannan ionadail uile, a’ gabhail a-steach raon farsaing de e-leabhraichean ann an Gàidhlig a tha dìreach air an cur ris an stoc tro thaic bho Chomhairle Pheairt is Cheann Rois. Ann am Foghlam is Ionnsachadh, tha dàimhean math againn le dà bhuidheann ionadail de Chomann nam Pàrant agus sinn ag obair còmhla ann an adhartachadh agus taic do sgoiltean. Tha clasaichean ionnsachaidh Gàidhlig gan tabhann do phàrantan chloinne ann am FMG cuideachd. Tha Foghlam tro Mheadhan na Gàidhlig ga adhartachadh air an làraich-lìn agus ann am fiosan reachdail a thuilleadh air suirbhidhean agus ceisteachain phàrantail. Tha buill thaghte air fàilte a chur air na leasachaidhean as ùire ann an Gàidhlig o chionn ghoirid agus tha na pàrtaidhean poilitigeach uile air an taic a thaisbeanadh, a’ gabhail a-steach ainmeachadh air Tosgaire Gàidhlig bho am measg nam ball thaghte. Tha sinn air a bhith soirbheachail ann am fàs ar sgioba-obrach fhìn agus leanaidh sinn air adhart a’ gabhail ris a’ mhodh-obrach sin, a’ cruthachadh chothroman do mhuinntir na coimhearsnachd gu a bhith beò agus ag obair ann an raon dem beatha a tha ròghnachail dhaibh. Tha sinn air dealas a thaisbeanadh do dh’ìomhaigh agus pròifil làidir is deimhinneach don Ghàidhlig far a bheil i air a meas luachmhor agus na stòras don bhuidheann agus do ar coimhearsnachdan, agus bidh seo na bhunait air ar ro- innleachd adhartachaidh is conaltraidh. Adhartachadh Gàidhlig Page 229 of 354
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Plana Gàidhlig 2024-29 20 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Ann an Conaltraidhean, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Taisbeanadh na teachdaireachd gu bheil sinn a’ cur fàilte air conaltradh poblach ann an Gàidhlig. Air an làraich-lìn tro mheadhanan sòisealta ho bhuileachadh a’ phlana seo. Planadh Ro- innleachdail, Daoine agus Coileanadh Foghlam is Ionnsachadh Le Teaghlaichean, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Adhartachadh ionnsachadh na Gàidhlig am measg chloinne, dhaoine òga agus an teaghlaichean, le bhith a’ togail air goreasan a tha a’ toirt taic do ionnsachadh na Gàidhlig. Bho bhuileachadh a’ phlana seo agus gach bliadhna às dèidh sin. Foghlam is Ionnsachadh Ann am Foghlam, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Adhartachadh agus a’ togail air obair bhuidhnean eagraichte agus buidhnean eile a tha gu gnìomhach a’ cur taic ri luchd-teagaisg, daoine òga agus pàrantan ann am foghlam Gàidhlig, a’ gabhail a-steach Stòrlann, Sabhal Mòr Ostaig, e-Sgoil, Fèisean nan Gàidheal, Comann nam Pàrant, FilmG, Foghlam Alba agus buidhnean nàiseanta le uallach airson GME agus GLE. • Fuireach aithnichte mu rannsachadh a thaobh leasachadh na Gàidhlig. • Foillseachadh faotainneachd Foghlam tro Mheadhan na Gàidhlig sna pàipearan-naidheachd ionadail agus air an làraich-lìn againn. • Cur an gnìomh sheiseanan fiosrachaidh cunbhalach do phàrantan Foghlam tro Mheadhan na Gàidhlig san amharc, a’ toirt seachad stiùireadh air na roghainnean a tha rim faotainn. • Àrach seasamh dheimhinneach is in-ghabhalach a dh’ionnsaigh Gàidhlig ann an coimhearsnachdan sgoile, a’ Bho fhoillseachadh a’ phlana seo agus gach bliadhna às dèidh sin le sgoiltean agus teaghlaichean. Leantain a’ foillseachadh FMG agus aig amannan clàraidh. Bho fhoillseachadh a’ phlana seo agus dà uair sa bhliadhna thar beatha a’ phlana. Foghlam is Ionnsachadh Planadh Ro- innleachdail, Daoine agus Coileanadh Page 230 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 21 brosnachadh misneachd am measg chloinne agus dhaoine òga. Ann an Leasachadh Buidheannail agus Planadh Sgioba-obrach, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Adhartachadh dhreuchdan-beatha a tha a’ cur luach air sgilean Gàidhlig agus a’ togail mothachadh do phreantasachdan, prògraman trèanaidh, agus slighean dhreuchdan-beatha ann an Gàidhlig gus a’ mhargaid obrach Ghàidhlig a leudachadh. • Co-obrachadh le buidhnean airson planadh agus taic do thachartasan a tha a’ taisbeanadh dhreuchdan co- cheangailte ri Gàidhlig. • Amalachadh eòlas air Plana Gàidhlig an ùghdarrais ionadail agus cothroman trèanaidh a thaobh inntrigeadh luchd-obrach ùr. • Gabhail a-steach Gàidhlig mar sgil riatanach no ion- mhiannaichte ann an tuairisgeulan obrach co-cheangailte ri lìbhrigeadh a’ Phlana Ghàidhlig. • Coileanadh in-sgrùdaidhean air sgilean Gàidhlig agus feumalachdan trèanaidh. • Solarachadh trèanadh mothachaidh don Ghàidhlig do luchd-obrach agus buill thaghte. • Taisbeanadh spèis co-ionnan do Ghàidhlig agus Beurla ann an seirbheisean agus goireasan dà-chànanach, a tha ag adhartachadh sheirbheisean Gàidhlig. Tachartasan adhartachaidh is dhreuchdan gach bliadhna bliadhnail aig roghainn cùrsa agus aig amannan nuair a tha daoine òga a’ beachdachadh air cinn-uidhe às dèidh sgoile. Fiosrachadh inntrigidh ron Fhaoilleach 2025. Sgrùdadh bliadhnail air sgilean Gàidhlig san Lùnastal thar beatha a’ Phlana. Trèanadh mothachaidh bliadhnail bho bhuileachadh a’ phlana seo. Foghlam is Ionnsachadh Planadh Ro- innleachdail, Daoine agus Coileanadh Eaconamaidh, Leasachadh agus Planadh Laghail agus Riaghladh Ann an Coimhearsnachdan, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Cur taic ri stèidheachadh air buidhnean agus lìonraidhean coimhearsnachd le ùidhean co-roinnte ann an adhartachadh Gàidhlig. Lìonraidhean do bhuidhnean Gàidhlig ron Lùnastal 2024 Foghlam is Ionnsachadh Page 231 of 354
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Plana Gàidhlig 2024-29 22 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. • Co-obrachadh gus Iomain a chur an aithne a-rithist ann an coimhearsnachdan Comhairle Pheairt is Cheann Rois agus taic a thoirt do sheiseanan Iomain ann am Bun-sgoil Goodlyburn. • Adhartachadh Cròileagain agus Bookbug Gàidhlig do theaghlaichean uile le clann fo aois chòig bliadhna. • Cruthachadh Fòram Coimhearsnachd Gàidhlig ann am Peairt is Ceann Rois. • Neartachadh faicsinneachd na Gàidhlig taobh a-staigh ar coimhearsnachd. • Leantainn air adhart le neach-labhairt agus tosgaire Gàidhlig airson cùisean na Comhairle. Iomain ri thoirt a- steach a-rithist ron Lùnastal 2024. Fòram coimhearsnachd Gàidhlig ron Lùnastal 2024. Eaconamaidh, Leasachadh agus Planadh Ann an Gnothachas agus Leasachadh Àite, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Adhartachadh phròiseactan a tha a’ saidhbhreachadh agus a’ cumail suas Gàidhlig, a’ brosnachadh misneachd luchd-cleachdaidh na Gàidhlig. • Adhartachadh Ro-innleachd Turasachd Ghàidhlig VisitScotland gu com-pàirtichean agus taobh a-staigh Comhairle Pheairt is Cheann Rois. • Leasachadh acainn agus iùl do ghnothachasan ionadail, a’ gabhail a-steach na roinne turasachd is aoigheachd, mu bhuannachdan an lùib cleachdadh na Gàidhlig. • Adhartachadh Gàidhlig mar mhaoin eaconamach agus buannachd do ghnothachasan, iomairtean sòisealta, agus an t-ùghdarras ionadail. Cuimsichidh sinn air turasachd chultarach, gnìomhachas bìdh is dibhe, agus modhan- obrach seasmhach a thaobh stiùireadh fearainn agus stòras ath-nuadhachail. Togail air agus adhartachadh na Ro-innleachd Turasachd Nàiseanta bho fhoillseachadh. Leasachadh acainn agus stuthan adhartachaidh ron Dùbhlachd 2024, ga ùrachadh gach bliadhna thar beatha a’ Phlana. Ann an Ealain, Cultar agus Dualchas, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Co-obrachadh le Bòrd na Gàidhlig agus Alba Chruthachail gus ealain is cultar na Gàidhlig adhartachadh. • Obrachadh a dh’ionnsaigh aoigheachd do Dhuaisean FilmG ann am Peairt. Aoigheachd do FilmG ro 2028. Prògram bliadhnail de thachartasan Eaconamaidh, Leasachadh agus Planadh Page 232 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 23 • Co-obrachadh le buidhnean ealain ionadail gus prògram bliadhnail de thachartasan Gàidhlig a leasachadh. bho fhoillseachadh a’ Phlana. Foghlam is Ionnsachadh Le Com-pàirtichean , bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Co-obrachadh le ùghdarrasan poblach eile aig a bheil plana Gàidhlig gus lìonra airson co-ghnìomhan is co- ghealltanasan a stèidheachadh. • Adhartachadh nan cleachdaidhean math aig Comhairle Pheairt is Cheann Rois ann an Gàidhlig gu fòraman nàiseanta. • Ath-stèidheachadh Buidheann Roinneil a’ Chosta an Ear gus goireasan agus cleachdaidhean math a cho-roinn agus co-obrachadh air gnìomhan coitcheann. Lìonra de bhuidhnean poblach is Buidheann a’ Chosta an Ear a stèidheachadh ron Dàmhair 2024, agus coinneachadh dà uair sa bhliadhna às dèidh sin rè beatha a’ phlana seo. Foghlam is Ionnsachadh Ann am Buileachadh agus Sgrùdadh a’ Phlana, bidh sinn ag / a’: Raointean-ama Raointean Ceannardais Ro-innleachdail • Stèidheachadh agus cumail suas Buidheann Stiùiridh a’ Phlana Ghàidhlig le riochdachadh bho roinnean Comhairle buntainneach. Ron Lùnastal 2024 agus dà uair sa bhliadhna às dèidh sin thar beatha a’ Phlana. Foghlam is Ionnsachadh Planadh Ro- innleachdail, Daoine agus Coileanadh Eaconamaidh, Leasachadh agus Planadh Seirbheisean Seilbheachd Seirbheisean Luchd- cleachdaidh is Didseatach. Laghail is Riaghladh Page 233 of 354
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Plana Gàidhlig 2024-29 24 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Clàr-ama Bidh am Plana Gàidhlig seo gnìomhach airson còig bliadhna bho 2024 gus an tèid plana ùr a leasachadh. Sgaoileadh a’ Phlana Bidh ar Plana Gàidhlig air fhoillseachadh air an làraich-lìn againn ann an Gàidhlig agus Beurla, le lethbhreacan pàipeir rim faotainn nar n-oifisean poblach agus leabharlannan ionadail. Thèid lethbhreacan a sgaoileadh gu ar Buidhnean air Astar (ALEOan), com-pàirtichean planaidh coimhearsnachd, cunnradairean, buidhnean Gàidhlig agus luchd-ùidhe eile. Bidh am Plana ruigsinneach do ar cosnaichean tron eadra-lìon, agus thèid foillseachadh air a’ phlana a dhèanamh follaiseach tro mheadhanan sòisealta agus brathan naidheachd. Rèiteachaidhean Rianachdail do Bhuileachadh ar Plana Gàidhlig Aon uair ’s gum bi am Plana seo air aontachadh leis an Àrd-Sgioba Stiùiridh, Buill Thaghte Comhairle Pheairt is Cheann Rois, Ministearan an h-Alba agus Bòrd na Gàidhlig, bidh e gu h-oifigeil na phoileasaidh aig Comhairle Pheairt is Cheann Rois. Bidh dleastanas air an Stiùiriche Ro-innleachdail Foghlaim is Ionnsachaidh airson gealltanasan a’ phlana a choileanadh, le ùr-fhiosrachadh cunbhalach ga sgaoileadh do ar coimhearsnachdan agus luchd-obrach mu adhartas ar Plana Gàidhlig. Goireasachadh ar Plana Thèid na goireasan riatanach don phlana seo a riarachadh bho bhuidseatan làithreach Comhairle Pheairt is Cheann Rois. Bidh sinn cuideachd a’ sireadh taic ionmhasail bho bhuidhnean air an taobh a-muigh, a’ gabhail a-steach Bòrd na Gàidhlig agus Tabhartasan Sònraichte Foghlam Gàidhlig aig Riaghaltas na h-Alba. Sgrùdadh agus Buileachadh ar Plana Tha an trìtheamh Plana Gàidhlig againn a’ còmhdach na h-ùine bho 2024 gu 2029. Bidh Buidheann Stiùiridh Gàidhlig, a’ gabhail a-steach riochdairean bho Raointean Ceannardais Ro-innleachdail den Chomhairle, a’ coinneachadh dà uair sa bhliadhna gus gnìomhan a cho-òrdanachadh, adhartas a stiùireadh, agus gnìomhachadh a’ phlana a luachadh. Bidh sinn gu gnìomhach a’ gabhail a-steach luchd-cleachdaidh, com- pàirtichean agus luchd-ùidhe, a’ sireadh an ais-fhiosrachaidh agus na h-in-sheallaidhean aca mun adhartas againn. Earrann C: Buileachadh agus Sgrùdadh Page 234 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 25 Sgrùdar am plana tro na pròiseasan planaidh ro-innleachdail den Bhuidseat agus Planaichean Seirbheis againn agus ar n-Aithisgean Coileanaidh Bliadhnail. Bidh gnìomhachdan sgrùdaidh a’ gabhail a-steach na leanas: • Coinneamhan Buidheann Stiùridh dà uair sa bhliadhna le geàrr-chunntasan gan sgaoileadh • Co-obrachadh le buill thaghte a tha a’ cumail sùil air Gàidhlig • Aithisgean bliadhnail do Chomataidh Theaghlaichean is Ionnsachaidh na Comhairle • Aithisgean gu fòraman Gàidhlig ionadail • Aithisgean gach dàrna bliadhna gu an Àrd-Sgioba Stiùiridh agus Stiùirichean Ro-innleachdail na Comhairle • Aithisg bhliadhnail gu Bòrd na Gàidhlig • Fiosrachadh air ais bho shuirbhidhean, ceisteachain, agus luachaidhean chùrsaichean • Measaidhean air an taobh a-muigh Ag Obair le Com-pàirtichean is Buidhnean air an Taobh A-muigh Tha Comhairle Pheairt is Cheann Rois a’ toirt aithne do chudromachd chom-pàirteachasan ann an adhartachadh a’ phlana seo taobh a-staigh ar coimhearsnachdan agus seachad orra. Leanaidh sinn ag obrachadh le buidhnean ionadail agus nàiseanta gus cothroman Gàidhlig a bhrosnachadh taobh a-staigh Pheairt is Cheann Rois. Tha com-pàirtichean ionadail a’ gabhail a-steach Cultar Pheairt is Cheann Rois, Colaiste Pheairt UHI, Ealain Horsecross, Taigh-dhealbh Birks, PKAVS, Live Active Leisure, agus na buidhnean coimhearsnachd ionadail air a bheil iomradh sa phlana seo. Aig ìre nàiseanta, obraichidh sinn le Visit Scotland, Àrainneachd Eachdraidheil Alba, Dualchas Nàdair na h- Alba agus Leasachadh Sgilean Alba, ag ùisneachadh ar ceanglaichean ionadail le com-pàirtichean planaidh coimhearsnachd. Tha sinn a’ planadh cuideachd air co-obrachadh le buidhnean Gàidhlig nàiseanta leithid Bòrd na Gàidhlig, An Comunn Gàidhealach, Comunn na Gàidhlig, Fèisean nan Gàidheal, agus MG ALBA. A thuilleadh air sin, togaidh sinn dàimhean le ùghdarrasan poblach eile, le bhith ag / a’: • Com-pàirteachadh ann an Lìonra nan Ùghdarrasan Poblach Gàidhlig (GLAN) agus am Buidheann Sgrùdaidh Ionnsachadh is Leasachadh Coimhearsnachd don Ghàidhlig. • Com-pàirt a ghabhail ann an lìonra roinneil Taobh Tatha agus a’ Chosta an Ear, a’ gabhail a-steach Comhairle Fhìobha, Comhairle Dhùn Dè, Comhairle Aonghais agus Comhairle Baile Obar Dheathain. Page 235 of 354
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Plana Gàidhlig 2024-29 26 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Page 236 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 27 Uallach Iomlan Tha an t-Àrd-Oifigear a tha cunntachail airson stiùireadh air ullachadh, lìbhrigeadh agus sgrùdadh Plana Gàidhlig Comhairle Pheairt is Cheann Rois, mar a leanas: Stiùiriche Ro-innleachdail Foghlam is Ionnsachadh Comhairle Pheairt is Cheann Rois 2 Sràid Àrd Peairt PH1 5PH Fòn: 01738 475000 Obrachadh bho Latha gu Latha Airson cheistean sam bith a thaobh obrachadh a’ phlana bho latha gu latha, cuiribh fios gu: Manaidsear Leasachaidh Gàidhlig Foghlam is Ionnsachadh Comhairle Pheairt is Cheann Rois 2 Sràid Àrd Peairt PH1 5PH Post-d: gaelic@pkc.gov.uk Fios Conaltraidh Page 237 of 354
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Plana Gàidhlig 2024-29 28 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Bha Dreachd Plana Gàidhlig Comhairle Pheairt is Cheann Rois a-muigh airson co-chomhairleachadh poblach airson ùine de 4 seachdainean bhon 7 Lùnastal 2023 gu 31 Lùnastal 2023. Bha am Plana ri fhaotainn tro Ionad Co-chomhairleachaidh nàiseanta Comhairle Pheairt is Cheann Rois air-loidhne, agus thug àireamh bheag am beachdan air a’ cho-chomhairleachadh seachad ann an sgrìobhadh. Thàinig iomlan de 57 freagairtean a-steach don dreachd Plana Gàidhlig. Chaidh faighneachd do dhaoine……..Dè an ìre gu bheil thu ag aontachadh no ag easaontachadh leis na h- aithrisean a leanas mun Phlana Ghàidhlig? 54% 14% 12% 12% 2% 2% 2% 2% 0% 0% 10% 20% 30% 40% 50% 60% Neach-còmhnaidh Pheairt is Cheann Rois Foghlamaiche Gàidhlig Pàrant sgoileir ann am Foghlam tro Mheadhan na Gàidhlig in Gaelic Medium Education Eile/ Gun Fhreagairt (A' gabhail a-steach Inbhich Ionnsachaidh agus Pàrant sgoileir ann am… Riochdaire buidhinn Gàidhlig Riochdaire buidhinn far a bheil Gàidhlig ga cleachdadh/luachaichte Riochdaire gnothachais stèidhichte ann am PKC Cosnaiche Comhairle (seach foghlamaichean) Sgoilear ann am Foghlam tro Mheadhan na Gàidhlig Toraidhean na Suirbhidh Co-chomhairleachaidh Phoblaich Toraidhean na Suirbhidh Co-chomhairleachaidh Phoblaich Page 238 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 29 Chaidh faighneachd do dhaoine……..Dè nach eil air a ghabhail a-steach gu làithreach sa Phlana? B’ e na cuspairean as cumanta a thàinig am bàrr: • Gealltanas nas làidire agus slighe shoilleir airson Gàidhlig ionnsachadh do dh’inbhich sna coimhearsnachdan agus luchd-obrach. • Chaidh beagan de bheachdan àicheil timcheall leasachadh Gàidhlig san fharsaingeachd fhaighinn bho luchd-freagairt. Chaidh faighneachd do dhaoine ………..A bheil molaidhean sam bith agad mu dheidhinn mar a dh’fhaodadh sinn ar plana a leasachadh? B’ e na cuspairean as cumanta a thàinig am bàrr: • Targaidean nas soilleire. • Barrachd chothroman ionnsachaidh do dh’inbhich. • Conaltradh nas fheàrr agus togail mothachadh do ghnìomhachdan Gàidhlig faisg air làimh m.e. Dùn Dè. • Beachdachadh air aon làraich agus leantaileachd solair do fhoghlam Gàidhlig 0-18. Chaidh faighneachd do dhaoine ……tuilleadh bheachdan mun Phlana. B’ e na cuspairean as cumanta a thàinig am bàrr: 51% 53% 39% 38% 6% 24% 35% 38% THA AM PLANA FURASTA A LEUGHADH. THA MI A' TUIGSINN FAR A BHEIL MI A' FREAGAIRT SA PHLANA. THA AM PLANA A' CÒMHDACH NAN CÙISEAN SA BHEIL ÙIDH AGAM. THA AM PLANA A' NOCHDADH NAM PRÌOMHACHASAN CEART DON GHÀIDHLIG ANN AM PEAIRT IS CEANN ROIS AM PLANA GÀIDHLIG Aontachadh Easaontachadh Page 239 of 354
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Plana Gàidhlig 2024-29 30 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. • Barrachd chothroman do dh’inbhich agus buill nas sine sa choimhearsnachd againn, air Gàidhlig a chleachdadh agus ionnsachadh. • Chaidh beagan de bheachdan àicheil timcheall leasachadh Gàidhlig san fharsaingeachd fhaighinn bho luchd-freagairt. • Barrachd eòlasan is com-pàirt coimhearsnachd. Solar Tràth-Ionnsdachaidh agus Cùram-chloinne ann am Peairt is Ceann Rois Làrach Sgoil Aireamh Sgoilearan 2023/24 Obar Pheallaidh Acadamaidh Bhraghad Albainn (Bun-sgoil) 9 Peairt Bun-sgoil Goodlyburn Air a phlanadh gu fosgladh ann an 2023/24 Solar Foghlam tro Mheadhan na Gàidhlig ann an Comhairle Pheairt is Cheann Rois Làrach Sgoil / Ionad Obar Pheallaidh Acadamaidh Bhraghad Albainn (Bun-sgoil) 18 Acadamaidh Bhraghad Albainn (Àrd-Sgoil) 11 Peairt Bun-sgoil Goodlyburn 26 Acadamaidh Pheairt 9 Cànanan 1+2 – Solar Gàidhlig sna Bun-sgoiltean ann am Peairt is Ceann Rois Fiosrachadh Staitistigeach air Foghlam Gàidhlig Is Tràth- Ionnsachadh ann an Comhairle Pheairt is Cheann Rois Page 240 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 31 Làrach Àireamh Sgoilearan 2023/24 Gàidhealtachd Siorrachd Pheairt – Sgoil Rìoghail Dhùn Chailleann, Bun-sgoil Ghleann Lìomhainn, Bun-sgoil Bhlàr Athaill, Bun-sgoil Cheann Loch Rainich, Àrd-Sgoil Bhaile Chloichridh (Bun-sgoil), Acadamaidh Bhraghad Albainn (Bun-sgoil). Timcheall air 600 Gàidhlig (Luchd-ionnsachaidh) Àrd-Sgoil Larach Àireamh Sgoilearan 2023/24 Acadamaidh Bhraghad Albainn (Àrd-Sgoil) 119 Acadamaidh Pheairt 15 Page 241 of 354
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Plana Gàidhlig 2024-29 32 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. Tha Comhairle Pheairt is Cheann Rois a’ fastadh an luchd-obrach a leanas, no a’ trusadh gu dreuchdan, far a bheil sgilean Gàidhlig air am meas riatanach no ion-mhiannaichte. Dreuchd Àireamh Luchd-obrach Riatanach / Ion- mhiannaichte Stiùiriche Cròileagain Ghàidhlig 2 Riatanach Cuidiche Croileagain Ghàidhlig 2 Riatanach Gnìomhaiche Tràth-Leanabas Gàidhlig 2 Riatanach Tidsear Bun-sgoile tro Mheadhan na Gàidhlig 6 Riatanach Cuidiche Taic Sgoilearan Gàidhlig 2 Riatanach Tidsear Àrd-Sgoile Gàidhlig 4 Riatanach Prìomh Thidsear Chànanan (Gàidhlig) 2 Ion-mhiannaichte Fiosrachadh Staitistigeach air Luchd-labhairt Gàidhlig taobh a-staigh Comhairle Pheairt Is Cheann Rois Page 242 of 354
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Plana Gàidhlig 2024-29 Sgìre Pheairt is Cheann Rois far am bi deagh beatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 33 0 1 2 3 4 5 6 7 Luchd-obrach Riatanach/Ion-mhiannaichte do gach Dreuchd Àireamh Luchd-obrach (Riatanach) Àireamh Luchd-obrach (Ion-mhiannaichte) Cuidiche Phròiseactan Gàidhlig 1 Ion-mhiannaichte Manaidsear Leasachaidh Gàidhlig 1 Riatanach Oidean Ionnsachaidh Gàidhlig do dh’Inbhich 3 Riatanach Àireamh Iomlan de Luchd- obrach 25 Page 243 of 354
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Plana Gàidhlig 2024-29 34 Sgìre Pheairt is Cheann Rois far am bi deagh bheatha aig gach neach, saor bho bhochdainn agus neo-ionannachdan. 20% 20% 16% 12% 40% 21% 25% 18% 18% 35% Toraidhean na Suirbhidh Tuigsinn Gàidhlig Labhairt Gàidhlig Leughadh Gàidhlig Sgrìobhadh Gàidhlig Nochdadh ùidh ann an ionnsachadh gus Gàidhlig a labhairt Nochdadh ùidh ann an ionnsachadh gus Gàidhlig a leughadh 's a' sgrìobhadh Nochdadh ùidh ann an cleachdadh na Gàidhlig nan obair Nochdadh ùidh ann an cleachdadh na Gàidhlig nan coimhearsnachd Den bheachd gum biodh Gàidhlig buannachdail do an dreuchd agus an obair aig PKC (THA) Den bheachd gum biodh Gàidhlig buannachdail do an dreuchd agus an obair aig PKC (MÌ-CHINNTEACH) Chaidh suirbhidh luchd-obrach a choileanadh ann an 2023 air Gàidhlig taobh a-staigh Comhairle Pheairt is Cheann Rois. Fhreagair àireamh iomlan de 217 bhuill de luchd-obrach. Tha na toraidhean air an taisbeanadh sa chlàr gu h-ìosal. Page 244 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Cost of the School Day Policy Report Number: 26/140 Report Author: Rhona Munro, SAC and PEF Project Lead (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning ___________________________________________________________________ 1. Purpose 1.1 The purpose of this report is to set out the policy which Perth and Kinross Council schools should follow to ensure that all children and young people receive the same opportunities in their educational journey, regardless of their socio-economic background. 1.2 While ‘education’ may be free, school is so much more than acquiring knowledge. The Curriculum for Excellence makes clear that to develop the whole child and enable them to become Confident Individuals, Successful Learners, Effective Contributors and Responsible Citizens, schools need to offer a wide range of experiences and opportunities. 1.3 We acknowledge that there can be many aspects of the “school day” which place pressure on family budgets. This is across all sectors from early years through to secondary. 1.4 Sections 1. Purpose 2. Recommendation 3. Background/Context 4. Main Issues 5. Conclusion 6. Impact Value Assessment 7. Appendices 8 Page 245 of 354
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2. Recommendation It is recommended that the committee: 2.1 Considers the contents of this report and comments as appropriate. 2.2 Approves the Cost of the School Day Policy (Appendix 1). 3. Background/Context 3.1 The Scottish Government publication Poverty and Income Inequality in Scotland 2014-2017 states "Nearly a quarter of all children in Scotland (24%) are living in relative poverty". In Perth and Kinross, according to the most recent dataset, the estimates for the year 2023-2024 show that just under one in five children (5,155, 19.2%) is living in relative poverty after housing costs, compared to 21.7% in the previous year. There has also been a reduction for those living in relative poverty before housing costs from 14.5% to 13.3%, or one in eight children. As a national comparison, child poverty is reducing in Perth and Kinross at a faster rate compared to Scotland as a whole. 3.2 Child poverty is an issue for every school. Poverty can limit what children and young people can do and take part in at school. There are various costs associated with the school day including school uniform, trips and excursions, fun events, resources (pens, pencils, bags etc), lunch, and wider achievement activities. Being unable to meet these costs can affect children's participation, their learning, and their wellbeing. 3.3 The Scottish Government has identified six priority groups as being at a higher risk of poverty. These are: • Lone parents. • Young mothers (under 25 years old). • Minority ethnic families. • Large families (with three or more children). • Families with a baby (under one). • Families with a disabled adult or child. 3.4 The Child Poverty Action Group has published a range of resources that support schools, local authorities and partners to identify and address financial barriers to participation and learning. This includes a Cost of the School Day Toolkit - Scotland which helps teachers and school staff, children and young people and their parents and carers to become involved in discussing the barriers that the costs of the school day create and how to address them. Page 246 of 354
