Appendix 1 - Year 1 Annual Performance Report
Perth and Kinross Council · 16 September 2026
Back to Learning and Families Committee — 16 September 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Community Learning & Development Performance Annual Report 25-26 Appendix 1
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Part 1: Foreword Part 2: The Perth and Kinross Community Learning and Development Partnership Part 3: Impact of CLD Part 4: Case Studies Part 5: Workforce Development Report Highlights
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Foreword Community Learning and Development (CLD) plays a vital role in supporting individuals, families and communities to improve their lives through learning, personal development, employability and active participation in community life. Working alongside people in community settings, CLD helps build stronger, more resilient and inclusive communities while addressing the root causes of inequality through early intervention and prevention. Perth & Kinross Council has a statutory responsibility, under the Community Learning and Development (Scotland) Regulations 2013, to coordinate and publish a three-year CLD Plan that reflects local needs and contributes to the priorities of the Community Planning Partnership. Developed in collaboration with partners across the public, voluntary and community sectors, the Plan sets out our shared commitment to delivering high-quality CLD services that improve outcomes and reduce inequalities across Perth and Kinross. This Annual Report highlights the progress made during the reporting year against the ambitions set out in the Perth and Kinross CLD Plan 2024–2027. It demonstrates the collective efforts of Council services, Community Planning Partners and wider CLD organisations in supporting people and communities to thrive, and reflects our continued commitment to creating opportunities that enable everyone to reach their full potential.
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Our Community Learning and Development Partnership comprises a mix of thematic and locality-focused groupings. The Partnership helps identify issues and inequalities within our communities and enables the delivery and monitoring of the Community Learning and Development Plan, whist adhering to the principles, ethics and competencies set out by the Community Learning and Development Standards Council for Scotland. The Perth and Kinross Community Learning and Development Partnership Inclusion Partnership Empowerment Participation Self-determination Equality of opportunity and anti-discrimination – recognising some people need additional support to overcome the barriers they face. Ensuring resources and the range of skills and capabilities available are used effectively. Increasing the ability of individuals and groups to influence matters affecting them and their communities Supporting people to take part in decision-making Supporting the right of people to make their own choices.
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The diagram shows in blue the services and teams that make up the Community Learning and Development Leadership Group. Local thematic and geographical partnerships are shown in red and collectively the leadership group and partnerships make up the Perth and Kinross CLD Partnership.
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837 655 Developing a resilient, stronger and greener local economy Literacies learners ESOL learners National CLD KPIs 1a - Number of ESOL learners participating in CLD 1b - Number of Literacy learners participating in CLD 3 - Number of adults receiving completed nationally recognised awards through CLD activity Adult literacies provision has delivered personalised, community‐based support that improved confidence, wellbeing and independence. Learners have been supported to re‐engage with education, build skills and progress into volunteering, further learning and work, reducing isolation and increasing community participation. Digital inclusion was strengthened through partnership delivery with community organisations and support services, including LEAD Scotland and Connecting Scotland, as part of the Digital Inclusion project. This enabled participants to use devices confidently, access online services, and remain connected. The targeted approach reduced barriers, supported individuals facing disadvantage, and resulted in more confident, skilled, and connected learners. Our free, learner‐centred ESOL programmes strengthen inclusion, equality and diversity—particularly for New Scots and asylum seekers, by improving English skills, confidence, wellbeing and social integration. Learners reported reduced isolation, stronger communication skills and progression into further learning, volunteering, employment and self- employment. Through peer learning and partner collaboration, including the ESOL Network, Perth Minorities Association, Digital Skills and Employability services, learners developed literacy, workplace confidence and community connections. Successes included progression to college, leadership programmes, caring careers, cultural projects and greater civic participation. 647 Teams CLD Team Tenant and Resident Participation Team Live Active Leisure Skills and Employment Support Team Early Years and Childcare Team Parenting & Family Learning Team adults completed nationally recognised awards A wide range of flexible and accredited learning opportunities has delivered strong impact for local people. ASDAN programmes supported confidence, skills development and progression into education, volunteering and employment through responsive, learner‐centred approaches. Qualification Scotland courses further enhanced wellbeing and achievement, helping learners transition smoothly and contribute positively to their communities. Targeted qualifications such as NCASS Level 2 Food Hygiene equipped participants with practical skills for employment and community roles, boosting confidence and opening pathways to further training. Additional training for volunteers and coaches—including ADHD Awareness in Sport and Child Protection— strengthened local capacity, particularly within PACES‐accredited clubs. The Futures for Families project enabled 58 parents to gain accredited qualifications, with a focus on self-employment, while the Skills Passport provision removed financial barriers to training, supporting access to better-quality employment. Two parents and a pupil have also registered to complete their Peep Progression Pathway qualification.
