Agenda Document Pack - Learning and Families Committee - 16/09/2026
Perth and Kinross Council · 16 September 2026
Back to Learning and Families Committee — 16 September 2026 and its agenda
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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 09/09/2026 A hybrid Meeting of the Learning and Families Committee will be held in the Council Chamber on Wednesday, 16 September 2026 at 13:00. If you have any queries please contact Democratic Services on (01738) 475000 or email Committee@pkc.gov.uk. Thomas Glen Chief Executive Those attending the meeting are requested to ensure that all notifications are silent on their device and other devices are in silent mode. Please note that the meeting will be broadcast online and recorded. The recording will be publicly available on the Council’s website following the meeting. Members: Councillor John Rebbeck (Convener) Councillor Steven Carr (Vice-Convener) Councillor Michelle Frampton (Vice-Convener) Bailie Chris Ahern Councillor Liz Barrett Councillor Dave Cuthbert Councillor John Duff Councillor Neil Freshwater Councillor Noah Khogali Councillor Iain MacPherson Councillor Ian Massie Provost Xander McDade Councillor Caroline Shiers Councillor Grant Stewart Councillor Alan Watt Mr Adrian Ferguson Ms Laura-Jane Grant Ms Amber Laverty Ms Susan MacLagan Ms Miranda Powell Mr Robert Stubbs Page 1 of 340
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Learning and Families Committee Wednesday, 16 September 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/SUBSTITUTES 2 DECLARATIONS OF INTEREST 3 MINUTES 3(i) MINUTE OF MEETING OF THE LEARNING AND FAMILIES COMMITTEE OF 27 MAY 2026 FOR APPROVAL (copy herewith) 5 - 8 3(ii) MINUTE OF MEETING OF THE EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE OF 10 NOVEMBER 2025 FOR NOTING (copy herewith) 9 - 10 3(iii) MINUTE OF MEETING OF THE JOINT NEGOTIATION COMMITTEE FOR TEACHING STAFF OF 11 MARCH 2026 FOR NOTING (copy herewith) 11 - 16 3(iv) MINUTE OF MEETING OF THE EMPLOYEES JOINT NEGOTIATING COMMITTEE OF 1 APRIL 2026 FOR NOTING (copy herewith) 17 - 22 3(v) MINUTE OF MEETING OF THE CHILDREN, YOUNG PEOPLE AND FAMILIES COMMITTEE OF 27 FEBRUARY 2026 FOR NOTING (copy herewith) 23 - 30 4 COMMUNITY LEARNING AND DEVELOPMENT PLAN YEAR 1 UPDATE Report by Strategic Lead - Housing and Communities (copy herewith 26/246) 31 - 78 5 PKC EDUCATION IMPROVEMENT PLAN 2026-2027 Report by Strategic Lead - Education and Learning (copy herewith 26/247) 79 - 174 Page 3 of 340
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6 SCHOOL TERMS AND HOLIDAY DATES 2027/28 AND 2028/29 Report by Strategic Lead - Education and Learning (copy herewith 26/248) 175 - 188 7 TRIPS AND EXCURSIONS POLICY Report by Strategic Lead - Education and Learning (copy herewith 26/249) 189 - 234 8 HEALTH BEHAVIOURS IN SCHOOL-AGED CHILDREN 2026/27 Report by Strategic Lead - Children, Families and Justice (copy herewith 26/250) 235 - 240 9 TAYSIDE PLAN FOR INFANTS, CHILDREN, YOUNG PEOPLE AND FAMILIES 2023-2026: ANNUAL PROGRESS REPORT 2025-2026 Report by Strategic Lead - Children, Families and Justice (copy herewith 26/251) 241 - 340 Page 4 of 340
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Learning and Families Committee Minute of hybrid meeting of the Learning and Families Committee held in the Council Chambers, 2 High Street, Perth on Wednesday 27 May 2026 at 1.00pm. Present: Councillors J Rebbeck, S Carr, M Frampton, Bailie C Ahern, L Barrett, J Duff, N Freshwater, I Massie, I MacPherson, Provost X McDade, C Shiers, C Stewart (substituting for D Cuthbert), G Stewart and A Watt; Mr A Ferguson and Ms LJ Grant. In attendance: D Macluskey, Strategic Lead – Education and Learning; L Richards, A Keen, P Mitchell, P Armstrong, D Millar, L McLean, T Ross, L Richmond, M Frail and S Cooper (all Children, Families and Justice); L Johnston, A Lemon, F Mackay, E Moran, K Ramsay, K Robertson, S Stephen and F Waddell (all Education and Learning); A McConnachie, S Hendry, A Brown, and M Pasternak (all Legal and Governance). Apologies: Councillors D Cuthbert and N Khogali; Ms A Laverty, Ms M Powell and Mr R Stubbs. 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 4 February 2026 The minute of meeting of the Learning and Families Committee of 4 February 2026 was submitted, approved as a correct record. (ii) Learning and Families Committee of 16 March 2026 The minute of meeting of the Learning and Families Committee of 16 March 2026 was submitted, approved as a correct record. (iii) Joint Negotiating Committee for Teaching Staff of 19 November 2025 The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 19 November 2025 was submitted and noted. 3(i) Page 5 of 340
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(iv) Employees Joint Consultative Committee of 3 December 2025 The minute of meeting of the Employees Joint Consultative Committee of 3 December 2025 was submitted and noted. 4. Corporate Parenting Plan 2025-2030 Annual Update There was submitted a report by the Strategic Lead - Children, Families and Justice (26/136) updating on the progress made in the past year in relation to the actions outlined in the Corporate Parenting Plan 2025 - 2030 (the Plan). Resolved: (i) The progress of actions, as contained in Appendix 1 to Report 26/136, be noted. (ii) The Strategic Lead – Children, Families and Justice be requested to 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. 5. Perth and Kinross Integrated Children’s Services Plan 2026-2029 There was submitted a report by the Strategic Lead - Children, Families and Justice (26/137) providing the finalised version of the Perth and Kinross Integrated Children’s Services Plan (ICSP) 2026-2029. Resolved: (i) The new Perth and Kinross ICSP 2026-2029 was considered and commented upon. (ii) 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 be acknowledged. (iii) The chair of the Children, Young People and Families Partnership be requested to bring back an annual update report to the Learning and Families Committee to report on the progress of actions. 6. Learner Participation Framework 2025-2028 There was submitted a report by the Strategic Lead - Education and Learning (26/138) seeking approval of the Learner Participation Framework 2025-2028. Resolved: (i) The Learner Participation Framework 2025-2028 be approved. (ii) The Strategic Lead - Education and Learning be requested to 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. (The Committee took a short recess at this point) 7. Gaelic Language Plan 2024-2029 Update There was submitted a report by the Strategic Lead - Education and Learning (26/139) providing an update on progress against the Gaelic Language Plan 2024- 2029. Page 6 of 340
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Members paid tribute to former colleague, Mr Donald McLeod, who passed away earlier this year. Resolved: The progress made to date be noted. 8. Cost of the School Day Policy There was submitted a report by the Strategic Lead - Education and Learning (26/140) setting 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. Resolved: The Cost of the School Day Policy, as attached at Appendix 1 to Report 26/140, be approved. 9. Intensive Support Provision Statutory Consultation Report - St John’s RC Academy There was submitted a report by the Strategic Lead - Education and Learning (26/141) advising 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. Resolved: (i) The findings of the statutory consultation and His Majesty’s Inspectorate of Education in Scotland (HMIE) support for the proposal be noted. (ii) The proposal to permanently establish a new ISP at St John’s RC Academy, effective from August 2026 be approved. (iii) Continued stakeholder engagement during implementation be endorsed. 10. Intensive Support Provision Statutory Consultation Report - Community School of Auchterarder There was submitted a report by the Strategic Lead - Education and Learning (26/142) advising 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. Resolved: (i) The findings of the statutory consultation and His Majesty’s Inspectorate of Education in Scotland (HMIE) support for the proposal be noted. (ii) The proposal to permanently establish a new ISP at Community School of Auchterarder, effective from August 2026 be approved. (iii) Continued stakeholder engagement during implementation be endorsed. Page 7 of 340