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3.5 A range of Scottish Government guidance was considered in the preparation of this Cost of the School Day Policy including School uniform and clothing: Guidance for schools and education authorities and Education – core curriculum charges removal: guidance. 3.6 A working group consisting of central officers from Education and Learning, schools and Early Learning and Childcare (ELC) settings have created this policy document which supports schools to create their own Cost of the School Day Plan for their local context. This is included within their School Improvement Plan and identifies actions and mitigations to ensure that every child and young person in Perth and Kinross has the opportunity to achieve their full potential regardless of their socio-economic background. 4. Main Issues 4.1 All staff working in Perth and Kinross schools and ELC settings should 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. Staff should be aware of the context of their own individual setting and how deprivation and poverty impact their local community. 4.2 The Education and Learning service expects all school staff to show empathy and compassion to any child or young person and their family where they are struggling with attendance, attainment, participation and/or engagement in education caused by, or exacerbated by, poverty. Poverty can be a barrier to learning for many children and young people, and therefore, should be seen and dealt with in a similar way to any other specific learning difficulty where there are clear interventions put in place to mitigate the impact of that difficulty. 4.3 Many families may hide the fact that they are impacted by poverty. Schools should not make assumptions about who is and who is not living in poverty as any family could potentially be affected at any time. 4.4 The Cost of the School Day Policy identifies a number of key areas that schools should consider as part of their planning, including some case study examples: • Getting dressed. • Travelling. • Learning. • Challenging Poverty. • Eating. • Fun Events. • School Clubs. • Learning at Home. Page 247 of 354
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The Policy also cites an overall vision and identifies good practice in addition to providing a range of resources for support and guidance. 5. Conclusion 5.1 Through the publication of this policy, and inclusion of Cost of the School Day Planning as part of the quality improvement process, all schools and ELC settings in Perth and Kinross will have a regularly reviewed Cost of the School Day Plan. 5.2 By doing this, we will work to remove as many cost-related barriers to engagement and participation in learning and education as we can. Through doing this, we hope to succeed in our mission to not only close the poverty-related attainment gap but also provide the best possible experience for children and young people in Perth and Kinross. 6. Impact and Value Assessment 6.1 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: Cost of the School Day Policy 6.2 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. 7. Appendices 7.1 Appendix 1 – Cost of the School Day Policy Page 248 of 354
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PKC - GENERAL Appendix 1 Appendix 1 Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 8 Page 249 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 1 PKC - GENERAL Contents Introduction ............................................................................................................................... 2 Sharing the Vision .................................................................................................................. 2 Understanding and Compassion ............................................................................................ 3 Support for All ........................................................................................................................ 5 Engagement with Parent Councils ......................................................................................... 5 School Uniform ...................................................................................................................... 5 Perth and Kinross Proposals ...................................................................................................... 7 Getting Dressed ..................................................................................................................... 7 Travelling ................................................................................................................................ 8 Learning.................................................................................................................................. 8 Challenging Poverty ............................................................................................................... 9 School Excursions ................................................................................................................... 9 Eating ................................................................................................................................... 10 Fun Events ............................................................................................................................ 11 School Clubs ......................................................................................................................... 12 Learning At Home ................................................................................................................ 12 Attitudes to Poverty ............................................................................................................. 13 Appendix 1 - Communication with Parents/Families .............................................................. 14 Appendix 2 – Secondary Departmental Guidance ................................................................... 15 Appendix 3 - Suggestions of Grants/Funding .......................................................................... 16 Appendix 4 - Cost Effective School Trips ................................................................................. 18 Appendix 5 – Useful Links ........................................................................................................ 19 Page 250 of 354
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Cost of the School Day Policy 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL Article 28 of the UNCRC states that children and young people have the right to education no matter who they are: regardless of race, gender or disability; if they’re in detention, or if they’re a refugee. It states that, children and young people have the right to both primary and secondary education and should be able to choose different subjects when in secondary school, including the option of technical and vocational training. The Scottish Government has made a commitment to ensuring that children can get an education without it costing their family money. While ‘education’ may be free, school is so much more than acquiring knowledge. Curriculum for Excellence makes clear that to develop the whole child and enable them to become Confident Individuals, Successful Learners, Effective Contributors and Responsible Citizens schools need to offer a wide range of experiences and opportunities. We acknowledge that the reality is there can be many aspects of the school day which do cost families, across all sectors, nursery, primary and secondary. In Perth and Kinross Council our vision is that all children and young people will receive the same opportunities in their educational journey regardless of their social-economic background. Sharing the Vision Every school and ELC setting should have a clear focus on Cost of the School Day. Pupil Equity Funding (PEF) within schools can be used to support Cost of the School Day (CoSD) initiatives as appropriate. Within their own individual structures, schools/ELC settings will decide where responsibility for Cost of the School Day best fits with other initiatives. Schools should consider: • A school CoSD timetable detailing the main events which may require financial contributions for issue to families at the start of each year to enable them to plan • Supporting staff with CoSD ideas and approaches • Ensuring information around cost of the school day approaches and available support, eg Free School Meals, School Clothing Grant, Education Maintenance Allowance, is shared with all families while also targeting families as required • Reviewing the cost of their school uniform in relation to the School Clothing Grant allowance Introduction Page 251 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 3 PKC - GENERAL By June 2025 Perth and Kinross Schools and ELC settings will have a Cost of the School Day Plan which will be: • Regularly reviewed • Recognised within School/Setting Improvement Plans • Written in consultation with all stakeholders • Shared annually with staff and available to families through the usual communication methods Support and guidance on the creation of plans can be found here. The template will be included in Quality Improvement Planning documentation annually. Understanding and Compassion All staff working in Perth and Kinross schools and ELC settings should 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. Staff should be aware of the context of their own individual setting and how deprivation and poverty impact their local community. We expect all staff to show empathy and compassion to any child or young person and their family where they are struggling with attendance, attainment, participation and/or engagement in education caused by or exacerbated by poverty. Poverty can be a barrier to learning for many children and young people and therefore should be seen and dealt with in Page 252 of 354
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Cost of the School Day Policy 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL a similar way to any specific learning difficulty where there are clear interventions put in place to mitigate the impact of that difficulty. The Scottish Government has identified six priority groups as being at a higher risk of poverty. These are: • Lone parents • Young mothers (under 25 years old) • Minority ethnic families • Large families (with three or more children) • Families with a baby (under one) • Families with a disabled adult or child As one of the Priority Groups in reducing Child Poverty are families with a child under one and another relates to young mothers (mothers under the age of 25), it is particularly important for our nursery classes and Early Years Settings to be “Poverty Aware” and reduce costs to families as much as they can. Page 253 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 5 PKC - GENERAL Support for All Many families may hide the fact they are impacted by poverty. Schools should not make assumptions about who is or is not living in poverty as any family could potentially be affected at any time. Schools can offer support by signposting families to the most appropriate help available which may then support attendance and engagement in learning. Resources to assist with this can be found here and on the PKC website. Consideration should be given to the costs for large families (3+ children) for any whole school event (eg a trip to the pantomime). This should also include considering costs for class events where twins/triplets will be attending. As a core principle, consideration will be given to avoiding the stigma of parents having to ask for help and/or having to provide evidence of their financial circumstances. See Appendix 1 for ideas/best practice. Engagement with Parent Councils Parent Councils/committees have an important role to play in the Cost of the School Day and in sharing information with other parents and helping them understand the need for fundraising through different methods. It is also important to hear from parents about any ongoing or developing community issues which may have an impact on the CoSD. Parent Council Chairs will be asked to have ‘Cost of the School Day’ as a regular item on the agenda of these meetings. The Cost of the School Day Toolkit from the Child Poverty Action Group is a useful resource for Parent Councils. School Uniform While we recognise that there is no legal requirement to wear a uniform, it can and often does add to the creation of a positive school ethos and sense of belonging. It brings with it a sense of pride and ownership amongst the vast majority of children and young people. It promotes safety and supports security with children and young people being easily identifiable. It minimises costly fashion items and removes pressure from young people to dress in branded or designer clothing. Page 254 of 354
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Cost of the School Day Policy 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL A positive ethos is made up of so much more than clothing, however, and schools must recognise that an overly strict and prescriptive uniform could place undue financial pressure on families. It is therefore vital that schools adopt a flexible and inclusive policy regarding uniform and are understanding and compassionate in support of any child or young person who may come to school not wearing a uniform. Scottish Government guidance, published in September 2024, advises that, “all schools should have a uniform or clothing policy which meets the needs of their pupils and wider school community and is centred on pupil comfort, happiness and freedom to learn and play. The cost of school clothing should be minimised.” School policies on uniform should be written in consultation with parents, carers, the Parent Council and children and young people. Policies should always be underpinned by the values of inclusion, equity and sustainability. As stated in the Scottish Government guidance, “in the design of uniform and clothing policies, education authorities and schools should have particular regard to Article 2 (non-discrimination), Article 12 (respect for the views of the child), Article 13 (freedom of expression) and Article 28 (right to education). Schools should avoid having compulsory badged or branded items of uniform as these can be more expensive. It is important that if a school does include a badged option which is available from a particular supplier, all procurement guidance has been followed in relation to the contract put in place to provide this. Page 255 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 7 PKC - GENERAL Getting Dressed Vision: All Perth and Kinross schools will promote the use of affordable, inclusive and flexible uniforms for children and young people. Best Practice: • In order to promote a sense of belonging and pride in their school, all children and young people will be encouraged to wear an affordable school uniform. • Schools should ensure the cost of their uniform does not exceed the funding from the School Clothing Grant (£126 in Primary, £157.50 in Secondary, 2024). • Schools should consider having ‘pre-loved/recycled’ uniforms available for all and promoting these options regularly throughout the year. • Non-badged or branded items should be promoted in the same way as badged uniforms on channels such as the school website and information for parents, with words such as ‘acceptable’ avoided. • Where badged items are an optional choice, schools and ELC settings should consider offering a sew-on or iron-on on badge which would be more affordable and could be re-used. • Rural schools will be particularly aware that families may be unable to shop locally so uniforms should be available online at a reasonable cost. • Children or young people who join a school mid-year may be offered a pre-loved uniform if available in their size. This is particularly important for Care Experienced children and young people to avoid any discrimination and to help them feel they belong in their new school. • Schools should consider limiting the number of pairs of shoes a child/young person requires. • Schools should not insist on a branded PE kit unless this is supplied. • Schools and ELC settings should offer support to families to complete School Clothing Grant applications if required. • Children and young people will be supported should they attend school in clothing other than the expected school uniform. • Young children in ELC settings will be able to wear their own clothes. • ELC settings should consider having waterproof clothing and footwear that children can borrow. Perth and Kinross Proposals Page 256 of 354
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Cost of the School Day Policy 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL • ‘Branded’ items of uniform will only be promoted as an optional item and should not be compulsory. This message will be clearly communicated to parents and carers. Riverside PS Uniform Case Study Kit for All – PE DropShop Perth High School Travelling Vision: Perth and Kinross Schools will encourage and support young people to apply for their Under 22 free bus pass. Best Practice: • Schools should consider and mitigate the potential financial impact on all families when offering extra-curricular activities including Supported Study. • Schools and ELC settings should consider working with the PKC concessionary travel team to support parents to apply for an Under 22 free bus pass for their child or young person if required. Breadalbane Case Study Learning Vision: No child or young person will need to pay for any aspect of their core curriculum/education Best Practice: • Secondary schools will have no curricular charges for timetabled classes in line with Scottish Government requirements. See Appendix 2 for Departmental Guidance regarding curricular costs. • Stationery will be readily available in all primary classes and ELC playrooms for children to access without having to ask. • There is an expectation that young people in secondary schools will be encouraged to be self-reliant. However, schools may consider having stationery stations available for young people to take equipment as and when they need it, Page 257 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 9 PKC - GENERAL thereby avoiding stigmatising any young person who is unable to provide these resources. • If extra resources are required for learning at home, schools will either provide these or allow the work to be completed in school. Challenging Poverty Vision: All Perth and Kinross schools will be encouraged to raise awareness of poverty among our children and young people. Best Practice: • Poverty related bullying will be treated as seriously as any other form of bullying and logged appropriately. • All ELC settings and schools will discourage additional stigma through consideration of the number of days with a particular focus where families may feel a pressure to buy new clothing (e.g. World Book Day) and consideration of low/no-cost options to mark them. • ‘Non-uniform’ or ‘dress down’ days should always be optional with confidential donations. • Parent Councils will be asked to have Cost of the School Day as a standing item on agendas. • School Excursions advice (below) should be followed. School Excursions Vision: Cost will never prevent any Perth and Kinross pupil attending an Educational Excursion held during the school day. Best Practice for Day Excursions: • No excursion during the school day which is considered to be essential for the delivery of the curriculum should have any charge in line with the Scottish Government guidance on removal of core curriculum charges. • All children and young people should be offered a school packed lunch to take on school excursions – these can be pre-ordered (P1 – P5 free and P6/P7 and secondary FSM eligible young people) Page 258 of 354
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Cost of the School Day Policy 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL • Schools will consider potential ‘hidden’ costs to trips such as specialist clothing, casual clothing, and spending money. • During educational excursions school uniform will be worn and visits to gift shops will be avoided. • Schools will walk where local trips are within 1 mile of the school, being mindful of safe routes and the individual needs of children and young people. • See Appendix 3 for suggestions of grants. • See Appendix 4 for suggestions of cost-effective trips. Best Practice for Residential Excursions • Schools should carefully consider the educational benefit and costs of any residential school trip and consider options for support or subsidies for any family where the child or young person could miss out through not being able to pay. • In partnership with parents, schools will develop communication methods which families find acceptable so they feel there is no stigma, and which will allow them to request financial help e.g. MS Form. • Organisers will ‘shop around’ the list of PKC approved providers (including transport companies) instead of automatically going back to the same place/provider. • For residential trips, there must be enough notice for families to ‘pay up’ over time. • Schools will consider potential ‘hidden’ costs to trips such as specialist clothing, casual clothing, sleeping bags, passports, toiletries and spending money. • Schools will always consider alternatives to an overseas/out of Scotland trip e.g. skiing in Scotland instead of elsewhere in Europe, theatre in Edinburgh/Glasgow rather than London. • Where possible and feasible, schools will explore external funding to reduce the costs of residential excursions. • See Appendix 3 for suggestions of grants. Eating Vision: All children and young people within Perth and Kinross schools will be encouraged to maintain healthy eating habits in line with the Schools Act (Health Promotion and Nutrition) (Scotland) Act 2020. Page 259 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 11 PKC - GENERAL Best Practice: • School meals for all children and young people will be promoted and those eligible will be encouraged to take up their free-school-meal entitlement. • Parents of children and young people from P6 upwards will be supported to complete the application for their free school meal entitlement. • Anyone who has specific dietary requirements will be supported. • Tayside Contracts information Information on food insecurity during holiday periods is available on the PKC website. Fun Events Vision: All Perth and Kinross schools and ELC settings will complete a Cost of the School Day calendar at the start of each year to ensure fun events are spread evenly through the year and include cost-free events. Best Practice: • Schools should not levy ticket charges for parents to attend events in which pupils are performing. Instead, donations could, if deemed appropriate, be requested to cover costs if required or for charitable purposes. This should be clearly communicated. This should be collected on a “pay what you can” basis through ParentPay in line with the cash free schools’ policy. • There will always be free activities at events such as Christmas and Summer Fayres, whether these are organised by the school or by Parent Councils. • Schools taking part in Christmas Jumper Days or Halloween events should consider having swap shops/recycling racks of clothing prior to the event to allow families free access to enable full participation. • Charity and/or fun events should be planned in advance, and communicated timeously with families, and children will be able to take part without spending or donating money. • Learning and teaching around supporting charities should be taught without asking the children/young people for money. • Costs of fun events should be agreed with the parent body. • Draft wording will be provided to schools to support communication with families to avoid any stigmatising or pressurising inferences. Page 260 of 354