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426 11,1 9 5 Enabling children and young people to achieve their full potential adults took part in Family Learning children and young people received nationally recognised awards National CLD KPIs 1c - Number of adults participating in Family learning 2a - Number of children participating in CLD activity 2b - Number of young people participating in CLD activity 4a - Number of children receiving completed nationally recognised awards through CLD activity 4b - Number of young people receiving completed nationally recognised awards through CLD activity Strong outcomes have been achieved for children and young people through a range of targeted provision. Wellbeing groups in local schools supported 15 children to achieve Hi5 Awards, building confidence and friendships, with a further 4 awards achieved through family STEM sessions that encouraged joint learning with parents. A total of 94 Duke of Edinburgh Awards were achieved, while 171 young people progressed through the LEAD Sport Pathway, including coaching and leadership opportunities. In employability, the Future Works project strengthened employer engagement, securing 56 apprenticeship and traineeship opportunities, many linked to SVQ qualifications, supporting clear pathways into work. Parents and carers participated in a wide range of parenting and family learning opportunities, from pre-birth support through to programmes for families with children and young people up to 16 years of age. A range of programmes were delivered, including Infant Massage, Fear-less, Peep Learning Together, and family holiday activities, helping to strengthen family relationships, promote positive mental health and wellbeing, and build resilience among children, young people, and their families. Delivery was strengthened through effective partnership working with organisations such as Home-Start, PKAVS, Aberlour, and Housing & Communities, helping to extend the reach and impact of support available to families. A further 19 adults engaged in targeted family learning through the Inclusion Service, delivered in partnership with schools and Children and Families teams. This support focused on strengthening family routines, increasing parental confidence, and improving engagement with children’s learning through evidence-informed approaches, including the Solihull Approach model. In addition, 6,195 adults participated in Bookbug sessions. These sessions helped parents and carers build confidence in sharing stories, songs, and rhymes with their children, supporting language development, wellbeing, and positive family relationships. Expanded provision has also increased accessibility across communities, with new sessions developed to meet the needs of children with additional support needs and their families. 21,588 Children and young people engaged in a wide range of learning, wellbeing, cultural, sporting and employability opportunities throughout 2025/26. A range of family learning programmes were delivered to support parents and carers in promoting their child’s development, with a particular focus on communication and language, emotional and physical wellbeing, and building resilience. Many of these programmes were targeted at families with children aged 0–5 years, recognising the importance of early intervention and the significant role parents play as their child’s first and most influential educators. Targeted CLD support for children and young people, delivered in partnership with schools and Children and Families teams, helped build confidence, emotional regulation, resilience, relationships and engagement in learning, particularly for those at risk of exclusion or experiencing additional challenges. Active Schools continued to provide inclusive extracurricular sport and physical activity opportunities across primary and secondary schools, with strong participation from priority groups. Museum learning programmes enhanced curriculum experiences through hands-on engagement. with heritage, history and culture. Young people also benefited from employability support, skills development and transition programmes, including opportunities linked to apprenticeships and job creation, enabling them to develop skills, achieve positive destinations and improve future prospects. Teams Parenting & Family Learning Team Early Years & Childcare Inclusion Culture Perth and Kinross Live Active Services for Young People Skills & Employment Support children and young people participating in CLD activity
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adults with improved mental health and wellbeing children and young people with improved mental health and wellbeing 230 989 Digital learning has significantly increased confidence and independence, enabling participants to use everyday technology and access essential services. Group-based sessions also strengthened social connections, improved wellbeing, and reduced isolation. Targeted work with asylum communities provided inclusive support through initiatives such as shared cultural meals, creative wellbeing sessions, weekly football, and access to advice, health checks, legal support, and leisure activities. Additional partner-led projects, including digital classes and welfare support, extended reach and impact. Across all activity, participants reported improved mental health, confidence, and stronger community connections. Through partnership working and safe, supportive spaces, many progressed from initial engagement to regular participation, building resilience and a greater sense of belonging. CLD has had a strong impact on the mental health and wellbeing of children and young people, supporting 19 to reduce anxiety, 17 to build confidence and 11 to improve self- esteem. This has resulted in increased resilience, improved peer relationships and a greater ability to cope with challenges in school and daily life. Support was tailored and delivered through 1:1 and small-group interventions, including Decider Skills, Wellbeing