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11. Logiealmond Primary School There was submitted a report by the Strategic Lead - Education and Learning (26/143) seeking approval to commence engagement to inform preparation of an options appraisal in respect of Logiealmond Primary School, including the possible closure of the school. Motion (Councillors J Rebbeck and S Carr) (i) The recommendation to proceed with preparing an options appraisal in respect of Logiealmond Primary School be approved. The options to be considered should include the possible closure of the school. (ii) The Strategic Lead - Education and Learning be requested to prepare a report on the outcome of the options appraisal at a future meeting of the Learning and Families Committee in due course. Amendment (Provost X McDade and Councillor C Stewart) (i) Delete recommendations 2.1 and 2.2 of Report 26/143 and keep Logiealmond Primary School open, recognising that a rural school is the heard of its community and the detrimental effect the closure would have on the area. (ii) Requests that the Strategic Lead - Education and Learning investigate the possibility of establishing a nursery class, within Logiealmond Primary School, to help sustain the future school roll and support the delivery of 1140 hours childcare locally. In terms of Standing Order 21.5 a roll call vote was taken. 12 members voted for the Motion as follows: Bailie C Ahern, Councillors L Barrett, S Carr, J Duff, M Frampton, N Freshwater, I MacPherson, I Massie, J Rebbeck, C Shiers, G Stewart and A Watt. 2 members voted for the Amendment as follows: Provost X McDade and Councillor C Stewart. Resolved: In accordance with the Motion. Page 8 of 340
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Executive Sub-Committee of the Learning and Families Committee Minute of Hybrid Meeting of the Executive Sub-Committee of the Learning and Families Committee held on Monday 10 November 2025 at 1.00pm. Present: Councillors J Rebbeck, S Carr, M Frampton, L Barrett, D Cuthbert, J Duff (substituting for Bailie C Ahern) and C Shiers. In Attendance: D Macluskey, Strategic Lead – Education and Learning; E Moran (Education and Learning); J Ballantine, Headteacher, Pitcairn Primary School and S Cowmeadow, Headteacher, Tulloch Primary School; and K Molley, A Brown and M Pasternak (all Legal and Governance). Apologies: Bailie C Ahern. Councillor J Rebbeck, Convener, Presiding. 1. Welcome and Apologies The Convener welcomed all those present to the meeting and an apology was 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 Previous Meeting The minute of meeting of the Executive Sub-Committee of the Learning and Families Committee of 1 September 2025 was submitted and approved as a correct record. 4. Standards and Quality in Schools, Learning Communities and Pre- School Centres/Day Care of Children There was submitted a report by the Strategic Lead – Education and Learning (25/302) setting out the key findings following inspections of schools and nurseries by Education Scotland/His Majesty’s Inspectorate of Education (HMIE) and of early learning and childcare (ELC) settings undertaken by the Care Inspectorate in the day care of children. Resolved: The contents of Report 25/302, be noted. 3(ii) Page 9 of 340
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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 11 March 2026 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, C Clark, 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. An issue with the audio meant those attending online were unable to hear the room. The Convener asked whether there were any objections to proceeding with the meeting, and none were raised. 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 19 November 2025 for Approval The Minute of meeting of the Joint Negotiating Committee for Teaching Staff of 19 November 2025 was submitted and approved as a correct record. 4. Matters Arising (i) Severe Weather Guidance D Macluskey and C Weston said they had spoken since the last JNCT meeting and agreed changes in the language. 3(iii) Page 11 of 340
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(ii) Zero Tolerance Approach to Violence and Aggression Incidents in PKC Schools Management and Teachers’ Associations continuing to work together on resolutions sought at previous JNCT meeting. (iii) Retaining Minority Ethnic Teachers In response to S Topen-Cooper asking if there is any update from PKC in response to the document published by Scottish Government, D Macluskey said work is ongoing, he is meeting with PKC Equalities Team and hopes to have something for next JNCT meeting. (iv) Membership Updates The following Membership Update was agreed: Colin Clark to replace Jennifer Leslie on the Teachers’ Side 5. Business of Learning and Families Committee of 4 February 2026 for Noting The business of Learning and Families Committee of 4 February 2026, be noted 6. Learning Visit Protocol and Learning Visit Observation Template There was submitted a report (G/26/21) sharing the refreshed PKC Classroom Visit Protocol and QIR Classroom Visit Observation Template for Teaching Staff. In response to C Weston asking if in paragraph 6.1 rather than “term 4 2025- 2026” it could be “term 1 2026-2027”, E Moran said they would make that change. In response to J Cook asking if the Planning Policy for Primary and Secondary will be updated, N Craik-Collins said there is ongoing work on that and will share a draft as soon as able. Resolved: Subject to agreed amendments, the Committee: (i) Approves the PKC Learning Visit Protocol and Learning Visit Observation Template. (ii) Requests that the Strategic Lead for Education and Learning shares the PKC Learning Visit Protocol and Learning Visit Observation Template with all schools and settings once approved. (iii) Following the approval of the PKC Learning Visit Protocol and Learning Visit Observation Template, suggests that a leaflet is created for staff outlining key information. Page 12 of 340
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7. PT Protected Management Time M Shaw provided a verbal update; they have agreed the table of minimum time and now need to meet to update the paper and prepare for finalisation. LJ Grant said they still need to agree what is achievable in the time allocated. 8. Employee Survey D Macluskey provided a verbal update, there were positive responses around motivation, sense of achievement, autonomy around decision making and line manager support. There were issues around wellbeing and safety at work, physical environment featured more than before then violence and aggressive behaviour then professional safety which is something they are working on at leadership forums. There was a mixed response around leadership and line management with analysis to be done. Next steps will be ironing out difficulties they are having with access to information, once they have had the time and space to analyse the information it will be shared with the wider team and work will be done centrally to put together a presentation for next JNCT meeting. In response to C Weston asking if schools will be asked to produce action plans, D Macluskey said yes and following feedback this was too bureaucratic last time they will be flexible and appropriate. C Weston had the following feedback from members, not all schools were given time to complete the survey, there was concern around anonymity, teachers did not want to answer every question and there were anxieties around who was meant by management. In response D Macluskey said he was very frustrated by schools not giving time to complete the survey and will look at a different way of getting the message out in future, in regards to anonymity it’s in the person completing the survey’s gift what they put in the comments and would hope if they have any issues they have other opportunities to engage during the year rather than waiting for the survey, having the option to only answer some of the questions would affect the fidelity of the data, and at primary level management is the head teacher but what management means at secondary level needs ironed out. In response to LJ Grant asking if the results will just be shared with headteachers or will staff get an overview, D Macluskey said results will be shared with headteachers with an expectation they produce an appropriate action plan and it will depend on responses as to what that could look like. Resolved: The Committee noted the update. Page 13 of 340