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Cost of the School Day Policy 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL Best practice for Prom: • Schools should support their prom committee to ‘cost’ their Prom to ensure they are aware of the overall total cost for families, remembering the higher costs for families with twins/triplets. The overall ticket price should be discussed by the committee and agreed in consultation with the wider year group and parent body. • Schools should encourage and promote the use of ‘pre-loved’ dresses, suits and accessories as a more sustainable and cost-effective way of dressing. • Prom should be organised with enough time for young people to pay up for tickets. St John’s Case Study School Clubs Vision: If schools provide an extra-curricular club offer there should be free options available for all young people to access. Best Practice: • In settings where children/young people rely on school transport, there will be some lunchtime clubs to ensure maximum participation in extra-curricular activities. • If school staff take the clubs/activities these will be provided for free. • Schools should only consider charging if they need to pay for a coach that cannot be funded through other means. • If a special kit is required (e.g. school football strip), then this will be provided as required for loan or free of charge. Learning At Home Vision: no learning at home activity will have financial implications for families. Best Practice: Page 261 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 13 PKC - GENERAL • Schools should provide children and young people with any and all resources they need to complete homework. • If pupil work needs to be printed, staff should ensure this can be done in school. • Any pupil not submitting homework will have a supportive conversation to find out what support can be provided to help them complete homework. Attitudes to Poverty All Perth and Kinross schools and ELC settings will have a Cost of the School Day Plan which will be: • Regularly reviewed • Recognised within School Improvement Plans • Written in consultation with all stakeholders • Shared annually with staff and available to families through usual communication methods Over the next 3 years, we will work to remove as many cost barriers to engagement and participation as we can. Through doing this, we hope to succeed in our mission to not only close the poverty-related attainment gap but provide the best possible experience for all children and young people in Perth and Kinross. Page 262 of 354
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Cost of the School Day Policy 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL Relationships – without good relationships you are not going to be able to engage with your families. • Make sure staff are visible before and after school to potentially allow for informal contact with families – if you appear accessible to families then they will be more likely to engage. • Make sure any letter/communication that goes out asking for money also includes information about how a family can receive support if they require it and what they can do if they simply can’t afford what is being asked. • Keep a universal approach – if you only target families who are entitled to free school meals or live in particular postcodes, other families who are struggling may not feel that they can reach out. Children and young people will take help offered if it is offered to everyone. For example, snack tables/boxes available for all. • Use non-stigmatising language e.g. ‘Costs should not be a barrier to anyone attending. There are a range of supports available to our school community so please take any help needed.’ • Make sure any support is visible and constantly communicated. Use your social media presence, posters, texts and phone calls. The more this is seen as normal, the more people will take the help when it is offered. • Parent Pay – ensure that any communication or message on Parent Pay regarding a trip or activity has been reviewed and agreed prior to distribution. • Find ways for parents to ask for help without having to come in to school as some will find this too difficult. Some schools have found success by using MS Forms. With any form, please be aware that parents don’t need to be asked lots of questions – their name/contact details and support required should be enough. • Ask your families what they think would be the best way to communicate. • Share a plan for the year detailing anticipated costs to allow families to plan, and offering payment plans where appropriate. Useful Link - Parental Involvement and Engagement Strategy Appendix 1 - Communication with Parents/Families Page 263 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 15 PKC - GENERAL The removal of core curriculum charges includes class-based activities within the eight core curriculum areas in the broad general education in primary and secondary school. This includes activities associated with preparation for SQA qualifications in the senior phase. This includes (but is not limited to): • Home Economics • Technical Education • Art and Design • Curricular equipment o The purchase of musical instruments where this is required for a class-based learning experience in primary schools. o Scientific calculators for young people in secondary schools. o Provision of specialist equipment to support classroom learning during themed weeks (e.g. STEM week). • Curricular Trips o Theatre trips associated with SQA drama performances. o Geography trips associated with SQA qualifications. The following are outwith the scope of this: • After school clubs, including associated transport. • School trips that do not fall into the definition above. • School uniforms and PE kit • Access to digital devices • Optional instrumental music tuition Scottish Government guidance on what the curriculum charges funding should cover is available here. Appendix 2 – Secondary Departmental Guidance Page 264 of 354
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Cost of the School Day Policy 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL Visit Community grants - Perth & Kinross Council (pkc.gov.uk) for details of funding available in Perth and Kinross. In some instances, the school itself may not be eligible to apply for support or funding however access may be available to Parent Councils. This page also includes details of other local funders who may provide support or grants. Policies and procedures for grants should always be adhered to. These can be found here. • Community environment challenge fund: grants to community groups for environmental projects • Perth & Kinross Sport Council: grants to individuals and sport clubs • Auchterarder Community Facilities Fund: grants to voluntary/community organisations for projects which improve the amenity of the public realm or facilities within the settlement boundary of Auchterarder • The Gannochy Trust • The Robertson Trust • The Forteviot Trust • The Arthur and Margaret Thompson Trust (Kinross-shire) • SSE Griffin Wind Farm Fund (Community Council's areas of Aberfeldy, Dull and Weem, Dunkeld and Birnam, Kenmore and District and Mid Atholl and Strathtay and Grandtully) • SSE Drumderg Wind Farm Fund (Mount Blair most of Strathardle and Glenshee and Alyth) • RWE Innogy Lochelbank Fund (Community Council's areas of Glenfarg and Earn) • Blackford Community Fund • Kinross-shire Fund • Bertha Park Community Fund: grants to community organisations in the Bertha Park site area for projects that support community activities. See the flowchart for guidance on the decision-making process. • Supermarket community funds – most big supermarkets have grants for their local area. Aldi, Asda, Tesco, Morrisons, Sainsburys, Coop all do. Contact your local store direct. Many have ‘community champions’ who will work with local schools directly. • Fuelled for Fun Funding information which addresses food insecurity during holiday periods is available here. A range of national funders are also listed: Appendix 3 - Suggestions of Grants/Funding Page 265 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 17 PKC - GENERAL • Big Lottery Fund • Awards for All (small grants) • Heritage Lottery Fund • Sport Scotland • Creative Scotland • BBC Children in Need • McDonalds There are a range of other options which schools may wish to consider: • Greggs Foundation offers support for Breakfast Clubs in particular. • Ford Britain Trust large (up to £3000) and small (up to £250) grants available for projects focussing on education, environment, children and youth activities that provide clear benefits to local communities. • Warburtons – provide donations of product and have a financial giving programme. • Rotary Clubs • Community Councils Funding Scotland • The SCVO (Scottish Council for Voluntary Organisations)'s Funding Scotland tool is an online funding database and valuable resource for charities, community groups, social enterprises and voluntary organisations of all shapes and sizes. You can also register as a member or supporter of the SCVO to gain access to further information and up-to-date funding bulletins. Page 266 of 354
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Cost of the School Day Policy 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC - GENERAL • Register with Great British School Trip and search for venues in Scotland. This site is sponsored by Hyundai and offers a bursary for many Scottish venues. Check to see if your visit is there and then apply for their bursary with priority given to schools with more than 30% of their roll in receipt of free school meals. • Historic Environment Scotland offer Free Learning Visits. There is a form to apply for a visit on their website. You can also apply for a School Visits Travel Subsidy – priority is given to schools in an area of deprivation. They offer 75% back on the cost of your bus up to a maximum of £300. Museums are generally free if you are leading the group yourself and don’t require Museum guides. Please make sure you book though to allow the museum notice of a large group. A ‘supported’ self-led booking will have a small charge (e.g. £25 per class) but may provide useful resources. Appendix 4 - Cost Effective School Trips Page 267 of 354
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Cost of the School Day Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 19 PKC - GENERAL There are wide range of resources available on eric to support schools in their development of approaches to the Cost of the School Day: • Cost of the School Day Padlet • Cost of School Day School Checklist • Survey Templates • Action Plan Template • Web-page mock-up • Parental Involvement and Engagement Strategy Appendix 5 – Useful Links 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 268 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Intensive Support Provision Statutory Consultation Report – St John’s RC Academy Report Number: 26/141 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 St John’s RC Academy, Perth, for children with Additional Support Needs (ASN) with effect from August 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 Value Assessment 8. Appendix 2. Recommendations It is recommended that the Committee: 2.1 Notes the findings of the statutory consultation and His Majesty’s Inspectorate of Education in Scotland (HMIE) support for the proposal. 9 Page 269 of 354
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2.2 Approves the proposal to permanently establish a new ISP at St John’s RC Academy, effective from August 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 Phase 2, as detailed in the Options Appraisal report. 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 St John’s RC Academy, 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, St John’s RC Academy does not have an ISP meaning that pupils with complex and multiple ASN must attend other schools 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 5 November 2025 until 19 December 2025, a period of 31 school days. It included a public meeting, a staff meeting, and engagement with children and young people. The Roman Catholic Church was consulted as part of the statutory process, reflecting denominational considerations within the proposal. HMIE 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. Page 270 of 354
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4.2 In addition to the questions raised at the in-person meetings, a total of 6 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 St John’s RC Academy, and 2 responses disagreed. 4.3 The majority of responses were in favour of the proposal to establish an ISP at St John’s RC Academy. The positives identified included: • Access to a faith-based specialist education. • 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: • Capacity and staffing pressures, with concerns that mainstream provision is already stretched and the ISP could reduce existing support. • Uncertainty about demand and movement between ISPs, including allocation of spaces and transfer requests between areas. • 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 St John’s RC Academy 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. 5. Proposal 5.1 PKC proposes to permanently establish a new ISP for up to 16 pupils with complex ASN within St John’s RC Academy, effective from August 2026. The location, facilities and arrangements for the ISP are detailed in the Proposal Paper and Consultation Report (Appendix A). 6. Conclusion 6.1 The proposal to establish a new ISP at St John’s RC Academy offers a sustainable and inclusive solution for the provision of education for children with complex ASN within the St John’s RC Academy catchment area. Page 271 of 354
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It addresses the current lack of local faith-based provision, which can lead 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 overall supportive. HMIE’s independent considerations indicate that the proposal has the potential to deliver educational benefits, noting its alignment with national expectations around inclusion and the presumption of mainstreaming. HMIE also highlighted that the proposal has the capacity to support more children and young people to access the right support, at the right time, within a faith‑based environment. 6.3 In response to points raised in the consultation, PKC has clarified 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 (Report no. 21/202 refers) 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. Appendix 8.1 Appendix A – Consultation Report (St John’s RC Academy) Page 272 of 354
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PKC - GENERAL Appendix 1 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 St John’s RC Academy for pupils with Additional Support Needs with effect from August 2026 This Consultation Report has been issued by Perth and Kinross Council in accordance with the Schools (Consultation) (Scotland) Act 2010. 9 Page 273 of 354
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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 MEETING 8 8. RESPONSES TO THE CONSULTATION EXERCISE 9 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL 10 REPRESENTATIONS 10. HMIE REPORT 13 11. ALLEGED OMISSIONS OR INACCURACIES 16 12. COMPLIANCE WITH SECTION 9(1) OF THE SCHOOLS 16 (CONSULTATION) (SCOTLAND) ACT 2010 13. LEGAL ISSUES 17 14. PERSONNEL IMPLICATIONS 17 15. CONCLUSION 18 16. RECOMMENDATIONS 19 Page 274 of 354
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3 PKC - GENERAL Appendices Page Appendix 1 Minute of Public Meeting of 26 November 2025 20 Appendix 2 Summary of Consultation Responses 25 Appendix 3 HMIE Report 30 Page 275 of 354
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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 St John’s RC Academy for pupils with Additional Support Needs with effect from August 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 26 November 2025; and (c) His Majesty’s Inspectorate of Education in Scotland’s (HMIE) 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 26 November 2025; • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of HMIE’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 HMIE; 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. Page 276 of 354
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5 PKC - GENERAL In preparation of Phase 2, the Learning and Families Committee approved Report 25/214 on Wednesday 27 August 2025, which proposed to establish a new Intensive Support Provision (ISP) in St John's RC Academy. This report presented an Options Appraisal following an assessment of building capacity. 2.2 In the report considered by the Learning and Families Committee on 27 August 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 St John’s RC Academy for pupils with Additional Support Needs with effect from August 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. Page 277 of 354
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6 PKC - GENERAL 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. 4. REASON FOR FORMULATING THE PROPOSAL 4.1 The proposal to permanently establish an Intensive Support Provision (ISP) at St John’s RC Academy has been formulated in response to an identified and growing need for enhanced local specialist provision for children and young people with complex and multiple Additional Support Needs (ASN) living within the school’s catchment area. 4.2 Currently, there is no ISP within a denominational setting in Perth and Kinross at either primary or secondary stage. As a result, children and young people with complex needs who live in the St John’s RC Academy catchment must either travel to non-denominational ISPs across the authority or attend a school that does not align with their family’s faith preference. This can lead to longer travel times, reduced access to local community resources, and limited opportunities to learn within their own denominational school community 4.3 Perth and Kinross Council has statutory duties under the Education (Scotland) Act 1980 and the Education (Additional Support for Learning) (Scotland) Act 2004 to make adequate and efficient provision of school education, including for learners with ASN. Establishing an ISP at St John’s RC Academy supports the Council in meeting these obligations by expanding the availability of specialist education in response to current and projected need 4.4 As of September 2025, 43.5% of children and young people in Perth and Kinross schools have ASN, with a significant number presenting with complex needs. The existing capacity of the ISP network is under pressure, and the establishment of a new ISP at St John’s RC Academy 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. Page 278 of 354
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7 PKC - GENERAL 4.6 It is intended that the new ISP will utilise spaces within the existing 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 St John’s RC Academy is situated St John’s RC Academy is located at North Inch Community Campus, Gowans Terrace, Perth PH1 5BF. It provides all-through Roman Catholic education for primary and secondary level for both girls and boys. The school also has a non-denominational nursery. The school has a combined maximum capacity of 1,256 pupils, with 418 places available in the primary school (August 2025 enrolment: 411 pupils) and 838 places available in the secondary school (August 2025 enrolment: 629 pupils). 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 Wednesday 5 November 2025 until close of business on Friday 19 December 2025, which includes a period of 31 school days. 6.3 The proposal on which consultation took place was to: • Permanently establish a new Intensive Support Provision in St John’s RC Academy for pupils with Additional Support Needs with effect from August 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 5 November 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 Wednesday 26 November 2025 at St John’s RC Academy. • The consultation period ended on Friday 19 December 2025. • HMIE’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. HMIE then prepared a report on the educational aspects of the proposal, which is attached as Appendix 3. Page 279 of 354
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8 PKC - GENERAL 6.5 The following school is directly affected by the proposal: • St John’s RC Academy The parents and pupils who are expected to attend the affected school within 2 years at the following schools may also have an interest in the proposal and were consulted: • Our Lady’s Primary School • St Stephen’s RC Primary School • St Dominic’s RC 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 school • The parents of children expected to attend the affected school within 2 years of the date of publication of this proposal document • The Parent Council of the affected schools • Pupils at the affected schools • The teaching and support staff at the affected school • The trade union and professional association representatives of the above staff • The Community Council • Relevant users of the affected school • Elected Members of Perth and Kinross Council • HMIE 6.7 The number of letters issued with details of the Proposal Paper was 1657. 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 27 May 2026 7 THE PUBLIC MEETING 7.1 A public meeting was held at St John’s RC Academy on Wednesday 26 November 2025, attended by four members of the public. A full note of the meeting, including the questions raised and issues discussed, is provided in Appendix 1. Consultation was also undertaken with children and young people, including pupils at St John’s RC Academy and P1–P7 pupils across all associated primary schools, between 1 and 19 December 2025. In total, 228 responses were received (199 individual responses and 29 class or group responses). Page 280 of 354
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9 PKC - GENERAL The majority of respondents (211) indicated they had no concerns about ISP classes being located within their school, and 179 responses felt that the proposed ISP would not change their school day. Further detail on pupil consultation responses and themes is set out in Appendix 2. 8 RESPONSES TO THE CONSULTATION EXERCISE 8.1 A total of 6 online response forms were received during the statutory consultation period. Of these, 4 responses agreed with the Council’s proposal to establish an Intensive Support Provision (ISP) at St John’s RC Academy, 2 responses disagreed. No written representations were received. Details of the responses are contained within the Summary of Consultation Responses, attached as Appendix 2. 8.2 In summary, the oral and online responses and questions can be grouped broadly as follows: The majority of responses were in favour of the proposal to establish an Intensive Support Provision (ISP) at St John’s RC Academy. Positives Identified • Strong support for increasing local access to specialist education, with respondents valuing opportunities for children with complex ASN to be educated within their own community. • Recognition that the ISP would promote inclusivity and fairness for children with disabilities, ensuring more equitable access to tailored provision. • Anticipated reduction in travel time for pupils currently attending ISPs elsewhere, viewed as beneficial for wellbeing and family routines. • Support for the development of a safe, specialist learning environment designed to meet diverse and complex needs. • Enhanced opportunities for personalised learning, with improved continuity between home and school. • Support for enabling siblings to remain within the same school community and for strengthening transitions, including those for care‑experienced children. • Pupils from St John’s RC Academy and associated primaries identified benefits such as increased inclusion, diversity and support for peers. Questions Asked • Facilities & Infrastructure: Whether the school building can appropriately accommodate an ISP. Availability of quiet rooms, sensory spaces, and appropriate natural light. • Education & Staffing: Recruitment of suitably experienced staff. Staffing ratios and how specialist roles will be allocated. Questions about training for new and existing staff and whether mainstream staffing would be affected. • Operations & Management: Requests for clarity on the planned implementation timeline. Whether the ISP will open gradually with phased pupil numbers. How the success of the ISP will be measured and monitored over time. Page 281 of 354