Workshops and goal-setting, helping young people develop practical coping strategies and improve emotional regulation. Targeted one-to-one support led to measurable improvements for 22 children, enabling them to better manage emotions, relationships and engagement in learning. Partnership working with school staff and health professionals strengthened outcomes, with improved focus and participation in class. Overall, young people are more resilient, better able to manage anxiety and are more engaged in their learning and wider lives. Supporting physical and mental wellbeing National CLD KPIs 5 - Number of adults with improved mental health and wellbeing outcomes through CLD activity 6a - Number of children with improved mental health and wellbeing outcomes through CLD activity 6b - Number of young people with improved mental health and wellbeing outcomes through CLD activity Teams Equalities CLD Team Tenant and Resident Participation Team Services for Young People Inclusion Team
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356 67,963 Working in partnership with communities groups received capacity building support volunteers hours contributed National CLD KPIs 7 - Number of community groups receiving capacity- building support through CLD activity 8 - Number of adults and young people taking part in influence and engagement activity through CLD 9 - Number of Volunteer Hours contributed to support CLD Delivery Capacity-building support has strengthened the resilience, confidence and sustainability of community organisations across Perth and Kinross. Through tailored advice, training and development support, groups improved governance, planning, funding readiness and partnership working, enabling them to better meet local needs. Support helped organisations secure investment for community facilities, energy efficiency projects, wellbeing initiatives and transport services, while new forums and networks strengthened collaboration and knowledge sharing. Outcomes included funding towards the refurbishment of Milnathort Town Hall, growth of the Coupar Angus Community Group Forum, development of the Strathie Hopper community transport service and progress towards community ownership of Dunning Town Hall. Support also enabled the establishment of Carse Kids Club, expanding local childcare provision. More than 350 participants from 80 organisations accessed training, strengthening leadership, compliance and volunteer management. Volunteer-led environmental and community groups gained the skills and confidence to lead projects independently, access funding and deliver lasting improvements, resulting in stronger, more sustainable and connected communities. Volunteer contributions played a vital role in strengthening communities and supporting service delivery across Perth and Kinross. 709 Active Schools volunteers delivered 9,637 extracurricular sessions, while targeted recruitment increased parent participation. Young people contributed 7,826 hours through the Duke of Edinburgh Award, supported by 283 volunteers, and 212 Saltire Awards recognised a further 18,151 hours of volunteering. The Be the Change platform expanded to 120 organisations, generating 3,205 volunteer hours, 320 applications and over 11,000 unique visitors, strengthening pathways into volunteering. Volunteers also supported people seeking asylum and community wellbeing initiatives through projects including Trauma Healing Together, Perthshire Welfare Society, Perth Minorities Association, Trinity Church Café and Jeanfield Swifts Friendly Welcome League. Environmental volunteers made a significant contribution through paths, greenspace and conservation projects, with groups such as BRAN and Pitlochry Paths delivering regular maintenance, improving local environments while building community skills and confidence. Volunteers also supported library, digital inclusion, coding and seed- sharing initiatives, helping reduce isolation, improve digital skills and strengthen community connections. Collectively, these contributions enhanced wellbeing, community participation and local resilience across Perth and Kinross. Teams Equalities CLD Team Early Years and Childcare Team TSI Tenant and Resident Participation Team Greenspace Families Empowering Communities Services for Young People Skills and Employment Support Live Active Leisure Culture Perth and Kinross 10,129 adults and young people participated in CLD engagement and influence CLD has driven strong community engagement, increasing participation, influence and local impact. The Tenant and Resident Participation Team engaged 1,858 people, enabling tenants to shape housing services through feedback and consultation, with data improving responsiveness to emerging issues. CLD has addressed inequalities and strengthened community voice in priority areas. In North Muirton, resident feedback shaped action on poverty, mental wellbeing and isolation. Through the Fairer Communities for All process, 7,012 people engaged in participatory budgeting, influencing funding decisions and building civic confidence. Consultation has supported place-making. In Crieff, 80 residents helped shape plans for the Drummond Arms site and wider priorities, with support to develop local leadership. In Coupar Angus, nearly 200 residents engaged, alongside events that strengthened partnerships, awareness, volunteering and youth participation. CLD has also supported family and individual empowerment. Through Families Empowering Communities, 270 people engaged, with parents moving into leadership and co-design roles. Young people contributed to consultations, including those with care experience, supported by 283 volunteers through programmes such as the Duke of Edinburgh Award. Targeted employability and skills support has extended impact, helping people facing barriers access training, work and financial support. Partnership delivery has enabled routes into employment, including self-employment, while youth work has built confidence, skills and progression pathways.