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9. Working Time Agreement Update C Weston said she met with E Moran last week to finalise changes, dates are updated annually and any other changes are in red in the document. Resolved: (i) The Committee noted the update. (ii) Democratic Services to upload Agreement to SNCT website. 10. Raising Attainment Update There was submitted a report G/26/23 providing an update on progress on the Raising Attainment Strategy 2024-2027, specifically, information on a range of performance measures across the Scottish Governments National Improvement Framework for Education priorities. In response to L Gibb asking about attendance and with pupils achieving in everything apart from numeracy and literacy is an academic pathway the only pathway, D Macluskey said they know attendance in Perth and Kinross compares poorly, it’s a constant battle and has improved since this time last year, F Mackay said the current curriculum is not meeting all needs, there is no one answer and it is something N Craik-Collins is looking at. N Craik-Collins said there is a cultural shift in the Scottish education system, it is a complex picture, and it is about building on the individual strengths of pupils. In response to M Laurie saying it was good to see positives and case studies and asking if there will be the funding to keep them going, the Chair said that is largely a political decision and there is an awareness they have gone as far as they can with the budget without being detrimental to children’s opportunities. In response to C Clark saying they are seeing schools cutting courses rather than extending the curricular offer, D Macluskey said that is not what his data shows and if they are he does not think it would be a budgetary decision. The Chair said they are in schools all the time and meet families in the community and sees the difference teachers and pupil support assistants make. C Weston said delivery should be face to face in school and not an online learning offer. Resolved: The Committee noted the update. 11. Excursions Guidance D Macluskey provided a verbal update, PKC’s Excursion Guidance needs updated and refreshed due to changes in Council organisation, with the Page 14 of 340
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Outdoor Education Bill to come, and to align it with the Cost of School Day Policy. In response to C Weston asking if the unions could have sight of it first, D Macluskey said they would. Resolved: The Committee noted the updated. 12. Job Sizing Locality Co-Ordinator Post F Mackay provided a verbal update; this is the creation of a new post as part of the move from centralised inclusion resources to 4 locality areas and the job profile has come back from the Teacher’s Panel. In response to C Clark saying they have concerns about loss of specialisms, F Mackay said they would ensure the teacher post covers what is being lost, small teams will be being kept together and will keep their specialisms. Resolved: (i) C Weston to confirm Teachers’ Side agree job profile. (ii) Democratic Services to upload job profile to SNCT website 13. Employment Rights Act 2025 P Johnstone provided a verbal update, Employment Rights Act 2025 received Royal Assent on 18 December 2025 with some changes going live in February 2026 with more in April 2026. These changes are to overall Council guidance and are not specific to teachers. Main changes are with Statutory Sick Pay, Paternity Leave, menopause support and harassment becoming protected through whistleblowing, with updates and amendments already made to any Council policies that needed them. In response to C Weston saying she knows of another local authority that offers 5 days paid leave in relation to the menopause and asking if that is something PKC would consider, P Johnstone said there is no requirement they offer that. Resolved: The Committee noted the update. 14. Any Other Competent Business (i) S Topen-Cooper asked for clarification around guidance he understood has gone out to headteachers concerning “triggers” when there are sickness absences and if it is up to the discretion of the manager to decide whether a trigger should lead to formal action. Page 15 of 340
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P Smith said the word “triggers” is not in the document and it would be up to a manager to decide if there was a need for a formal Health and Wellbeing meeting. (ii) S Topen-Cooper said he had been approached by several members reporting being asked by line managers if they are taking strike action and asked if a clarification go out to managers emphasising that employees should not be asked whether they are a member of a union, which union or whether they intend to follow union instructions. P Johnstone said as part of forward planning they can ask individuals if they are coming into work and they are not obliged to answer; managers should be aware not to ask about union membership and if that is happening let them know the specifics. (iii) C Weston asked if parental complaints could be reviewed at a future JNCT as the increase in unreasonable and excessive complaints is affecting mental health and wellbeing from headteachers down, could we look at the data and what we are doing as a whole. D Macluskey said complaints are not upheld and while some are the process has its use. The aim is to deal with complaints at the earliest point before they reach the ombudsman. How complaints are dealt with has been changed with a team dedicated to stage 2 complaints and more are being resolved at stage 1 than ever with fewer escalating to stage 2. We cannot stop what people say or complain about but we can investigate thoroughly and rebut and a fuller conversation would be helpful. F Mackay said challenging parental communications would be included too. E Moran said the management team can get involved and help if wellbeing is affected, staff should come forward and should not sit with it if the situation is too much. 15. Date of Next Meeting 24 June 2026 at 2:30pm in Meeting Room 410, 2 High Street, Perth. Page 16 of 340
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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 1 April 2026 at 1.30pm. Present: Representing Perth and Kinross Council: Councillors K Allan, J Rebbeck and K Harvey. Present: Representing Trade Unions: C Weston (EIS) V Leonard (GMB) S Hope (UNISON) S Robertson (Unite the Union) N Ferry (UNISON) from item 7 In Attendance: L Hamilton, P Johnstone, E Bayne, L McGeorge, S Stephen, K Robertson, N Taylor, C Shepherd, K Matiwaza, A McConnachie. Apologies: Councillor S McCole with Councillor K Harvey substituting, J McColl with C Shepherd substituting, G Boland, F Mackay, M Mackie 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 3 December 2025 The minute of meeting of the Employees Joint Consultative Committee of 3 December 2025 was submitted and approved as a correct record. 4. Matters Arising (i) Industrial Injuries Guidance In response to S Hope asking for an update, E Bayne said this is ongoing. 3(iv) Page 17 of 340
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5. Health and Safety Performance Report Quarter 3 2025/26 – October – December 2025 There was a report submitted by the Health and Safety Team Leader (G/26/33) 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. 6. Fire Safety Performance Report – Quarter 3 2025/26 – October – December 2025 There was a report submitted by the Health and Safety Team Leader (G/26/34) 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 McGeorge said they are addressing outstanding actions with property. Resolved: The Committee noted the contents of the report. 7. Staff Reporting: Incidents of Violence/Aggression and incidents of Distressed/Challenging Behaviour in Education Settings – Term 2 2025/26 There was a report submitted by the Quality Improvement Manager, Inclusion and Additional Support, and Inclusion Quality Improvement Officer (G/26/35) 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 2 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. C Weston said she had submitted written questions in advance of the meeting and was meeting with S Stephen out with the meeting to go through them then feedback to members. Councillor Rebbeck said how important he thinks the Joint Statement by Education and Learning and Trade Unions is, that collegiate working is crucial and thanked all involved. Page 18 of 340