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10 PKC - GENERAL • Governance & Communication: Eligibility criteria and thresholds for accessing an ISP placement. The placement process, including the roles of Child’s Plan meetings, Educational Psychology, and the Transition Panel. Whether children attending ISPs elsewhere would be able to transfer to the St John’s RC Academy ISP. Overview of Concerns • Capacity and staffing pressures, with some stakeholders expressing concern that mainstream provision is already stretched and wishing to ensure the ISP would not reduce existing support. • Support for pupils whose needs fall between mainstream and ISP, with some respondents worried that children with significant needs who are not “intensive level” may not have dedicated provision. • Uncertainty about demand and movement between ISPs, including how spaces will be allocated and whether families from other ISPs may request transfers. 8.3 In summary, 1657 letters were issued to consultees inviting participation in the statutory consultation. In total, 6 online responses were received. A public meeting was held on 26 November 2025, attended by 4 members of the public, where oral representations and questions were recorded. Full details of the responses and feedback are provided in Appendix 2. 9 EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 9.1 Is there sufficient capacity within St John’s RC Academy to accommodate an ISP, and can the building meet the needs of pupils with complex ASN? St John’s RC Academy has sufficient capacity to accommodate an ISP, and the building is suitable for pupils with complex ASN. The secondary area of the school is operating at around 75% occupancy, creating space for the ISP without affecting mainstream provision. The school has already‑designed ASN specialist rooms, including two ASN classrooms, a sensory room, life‑skills room, personal care room and a dedicated outdoor area. 9.2 Will the introduction of an ISP create additional pressure on mainstream staffing or reduce support already available to pupils in mainstream classes? The ISP will be staffed separately, with dedicated staffing over and above the existing mainstream allocation. The provision will have its own Principal Teacher, class teachers, and Pupil Support Assistants. 9.3 What staffing model will be used in the ISP, and how will suitably trained staff be recruited and supported? The provision will be staffed by a Principal Teacher, class teachers, and Pupil Support Assistants, forming a specialist team designed specifically to meet the needs of children requiring intensive support. A staff to pupil ratio of 1:4 will be supported in each class. Page 282 of 354
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11 PKC - GENERAL Recruitment for these posts is undertaken in conjunction with the Inclusion Service to ensure high‑quality specialist appointments. Each role has a specific job description, designed to attract practitioners with the appropriate experience, knowledge, and understanding of children with complex additional support needs. 9.4 What are the eligibility criteria for placement in the ISP, and how will decisions be made? Eligibility for an ISP placement is based on the child’s ASN assessment profile clearly demonstrating a requirement for intensive‑level support. This means that all available relevant interventions, adaptations and supports through a Staged Intervention approach have been implemented, reviewed and evidenced as insufficient to meet the child’s needs. As part of this process, the Educational Psychologist must be involved, contributing assessment analysis and professional advice to support decision‑making. Their input forms part of the Child’s Plan paperwork submitted for consideration. Decisions about eligibility for placement are made by the Transitions Panel, a multi‑disciplinary group including senior officers, educational psychology, inclusion staff and school leaders. The Panel reviews the full assessment picture and reaches a decision based on evidence of need, ensuring transparency, consistency and equity. 9.5 Will children currently attending other ISPs be able to transfer to the St John’s RC Academy ISP? Yes, children and young people currently attending another ISP may be offered the option to transfer to the ISP at St John’s RC Academy, if this is appropriate and preferred by the family. There is no requirement for children to move if this is not the preference of the parent or young person. 9.6 Will the ISP open with a full cohort immediately, or will pupil numbers be phased over time? The ISP will not open with a full cohort immediately. It will begin with a small number of pupils, with numbers phased in gradually over time. This approach ensures that the provision can grow in a planned and sustainable way, allowing staff to maintain the appropriate balance of year groups and ensure that the learning environment remains well‑matched to pupils’ needs as the ISP becomes established. 9.7 How will inclusion and integration with mainstream classes operate in practice? The ISP will be fully part of the life of the school, with children and young people taking part in whole‑school activities, events and celebrations alongside their peers. Children and young people attending the ISP will also have opportunities to join mainstream classes where appropriate, based on their individual needs and readiness. They will be able to access a range of environments across the school to support learning, social interaction and wider participation. Page 283 of 354
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12 PKC - GENERAL For the secondary class, young people will additionally access discreet subject lessons delivered by mainstream specialist teachers as a class, ensuring that they benefit from a broad curricular offer and can engage in subjects aligned with their strengths, interests and learning needs. 9.8 What transition arrangements will be in place for pupils entering or leaving the ISP? Transition arrangements for pupils entering or leaving the ISP will be planned and coordinated through a Child’s Plan Transition Planning Meeting. This process ensures that the child’s needs, strengths and supports are fully considered, and that all relevant partners and parents are involved in shaping a smooth and well‑supported move. The Principal Teacher of the ISP will be in post ahead of transition activity, enabling work directly with families, current schools and partner agencies. This will support the coordination of enhanced transition visits, familiarisation sessions and any tailored supports required to prepare children and young people for their move into or out of the ISP 9.9 Will the ISP have secure access, and what safety measures will support children at risk of flight? The ISP area will be fob‑controlled. In addition, children and young people will have access to a secure garden area, providing safe outdoor learning and regulation opportunities within an enclosed and supervised environment. Alongside the physical measures in place, individualised planning will be used to assess and respond to any known risks. This means that where a child or young person presents a risk of flight, or any other safety consideration, specific planning will be developed to meet their identified needs and ensure they can engage safely and confidently in the school environment. 9.10 What facilities will ISP pupils share with the wider school, and how will these shared spaces be managed? ISP pupils will share specific facilities within the school where this is appropriate and beneficial. Shared spaces will include the Lifeskills Kitchen and the Sensory Room, which will be accessed based on individual need and required use. There will also be opportunities for children and young people in the ISP to be supported in these shared areas alongside mainstream peers with ASN, where this is mutually beneficial and appropriate. This approach strengthens inclusion, supports social interaction, and enables shared learning experiences while ensuring that all pupils’ needs continue to be met effectively. 9.11 How will transport be arranged for pupils attending the ISP, including those placed through preference rather than placing request? Transport for pupils attending the ISP will be arranged in line with Perth and Kinross Council’s existing Home to School Transport Policy. This means that children placed in the ISP by the Council, and who meet the statutory distance criteria, will receive free home‑to‑school transport in accordance with current policy. Page 284 of 354
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13 PKC - GENERAL 9.12 How will demand be managed, and what happens if the ISP becomes oversubscribed? Demand for ISP placements is monitored carefully across Perth and Kinross to ensure that there is sufficient capacity to meet projected need and to provide specialist placements as close to a child or young person’s own community as possible. Projections of required specialist placements are reviewed regularly to support strategic planning and ensure that spaces are available where they are most needed. If the ISP at St John’s RC Academy were to become oversubscribed, the Council would follow established procedures. This may include considering placements in alternative ISPs where appropriate, ensuring that children continue to receive specialist support suited to their needs. In addition, where sustained demand indicates pressure on capacity, the Council may review whether the ISP requires an increase in class numbers or other adjustments to ensure that provision remains equitable and responsive. 9.13 How will the success and effectiveness of the new ISP be monitored over time? The success and effectiveness of the new ISP will be monitored on an ongoing basis. The Council will track outcomes for children and young people accessing the provision and ensure that support remains consistent and responsive to the needs of the children and young people. A set of success metrics will be developed to evaluate the impact of the ISP, including monitoring the satisfaction of children, young people, and their parents or carers. In addition, the Council will seek feedback from the wider school community to help inform continuous improvement. This approach will ensure that the ISP remains high‑quality, effective, and aligned with the needs of the children and young people it serves. 10. HMIE REPORT 10.1 In accordance with the Schools (Consultation) (Scotland) Act 2010, a report was produced by HMIE on the educational aspects of the proposal. The HMIE report is reproduced in full at Appendix 3. 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 St John’s RC Academy for pupils with complex Additional Support Needs, effective from August 2026. 10.3 A HMIE Inspector visited St John’s RC Academy and attended the public meeting held on 26 November 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 proposed ISP at St John’s RC Academy has clear educational benefits. Page 285 of 354
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14 PKC - GENERAL The ISP is expected to provide an appropriate, accessible and high‑quality learning environment for children and young people requiring intensive support, with access to a broad curriculum and opportunities for inclusion within the wider school. • The ISP would allow children requiring specialist support to remain within a faith‑based school community, reducing travel distances and enabling young people to progress through an all‑through ISP from primary to secondary, thereby minimising transitions. • Most stakeholders consulted by HM Inspectors were supportive of the proposal and recognised the value of an ISP within St John’s RC Academy. Staff expressed enthusiasm for the development and a willingness to engage in specialist training. • Stakeholders highlighted the importance of effectively managing shared spaces, such as sensory and life skills areas, and ensuring consistent access for all pupils. They also emphasised the importance of maintaining positive relationships and inclusion across the school. • A few stakeholders raised the need for well‑planned transitions, particularly given the move into the secondary school building, and emphasised the importance of clear communication with families. • Stakeholders sought clarity regarding travel routes and transport arrangements for young people attending the ISP. 10.4 Perth and Kinross Council Response to HMIE’s Report The Council welcomes the report from HMIE and accepts its findings. In response to the findings contained within the HMIE report, Perth and Kinross response is as follows: 10.5 HMIE Inspectors note that stakeholders seek reassurance about how places will be allocated and how parental choice will be reflected in placement decisions, including requests for clarity on admission criteria and the possibility of split placements. Places in the ISP will be allocated through the Transitions Panel, based on a clear assessment showing that a child or young person requires intensive‑level support. Parental views form part of the ASN assessment process, with final placement decisions made on the basis of identified need and appropriateness of setting. Split placements may be considered where the child or young person’s assessed needs indicate this would be beneficial, for example, to maintain aspects of their mainstream experience. 10.6 HMIE Inspectors note that stakeholders have raised questions about how shared spaces, such as the sensory room and life skills areas, will be used and managed to avoid negative impact on other learners, and how the ISP will integrate with the wider school. Shared spaces, such as the sensory room and life skills areas, will be managed through planned and coordinated access to ensure they are used effectively and without negative impact on other learners. Access will be based on individual need, and timetabling will ensure that pupils in the ISP and the wider school community can benefit equitably from these facilities. Page 286 of 354
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15 PKC - GENERAL The ISP will be fully integrated within the life of St John’s RC Academy. Children and young people will participate in wider school activities, and where appropriate, may use shared spaces alongside mainstream peers, including other learners with ASN, when this is mutually beneficial. This approach supports social interaction, inclusive practice and a sense of belonging across the school. 10.7 HMIE Inspectors note that stakeholders seek clarification regarding travel routes and transport arrangements for pupils attending the ISP, particularly for families living out with the immediate area. Travel routes and transport arrangements for pupils attending the ISP will be confirmed in line with Perth and Kinross Council’s Home to School Transport Policy. PKC recognises that stakeholders, particularly families living outwith the immediate area, have sought clarity on how this will operate. The Council will work directly with families to establish and communicate safe travel routes and ensure that transport arrangements are clearly understood in advance of pupils attending the ISP 10.8 HMIE Inspectors note that stakeholders want reassurance that staff will have the right training, skills and support to meet the needs of children and young people accessing the ISP. PKC recognises that stakeholders want reassurance that staff working in the ISP will have the right training, skills and support to meet the needs of children and young people with complex ASN. The ISP will have its own dedicated staff team, and recruitment will be carried out in conjunction with the Inclusion Service to ensure that staff appointed have the appropriate knowledge, experience and expertise to support intensive‑level needs. Staff will also have access to a range of specialist professional learning, including training in autism, trauma‑informed practice and inclusive pedagogy. In addition, the ISP team will be supported through an ISP Specialist Network, providing ongoing opportunities for professional development, collaboration and practice sharing 10.9 HMIE Inspectors note that stakeholders emphasise the importance of well‑planned transitions and clear communication throughout the implementation of the ISP. PKC recognises the importance stakeholders have placed on ensuring transitions are well‑planned and clearly communicated. Transitions into the ISP will be supported through Child’s Plan Transition Planning Meetings, ensuring that planning is personalised, coordinated and based on the assessed needs of each child or young person. Enhanced visits and opportunities for pupils and families to become familiar with the ISP will be facilitated as part of this process. Clear and ongoing communication with families will be prioritised throughout implementation to ensure that parents, carers and young people remain fully informed, supported and involved at each stage of the transition. 10.10 HMIE Inspectors recommend continued engagement with stakeholders to address queries raised during the consultation. Page 287 of 354
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16 PKC - GENERAL The Council will continue to work in partnership with the Parent Council, young people, parents and staff, 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: After the Education Authority has received HMIE’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) HMIE’s report. 12.2 Following receipt of the HMIE report, ten online representations 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 HMIE 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 HMIE report and representations made. 12.7 There were no factors included in the HMIE report or representations made requiring any aspect of the educational benefits to be reconsidered. Page 288 of 354
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17 PKC - GENERAL 12.8 Having reviewed the HMIE 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 St John’s RC Academy. The proposal ensures that pupils with complex additional support needs in the St John’s RC Academy catchment 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 St John’s RC Academy 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 St John’s RC Academy 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 22 April 2026, this meets the statutory requirement to publish this report for more than three weeks before consideration of the proposal by Learning & Families Committee on 27 May 2026. 14. PERSONNEL IMPLICATIONS 14.1 Staffing arrangements for the new Intensive Support Provision (ISP) at St John’s RC Academy 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 289 of 354
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18 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 HMIE has identified that the proposal to establish a new Intensive Support Provision (ISP) at St John’s RC Academy 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: • HMIE’s report confirms that the proposal to establish an Intensive Support Provision (ISP) at St John’s RC Academy 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 noted that stakeholders were generally supportive of the proposal but had raised queries that require further clarification, including the use of shared spaces, roles and responsibilities across the ISP, and transition arrangements. • Stakeholders raised queries focused on admission criteria, allocation processes, class sizes, transitions, staffing qualifications, access and safety, and the use of spaces such as the sensory room, life skills area and garden. They also asked about transport arrangements, particularly how transport would operate when placement is based on parental preference rather than placing request. The Council responded by confirming that admissions will be handled through the Transitions Panel, that class sizes will be phased, and that a dedicated specialist staff team will support the ISP. Shared spaces will be managed through coordinated timetabling, transport will follow existing policy, and transitions will be individually planned. Further clarification on each of these points is provided within the body of this report. Page 290 of 354
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19 PKC - GENERAL • 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 St John’s RC Academy. 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 St John’s RC Academy for pupils with Additional Support Needs with effect from August 2026. Page 291 of 354
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20 PKC - GENERAL Appendix 1 Education & Children’s Services Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Public Meeting Minute of meeting held on Wednesday 26 November 2025 at 7:00p.m. in St John’s RC Academy Panel: David Macluskey Education & Learning Strategic Lead (Chief Education Officer) Fiona MacKay Quality Improvement Manager – Inclusion & Additional Support Needs Sarah Stephen Quality Improvement Officer - Inclusion Marie-Claire Futamata Head Teacher – St John’s RC Academy Karen Robertson Service Manager – Business Services Present: Jaclyn Meikle – Minutes ASN Transformation Programme Manager Councillor John Rebbeck Convenor, Learning & Families Committee In addition: 1 x Education Scotland Representative 4 x Parents / Members of the public 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. Marie Claire Futamata introduced herself and briefly outlined the positive impact she anticipated that an ISP would have for St John’s RC Academy. Format of meeting Fiona MacKay then explained the agenda the meeting would follow. The proposal Fiona MacKay explained the consultation proposal to the attendees. The Council proposes to: Page 292 of 354
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21 PKC - GENERAL • Permanently establish a new Intensive Support Provision at St John’s RC Academy for pupils with Additional Support Needs with effect from August 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 • 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 St John’s RC Academy Sarah Stephen outlined: • What is an ISP • Common profile of needs seen within an ISP • How needs are met • The placement of the ISP within the school and what it will include • How the ISP will operate • How the ISP will be staffed • The educational 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 May 2026. Fiona Mackay closed the presentation by directing attendees to the PKC website for additional information. David Macluskey opened the meeting to any questions, comments or observations from the floor: Q: In relation to figures and allocation of spaces, is there an idea of likelihood of children in ISPs out with filling the spaces? A: This is particularly difficult to predict at St John’s RC Academy due to the catchment criteria. It is not straightforward to identify eligible children, therefore it will depend on parents identifying that they wish to move their child, and if so, we will provide support. Page 293 of 354
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22 PKC - GENERAL Q: Why are proposed ISP class sizes so small? A: This relates to the number of children identified at ‘Intensive’ level and our statutory obligation known as the presumption of mainstream education. It must be clear that an ISP is the correct stage for a child. Small settings and high staffing ratios are necessary for this level of need. While ASN percentages are rising, they are not necessarily at the intensive level; overall, numbers remain relatively static. Our approach is not driven by pressure of need but by the obligation to allow all children to be educated with peers, siblings, and close to communities, respecting personal choice (including faith-based) and future-proofing provision. Numbers will be kept under close review. We have consulted with the Diocese on this. Q: What criteria does a child have to meet to access this provision? A: The child’s assessment picture must show that mainstream education with support at an enhanced level cannot meet the child’s needs—that is the threshold for considering specialist education. We have a robust assessment process involving Educational Psychology to ensure clarity. Decisions are based on individual need. Our data shows we can meet current demand, if needs change, we can adapt without restarting statutory processes. Q: Will Child’s Plan meetings be used in this process? A: Yes. If these meetings identify that staged interventions are not working and a change of pathway is required, this will be progressed to the Transition Panel. The decision does not sit with the school; it sits with a panel through a robust process. Parents cannot simply request ISP placement directly with the Head Teacher—there is a formal process that requires to be followed. The assessment process is transparent and includes all relevant voices: parents, child/young person, school staff, Educational Psychology, etc. ISP provisions have existed in PKC for over 15 years, and a clear structure is in place to manage placements. Q: If a child has a place, will there be transition visits to see classrooms? A: Yes, this will be an option. Children will not be forced to move if they currently attend an alternative ISP. It is good practice to see the setting before parents decide. Newly created staff posts will be in place early enough to support the transition process. We will appoint at least a PT and aim to have staff ready to make the process smooth. The PT will teach for three days per week and will want to get to know families. We hope to run an open session for parents to visit. Q: Is there any data on the level of Catholic children wanting to come to St John’s ISP? A: We have mapped known information and reviewed past decisions, including siblings in different schools. However, the data available is patchy. Tracking data is difficult due to geographical spread and the presence of non-Catholic pupils attending St John’s and catholic pupils in other schools. Q: What is the process up to the panel—how is information gathered and applications submitted? A: Parents have the right to submit a placing request for any ISP. Schools can also raise this following discussion at a Child’s Plan meeting. Educational Psychology becomes involved and works with the school to build information for the panel. Paperwork is reviewed by the panel, which may request further interventions first (e.g., group sessions, environmental adjustments) under the presumption of mainstream. If there is clear benefit for the child, the placement will proceed. Q: Is teacher recruitment specialised? A: Yes, posts will be advertised on MyJobScotland. We have had good success filling similar posts and anticipate no issues. PKC attracts high-quality teaching candidates. Page 294 of 354