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CLD Team - Adult Learning Case Study Following a difficult experience at school, the learner left education with no formal qualifications and low confidence in learning. Alongside caring for her husband and raising her daughter, she wanted to rebuild her confidence, gain new skills, and better support her daughter with schoolwork. Working with the service, an individualised learning plan was developed around her interests and goals. She enrolled in the ASDAN Animal Care programme, an area she was passionate about, and began working towards a QS Numeracy qualification to strengthen her core skills. Support included regular one-to-one guidance, flexible learning opportunities that recognised her caring responsibilities, and exploration of progression pathways linked to her interest in animal care. The learner successfully completed the ASDAN Animal Care course, demonstrating commitment, increased confidence, and positive engagement with learning. She has also started QS Numeracy and is progressing towards a volunteering opportunity with a local veterinary practice, supported through the ASDAN Volunteering qualification. This journey has enabled her to re-engage with education, develop practical skills, and build confidence for future learning and community involvement.
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CLD Team - Community Capacity Building Case Study The Coupar Angus Forum was established in response to priorities identified in the Coupar Angus Community Action Plan. Bringing together 17 community groups, Coupar Angus Primary School and a representative from the 2 Sisters Factory, the Forum provides a collaborative, community- led platform to identify local needs and develop solutions. The Forum faced several key challenges, including volunteer fatigue and an ageing volunteer base, with much of the community work undertaken by older residents. There was a clear need to attract younger people and individuals from a wider range of social and ethnic backgrounds. In addition, a small number of volunteers were carrying a disproportionate share of responsibilities, raising concerns about long-term sustainability. The community also recognised the need to rebuild trust and strengthen relationships following historic divisions. Through inclusive discussions, workshops and informal community conversations, residents came together to identify shared challenges and explore opportunities for improvement. These conversations led to the creation of focused working groups, enabling community members to take ownership of priority areas and collaborate on practical solutions. The Forum has helped build confidence and leadership within the community, with participants reporting a strong sense of ownership as their ideas were developed into tangible outcomes. New partnerships have emerged between community organisations, the local school and local employers, strengthening networks and creating a more coordinated approach to community development. “Great to hear this, and thank you for your expert guidance in bringing this to fruition. Now we have to start serious work getting the organisation set up and running.” Community Transport Steering Group Volunteer. The Coupar Angus Forum demonstrates the value of a collaborative, community-led approach to local development. Building on successes in areas such as transport and communications, the Forum continues to provide a platform for engagement, partnership working and positive change.
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Early Years and Family Learning - Peep Progression Pathway Case Study Lisa, a 20-year-old parent of a one-year-old child, has completed the Peep Progression Pathway and achieved her first qualification at SCQF Level 5. Despite facing significant barriers to education throughout her life, including limited school attendance and personal challenges, she committed fully to the programme, maintaining 100% attendance while travelling long distances each week with her son. Through participation in the Peep group and progression pathway, Lisa has developed a greater understanding of child development, increased confidence in her parenting, and gained new ideas to support her son's learning and play. The programme has also helped her identify a future career path in childcare, improving her self-belief and motivation. “I feel as if I now know more and understand children better”, “I enjoyed how much my son has learned from it” and “I now have more ideas of playtime so I would say it has made us more creative” Lisa describes the flexible, supportive approach as key to her success, allowing her to learn at her own pace while balancing family responsibilities. She is now exploring volunteering opportunities and further study, demonstrating the positive impact the programme has had on her confidence, aspirations, and future prospects.