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S Stephen said they have linked in with Education Scotland who have been complimentary about our collegiate working. In response to C Weston and S Hope asking if the statement is finalised and if it has been fully agreed with the unions, S Stephen said she would need to check. S Topen-Cooper submitted questions via the meeting’s Teams chat and in response to asking how far are all management staff in school and those who line manager staff in school are up to date in their 12hr Calm Theory Training, S Stephen said they did not have that data to hand, the Reducing Challenging Behaviour Working Group are working with Calm to provide a mandatory level of training for all school staff. In response to Councillor Allan asking what is being done for staff involved in multiple incidents, S Stephen said they recognise recurring incidents are not ok and are looking at changes in how they are monitored. There is an expectation their line manager supports them, that there is a debrief and they would look at the quality of the debrief, what happens after it and if there is further support or training required. In response to Councillor Allan asking what is being done about P1-P3 accounting for the largest proportion of reported incidents, S Stephen said in P1 and P2 we do not always have an understanding of children’s needs with transition being worked through and they are working developing on a strong understanding of children’s needs at that age, professional learning and staff supports. In response to Councillor Allan asking if a more intervention-based approach is needed, S Stephen said if incidents have reduced in the next term, it would show the interventions being put in place are effective. In response to Councillor Allan asking what is being done to capture and address the mental wellbeing of teachers, E Bayne said there is a range of things such as the staff survey, Education Wellbeing Group and Health and Safety Team. Councillor Rebbeck said there is not a day where this is not discussed or debated, it is a societal change, the solutions are difficult and are beyond this meeting and PKC. 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 Page 19 of 340
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8. Health and Wellbeing Update There was a report submitted by the People and Culture Manager (G/26/36) providing an update on current Health and Wellbeing data and current Health and Wellbeing activities. E Bayne apologised as the wrong table had been included in the report. Hard copies of the correct table were circulated at the meeting and as an attachment in the meeting’s Teams chat. In response to S Topen-Cooper asking what the turnaround time from referral to Occupational Health being submitted and staff being seen by an Occupational Health professional, E Bayne said there is a 14-day turnaround for an appointment after a referral and that is being met, will link in with S Topen-Cooper if there are instances where it is not. In response to C Weston saying the menopause adjustments are not suitable for schools, P Johnstone said they are just examples and can be reviewed, before it becomes mandatory in 2027. In response to S Hope asking when the Health and Wellbeing E Learning for managers was last updated and that it should be mandatory, E Bayne said it was updated last Summer and P Johnstone said the team deliver training, attend meetings with inexperienced managers when requested and are available for appointments via Erica with managers to discuss issues. P Johnstone advised that a new leadership strategy was agreed by ELT in February 2026 and the team are currently designing new programme of learning for leaders including aspiring leaders, experienced leaders and leadership essentials (core learning), they have also refreshed manager induction training. Councillor Rebbeck said he thinks the low absence rate among school staff shows their commitment despite challenges. Resolved: The Committee noted the position regarding Health and Wellbeing 9. Summer Placement Programme – Priority Recruitment There was submitted a report by the People and Culture Manager (G/26/37) seeking approval for young people undertaking the summer placement programme with Perth and Kinross Council (PKC) to apply for modern apprenticeship vacancies advertised internally during, and for a period of six months following their placement. Resolved: The Committee approved the request. Page 20 of 340
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10. Any Other Competent Business - 11. Date of Next Meeting 1 July 2026 Page 21 of 340
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Children, Young People and Families’ Partnership Minute of meeting of the Children, Young People, and Families Partnership held on Friday 27 February 2026 at 10am in Council Chambers, 2 High Street, Perth. Present: Baillie C McLaren A Singh, Strategic Lead – Children, Families and Justice, PKC G Boland, Strategic Lead – Strategic Planning, People and Performance, PKC S Cooper, Service Manager – Children and Families Social Work E Cruickshank, NHS Tayside R Smith, Third Sector Interface Rep G Binnie, Independent Chair of Child and Adult Protection Committees D Macluskey, Strategic Lead – Education and Learning (from item 7) In Attendance: D Thain, A Devine (NHS – up to item 5), R Jamieson (PKAVS – item 7 only), L Richards (up to item 7), M Smith (up to item 8), J Baker, C McAuley, A McConnachie (all PKC). Apologies: Councillor A Watt with Bailie C McLaren substituting; Councillor Shiers; Councillor Frampton; J Menzies, HSCP; S Jeffrey, Children’s Hearings Scotland; L Sutherland, SCRA; Z Pullar, NHS Tayside; R Munro, Perth and Kinross Council. A Singh in the Chair 1. Welcome and Apologies The Chair welcomed everyone to the meeting. Apologies were noted as above. 2. Declarations of Interest There were no declarations of interest in terms of the relevant Codes of Conduct. 3. Minute of Previous Meeting The minute of the meeting of the Children, Young People and Families Partnership of 5 December 2025 was submitted and noted as a correct record. 3(v) Page 23 of 340
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4. Focus on Teenage Conception Rates in Tayside There was submitted a report (G/26/12) and a short slide based presentation by D Thain, Managed Clinical Network Manager and A Devine, Senior Health Improvement Officer, Sexual Health and Blood Borne Viruses, NHS Tayside exploring possible reasons for the increases in teenage conception rates in Tayside and seeking to re-engage necessary partnerships across Tayside to ensure delivery of interventions to reduce rates further. In response to S Cooper asking how good we are at making condoms readily available, D Thain said it’s something they are always trying to do by identifying and linking in with spaces young people attend. It is a mixed picture overall; there is not a consistent approach in schools and does not think there are any PKC schools providing them. The majority across Tayside are provided by post and there is a drama tour performed at schools that tends to lead to a massive spike after it has been seen but this is not necessarily maintained. They are also available in pharmacies but not sure if young people are aware or access them there. In response to S Cooper asking if condoms could be made available in women’s toilets like sanitary products, D Thain said it is something they could look at piloting, there would be budget restraints and would be reluctant to put them in public toilets as it is an initiative for people who cannot afford them. In response to Baillie C McLaren saying making condoms available in schools would be an easy win D Thain agreed with another reason being that Tayside has the highest rates of sexually transmitted infections in Scotland and mentioned a coordinated approach. Baillie C McLaren suggested coming back to The Partnership with a budget for doing it. In response to the Chair asking if mums are linked in with Family Nurse Practitioners after their babies are born, D Thain said she thinks so with ongoing work in relation to contraception done with them and E Cruickshank agreed. In response to the Chair asking about fathers, if they tend to be teenage or older and if there are any safeguarding issues, D Thain said they did not have the data. Work is done across the genders to support young men to take responsibility for their actions and decisions and in relation to the manosphere. There may be an element of exploitation but does not think it is a key thing. They suspect the majority of fathers are teenagers. That midwives would pick up on safeguarding issues, and nothing is being flagged up. D Thain said that overall, what they are doing is not working, they are looking at targeting communities with the highest rates with a holistic approach and have approached the Scottish Government for funding for a pilot. C McAuley said that maps with work Fairer Futures are doing and will link in. In response to G Boland suggesting taking the presentation to other forums as well such as Community Planning Partnership, D Thain said they will take it wherever awareness is needed. Page 24 of 340