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23 PKC - GENERAL PSA recruitment has also been positive with PSAs paid at a higher grade. The Inclusion Service appoints staff jointly with the school to ensure appropriate skill levels. We seek motivated staff who want to be part of the school community. Q: If a teacher is employed but not Catholic, are they employed short-term? A: All St John’s RC Academy teachers, including those who are not Catholic, must apply for Roman Catholic approval. Many non-Catholic teachers work at St John’s. Primary teachers deliver sacraments; secondary teachers do not. Staff who take on liturgical aspects must sign up to the Catholic Charter for Schools. This has not affected recruitment. The Diocese is very supportive, welcoming the faith-based ISP and working with us to make it happen. Q: Will children be able to join peers for other parts of the curriculum? A: Absolutely. They can participate in school community events. The Head Teacher has experience with similar processes from a previous role in another authority and is confident this will work well. The school has capacity, and the most appropriate area within the school to locate the ISP has been selected. Staff were initially hesitant but now understand the positive impact on the school and wider community. Q: Will the ISP have its own access, and will it be secure? A: Yes. Minimal changes are required, with adaptations kept to a minimum. Q: Will there be shared access to the garden area? A: The garden room will be relocated to the main school building. A separate sectioned-off area with raised beds and benches in another area of the playground will ensure mainstream pupils do not lose out. Q: If a child who was assessed as being at ‘intensive’ level still wanted to be in mainstream for a particular subject, is this possible? A: Where a child is able to benefit and access mainstream subjects, we will always provide access to the broader curriculum. Secondary pupils can access specialist subject teachers who may teach within the ISP or in mainstream classes. The curriculum offer will vary, and we aim for pupils to reach their full potential. Some pupils start in provision and later move to split provision or return to mainstream as skills develop. This is kept under constant review, with flexibility and ongoing monitoring to ensure maximum attainment. Q: Is the same process followed when moving on to secondary school? A: If placed in an ISP at primary, the default is to move to an ISP at secondary unless the assessment picture has changed significantly. Q: Is a child in primary guaranteed a place at secondary over another child from a different school? A: There is no automatic guarantee. Admission criteria apply to all schools. St John’s secondary catchment covers approximately 80% of PKC. After establishing the need for intensive level support, priority is given to baptism, then siblings, then associated feeder schools. We hope numbers remain low enough to avoid oversubscription. Q: How does transport apply if placement is based on preference and not a placing request? A: Transport rules remain the same as in any other school. If a child is placed in an ISP, statutory distance criteria apply, and the council must adhere to these requirements. Page 295 of 354
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24 PKC - GENERAL Q: When will we know if a place is allocated? A: Allocation for a P1 placement will be confirmed by the end of February, even if the final decision on the ISP proposal is pending. Letters will indicate St John’s is the intended placement, as by then, recommendations to committee will be clear. However, plans will also be in place should an alternative placement be required due to the recommendations not be agreed. Q: What if a child is still going through the process and we are not ready to decide? A: Children can be placed in an ISP at any point in the school year. For nursery transitions, we aim for decisions by November to prepare for the academic year. Changes can occur later if evidence supports it. Occasionally, children start in mainstream and later move to an ISP following panel review. Q: Will all spaces be allocated immediately? A: No. Classes will start with limited numbers and will increase in size gradually. No further comments or statements. Closing: David Macluskey thanked everyone and reminded those attending that feedback can still be submitted up until Friday 19th December. Page 296 of 354
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25 PKC - GENERAL Appendix 2 Perth & Kinross Council Intensive Support Provision at St John’s RC Academy Summary of Consultation Responses Page 297 of 354
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26 PKC - GENERAL The statutory consultation on the proposal to establish a new Intensive Support Provision at St John’s RC Academy commenced on Wednesday 5 November 2025 and closed on Friday 19 December 2025. Details of the proposal document were issued to the list of consultees contained within the Proposal Paper. 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 6 online response forms were received. 4 responses agreed with the Council’s proposal and 2 disagreed with the Council’s proposal. RESPONDENT GROUP NUMBER OF RESPONSES AGREE DISAGREE Parents 6 4 2 Pupils - - - Staff - - - Elected Members - - - Parent Councils - - - Community Members - - - Grandparents - - - Trade Unions - - - Other - - - Total 6 4 2 Representations made were around: Gap in Provision for Certain Learners • Some children do not fit existing education pathways: • They cannot cope with mainstream schooling, even part-time. • They are not considered complex enough for an ISP. • Insufficient options to support both learning and wellbeing, particularly for secondary pupils. Need for Additional, Specialised Support Spaces • A dedicated space or setting for these learners. • Provision that forms part of a dual-education approach, offering support while maintaining educational progression. • Assurance that these children’s needs are properly considered in planning. Page 298 of 354
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27 PKC - GENERAL Pressure on Existing Schools • Local schools already have high numbers of pupils with Additional Support Needs (ASN). • Staff and resources are stretched, making it difficult to meet current needs. • Adding further ASN pressures to mainstream settings is seen as unsustainable unless the current system is improved first. Preference for a Standalone Specialist ASN Setting • Any new provision should be built as a separate, dedicated school. • Avoid placing additional strain on existing mainstream schools. • Enable the development of a true specialist ASN environment with appropriate resources and expertise. Written Representations During the consultation period between 5 November 2025 and 19 December 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 26 November 2025 at St John’s RC Academy. Attended by 4 members of the public. The questions and comments were around: Admission Criteria & Allocation Processes Questions around how children will be assessed, selected, and allocated places within the ISP, including: • Criteria for accessing the provision. • How information is gathered and submitted to the panel. • Role of Child’s Plan meetings. • Whether primary pupils are guaranteed a linked secondary place. • Timing of allocation decisions. • What happens if a child is still undergoing assessment when decisions are due. • Whether all spaces will be filled immediately. Capacity, Class Sizes & Demand Questions relating to the number of spaces available and concerns about whether they will meet demand: Page 299 of 354
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28 PKC - GENERAL • Likelihood of external ISP learners filling allocated spaces. • Reasons for small class sizes. • Data on the number of Catholic children potentially seeking placement at St John’s ISP. Transitions & Inclusion Within the Wider School Questions relating to how children will move into and out of the ISP, and how they will integrate with mainstream peers: • Whether transition visits will be arranged. • Opportunities for joining mainstream classes for certain subjects. • Whether a child assessed as “intensive” can still attend mainstream for a preferred subject. • Whether the same process applies at transition to secondary school. Staffing & Recruitment Questions about the nature of staffing within the ISP: • Whether teachers require specialist training or qualifications. • What happens if a non-Catholic teacher is recruited—e.g., contract type and suitability. Facilities, Safety & Access Some questions related to the physical environment, its safety, and how it will function in practice: • Whether the ISP will have its own secure access. • Whether the garden area will be shared. Transport Arrangements • How transport will be provided when placement is preference-based rather than via a formal placing request. Pupil Consultation Consultation was undertaken with St John’s RC Academy pupils and P1 – P7 pupils in all associated primary schools. The consultation took place between 1 and 19 December 2025. St John’s RC Academy Pupils 206 responses were received – 199 individual responses and 7 class responses. 198 respondents indicated they had no concerns about having ISP classes at their school. 165 respondents did not think the new ISP classes would change their school day at school. What do you think might be good about the new ISP classes at your school? Page 300 of 354
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29 PKC - GENERAL I think it’ll make the school a more inclusive environment and I’m happy more people will be included The pupils using ISP will feel more included Gives families a sense of comfort to have their children in a close by environment and with their siblings if they have any. It will make people want to come to school knowing they can get the support that helps them Everyone needs education especially them and if it makes any difference at all to there lives it will be worth it It gives children with additional support needs an opportunity to come to there local school and still get the support they need. More people joining the school, more diversity. It will be more inclusive and will really benefit some families so there kids can all go to the same school it will give people with any disability a chance to learn the way they do I think it might be good for people to recognise the need and to understand the struggles people might face I think its good for diversity to have people with different skills and abilities to enter our school community Shows the community that the school is doing what they can to support children Reducing transport is good for Eco reasons. They will have more space and friends. Associated Primary Schools 22 responses were received – 20 class responses and 2 group responses with an adult. 13 respondents indicated they had no concerns about having ISP classes at their school. 14 respondents did not think the new ISP classes would change their school day at school. What do you think might be good about the new ISP classes at your school? We are happy for them because they won't have to travel as far and they will get to be in our school. pupils who attend will feel more included It will help people to be kind. It would help the children to learn and feel happy They might make new friends and play with them every day Children can still attend the same school as their family We think it's good they won't have to travel so far and will get more sleep. There won't be too many children. it will be quieter Some children need a class that isn't so noisy feel less anxious about attending school That children will have access to proper support Children who couldn't come here before can now come here It will help children who need extra help to be in their own classroom Page 301 of 354
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30 PKC - GENERAL Appendix 3 Schools (Consultation) (Scotland) Act 2010 Report by HMIE addressing educational aspects of the proposal by Perth and Kinross Council to Permanently establish a new Intensive Support Provision in St John’s Roman Catholic (RC) Academy January 2026 Page 302 of 354
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31 PKC - GENERAL 1. Introduction 1.1 This report from HMIE 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 St John’s RC Academy. 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 and young people of the schools; 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 26 November 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 St John’s RC Academy, Our Lady’s Primary School, St Dominic’s Primary School and St Stephen’s Primary 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. 2.2 The statutory consultation ran from 5 November to 19 December 2025. The council published the proposal paper on its website and made copies available to relevant stakeholders. The website Page 303 of 354
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32 PKC - GENERAL included a helpful video, which explained the consultation process in an accessible way. The council held a public meeting on 26 November 2025, which four members of the public attended. The council received a total of six responses to its online survey, the majority (66%) of which were in favour of the proposal. Attendees asked questions about the allocation of spaces, admission criteria and transport arrangements. They also raised queries about the recruitment and training of staff, opportunities for integration with mainstream teaching and resources, and timelines for decisions. 2.3 The council undertook consultation with children and young people from the associated primary schools and at St John’s RC Academy. The council received 23 responses from associated primary schools, and 206 responses from St John’s RC Academy, including individual and group responses. Most children and young people had no concerns about having an ISP at St John’s RC Academy and did not think that it would change their school day. They believe this may help St John’s RC Academy to be more inclusive. They also think it is important that young people attend their local catchment high school and with their peer group and siblings. 3. Educational aspects of proposal 3.1 HM Inspectors agree that Perth and Kinross Council’s proposal to establish an ISP at St John’s RC Academy has potential educational benefits. Across Perth and Kinross there is currently no ISP provision at either primary or secondary stage within a denominational setting for children and young people with complex or multiple needs. As a result, these pupils travel longer distances to access an ISP, which reduces their access to faith-based education within their local community. This proposed ISP has the potential to support the council in meeting the projected increase in the number of children and young people requiring specialist support across denominational schools from August 2026. 3.2 The council has stated a range of educational benefits it considers this proposal will bring. This includes providing a modern learning environment for children and young people with additional support needs who require an intensive level of support. It aims to enhance locally available learning experiences and outcomes through a broad curriculum. This should support progression to the senior phase within an all-through ISP comprising both primary and secondary provision. HM Inspectors agree that proposed adaptations for the new ISP at St John’s RC Academy could provide an appropriate and accessible learning environment for children and young people who require intensive support. These adaptations, together with access to wider school facilities, should enable children and young people to experience a broad curriculum within an environment tailored to meet their individual needs. 3.3 Establishing an ISP in a faith-based setting will align religious values and preferences for those who choose a Roman Catholic education. Children and young people accessing the new ISP at St John’s RC Academy may benefit from remaining within a faith-based school community and maintain important social connections. They will be able to progress in an all through ISP from primary to secondary education. This has the potential to minimise the number of transitions they experience. There are also potential benefits to further opportunities for inclusion in mainstream school activities, as appropriate. 3.4 HM Inspectors met with children, young people, parents and staff to discuss their views. All stakeholders are in favour of the proposal. They agree that establishing an ISP within St John’s RC Page 304 of 354
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33 PKC - GENERAL Academy will enable children and young people to access to specialist provision, whilst remaining in a faith-based learning environment. They agree that children and young people should be able to progress with their peers and siblings. Stakeholders are aware that children travel out with their catchment area to access specialist support and this is having an impact on children and their families. As a result, children may experience multiple transitions, which may disrupt continuity of the learning experience. A few stakeholders from Crieff also expressed concern over the lack of dedicated school transport to and from St John’s RC Academy. 3.5 Children and young people from St John’s RC Academy who met with HM Inspectors want to ensure that everyone is welcome and included in their school. They feel strongly that children and young people who are allocated spaces in the ISP are included in the school ‘house system’. They believe that this will help to create opportunities to build relationships, make new friendships and learn from each other. 3.6 A few stakeholders raised considerations for the implementation of the proposal. This includes the use of shared spaces such as the life skills and sensory areas. A few staff from St John’s RC Academy would like clarity of roles, such as the named person, across the ISP and how this may impact on the wider school. Stakeholders are keen that shared spaces are managed effectively so there is no negative impact on other children or young people. Parents, children and young people expressed the need for choice to be a key consideration in allocation of spaces. Parents would like to be involved in the decisions where their child is placed. They also would like the council to consider the use of split placements in the primary stage to allow children to maintain existing friendships within their catchment primary school. 3.7 All stakeholders who met with HM Inspectors expressed the need for well-planned transition arrangements and clear communication. They believe that this will help all children and young people to understand the proposed changes and how this may affect them. All stakeholders highlighted the importance of the recruiting and retaining staff, including the need for specialist training. They believe that robust policies should be in place to support positive relationships that will help support the continuity of learning. 3.8 HM Inspectors spoke with a representative of the Diocese of Dunkeld. They fully support the proposal. They believe the proposal will create equity of access to specialist support for children and young people who choose a faith-based education setting. They believe this will reduce barriers to children and young people requiring intensive support to access a faith-based education. They believe that the ISP should be supported by qualified Catholic teachers to ensure appropriate pastoral care. 4. Summary HM Inspectors agree that the proposal has the potential to deliver educational benefits for children and young people who require specialist support. The opening of a new ISP in St John’s RC Academy should ensure that more children and young people will be able to access the right support at the right time in a faith-based environment. The new ISP should allow children and young people to remain in their faith-based community and reduce the need for additional travel. This may help support connections with peers and minimise disruption to transition processes. This should help the council to meet the national requirements of the presumption of mainstreaming. Children and young Page 305 of 354
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34 PKC - GENERAL people will, where appropriate, have opportunities to be included within the mainstream school alongside their peers. The new ISP in St John’s RC Academy will further support the council to meet the projected increase in children and young people requiring specialist support and keep them, where possible, within a faith-based community. The council should continue to engage with stakeholders to address the queries they have raised. HM Inspectors January 2026 Page 306 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Intensive Support Provision Statutory Consultation Report – Community School of Auchterarder Report Number: 26/142 Report Authors: 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 Community School of Auchterarder for children with Additional Support Needs (ASN) with effect from August 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 Value Assessment 8. Appendix 2. Recommendations It is recommended that the Committee: 2.1 Notes the findings of the statutory consultation and His Majesty’s Inspectorate of Education in Scotland (HMIE) support for the proposal. 10 Page 307 of 354
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2.2 Approves the proposal to permanently establish a new ISP at Community School of Auchterarder, effective from August 2026, but hosted at an alternative primary school for academic year 2026/27, to allow for the necessary building works to be completed. 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 Phase 2, as detailed in the Options Appraisal report. 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 Community School of Auchterarder, 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, Community School of Auchterarder 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 5 November 2025 until 19 December 2025, a period of 31 school days. It included a public meeting, a staff meeting, and engagement with children and young people. HMIE 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. Page 308 of 354
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4.2 In addition to the questions raised at the in-person meetings, a total of 13 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 the Community School of Auchterarder and 6 responses disagreed. Written representations were also invited from statutory consultees and interested parties. 7 written responses were received. One response agreed with the proposal and 6 responses agreed in principle with the proposal to establish a local ISP but had concerns and questions about the published proposal. 4.3 The majority of responses were in favour of the proposal to establish an ISP at Community School of Auchterarder. The positives identified included: • Strong support for a local ISP, reducing travel time and allowing pupils to attend provision closer to home. • Improved fairness, access and inclusion for pupils with complex ASN and disabilities. • Positive views from pupils, highlighting inclusion, friendships, calmer spaces and reduced travel. • Clear educational benefits, including targeted support, specialist staff and structured learning environments. • Safe, tailored provision locally, enabling personalised learning and better support within the community. • General agreement on the need for an ISP in Community School of Auchterarder even where concerns remain about the position of the ISP in the proposed model. 4.4 The consultation raised concerns in relation to: • First‑floor location, including safety, evacuation, lack of outdoor access and movement through busy areas. • Risk to existing provision of support for ASN if staffing or resources are redirected to the ISP. • Capacity concerns, including loss of specialist rooms and impact of relocating departments. • Potential disruption to mainstream learning, affecting timetabling, specialist rooms and exams. • Issues with limited outdoor space, with concerns the ISP may reduce wider school access. 4.5 PKC have provided responses to the questions and concerns raised at Section 9 of the Consultation Report (Appendix A). The most significant concern related to the position of the proposed ISP on the first floor. This resulted in the decision to relocate the ISP to a ground‑floor area within the school. Page 309 of 354