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Equalities Team - Community Cohesion Case Study As a Council of Sanctuary, we have taken proactive steps to strengthen community cohesion following a series of local anti-asylum protests and the spread of online misinformation. In October 2025, we hosted a Community Cohesion Workshop for organisations, services and individuals working with people seeking asylum, including those with lived experience. Independently facilitated by Show Racism the Red Card Scotland, the event included a session on challenging harmful narratives and a discussion on building a more resilient and cohesive Perth and Kinross. Participants identified strong partnership working, effective communication and positive cross-sector relationships as key local strengths. They also highlighted opportunities to further improve awareness, understanding and inclusion. Recommendations included delivering harmful narratives workshops in schools and communities, creating a lived-experience podcast, identifying safe spaces, strengthening positive communications, hosting an activities fayre, and developing a multi-agency statement of intent to support people seeking asylum and community cohesion. Work is now underway to implement these recommendations. Between March and June 2026, Show Racism the Red Card delivered workshops in all five Perth secondary schools. Additional Countering Harmful Narratives and Resilience Workshops were held with community groups, faith organisations and staff supporting people seeking asylum and other minority ethnic communities. As part of our Council of Sanctuary work, we also launched and distributed the Welcome Map, a resource bringing together accessible information on local organisations, services and spaces that welcome and support people seeking asylum and refugees. The map reflects our commitment to creating a compassionate and inclusive Perth and Kinross where everyone feels they belong. Development has also begun on a new podcast sharing the stories of people who have settled in Perth after seeking asylum in the UK. Our community cohesion work remains ongoing and will continue throughout 2026–27.
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CLD Team - ESOL Case Study Learner B started attending ESOL classes to improve his English language skills. When he started, he was shy to speak and translated everything from his native tongue using his phone. Learner B has attended 62.5 hours of lessons at the Learning Station where he has also had the opportunity to take part in social outings with the class and teachers. Through signposting by the Learning Station he joined the library, took up sewing with CATH (which was an interest of his previously and he wants to be a tailor in the future). Additionally, he completed a Leadership Course through PKC. He now attends UHI as well as continuing to attend the Learning Station. As a result, Learner B’s confidence has grown significantly, and he can easily communicate without the need to access his phone. He has now obtained his visa and intends to move to Glasgow. Learner B has asked the Learning Station to provide a statement of his learning to give to a new school so he can continue his language learning journey.
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Live Active Leisure - LEAD Sport Programme Case Study The LEAD Sport (Leadership, Employability and Development) programme provides young people across Perth and Kinross with opportunities to build leadership skills, gain qualifications and progress into volunteering, coaching and employment through sport. During 2025/26, over 100 pupils participated in the Aspiring Coaches programme, gaining valuable coaching experience and achieving SCQF Level 5 credits through Scottish Sports Futures modules. The introduction of the UEFA Disney Playmakers programme provided additional training opportunities for aspiring football coaches, helping to develop a new generation of young leaders in sport. The programme's impact extended well beyond training. More than 50 Aspiring Coaches contributed over 640 volunteer hours within schools, supporting extracurricular sport and creating more opportunities for younger pupils to be active. A further 50 young people progressed to additional coaching qualifications, enhancing their confidence and employability. The Introduction to Coaching programme enabled over 150 pupils to gain nationally recognised qualifications across a wide range of sports, providing a strong first step on the coaching pathway. Young people also influenced sport locally through the Young People’s Sports Panel, which helped organise events, support community projects and deliver the first Perth and Kinross Schools Gymfest, involving 24 schools and more than 400 participants. Through partnership working with Perth UHI, student placements led to 17 new extracurricular clubs, 98 sports sessions and over 650 placement hours across schools and leisure facilities. The Girls for Change programme engaged over 40 girls from every secondary school in Perth and Kinross, helping build confidence, leadership skills and participation in physical activity. At the end of the pathway, two young people secured Modern Apprenticeships in sports coaching. “My all-round confidence has improved. I can now speak confidently with participants, parents and colleagues.” Cameron, Modern Apprentice “I’ve seen a real improvement in my coaching delivery. I remember being nervous at the start and now I jump into each session with excitement.” Murray, Modern Apprentice
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Greenspace Team - Volunteering Case Study Volunteers play a vital role in the success of Community Greenspace (CG) projects, contributing significant time, knowledge and enthusiasm to the maintenance and improvement of local greenspaces. Established groups such as BRAN and the Pitlochry Paths Group regularly contribute over 50 volunteer hours per month, with activity increasing to between 100 and 200 hours per month during the summer. Through weekly task sessions, volunteers help maintain and enhance core path networks through activities such as vegetation clearance, path maintenance and pruning. Sessions are designed to be accessible and inclusive, typically lasting two hours and tailored to participants' abilities. Volunteers consistently report enjoying the organised and purposeful nature of the activities, highlighting the sense of achievement, wellbeing and social connection they provide. The Community Greenspace Officer supports groups with practical guidance, training and advice, helping volunteers develop new skills and confidence. Over time, participants gain experience through smaller projects before progressing to more ambitious community-led initiatives, strengthening local capacity and ownership. Volunteer contributions extend beyond practical tasks. Local knowledge and lived experience help shape priorities, ensuring projects meet community needs and maximise the impact of available funding and resources. Working alongside Rangers and Environmental Initiatives Officers also enables larger and more complex projects to be delivered safely and effectively. Engagement with schools and UHI students provides additional opportunities for learning, with participants receiving safety training, tool-use instruction and hands-on environmental experience. Overall, Community Greenspace volunteering delivers far-reaching benefits, improving local environments while building community resilience, skills, confidence and wellbeing.