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L Richards said they would link them in with the Youth Work Partnership at Scott Street and in response to asking if they could have access to the Speakeasy programme at no cost, D Thain said they could. In response to G Binnie asking if they had confidence maternity services know what to do in terms of exploitative relationships and if there is anything the Child Protection Committee could do to improve it as gathering evidence in sexual crimes is difficult, E Cruickshank said there is a degree of confidence around links and sharing when teenage pregnancies are picked up, more information and knowledge could probably be shared through the Public Protection Team. A Devine said it is something to explore and formalise as just now it is down to individual teams. In response to the Chair asking how we ensure future interventions are sustainable following a seismic shift between 2016-2021, D Thain said they have evidence of what worked in the past, there is scoping work being done to find good practice taking place and they will then look to fill in the gaps by building into what is already happening. S Cooper said pregnancies at school often result in repeating cycles of poverty as there is no support system in place. Resolved: The Partnership noted the report. 5. Route Maps from The Promise Scotland L Richards referred to the letter from COSLA within the Agenda Document Pack and said there is a session at the end of March to look at Route Maps and where our Corporate Parent Plan aligns and adjust it where needed following the session. In response to the Chair asking if the preferred method of response to COLSA would be in writing or a discussion, L Richards said discussion. In response to the Chair asking the Partnership if they agreed to remit responding to COSLA’s letter to L Richards, the Partnership agreed. Resolved: The Partnership agreed to remit the response to COSLA’s letter to L Richards. 6. Corporate Parenting 2025-2030 – Annual Update There was submitted a report by L Richards, Service Manager - Children and Families Social Work (G/26/13) updating The Partnership on the progress made in the past year in relation to the actions outlined in the Corporate Parenting Plan 2025 – 2030. In response to G Boland asking what are the implications of upcoming legislation and how the Partnership can prepare, L Richards said we do not know if the Children (Care, Care Experience and Services Planning) Page 25 of 340
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(Scotland) Bill will become an Act, if it does the biggest implication will be financial with the need for an increased workforce due to a fundamental change in the definition of a care experienced young person opening up Through Care and Aftercare. There is the Care Leaver Payment coming in April and there is no financial agreement from the Scottish Government regarding its administration. In response to G Boland asking for an update on actions with a timescale of January 2025, L Richards said the data set had been delayed by moving to the new Mosaic system then linking it with SEEMIS, and they are looking at reporting now. In response to E Cruickshank asking about increased responsibilities for Health and Social Care Partnerships, L Richards said different local authorities have different structures, this would be where Children’s Services sits in the Health and Social Care Partnership and would be around lifelong advocacy and child to adult transition support. In response to the Chair asking how they are ensuring voices of young people are being heard, L Richards said they are key to it all. They have had a change in structure with no dedicated Children’s Rights Officer and the responsibilities shared with Youth Workers who work with Champions Boards. Champions Boards are working well with young people attending in their own space and they feedback to a Youth Worker who sits on the Corporate Parenting Sub Group. Resolved: The Partnership noted the progress of the actions contained in Appendix 1. 7. Young Carers Presentation There was a short slide based presentation by R Jamieson, PKAVS Carers Centre Manager on young carers and the work PKAVS are doing. In response to Baillie C McLaren asking how much their Alternative Respite Funding Pot is and whether they have applied to the Robertson Trust or Northwood Trust, R Jamieson said it is approximately £21,000 from the Local Authority, their income is too high to apply to the Robertson Trust and they have not applied to the Northwood Trust as they thought it was directed towards Dundee. Baillie C McLaren encouraged them to apply. In response to D Macluskey asking if we are getting it right with groups that support young carers, R Jamieson said it is better now than it has ever been and they pull resources from partners more than ever although there is always room for improvement. In response to S Cooper asking how do they know they are getting good outcomes from the current tutorial model, R Jamieson said through feedback from young carers who have an increase in confidence around schoolwork and feedback from parents, tutors, and schools. Page 26 of 340
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In response to the Chair asking if we are doing enough in relation to Child Poverty, R Jamieson said about 90% of young carers are from financially disadvantaged families and we could probably do more. G Boland said he would look to take that forward. In response to S Cooper asking if they are linked in with Fairer Future, R Jamieson said they have it is something they have just started working on. In response to Baillie C McLaren asking if housing concerns are ever brought to them and is that information we should be capturing, R Jamieson said large portion of young carers are from social housing and is not aware of any housing issues being brought to them. In response to the Chair asking if they have noticed a change the profile of young carers, R Jamieson said an increase in mental health challenges. COVID had a serious impact with young carers losing their break from caring that came through attending school, they fell behind with schoolwork as care needs increased. Counselling is a valuable resource. Resolved: The Partnership noted the presentation. 8. Thematic Approach to Performance Reporting There was submitted a report by Strategic Lead - Children, Families and Justice (G/26/14) continuing the thematic reporting plan for performance and outcome information focused on children, young people and families and setting out a suite of information focused on contextual and inequalities information, for consideration and scrutiny by the Partnership. In response to G Boland asking about the difference in 4-5 year old reviews from the previous year, E Cruickshank said this is due to reduced delivery to non-core families and will return to full delivery in October. In response to the Chair asking about the reduction in immunisation uptake, if herd immunity could be compromised and should we be promoting immunisations to childminders and early years, E Cruickshank said this is an area of concern, there is a risk around herd immunity, and they are very much focussing on that. The Childhood Immunisation Group is still going, education work on it is a high priority which should be shared across Tayside and the group is thinking about broadening its membership to include partners so could look to do that. In response to D Macluskey asking about the trends in mothers smoking during pregnancy and babies being breastfed, E Cruickshank said there has been good traction in the past, it has waned and they are refreshing that with midwives and having conversations around broader addiction issues with the Drug Partnership. C McAuley said there is a clear link with inequalities and deprivation which Fairer Futures are looking at. Page 27 of 340
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In response to the Chair asking about primary 1 children meeting their milestones, the link to COVID and the support available, D Macluskey said support for families was initially really positive, it waned and was reviewed. Now have more stimulating learning for boys in particular which has had some success, enhanced primary 1 transition for children who have not met their milestones and a realignment of early years provision to support those that need it. There is a link to poverty and depravation and a feeling they are being successful but need the data to support that. Resolved: (i) Considered and commented upon the information set out in Appendix 1; and (ii) Provided guidance to inform the future direction of thematic performance reporting. 9. Perth and Kinross Child Protection Committee Business Activity Report Since 5 December 2025 There was submitted a report by the Independent Chair of Perth and Kinross Child Protection Committee (G/26/15) providing a summary of the key business activities of the Perth and Kinross Child Protection Committee (CPC) since the last meeting of the Children, Young People and Families Partnership (CYPFP) on 5 December 2025 when the update report was last presented. In response to the Chair asking about Perth and Kinross’s response to the national picture around child sexual exploitation and abuse, G Binnie said their focus is not just on assessment but the good work and practices that are being done. S Cooper said they have only just started to look at it with the focus on the last 2 years. In response to the Chair asking if there are lessons to be learned can they be put in place locally, G Binnie said they have already slightly changed their quality assurance work and through working with Dundee’s trafficking enquiry they have a lot of information on what went well and what did not. S Cooper said the operational group has identified areas where there are gaps and is in the process of making changes. J Baker said they are carrying out a desktop audit, Perth and Kinross are in a different environment to other Local Authorities as they do not have any residential units and have already identified issues they want to take forward. The Chair said the findings are about understanding how gaps occurred and not about blame. Resolved: The Partnership noted and endorsed this update from the CPC. 10. Cost of the School Day Policy There was submitted a report by Rhona Munro, SAC and PEF Project Lead (G/26/16) setting out the policy which Perth and Kinross Council schools should follow to ensure that all children and young people receive the same Page 28 of 340