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While this change improves accessibility, safety and suitability of the environment, it has increased the scale and complexity of the required building works, meaning the physical space for the ISP cannot be opened within Community School of Auchterarder for August 2026, as originally planned. To avoid delay in meeting identified needs of catchment children requiring intensive-level support, an interim hosting arrangement has been planned for the primary class. The ISP class with Community School of Auchterarder staff will be temporarily accommodated within Errol Primary School ISP until the permanent accommodation is available. This approach ensures continuity of relationships, planning and access to intensive support during the construction period. Full details of the interim and permanent arrangements, including location, facilities and governance, are set out in the Consultation Report (Appendix A). 4.6 The proposal to establish an ISP at Community School of Auchterarder 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. 5. Proposal 5.1 PKC proposes to permanently establish a new ISP for up to 16 pupils with complex Additional Support Needs within Community School of Auchterarder from August 2026. The facilities and arrangements for the ISP are detailed in the Proposal Paper, however the location has been revised in response to feedback from the consultation. To enable completion of the required building works to deliver this, Community School of Auchterarder ISP staff will be recruited and will support the children placed in a class temporarily hosted in Errol Primary School. 6. Conclusion 6.1 The proposal to establish a new ISP at Community School of Auchterarder offers a sustainable and inclusive solution for the provision of education for children with complex ASN within the Community School of Auchterarder catchment. 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 overall supportive. HMIE’s independent considerations indicate that the proposal has the potential to deliver educational benefits, highlighting its alignment with national expectations around inclusion and the presumption of mainstreaming. Page 310 of 354
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6.3 In response to points raised in the consultation, PKC has clarified 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. It has also responded to feedback on the proposed position of the ISP, revising the plan to provide a ground floor alternative, whilst recognising the increased building work required to deliver this. 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 (Report no. 21/202 refers) 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. 8. Appendix 8.1 Appendix A – Consultation Report (Community School of Auchterarder) Page 311 of 354
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PKC - GENERAL Appendix 1 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 Community School of Auchterarder for pupils with Additional Support Needs with effect from August 2026. This Consultation Report has been issued by Perth and Kinross Council in accordance with the Schools (Consultation) (Scotland) Act 2010. 10 Page 313 of 354
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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 MEETING 8 8. RESPONSES TO THE CONSULTATION EXERCISE 8 9. EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL 10 REPRESENTATIONS 10. HMIE 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 314 of 354
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3 PKC - GENERAL Appendices Page Appendix 1 Minute of Public Meeting of 18 November 2025 19 Appendix 2 Summary of Consultation Responses 23 Appendix 3 HMIE Report 31 Page 315 of 354
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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 Community School of Auchterarder for pupils with Additional Support Needs with effect from August 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 18 November 2025 (c) HMIE’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 18 November 2025; • Provide a statement of the Council’s response to those written and oral representations; • Provide the full text of HMIE’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 HMIE; 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. Page 316 of 354
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5 PKC - GENERAL In preparation of Phase 2, the Learning and Families Committee approved Report 25/214 on Wednesday 27 August 2025, which proposed to establish a new Intensive Support Provision (ISP) in the Community School of Auchterarder. This report presented an Options Appraisal following an assessment of building capacity. 2.2 In the report considered by the Learning and Families Committee on 27 August 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 the Community School of Auchterarder for pupils with Additional Support Needs with effect from August 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. Page 317 of 354
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6 PKC - GENERAL 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. 4. REASON FOR FORMULATING THE PROPOSAL 4.1 The proposal to permanently establish an Intensive Support Provision (ISP) at Community School of Auchterarder 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 Community School of Auchterarder catchment area. 4.2 Currently, Community School of Auchterarder does not have an ISP in the primary or secondary stages. 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 2025, 43.5% of children and young people in Perth and Kinross schools have ASNs, with a significant number presenting with complex needs. The capacity of the existing ISP network is under pressure, and the establishment of a new ISP at Community School of Auchterarder 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. Page 318 of 354
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7 PKC - GENERAL 4.6 It is intended that the new ISP will utilise spaces within 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 Community School of Auchterarder is located on New School Lane, Auchterarder PH3 1BL. The school provides all-through education from nursery to secondary level for both girls and boys, with capacity for 1,313 pupils and an enrolment of 913 pupils as at January 2026. 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 Wednesday 5 November 2025 until close of business on Friday 19 December 2025, which includes a period of 31 school days. 6.3 The proposal on which consultation took place was to: • Permanently establish a new Intensive Support Provision in Community School of Auchterarder for pupils with Additional Support Needs with effect from August 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 5 November 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 Tuesday 18 November 2025 at Community School of Auchterarder. • The consultation period ended on Friday 19 December 2025. • HMIE’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. HMIE then prepared a report on the educational aspects of the proposal, which is attached as Appendix 3. 6.5 The following school is directly affected by the proposal: • Community School of Auchterarder Page 319 of 354
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8 PKC - GENERAL The parents and pupils who are expected to attend the affected school within 2 years at the following schools may also have an interest in the proposal and were consulted: • Aberuthven Primary School • Blackford Primary School • Dunning 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 school • The parents of children expected to attend the affected school within 2 years of the date of publication of this proposal document • The Parent Council of the affected schools • Pupils at the affected school • The teaching and support staff at the affected school • The trade union and professional association representatives of the above staff • The Community Council • Relevant users of the affected school • Elected Members of Perth and Kinross Council • HMIE 6.7 The number of letters issued with details of the Proposal Paper was 1257. 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 27 May 2026 7 THE PUBLIC MEETING 7.1 A public meeting was held in Community School of Auchterarder on Tuesday 18 November 2025. Seventeen 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 13 online response forms were received during the statutory consultation period. Of these, 7 responses agreed with the Council’s proposal to establish an Intensive Support Provision (ISP) at Community School of Auchterarder, while 6 responses disagreed. Written representations were also invited from statutory consultees and interested parties. Page 320 of 354
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9 PKC - GENERAL Seven written responses were received. One response agreed with the proposal and 6 responses agreed in principle with the proposal to establish a local ISP but had concerns and questions about the published proposal. Consultation was also undertaken with children and young people, including pupils at Community School of Auchterarder and P1–P7 pupils across all associated primary schools, between 1 and 19 December 2025. In total, 159responses were received from secondary pupils (132 individual responses, 21 class responses and 6 group responses supported by an adult). The majority of respondents (121) indicated they had no concerns about ISP classes being located within their school, and 99 pupils felt that the proposed ISP would not change their school day. Details of respondents and the issues raised 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: Many respondents expressed support for having an Intensive Support Provision (ISP) at the Community School of Auchterarder, recognising the benefits of local specialist provision. However, the majority of responses, both written and during the public meeting, also raised concerns about the proposed location of the ISP. Positives Identified • Strong support for establishing an ISP locally, reducing long travel times and enabling children to attend education provision closer to home. • Recognition that an ISP would increase fairness and access for pupils with complex ASN within the Auchterarder catchment. • Support from pupils who identified benefits such as increased inclusion, new friendships, reduced travel, and calmer spaces for children who need them. • Acknowledgement of educational benefits outlined by the Council, including targeted support, specialist staffing and structured environments. • Support in principle from several respondents who agreed a new ISP is necessary within PKC, although not necessarily in the proposed form. Questions Asked • Facilities & Infrastructure: Questions about why the ISP is proposed for the first floor, including concerns regarding evacuation, accessibility, outdoor sensory access and movement through busy areas, as well as whether the school has sufficient space, specialist rooms and quiet areas to accommodate both the ISP and existing provision. • Education & Staffing: Questions about whether staffing for the ISP will be additional and would not reduce existing ASN or Support for Learning (SfL) support, whether recruitment and training can be completed in time, and what contingency measures are in place if difficulties arise. • Operations & Management: Questions regarding the timeline, including the readiness of building works, transitions and room relocations, and how movement and supervision will be safely managed within a busy campus. • Governance & Communication: Questions seeking clarification on eligibility, placement decisions, and whether pupils currently attending other ISPs can remain where they are, alongside requests for transparency on alternative site options and the reasons they were not selected. Page 321 of 354
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10 PKC - GENERAL Overview of Concerns • Concerns that the first‑floor location is unsuitable due to safety, evacuation challenges, lack of direct outdoor access and the need for pupils to move through busy areas. • Risk that establishing the ISP may reduce existing ASN and SfL support, particularly if staffing or resources are reallocated. • Widespread worry about school capacity, including the loss of specialist rooms and the potential effect of relocating departments. • Concerns about disruption to mainstream learning, including timetabling, access to specialist accommodation and exam arrangements. • Ongoing issues with limited outdoor space, with fears that creating a dedicated ISP area may worsen inequalities across the wider school. • Concerns that the timeline is tight, with risks around recruitment, building readiness and transition planning. 8.3 In summary, 1257 letters were issued to consultees inviting participation in the statutory consultation. A total of 13 online response forms were received, of which 7 agreed with the proposal and 6 disagreed. Seven written representations were submitted, including one in agreement and six expressing support in principle while raising concerns. A public meeting was held on 18 November 2025, attended by 17 members of the public, where oral representations and questions were recorded. Full details of the responses and feedback are provided at Appendix 1. 9 EDUCATION AUTHORITY RESPONSE TO WRITTEN AND ORAL REPRESENTATIONS 9.1 Why is the ISP proposed for the first floor, and how will issues relating to safety, evacuation, accessibility, movement through busy areas and access to outdoor sensory space be addressed? In response to concerns raised during the Statutory Consultation, the Council undertook a further detailed review of the proposed first‑floor location for the ISP and a comprehensive reassessment of the building layout was undertaken. As a result, the decision was made to relocate the ISP to the ground floor, using the space currently occupied by the school library. The library will move to the first floor, where the ISP had originally been proposed to be located. 9.2 Does the school have sufficient capacity, including specialist rooms and quiet spaces, to accommodate the ISP without negatively impacting existing provision? Yes. The Proposal Paper confirms that Community School of Auchterarder has sufficient overall capacity to accommodate the ISP without reducing mainstream provision or specialist learning spaces. The school’s occupancy level is currently around 70%, with both the primary (81.7%) and secondary (61.7%) sectors operating below maximum capacity. This indicates that the school has the physical space required to host additional classrooms and associated accommodation. Page 322 of 354
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11 PKC - GENERAL The ISP will be specially designed, in line with the specification set out in the Proposal Paper, to create an appropriate, purpose-built environment for pupils with complex and multiple needs. The ISP accommodation will include two ASN classrooms, a shared sensory room, a shared life skills room, a personal care/medical room and a dedicated outdoor area for ISP pupils. These spaces are intended to provide a high-quality learning environment tailored to sensory, emotional and curricular needs. 9.3 Will ISP staffing be fully additional, and how will the Council ensure that recruitment, training and planning do not reduce existing ASN or Support for Learning support? The ISP will have its own dedicated staffing team. The provision will be staffed by a Principal Teacher, class teachers, and Pupil Support Assistants, forming a specialist team designed specifically to meet the needs of children requiring intensive support. These posts are in addition to the support staffing already in post. Recruitment for these posts is undertaken in conjunction with the Inclusion Service to ensure high‑quality specialist appointments. Each role has a specific job description, designed to attract practitioners with the appropriate experience, knowledge, and understanding of children with complex additional support needs. 9.4 What is the planned timeline for building works, transitions and room relocations, and how will pupil movement and supervision be safely managed across a busy campus? Following review of feedback gathered through the Statutory Consultation, the Council reassessed the proposed accommodation for the ISP. As a result of this review, the ISP will now be located on the ground floor, with associated relocations of the Support for Learning (SfL) Department and the school library. This change in layout requires a longer period of building works than originally anticipated, to ensure that each area is designed and delivered to the required standard. The revised programme of works will include: • Relocating the Support for Learning Department into the main secondary building. It is important to note that this move had already been planned to strengthen inclusion and improve direct access to teaching areas for secondary pupils. • Relocating and redesigning the school library on the first floor, in the space previously identified for the ISP. • Creating the specially designed ISP accommodation on the ground floor, including access to dedicated outdoor and garden spaces. Due to the scale and sequencing of these works, the ISP will not be able to open within the Community School of Auchterarder building for August 2026. Instead, it is planned that the Community School of Auchterarder ISP will be temporarily hosted within an alternative primary school setting, supporting a small group of primary‑aged children. This will ensure that pupils who require intensive support can begin accessing the provision without delay, while construction works continue at Community School of Auchterarder. Page 323 of 354
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12 PKC - GENERAL It is anticipated that the new ISP accommodation at Community School of Auchterarder will be ready to open in August 2027, with staff and pupils transitioning into the completed setting as soon as it is safe and appropriate to do so. Recruitment for the ISP will proceed to the original timeline. Staffing will be in post for August 2026, ensuring that the team is established ahead of opening in the temporary site. A Principal Teacher will be appointed for June 2026, allowing sufficient time to lead transition planning, coordinate across the temporary and permanent sites, and support families and pupils through the transition process. Movement and supervision across the busy campus will be systematically planned as part of the wider programme of building works. Locating the ISP on the ground floor will significantly reduce movement through high‑traffic areas and allow pupils direct access to outdoor space, enhancing safety and supporting regulation. 9.5 What are the eligibility criteria for ISP placement, can pupils currently attending other ISPs remain where they are, and what alternative site options were considered and discounted? Eligibility for an ISP placement is based on a child’s assessment profile clearly demonstrating a requirement for intensive-level support, where all interventions available through the Staged Intervention Framework have been fully implemented, reviewed and shown to be insufficient to meet the child’s needs. As part of this process, an Educational Psychologist provides professional assessment and analysis, which forms part of the Child’s Plan submitted to the Transitions Panel. The Transitions Panel, a multi-disciplinary group including senior officers, educational psychology, inclusion staff and school leaders, reviews the full assessment picture to reach transparent, consistent and equitable decisions about placement. Children and young people from the Community School of Auchterarder catchment area who are currently attending an ISP in another locality are not required to move to the new provision. Families retain the choice to remain in their existing ISP placement, ensuring continuity where preferred and maintaining stability for learners already settled in specialist settings. Community School of Auchterarder was reviewed alongside other educational settings within the locality as part of Perth and Kinross Council’s phased expansion of specialist provision. It was identified as the most suitable location because the school currently has sufficient capacity, operating at approximately 70% occupancy, with both the primary and secondary sectors below capacity, ensuring that the ISP can be accommodated without impacting mainstream classroom provision. In addition, Community School of Auchterarder has space within the existing building that can be adapted for ASN use, including classrooms, sensory facilities, life‑skills areas and personal care accommodation. The school’s all‑through structure, providing education from nursery through secondary, was also a key factor, as it supports continuity of learning and reduces transitions for children with complex needs. Page 324 of 354
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13 PKC - GENERAL 10. HMIE REPORT 10.1 In accordance with the Schools (Consultation) (Scotland) Act 2010, a report was produced by HMIE on the educational aspects of the proposal. The HMIE report is reproduced in full at Appendix 3. 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 Community School of Auchterarder for pupils with complex Additional Support Needs, effective from August 2026. 10.3 A HMIE Inspector visited Community School of Auchterarder, the old building, and Inch View Primary School ISP, attended the public meeting held on 18 November 2025, and engaged with pupils, parents, staff, and stakeholders. The report supports the proposal and is summarised below: • Educational Benefits: HM Inspectors agree that the proposal has clear potential to deliver educational benefits. Establishing an ISP at Community School of Auchterarder would provide an appropriate, high‑quality learning environment for children and young people with multiple and complex needs. Inspectors note that the ISP would enhance learning experiences by enabling access to a broad curriculum across the Broad General Education and Senior Phase, delivered within a bright, stimulating and safe environment tailored to meet complex ASN needs. • HM Inspectors highlight the importance of enabling children and young people with multiple and complex needs to be educated within their local community, avoiding the need for long journeys to specialist provision elsewhere. Children and young people consulted viewed this positively and felt strongly that pupils should not have to travel long distances to access appropriate support. • Almost all stakeholders who met with HM Inspectors, including parents, staff, children and young people, agree with the proposal and recognise the educational benefits of establishing an ISP at Community School of Auchterarder. Parents and staff consider that, in the longer term, the ISP will help children and young people reach their potential. Staff also expressed interest in the ISP and were positive about its potential to better meet the needs of learners with complex and multiple needs. • While supportive overall, stakeholders raised concerns requiring further clarification from the Council. These include the originally proposed first‑floor location, access to outdoor learning space, staffing ratios, and practical access issues such as parking and drop‑off arrangements. HM Inspectors agree that the Council should address these concerns as part of the next stages of planning and implementation. 10.4 Perth and Kinross Council Response to Education Scotland’s Report The Council welcomes the report from HMIE and accepts its findings. In response to the findings contained within the HMIE report, Perth and Kinross response is as follows: 10.5 HMIE Inspectors note that stakeholders seek further reassurance regarding the proposed location of the ISP. Page 325 of 354