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Tenant & Resident Participation Team - Floating Housing Support Case Study The Floating Housing Support project supported a young tenant, D, to take part meaningfully in a tenant interview panel as part of the commissioning process for a £6.2 million support contract in Perth and Kinross. D, who experiences ADHD, anxiety and low confidence, initially felt nervous and unsure whether he could contribute, but through person-centred support, adapted session planning, relationship-building and input from partners including the Tenant and Resident Participation Team, Criminal Justice, Housing Options and Specialist Services, Contract and Commissioning and Perth Autism Support, he was able to grow in confidence and fully participate. The project team learned the importance of listening, adapting approaches, planning ahead and balancing project requirements with individual needs. As a result, D gained confidence, developed new relationships, contributed his lived experience to an important service decision-making process, secured employment in the care/support sector and expressed an interest in future tenant participation opportunities, demonstrating the value of inclusive practice and meaningful involvement of people with lived experience.
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Parenting & Family Learning – Fear-Less Triple P Programme Case Study Julia, a parent of two children aged 7 and 9, completed the Fear-Less Parenting Programme over a year ago after struggling to support her eldest child's anxiety around school, separation, and new situations. Feeling overwhelmed by conflicting parenting advice, the programme provided her with practical, evidence-based strategies to better understand and manage anxiety. More than 12 months later, Julia continues to report lasting benefits, including increased confidence in her parenting, improved family communication, stronger relationships, and a calmer home environment. The most significant impact has been on her eldest child, who has become more confident, independent, and resilient, with anxiety no longer dominating her daily life. Teachers have also recognised positive changes in her wellbeing and behaviour. “My child shows greater confidence in the school environment… no crying going into school, and so much more confident interacting with classmates.” “I feel more confident responding to challenging behaviours—100% feel more confident in the way I parent.” Julia continues to use the strategies learned through the programme and describes it as having a "huge positive impact" on her family, demonstrating the long-term value of early intervention in improving parental confidence, child wellbeing, and family relationships.
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Workforce Development The Tayside & Fife Professional Learning Alliance has delivered a coordinated programme of workforce development aligned to six priority themes identified through regional consultation. These 6 themes were adopted in our CLD Plan for Perth & Kinross with a key action to work alongside the Tayside and Fife Professional Learning Network to identify and deliver opportunities in line with these themes. These opportunities were open to all CLD partners and some were co-delivered with our Third Sector Interface (TSI). The activities and impact can be demonstrated below. Theme Key Activity 2024–26 Impact Mental Health CAMHS sessions, Planet Youth, learning resources Improved confidence supporting wellbeing Community Development Governance events, engagement training Stronger community capacity building skills Digital Practice Digital tools training, online learning resources Enhanced digital confidence and access Group Work Specialist training, practice-sharing events Improved facilitation and engagement skills Data & Impact Evaluation workshops, data storytelling sessions Better impact measurement and reporting CLD Pathways SVQ Qualifications, placements, CPD promotion Clearer progression routes for workforce Working alongside the alliance has strengthened collaboration, expanded access to professional learning, and supported consistent, high-quality CLD practice across Tayside and Fife.
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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