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opportunities in their educational journey, regardless of their socio-economic background. In response to S Cooper asking what the response from Parent Councils has been, D Macluskey said overall it has been well received. Resolved: The Partnership considered the contents of the report and commented as appropriate. 11. Perth and Kinross Integrated Children’s Service Plan – Update There was submitted a report by Strategic Lead – Children, Families and Justice (G/26/17) providing a second update on the development of the Perth and Kinross Integrated Children’s Service Plan (ICSP) 2026-2029. The Chair said they will bring a report to the next Partnership meeting regarding governance of the plan. The Chair asked for and was granted delegated authority from the Partnership to submit a draft of the plan to the Scottish Government. Resolved: The Partnership: (i) Considered and commented upon the information detailed in the report and as set out within Appendix 1; and (ii) Provided guidance to inform the future direction and further development of the ICSP 2026-2029; and (iii) Granted the Chair delegated authority to submit a draft of the plan to the Scottish Government. Page 29 of 340
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 16 September 2026 Report Title: Community Learning and Development Plan Year 1 Update Report Number: 26/246 Report Author: David Stokoe, Service Manager Community Learning and Development Organisational Lead: Elaine Ritchie, Strategic Lead - Housing and Communities ___________________________________________________________________ 1. Purpose 1.1 The purpose of this Report is to update Committee on year 1 delivery of the 2024-2027 Community Learning and Development Plan. Year 1 covers the period April 2025 to March 2026. 1.2 Sections 1. Purpose 2. Recommendation 3. Background 4. Appendices 2. Recommendation It is recommended that Committee: 2.1 Notes the progress made in Year 1 of the Community Learning and Development Plan 3. Background 3.1 Historic Information/Context 3.1.1 CLD provides individual, family and group learning in community settings, in ways which enable and equip people to improve their lives. Education 4 Page 31 of 340
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Scotland hold the statutory regulatory role for CLD in Scotland, whilst inspections are now carried out by the newly formed His Majesty’s Inspectorate of Education in Scotland. The regulatory framework includes The Requirements for Community Learning and Development (Scotland) Regulations 2013, the Strategic Guidance for Community Planning Partnerships: Community Learning and Development (2012) and Section 2 of the Education (Scotland) Act 1980. 3.1.2 Under the 2013 Regulations, Councils must identify the Community Learning and Development needs of target individuals and groups within their Local Authority Area and prepare and publish a 3-year CLD Plan setting out strategic aims for CLD services delivered by all Community Planning Partners. This Plan sets out the commitments of Perth & Kinross Council, its partners in the Community Planning Partnership (CPP) and wider Community Learning and Development (CLD) agencies to deliver CLD which enables better outcomes for all and tackles stubborn inequality. The approved Plan will be submitted to Education Scotland and published on the PKC website. 3.1.3 Perth and Kinross Council has a statutory duty to coordinate and produce a CLD Plan which contributes to achieving the objectives of the CPP to address inequalities. The CLD approach is founded on working alongside people and communities to improve their lives. It uses early intervention and prevention to address the root causes, not just the symptoms, of inequality. It is about building strong, resilient, influential and inclusive communities, and improving life chances for everyone through learning, employability, personal development and active citizenship. 3.1.4 The Plan is a strategic framework for all Council services and wider CLD delivery partners. Within Perth & Kinross Council CLD is delivered by a range of core teams embedded in key services and overseen by the CLD Leadership Group, which reports to the Learning and Families Committee. 3.1.5 The current iteration of the CLD Plan was approved by the Learning and Families Committee on 23rd October 2024. 3.1.6 The Plan covers the period September 2024-September 2027 with the action plan and performance reporting running annually from April – March to align with the PKC Annual Performance reporting process. 3.2 Options Available to Elected Members/Board members 3.2.1 A summary of the Year 1 Performance Framework is included as Appendix 1. 3.3 Rationale for Recommendations made in Section 2 3.3.1 Committee is asked to note the progress made in implementing Year 1 of the CLD Plan. 3.3.2 Year 2 Update will be provided to committee summer 2027. Page 32 of 340
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4. Appendices 4.1 Appendix 1 - Year 1 Annual Performance Report 4.2 Appendix 2 - Community Learning and Development Plan 2024-2027 4.3 Appendix 3 - Adult and Family Learning Offer Page 33 of 340
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Community Learning & Development Performance Annual Report 25-26 Appendix 1 4 Page 35 of 340
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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 Page 36 of 340
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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. Page 37 of 340
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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. Page 38 of 340
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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. Page 39 of 340
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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. Page 40 of 340
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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 Page 41 of 340
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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 Page 42 of 340
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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. Page 43 of 340
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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. Page 44 of 340
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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. Page 45 of 340
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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. Page 46 of 340
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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. Page 47 of 340
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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. Page 48 of 340
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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 Page 49 of 340
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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. Page 50 of 340
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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. Page 51 of 340
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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. Page 52 of 340
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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. Page 53 of 340