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14 PKC - GENERAL Perth and Kinross Council recognises the concerns raised by stakeholders regarding the originally proposed first‑floor location of the ISP. Feedback gathered through the Statutory Consultation, and highlighted by HMIE Inspectors, made clear that families, staff and young people sought further reassurance about the suitability of this location, particularly in relation to accessibility, movement, evacuation and access to outdoor learning space. In response, the Council undertook a further detailed review of available accommodation within the Community School of Auchterarder. As a result of this review, the ISP will now be located on the ground floor rather than the first floor. This revised location provides improved accessibility for pupils with complex and multiple needs, removes dependency on stairs or lifts, and ensures direct access to outdoor space, which HMIE identified as an important consideration for learning and wellbeing. The Council will continue to work closely with school staff, property services and the ISP design team to ensure the final layout fully aligns with the needs of the children and young people who will access the provision, thereby addressing the concerns highlighted by HMIE and the wider school community. 10.6 HMIE Inspectors highlight the need for clarity regarding staffing arrangements within the ISP. In response, the Council confirms that the ISP will have its own dedicated staffing team, designed specifically to meet the needs of pupils requiring intensive support. The provision will be staffed by a Principal Teacher, class teachers and Pupil Support Assistants, forming a specialist team with the skills, experience and knowledge required to support children with complex additional support needs. These posts are in addition to the current Support for Learning and ASN staffing already in place within the school. Staffing ratios within the ISP are aligned to Scottish Negotiating Committee for Teachers (SNCT) guidance, with an indicative ratio of one member of staff to every four pupils, ensuring that children receive the level of support required to learn safely and successfully. This ratio is not fixed, and is reviewed continuously in response to the individual needs of pupils. Where a child or group requires additional support, for example, due to medical, sensory, communication or behavioural needs, the Council will provide additional staffing to maintain a safe and supportive learning environment. 10.7 HMIE Inspectors indicate that more information is required about how the Council will ensure indoor and outdoor learning spaces meet the needs of children and young people. In response, and following the move to a revised ground‑floor location, the Council has ensured that the ISP design now includes direct access to outdoor space, addressing the concerns raised regarding the original first‑floor proposal. The new layout provides immediate access to a safe, enclosed ISP garden space, enabling pupils to benefit from outdoor learning, sensory regulation and movement breaks without navigating busy circulation areas. Indoor learning spaces will also be designed to provide bright, safe and flexible environments tailored to complex ASN needs, consistent with the educational benefits outlined in the proposal. Page 326 of 354
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15 PKC - GENERAL Quiet areas, sensory‑responsive design features and adaptable layouts will ensure staff can tailor the environment to individual learners, supporting wellbeing, communication and engagement. The Council will continue to work closely with school staff, property services and ASN specialists throughout the design and implementation phase to ensure that both indoor and outdoor environments fully meet the needs identified by HMIE and the wider school community. 10.8 HMIE Inspectors note that stakeholders raised questions about how the ISP may impact the wider school. In response, the Council has undertaken a review of the ISP’s location and revised the proposal to position the ISP on the ground floor. As part of this change, the ISP will utilise space within the existing school, ensuring that the provision is appropriately integrated into the current building layout. Locating the ISP on the ground floor reduces movement through busy areas, supports safer and more direct access routes, and ensures immediate access to outdoor learning and regulation spaces. These adjustments directly address the practical concerns identified by HMIE and provide reassurance that the ISP can be introduced in a way that supports safety, accessibility and continuity for the wider school community. The Council will continue working closely with school leadership, staff, parents and property services to ensure that the introduction of the ISP is carefully planned and delivered, minimising disruption and supporting the positive functioning of the whole school. 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 HMIE’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) HMIE’s report. Page 327 of 354
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16 PKC - GENERAL 12.2 Following receipt of the HMIE report, 13 online representations, 7 written representations 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 HMIE report and the online and written 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 The representations led officers to conclude that there were other reasonable alternatives to the proposal, and that the proposal should be reconsidered in respect of the proposed location of the ISP. 12.6 The educational benefits were reviewed in respect of the HMIE report and representations made. 12.7 There were no factors included in the HMIE report or representations made requiring any aspect of the educational benefits to be reconsidered. 12.8 Having reviewed the HMIE report and feedback from consultees, officers concluded that the basis of the original proposal required to be reviewed when establishing a new Intensive Support Provision (ISP) at Community School of Auchterarder. The location of the ISP contained within the original proposal has been amended to take account of the feedback received during the consultation. This proposal ensures that pupils with complex additional support needs in the Community School of Auchterarder catchment area will be able to 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 Community School of Auchterarder will comply with the Council’s Accessibility Strategy and will positively promote equal opportunities for children and young people with disabilities. Page 328 of 354
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17 PKC - GENERAL 13.3 In terms of Socio-Economic Impact, the assessment identified that establishing an ISP within Community School of Auchterarder 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 22 April 2026, this meets the statutory requirement to publish this report for more than three weeks before consideration of the proposal by Learning & Families Committee on 27 May 2026. 14. PERSONNEL IMPLICATIONS 14.1 Staffing arrangements for the new Intensive Support Provision (ISP) at Community School of 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. 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 HMIE has identified that the proposal to establish a new Intensive Support Provision (ISP) at Community School of Auchterarder 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. Page 329 of 354
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18 PKC - GENERAL 15.4 The key points that have been highlighted during the consultation period are as follows: • HMIE’s report confirms that the proposal to establish an Intensive Support Provision (ISP) at Community School of Auchterarder 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 highlighted that, while the proposal was broadly welcomed, the Council should continue to engage with parents and staff to address concerns about the location of the ISP, access to outdoor learning space, staffing arrangements, and parking and drop‑off at the school. • Stakeholders raised questions about the originally proposed first‑floor location, the need for flexible and appropriate indoor and outdoor learning spaces, and sought clearer information regarding staffing arrangements and safe access to the school, including parking and drop‑off. HMIE noted these concerns and recommended that the Council provide further clarification. • The proposal received overall support from stakeholders, with HMIE reporting that almost all stakeholders they met agreed with the proposal and recognised its educational benefits. The consultation summary shows a mixed response to the online survey (7 agreeing and 6 disagreeing), but written representations and public meeting feedback indicated support in principle, alongside concerns about location, space, staffing and access which consultees asked the Council to address. 15.5 The Council has amended its proposal to reflect the feedback received during the consultation regarding the location of the ISP in Community School of Auchterarder, to allow the proposal to proceed. 16. RECOMMENDATIONS 16.1 On the basis of the feedback received and responses provided, 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 Community School of Auchterarder for pupils with Additional Support Needs with effect from August 2026. Community School of Auchterarder ISP classes will be hosted in existing ISPs from August 2026, with an expectation of transitioning to the newly constructed ISP at Community School of Auchterarder by August 2027. David Macluskey Strategic Lead: Education & Learning (Education Chief Officer) 21 April 2026 Page 330 of 354
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19 PKC - GENERAL Appendix 1 Education & Children’s Services Improving Lives Together Ambition I Compassion I Integrity Statutory Consultation Public Meeting Minute of meeting held on Tuesday 18 November 2025 at 7:00p.m. in Community School of Auchterarder Panel: David Macluskey Education & Learning Strategic Lead (Chief Education Officer) Fiona MacKay Quality Improvement Manager – Inclusion & Additional Support Needs Sarah Stephen Quality Improvement Officer - Inclusion Samantha O'Mahoney-Magee Depute Head Teacher – Support (Acting) Community School of Auchterarder Karen Robertson Service Manager – Business Services Present: Jaclyn Meikle – Minutes ASN Transformation Programme Manager Councillor John Rebbeck Convenor, Learning & Families Committee In addition: 2 x CSoA DHT 1 x Education Scotland Representative 17 x Parents / Members of the public 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. Samantha O'Mahoney-Magee introduced herself and briefly outlined the positive impact she anticipated that an ISP would have for the Community School of Auchterarder. Format of meeting Fiona MacKay then explained the agenda the meeting would follow. The proposal Fiona MacKay explained the consultation proposal to the attendees. The Council proposes to: Page 331 of 354
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20 PKC - GENERAL • Permanently establish a new Intensive Support Provision at Community School of Auchterarder for pupils with Additional Support Needs with effect from August 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. The presentation to be available on the PKC website following the public meeting. 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 CSoA Sarah Stephen outlined: • What is an ISP • Common profile of needs seen within an ISP • How needs are met • The placement of the ISP within the school and what it will include • How the ISP will operate • How the ISP will be staffed • The educational 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 May 2026. Fiona Mackay closed the presentation by directing attendees to the PKC website for additional information. David Macluskey opened the meeting to any questions, comments or observations from the floor: Q) If a child currently attends an ISP out with their catchment and does not want to return, will PKC continue to cover travel costs if the new ISP at CSOA is agreed? A) Yes. There is no expectation for children who are already in placement elsewhere to move, although that option will be available to them. Existing arrangements remain in place, and decisions will be based on personal choice. Page 332 of 354
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21 PKC - GENERAL Q) With the increase in children recorded with ASN, will the number of classrooms planned be sufficient? A) The design has been future proofed as far as possible within available resources and budget, following future scoping. While we cannot guarantee certainty over 10–15 years, the Staged Intervention Framework ensures needs are met in the least intrusive way, supporting as many children to remain in mainstream schools as possible. The ISP is specialist provision, and PKC is confident it will meet foreseeable needs. Although ASN numbers are rising nationally, pupils requiring intensive-level support remain relatively static. Pupils supported at lower stages of the intervention framework will not impact ISP capacity. Some current placements will age out, and forecast numbers for opening are around half capacity, leaving flexibility. We will monitor and adjust as required. Q) If the statutory consultation report goes to Committee in May, will there be enough time for summer works, recruitment, and transition? A) Committee approval is required first, which affects timelines. Once feedback is fully gathered from the statutory consultation process, we will have a clearer picture of requirements. Recruitment will be targeted for Term 3, aiming for key staff to be in place for Term 4. Mitigations will be planned in case of recruitment challenges. Pupils will have opportunities to visit, and videos will support transition. While timelines are tight, this is preferable to delaying until 2027, which would have greater anticipated impact on children. Perth High School successfully managed similar challenges when opening its new ISP in August at the same time as moving to a brand-new school building. Q) Will there be interim placements for pupils who need more than mainstream but not ISP? A) ‘Intensive’ support is highly specialist and requires allocation of placements by a Transition Panel. PKC Staged Intervention Framework ‘enhanced’ support offers mainstream settings with significant input, which will meet the needs of some pupils. We are available to discuss individual needs with parents and schools as appropriate. Q) The proposed ISP is not on the ground floor—what about outdoor sensory needs and the requirement to use stairs? A) Retro-fitting ISPs into existing buildings is challenging. For CSoA, we will provide a dedicated ISP playground and outdoor classroom and design suitable access routes. Accessibility will be prioritised and differences required for primary and secondary pupils will be considered. Q) Are there safety risks associated with the first floor? A) The PKC property team has assessed the site and planned mitigations. Safety remains paramount and will be addressed transparently. S) There are noise concerns with the outdoor area planned near the nursery playground. A) We will review this following tonight’s meeting and consider additional soundproofing if required. Q) What will happen to the current Support for Learning (SFL) provision? A) It will relocate within the secondary building; the exact location is under discussion. SfL staff will be involved in planning. Page 333 of 354
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22 PKC - GENERAL Q) Will the ISP impact mainstream class space? A) No. The school is currently at approximately 75% occupancy, so space is available and can be utilised to accommodate the ISP. Reconfiguration will maximise capacity. Q) Will mainstream class sizes increase to make space? A) No. Mainstream class sizes will remain the same. Some rooms will be used more efficiently, and staff may share spaces, but this will not impact on learning for pupils. This aligns with other schools and offers opportunities for collaboration. We aim for changes to benefit the whole school, including accessibility and quiet spaces. Q) What happens if recruitment fails? A) Recruitment for recently established ISPs has been straightforward, with strong interest, including from staff currently employed in other authorities. SISP PSAs are paid at a higher grade within ISPs and supported with training that is commensurate to this, which helps attract candidates. If difficulties arise, Inclusion peripatetic teams will provide temporary cover. We will not pull staff from existing school roles. No further comments or statements. Closing: David Macluskey thanked everyone and reminded those attending that feedback can still be submitted up until Friday 19th December. Page 334 of 354
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23 PKC - GENERAL Appendix 2 Perth & Kinross Council Intensive Support Provision at Community School of Auchterarder Summary of Consultation Responses Page 335 of 354
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24 PKC - GENERAL The statutory consultation on the proposal to establish a new Intensive Support Provision at Community School of Auchterarder commenced on Wednesday 5 November 2025 and closed on Friday 19 December 2025. Details of the proposal document were issued to the list of consultees contained within the Proposal Paper. 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. 7 responses agreed with the Council’s proposal and 6 disagreed with the Council’s proposal. RESPONDENT GROUP NUMBER OF RESPONSES AGREE DISAGREE Parents 3 1 2 Parent and Staff 3 3 - Pupils - - - Staff 6 2 4 Elected Members - - - Parent Councils - - - Community Members - - - Grandparents - - - Trade Unions - - - Not Disclosed 1 1 - Total 13 7 6 Representations made were around: Concerns About the Proposed Location of the ISP (First Floor) • Preference for a ground‑floor location for safety, access, and emergency evacuation. • Concerns about how pupils with mobility needs or in a state of dysregulation would safely move through busy areas and use stairs. • Concerns that a first‑floor location contradicts ISP design principles requiring immediate access to safe outdoor space. Impact on Existing Support for Learning Provision • Concern about relocating the Support for Learning Base into the main building. • Belief that the current SfL space is effective because it is separate, calm and quieter. • Concerns that relocation will reduce access to quiet spaces, increase anxiety for existing ASN pupils, educe attendance and engagement and disrupt exam arrangements and Virtual Campus participation. • Concern that the school lacks capacity to absorb displaced classes and staff. Page 336 of 354
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25 PKC - GENERAL Insufficient Space and School Capacity • Concerns that the school is already full and lacks spare classrooms, suitable alternative spaces for decanted departments and specialist rooms that can’t be “hot‑desked.” • Concern that future housing developments will increase school roll further. Outdoor Space, Safety and Security Issues • Concern that current outdoor areas are unsafe, open to public access, flood‑prone or unusable in winter and insufficient for current pupil numbers. • Concern that an ISP secure outdoor area will further reduce already inadequate pupil play space. • Belief that the new ISP would require securing the whole campus perimeter, upgrading and expanding outdoor areas for all pupils and fenced, dedicated outdoor learning zones. Safety, Fire Evacuation & Accessibility Concerns • Concern about fire doors. • No safe evacuation route for level‑4 ASN pupils from the first floor. • Inadequate wheelchair access options in the main building. Staffing & Resourcing Concerns • Concern that ISP staffing will reduce support available to existing ASN pupils. • Concerns about sufficient support staff and cleaning staff • Need for assurance of additional staff and budget, not redistribution. Impact on Whole‑School Functioning & Culture • Belief that the proposal is disruptive to hundreds of pupils to support a small group. • Being “forced through” without fully considering consequences. • Objection to pupils being required to enter by side doors rather than the main entrance. • Concerns that relocating departments will harm collegiate working, departmental identity and space‑based specialist learning (e.g. Home Economics). Condition of the Current School Buildings • Comments about existing disrepair, poor cleanliness, flooding and need for refurbishment. • Concerns that new ISP facilities won’t be maintained when existing buildings are not. Suggestions for Alternative Locations • Proposed alternatives include: ➢ Using the top floor of the current Support Building. ➢ Using the existing LRC (ground floor). ➢ Relocating the library or merging it with the town library. ➢ Using unused upper floors. ➢ Creating an extension or using the PE building. ➢ Reallocating spaces currently used by external/partner agencies. Support in Principle but Not the Current Plan • Respondents support establishing an ISP in principle with concerns that impacts on the broader school community have been underestimated and better options exist that would minimise disruption. Page 337 of 354
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26 PKC - GENERAL Written Representations During the consultation period between 5 November 2025 and 19 December 2025, written representations were invited from statutory consultees and interested parties. 7 written responses were received. One response agreed with the proposal and 6 responses agreed in principle with the proposal but had concerns and questions. 2 respondents identified themselves as parents and 3 identified themselves as staff. The written representations were around: Strong Support in Principle for an ISP – But Concerns About the Current Proposal • Respondents consistently expressed support for establishing local intensive ASN provision, recognising the benefits for young people and families. However, this support is accompanied by concerns about how the proposal is currently designed, communicated and resourced. Location Concerns: First‑Floor Placement Viewed as Unsafe and Impractical A major theme throughout the responses is that the proposed first‑floor location is unsuitable. Concerns include: • Safety and practicality of evacuating pupils with mobility needs or dysregulation when lifts cannot be used. • Lack of direct access to outdoor space, which is essential for ISP pupils. • Having to cross busy concourse areas to reach the unit. • Unclear rationale for locating a specialist ASN facility above ground level. • Requests for reconsideration of alternative spaces (ground floor library area, second upper floor, whole Pupil Support building). Insufficient Detail and Reassurance Around Safety, Fire Evacuation and Risk Management • Fire safety planning specific to complex needs pupils. • Evacuation routes, protocols and staffing assumptions. • Risk assessments for shared spaces and transitions. • Information about supervising movement around a large and busy campus. • The lack of detail does not provide confidence that safety concerns have been adequately addressed. Concerns About Space, Teaching Accommodation and Curriculum Impact A recurring theme is that although the school may appear to have capacity “on paper,” its functional capacity is already constrained. Key concerns include: • Loss of teaching rooms will reduce subject choice, create multi‑level classes, and affect the senior phase curriculum. • Insufficient specialist spaces (e.g., HE rooms, labs, quiet rooms). • Impact on exam arrangements such as alternative accommodation (AAA) and Virtual Campus access. • Risk that the proposal would create widespread disruption to classrooms across the secondary building. Significant Disruption Anticipated if Support for Learning (SfL) is Relocated Respondents strongly object to proposals that would relocate the existing SfL base into the main building, stating that: Page 338 of 354