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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 Page 54 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4 Page 55 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2 As Chair of the Perth and Kinross Council Learning and Families Committee, I am delighted to introduce the new Community Learning and Development Plan 2024 to 2027. The plan sets out the contribution that the Community Learning and Development Partnership will make to supporting learners and communities over the next 3 years. As we support our communities through the current cost-of-living crisis, Community Learning and Development has a huge role to play by supporting and empowering communities, providing programmes of training and resources, building skills, increasing community empowerment, and more. By focussing on the most vulnerable people in our communities, Community Learning and Development functions and partners play a key role in improving people’s life chances. The Community Learning and Development Plan demonstrates clear links to the priorities of the Local Outcomes Improvement Plan and the new Perth and Kinross Council Corporate Plan. I am keen for this plan to be a “live” document that will change and adapt to the needs of our communities between now and 2027. Councillor John Rebbeck Convenor, Learning and Families Committee Introduction Page 56 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 3 Community Learning and Development is a method of working with groups and individuals of all ages to engage in learning, personal development and active citizenship. The Scottish Government’s National Performance Framework clearly defines the specific focus of Community Learning by partners which should be to: • improve life chances for people of all ages, including young people in particular, through learning, personal development and active citizenship • create stronger, more resilient, supportive, influential and inclusive communities Support is focused on disadvantaged or vulnerable individuals or groups with the aim of bringing about change in their lives and communities. The term refers to a distinctive process of engagement and support with content that is negotiated with learners. Community Learning and Development activity has a strong focus on early intervention, prevention, tackling inequalities and includes the following: • youth work, family learning and other early intervention work with children, young people and families • community-based Adult Learning including Adult Literacies and English for Speakers of Other Languages (ESOL) • learning for disadvantaged and vulnerable groups and individuals, for example people with disabilities, have care-leaving experience or have a history of offending • Community Development (building the capacity of communities to meet their own needs, engaging with and influencing decision- makers) • volunteer development and support Introduction to Community Learning and Development Page 57 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 4 The Community Learning and Development (Scotland) Regulations 2013 place a statutory requirement on local authorities to publish a plan every 3 years, outlining how it will co-ordinate and secure “adequate and efficient” Community Learning and Development provision with other sector partners. Whilst Perth and Kinross Council are required by legislation to lead on meeting the requirements of the Community Learning and Development Regulations, it is important to note that partners must also be meaningfully involved, taking collective ownership and responsibility to produce, implement and review the Community Learning and Development Plan. Page 58 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5 Perth and Kinross the place Page 59 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 6 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. • Empowerment – increasing the ability of individuals and groups to influence matters affecting them and their communities. • Participation – supporting people to take part in decision-making. • Inclusion, equality of opportunity and anti-discrimination – recognising some people need additional support to overcome the barriers they face. • Self-determination – supporting the right of people to make their own choices. • Partnership – ensuring resources and the range of skills and capabilities available are used effectively. The diagram below 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. The Perth and Kinross Community Learning and Development Partnership Page 60 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 7 Page 61 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 8 Perth and Kinross Council has the statutory responsibility for planning and overseeing delivery of effective Community Learning and Development services. Responsibility for co-ordinating the day-to-day delivery of the Community Learning and Development Plan sits with the Community Learning and Development Leadership Group. This group comprises of Service Managers and Senior Team Leaders from Perth and Kinross Council and partner services that deliver Community Learning and Development functions. Oversight of the Community Learning and Development Plan sits with the Learning and Families Committee, who receive an annual report on progress. The Perth and Kinross Community Planning Partnership Board will also receive an annual report on progress and Community Learning and Development functions contribution to delivery of the Local Outcomes Improvement Plan. Strategic overview of the CLD Plans contribution to delivering the LOIP. Approval and overview of CLD Plan delivery and annual reports on progress Receives progress report and key improvement actions. Monitors CLD Plan delivery and tackles barriers to progress Governance and reporting arrangements CPP Board Learning and Families Committee Executive Leadership Team CLD Leadership Group Executive Leadership Team Page 62 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 9 The most recent Progress Visit by Education Scotland to review implementation of the Community Learning and Development Plan took place in April 2024. Key strengths identified: • Community Learning and Development services are clearly targeting and working with the most vulnerable people in Perth and Kinross • there was good evidence on how services use data, such as locality profiles to target areas of need • the parenting support programme PEEP was identified as an example of excellent practice and will be shared across Scotland • the Green Living Fund and Community Investment Fund are good examples of enabling communities to develop local solutions which address local problems Areas for improvement included: • raising awareness of the Community Learning and Development Plan amongst a wider range of partners • ensuring young people and community groups are included in the planning of Community Learning and Development and identifying priorities • extending our internal training offer to include staff and volunteers from partner organisations Education Scotland Progress Visit Page 63 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 10 A number of methods were used to help inform the priorities for the new Community Learning and Development Plan: • a survey of stakeholders, including the Community Learning and Development Partnership, learners and staff, asking for their views on how Community Learning and Development can help tackle the themes of: o reducing poverty o mental wellbeing o digital participation o learning and development o employability • a review of key data, including locality profiles, performance data from services and other sources of evidence, such as Community Action Plans • ensuring that the priorities for the Community Learning and Development Plan align and support the delivery of the Perth and Kinross Council Corporate Plan Consulting on the new Community Learning and Development Plan Page 64 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 11 What we learned and priorities for the Community Learning and Development Plan Priority: Tackling poverty Perth and Kinross has a reputation as an affluent place to live with higher-than-average rates of employment. However, many children and households experience the damaging effects of poverty, and the aftermath of the COVID-19 pandemic and current cost-of-living crisis present significant challenges for many of our households. Approximately one in four children in Perth and Kinross are living in poverty. What people told us about this priority: • Tackling poverty effectively involves a multi-agency approach that values lived experience, combats stigma, and centres solutions