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27 PKC - GENERAL • The current building is purpose‑built and quieter, suiting pupils who rely on that environment. • Relocation triggers a “domino effect,” displacing multiple teaching areas (Modern Languages, Maths, specialist bases). • Noise levels and busier corridors in the main building would be unsuitable for many SfL users. • Specialist accessible toilets may not exist in the proposed locations. Resource Concerns – Fear of Dilution of Existing ASN Support Respondents worry that establishing the ISP may reduce support to existing pupils by drawing on current: • Learning support staff • Assessment capacity • Funding • Specialist expertise They ask for a commitment that ISP staffing and funding will be fully additional, not reallocated from existing provision. Outdoor Space: Inadequate Current Provision and Risks of Further Inequity Concerns regarding long‑standing issues with outdoor provision across the campus. Respondents emphasise: • Older primary pupils already lack adequate, secure outdoor space. • The proposed ISP outdoor area is undefined, may impact mainstream space, and could further entrench inequalities. • Outdoor access for ISP pupils must be easy, safe and directly accessible (ideally from classrooms). • If improvements are made for the ISP, improvements must also be made for the wider school. Questions About Planning Process, Transparency and Timelines Respondents note concerns about: • Limited detail in the Proposal Paper. • Lack of transparency around which alternative accommodation options were considered. • A sense that decisions have already been made despite assurances. • Unrealistic timelines for construction, relocation and readiness by August 2026. Impact on Staff Workload, Morale and Working Conditions Responses explain that relocating classrooms and bases will: • Create heavy workloads due to moving resources built up over years. • Negatively affect morale. • Remove staff workspaces, leaving no quiet area for planning and non‑teaching time. • Disrupt established teaching environments and specialist setups. Equity Concerns for the Whole School Community • A strong theme is the sense that the proposal risks creating a perception of unequal resource allocation—improving provision for a very small number of pupils while existing issues affecting hundreds of primary and secondary pupils remain unresolved. • Respondents request assurance that all pupils, including those with non‑ISP ASN needs, will benefit from improved and equitable provision. Page 339 of 354
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28 PKC - GENERAL Alternative Solutions Proposed by Respondents Common suggestions include: • Locating the ISP on the ground floor (library space). • Using the second upper floor of the Pupil Support building for the ISP. • Relocating Social Work staff instead of displacing teaching departments. • Minimising or avoiding disruption to mainstream teaching spaces. Public Meeting As part of the statutory consultation process, 1 public meeting was held on 18 November 2025 at Community School of Auchterarder. Attended by 17 members of the public. The questions and comments were around: Travel, Access and Placement Arrangements • Whether PKC will continue to fund travel costs for children who currently attend an ISP outside their catchment and do not wish to return if a new ISP opens at CSOA. • Whether there will be interim placements for pupils who require more support than mainstream but do not meet ISP thresholds. Suitability and Safety of the Proposed ISP Location (First Floor) • Concerns about the ISP being on the first floor, including: o Access to outdoor sensory spaces. o The need for pupils to use stairs, especially those with mobility or dysregulation needs. o General safety risks associated with a first-floor location. • Concerns about noise from the planned outdoor area near the nursery. Capacity, Space and Impact on the Wider School • Whether the number of classrooms planned will be sufficient given the increase in pupils with ASN. • Possible impacts on mainstream class space and whether class sizes may have to increase to make room for the ISP. • What will happen to the existing Support for Learning (SfL) provision and where it will be relocated. Staffing and Recruitment • Concerns about whether there will be enough time for: o Recruitment o Transition planning o Summer building works • What happens if recruitment is unsuccessful or staffing cannot be secured in time. Pupil Consultation Consultation was undertaken with Community School of Auchterarder pupils and P1 – P7 pupils in all associated primary schools. The consultation took place between 1 and 19 December 2025. Page 340 of 354
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29 PKC - GENERAL Community School of Auchterarder Pupils 125 responses were received – 110 individual responses,10 class responses and 5 group responses with an adult. 99 respondents indicated they had no concerns about having ISP classes at their school. 76 respondents did not think the new ISP classes would change their school day at school. What do you think might be good about the new ISP classes at your school? It will give people who have difficulties in school a chance for their education People can go to school closer to home More challenged kids have a better chance to learn and be successful in school and life It gives people with additional needs more opportunitys They can make more friends and maybe meet people with similar needs. Its good because children can play with people that they live near. To show that we really want to let everyone have the best opportunities in life This will help families in our catmintt areas Children can go to local schools instead of travelling It would be better for their ASN and their learning. They can't get too distracted - a safe space where they can be calm and get help when they need it. They probably won't be as distressed and protected from any bullies. If they had to travel a long way it would be good because now they won't have too travel as far now The people that come for the ISP classes might be happy making new friends here It will be good for the community and the children who need the support People can get help that they need. Parents won't need to travel far. Children can make new friends. More inclusive People that have needs can be welcomed and wont get to travel loads. Associated Primary Schools 34 responses were received – 11 class responses, 1 group response with an adult and 22 individual responses. 22 respondents indicated they had no concerns about having ISP classes at their school. 23 respondents did not think the new ISP classes would change their school day at school. What do you think might be good about the new ISP classes at your school? It will be good because it will help other children with their learning. I think it's a good idea so it is fair, even if you have difficulties you can still take part. Good so pupils can be with their friends. Me and my brother would be in the same school, and that would be easier for my mum Friends who have similar struggles and have made friends in nursery can be together in primary Other children can join in with the school. People that struggle with learning will get better support. So they are more safe. People will feel calmer instead of crowded in a classroom - it will be better for them They are safe, they're respected, they are learning, we can share toys It's good to help pupils with problems I think it's good that if pupils have difficulties and they struggle the teachers will help them. Page 341 of 354
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30 PKC - GENERAL I think it will be quite good for them because people could make new friends all across PKC Page 342 of 354
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31 PKC - GENERAL Appendix 3 Schools (Consultation) (Scotland) Act 2010 Report by HMIE addressing educational aspects of the proposal by Perth and Kinross Council to permanently establish a new Intensive Support Provision in Community School of Auchterarder for pupils with additional support needs with effect from August 2026. January 2026 Page 343 of 354
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32 PKC - GENERAL 1. Introduction 1.1 This report from HMIE 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 Community School of Auchterarder for pupils with additional support needs with effect from August 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 and young people of the schools; 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 18 November 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 sites of Community School of Auchterarder, Aberuthven Primary School, Blackford Primary School and Dunning Primary 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. 2.2 The consultation ran from 5 November to 19 December 2025. A public meeting attended by 17 Page 344 of 354
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33 PKC - GENERAL parents and members of the public was held at the Community School of Auchterarder on 18 November 2025. The council received 13 responses to the public consultation with just over half in favour of the proposal. In addition, the council received seven emails from staff and parents. Almost all of these responses expressed support for the proposal in principle. They also raised some concerns about the location of the ISP and the impact it may have on the school overall. The council held a staff meeting on 18 November 2025, which was attended by 36 people. They also consulted with children and young people about the proposal through focus groups. 3. Educational aspects of proposal 3.1 The council believes there are potential educational benefits for young people with additional support needs should the proposal go ahead. They feel that establishing the ISP in the Community School of Auchterarder will provide an appropriate learning environment for children and young people with additional support needs. They think that it will enhance learning experiences and outcomes by providing a broad curricular programme encompassing the Broad General Education and Senior Phase. They also believe that a bright, stimulating and safe environment will better meet the needs of young people, supporting them to achieve their potential. HM Inspectors agree that there are potential educational benefits in relation to the learning and teaching environment and young peoples’ learning experiences. The establishment of the ISP in Auchterarder should ensure that young people with multiple and complex needs can be educated within their local community, negating the need to travel long distances. 3.2 Almost all stakeholders who met with HM Inspectors agree with the proposal. Parents, staff, children and young people all see the potential educational benefits of establishing an ISP in Auchterarder and HM Inspectors agree with this view. The majority of stakeholders agree that providing a high quality learning environment for those with multiple and complex needs should better meet their needs. Parents and staff agree with the council that, in the longer term, it should also help children and young people reach their potential. Having the ISP based in Auchterarder was viewed as important by almost all children and young people who met with HMI Inspectors. They think that young people with multiple and complex needs should not be traveling long distances to get to school. 3.3 Whilst almost all stakeholders agree with the proposal in principle, parents and staff, particularly in the Community School of Auchterarder, expressed concern about the practical arrangements. Several parents and staff have concerns about the ISP being based on the first floor. They believe it would be more advantageous to be located on the ground floor, allowing better access to outdoor space. They also have questions about staffing in the ISP and feel the council need to be clearer about the actual ratio of staff to children and young people. These issues were also raised in the responses received by the council in response to the public consultation. The issue of access to the Community School of Auchterarder is also a concern for staff and parents. Several are worried about parking and drop-off arrangements. HM Inspectors agree with stakeholders that the location of the ISP, staffing arrangements and access to the Community School of Auchterarder needs further clarification by the council. Page 345 of 354
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34 PKC - GENERAL 4. Summary HM Inspectors agree that there are potential educational benefits to the council’s proposal to establish an ISP in the Community School of Auchterarder. Whilst the proposal is welcomed by almost all stakeholders, there are a range of concerns that the council needs to address should it be approved. The council should continue to engage with parents and staff of those schools impacted by the proposal to allay any fears they may have regarding the location and operation of the ISP. This includes the location of the ISP, staffing arrangements and access to outdoor spaces for learning. They should also consider how the current parking and drop-off arrangements at the Community School of Auchterarder could be improved to ensure that children and young people are safe. HM Inspectors January 2026 Page 346 of 354
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequality ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 27 May 2026 Report Title: Logiealmond Primary School Report Number: 26/143 Report Author: Karen Robertson, Service Manager (Business Services) (FBSCommittee@pkc.gov.uk) Organisational Lead: David Macluskey, Strategic Lead – Education and Learning ___________________________________________________________________ 1. Purpose 1.1 The purpose of this report is to seek approval to commence engagement to inform the preparation of an options appraisal in respect of Logiealmond Primary School. The options to be considered should include the possible closure of the school. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Main Issues 5. Proposals 6. Conclusion 7. Impact Value Assessment 8. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Approves the recommendation to proceed with preparing an options appraisal in respect of Logiealmond Primary School. The options to be considered should include the possible closure of the school. 11 Page 347 of 354
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2.2 Requests the Strategic Lead – Education and Learning to prepare a report on the outcome of the options appraisal at a future meeting of the Learning and Families Committee in due course. 3. Background/Context 3.1 The Learning Estate is a significant and valuable asset to the communities of Perth and Kinross. Perth and Kinross Council (PKC) has invested £81m since 2015/2016, and between 2021 and 2029, the Council will invest a further £160m in the Learning Estate. 3.2 It is important, in light of the significant investment and cost associated with the Learning Estate, that it is managed in an efficient and effective manner, and that the priorities which are addressed meet the wider strategic objectives of the Council and the needs of our communities. 3.3 There are significant challenges for managing the school estate over the coming years. These include changing demographics, including population growth and movement, house building in certain locations, ongoing deterioration in building infrastructure, pressure on planned maintenance budgets, and increasing revenue costs. 3.4 The Learning Estate Strategy and Learning Estate Management Plan, approved by Lifelong Learning Committee on 3 November 2021 (Report No. 21/202 refers), sets out the Council’s aspirations for our schools, and in particular, the high value we place on learning, through our vision for well designed, maintained and managed schools. 3.5 Logiealmond Primary School has been the subject of a number of reviews since 2010, largely in response to low occupancy. The first report (Report No. 10/428 refers) sought approval from Lifelong Learning Committee on 25 August 2010 to proceed with undertaking an options appraisal and, if appropriate, produce a Proposal Paper containing an Educational Benefits Statement in respect of Logiealmond Primary School. The options to be considered included the possible closure of the school. 3.6 On 31 August 2011, a report was submitted to the Lifelong Learning Committee which advised of the outcome of the options appraisal undertaken in respect of Logiealmond Primary School and recommended that the school remained open with the situation being kept under review (Report No. 11/428 Refers). The Committee also approved a statutory consultation in relation to a limited review of the catchment area. 3.7 On 11 January 2012, Lifelong Learning Committee considered a report (Report No. 12/1 refers) which approved the commencement of a statutory consultation on the proposal to increase the catchment area for Logiealmond Primary School. Page 348 of 354
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3.8 On 15 August 2012, a further report (Report No. 12/316 refers) went to a meeting of the Lifelong Learning Committee which recommended, following a statutory consultation, not to proceed with the proposal. The report recommended, “the catchment area of Logiealmond Primary School be extended to subsume the delineated area of Glenalmond College site with a corresponding reduction in the catchment area of Methven Primary School from Monday 7 January 2013”. The recommendation was approved and no changes were made to the catchment area. 3.9 A programme of work was undertaken following the Council’s Transformation Strategy 2015-2020 ‘Building Ambition’ and Organisational Development Framework which were approved by Council on 1 July 2015 (Report No. 15/292 refers). A transformation review of the school estate was commenced in 2016, and as part of that review, Logiealmond Primary School was identified as a school with low occupancy (Report No. 16/347 refers). 3.10 On 2 November 2016, Lifelong Learning Committee approved the development of a number of options appraisals to consider in detail schools which were identified as requiring further consideration (Report No. 16/485 refers). Logiealmond Primary School was included in the schools to be considered by an options appraisal as a result of being under-occupied at Census 2015. At the time, the school had 12 pupils and an occupancy level of 25%. 3.11 Lifelong Learning Committee then considered a report on 21 March 2018 which recommended that a statutory consultation in relation to the permanent closure of Logiealmond Primary School should take place (Report No. 18/84 refers). 3.12 Following a deputation to the Committee, it was agreed that Logiealmond Primary School remain open and agreed that the occupancy of Logiealmond Primary School be reviewed again in 2022. 3.13 On 2 November 2022, an update on the School Estate Transformation Programme (Report No. 22/263 refers) was reported to the Learning and Families Committee. It was noted that the occupancy of Logiealmond Primary School had been reviewed and the school had a roll of 10 pupils as at September 2022. 4. Main Issues 4.1 In March 2018, the school roll was 12 pupils. It was identified that there were 17 potential pupils under the age of 5 years old living within the catchment area who potentially would attend the school by 2023, and if that materialised, the school roll was expected to increase substantially. 4.2 Lifelong Learning Committee agreed in March 2018 that the occupancy of Logiealmond Primary School would be reviewed again in 2022. Page 349 of 354
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The occupancy of Logiealmond Primary School was reported to Learning and Families Committee as part of a wider update and report on progress in relation to Phase 1 and Phase 2 of the School Estate Transformation programme in 2022 (Report 22/263 refers). The school roll had not increased since 2018, and had, in fact, decreased to 11 pupils. 4.3 For school session 2025/26, there were 2 new P1 catchment pupils expected to attend the school in August 2025. Only 1 of these pupils was enrolled at Logiealmond Primary School and the other pupil attended another school as the result of a successful placing request. 4.4 For school session 2026/2027, there were 3 new P1 enrolments expected to attend the school in August 2026. All 3 pupils have applied to attend other schools as placing requests, indicating that Logiealmond Primary School is not the school of choice for the majority of catchment families with pupils starting school. The projected roll for Logiealmond Primary School in August 2026 is 11 pupils. 4.5 The position of Headteacher at Logiealmond Primary School has been vacated and is currently being filled on a temporary basis. 4.6 The parents, staff and wider community are aware of the previous decision to review the occupancy of Logiealmond Primary School following the consideration of this in March 2018, and it is correct that the Council fulfils this requirement in order to bring matters to a conclusion. 5. Proposals 5.1 It is proposed that engagement with key stakeholders is undertaken to inform the development of an options appraisal in respect of Logiealmond Primary School. This would allow the views of current and prospective parents, staff and the wider community members to be considered as they may not have been affected or aware when the previous options appraisal was prepared in August - October 2017 (Report No. 18/84 refers). 5.2 The Scottish Government’s Rural School List 2025 classifies Logiealmond Primary School as an “accessible rural” school under Section 14 of the Schools (Consultation) (Scotland) Act 2010. Therefore, engagement with key stakeholders plays an important part in information gathering and sharing when developing an options appraisal. This type of participation engages key stakeholders to understand and help shape the proposals that affect them. 5.3 It is acknowledged that there is a risk that in engaging key stakeholders to inform the development of an options appraisal, in response to reviewing the occupancy of Logiealmond Primary School, that this may raise concerns on the future of the school prior to the options appraisal being concluded. It is important, therefore, that this is undertaken robustly but also transparently and in a timely manner. Page 350 of 354
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6. Conclusion 6.1 Lifelong Learning Committee previously agreed that the occupancy of Logiealmond Primary School would be reviewed again in 2022. Whilst the occupancy level was reported to Committee, a more formal or specific review of the occupancy and future options for the schools has not been progressed to date. Key stakeholders are aware of the previous decision to review the occupancy of Logiealmond Primary School, and it is correct that the Council fulfils this requirement in order to inform future planning for the school. 6.2 The key drivers for this review being progressed now are as follows: • the school roll has not substantially increased since 2018 as a consequence of the 17 potential catchment pupils under the age of 5 expected to attend the school; • the pattern of enrolments of new P1 pupils over the past 2 years demonstrating that the majority of families are choosing not to send their child to Logiealmond Primary School as their catchment school; • the now vacant Headteacher position; and • the Council’s previous commitment to undertake a review of the occupancy of Logiealmond Primary School following the moratorium approved in 2018. 6.3 The development of a comprehensive options appraisal for Logiealmond Primary School will allow due consideration to be given to the current and future occupancy of the school and whether it should remain open. 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. The relevant impact assessments would be completed as part of the options appraisal, if approved. 8. Appendices 8.1 Appendix 1 - Logiealmond Primary School, School Roll and Occupancy Data Page 351 of 354
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Appendix 1 Logiealmond Primary School School Roll and Occupancy Session Pupil Roll as at Census Capacity Occupancy % 2010/11 9 48 18.8% 2011/12 14 48 29.2% 2012/13 12 48 25.0% 2013/14 13 48 27.1% 2014/15 8 48 16.7% 2015/16 12 48 25.0% 2016/17 14 48 29.2% 2017/18 14 48 29.2% 2018/19 11 48 22.9% 2019/20 12 48 25.0% 2020/21 9 48 18.8% 2021/22 8 48 16.7% 2022/23 10 48 20.8% 2023/24 8 48 16.7% 2024/25 14 48 29.2% 2025/26 13 48 27.1% Current breakdown of Pupils as at 27 March 2026 P1 P2 P3 P4 P5 P6 P7 Total Occupancy 1 2 0 3 2 3 1 12 25.0% Anticipated Breakdown of Pupils for August 2026 P1 P2 P3 P4 P5 P6 P7 Total Occupancy 0 1 2 0 3 2 3 11 22.9% Projected School Roll 2026/27 2027/28 2028/29 2029/30 2030/31 2031/32 2032/33 2033/34 12 9 8 6 7 6 6 7 11 Page 353 of 354
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