around community hubs to ensure inclusive, community-driven support. • Addressing poverty requires improving employment opportunities and providing access to learning and upskilling (including young people), which are essential for breaking the cycle of poverty and fostering economic empowerment. • Tackling poverty effectively depends on well-funded outreach services, supported by dedicated volunteers, to strengthen community connection and provide crucial assistance to those in need. Priority: Mental wellbeing The mental wellbeing of adults and young people was negatively impacted by the COVID-19 pandemic and cost-of-living crisis and evidence from the Health and Social Care Partnership shows a major increase in demand for mental wellbeing support. What people told us about this priority: • Training around mental wellbeing educates individuals on recognising and addressing, while promoting and understanding of its importance helps create a more informed and empathetic environment. Page 65 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 12 • Early intervention in schools can significantly enhance mental wellbeing by identifying and addressing mental health issues early, providing support through counselling and mental health education and fostering a supportive school environment with students and parents. • Focus on practices such as maintaining a healthy lifestyle with balanced nutrition and regular exercise, building strong social connections, engaging in meaningful activities, managing stress through alternative therapies. Priority: Skills, lifelong learning and employability Good digital skills and the confidence to use them has become increasingly important and has highlighted issues with connectivity, technology and individual capacity. Community Learning and Development services focus on those who need the greatest support to bridge the “digital divide.” What people told us about this priority: • Training opportunities should be co-ordinated and promoted locally including pathways to employment. • Digital hubs in communities, could also include banking and advice hubs with devices available to use. These could be in schools, libraries and/or community centres/village halls. • Intergenerational learning and Digital Champions in local venues could increase digital skills. Access to learning and development opportunities is a priority for those in formal and informal education. Community Learning and Development provision helps to support individuals and communities to build their skills, confidence and resilience. Ways of delivering learning have also evolved and changed with a particular focus on our most vulnerable communities such as those seeking asylum and gypsy travellers. Page 66 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 13 What people told us about this priority: • Improve accessibility to learning. This should include having a variety of opportunities such as drop-ins. Also, increase the accessibility of suitable venues, times and childcare to reduce the barriers. • Involve communities more in the design and delivery of learning opportunities for all ages. • Improve accessibility to learning including digital access and suitable venues such as empty shop units which could be utilised by community organisations to carry out outreach work. Employability is about an enhanced focus on upskilling for those seeking employment and supporting adults and young people in a fast- changing job market, enabling people to enter, sustain and progress into further education and work. Community Learning and Development services supports the Local Employability Partnership bringing by providing the skills, qualifications and confidence to engage in more formal employability programmes. What people told us about this priority: • Formal and informal education opportunities need to match the job market trends. • Have a clear strategic approach with an identified lead to bring together employers, educational establishments and community organisations to network and collaborate. • Work with employers to increase the number of work experience, apprenticeships and volunteering opportunities available. Priorities for the Community Learning and Development Plan Based on the findings from the consultation exercise and a review of relevant information and data, the following are priorities for the 2024 to 2027 Community Learning and Development Plan: • Tackling poverty in our communities • Working in partnership with communities to meet local need and develop resilient communities Page 67 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 14 • Supporting children, young people and families to improve their outcomes • Developing a stronger and greener local economy and supporting lifelong learning and employability support • The mental wellbeing of children, young people and adults Page 68 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 15 Several years of analysis show clear inequalities in education, health and other outcomes for certain groups, particularly those living with poverty. We recognise that in these challenging times for all services, including Community Learning and Development, it won’t be possible to reach everyone who may need them, but early Community Learning and Development intervention and prevention work may stop bigger challenges emerging. Perth and Kinross Council does not offer universal Community Learning and Development across the whole area but targets priority groups and communities. This allows us to disperse delivery across Council services and ensure that this work is built into service management and improvement plans. Community Learning and Development partners will work together over the lifetime of the plan to make best use of resources to meet the need of specific communities and priority groups. Unmet need Page 69 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 16 In collaboration with the Tayside and Fife Professional Learning Alliance, a consultation exercise was conducted across the region between March and June 2024 to gather the learning needs of Community Learning and Development practitioners. There were 6 clear themes which emerged from the consultation exercise which we have used to form the basis of our workforce development agenda. Theme Current Context Mental Health Workforce development initiatives include mental health training for Community Learning and Development professionals, equipping them with the skills to identify, understand, and support mental health issues within the community. Workshops and certificated programmes in mental health first aid and trauma-informed practices are integral components, ensuring staff are prepared to provide empathetic and effective support to community members. Community Development Central to the Community Learning and Development Plan is the empowerment of local communities through capacity building and development. By fostering skills in facilitation, partnership building, and resource mobilisation, the workforce is better equipped to support community-led initiatives, promote meaningful engagement, and enhance social cohesion. Digital Community Learning and Development Practice Staff receive training in digital tools and platforms that facilitate remote learning and community engagement. This includes a comprehensive package of Microsoft 365 training and ensuring digital inclusion for all community members. By embracing digital transformation, Community Learning and Development practitioners can expand their reach and adapt to the evolving needs of the community. Developing the workforce Page 70 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 17 Theme Current Context Working with groups Targeted training in practical tools and skills for managing group dynamics and behaviour through delivery of accredited SQA opportunities and Organisational Development opportunities. This encompasses techniques for creating inclusive and supportive group environments, conflict resolution strategies, and methods for encouraging active participation and collaboration. Using data to demonstrate impact Training available to Community Learning and Development staff in evaluation techniques and data analysis to measure the impact of their work accurately. This includes the use of qualitative and quantitative methods to gather meaningful insights and the application of these findings to refine and improve service delivery which is overseen by the Community Learning and Development Leadership Group. Continuous professional development in data literacy and impact assessment ensures that Community Learning and Development practitioners can demonstrate the value of their work and make informed decisions based on evidence. Pathways to Community Learning and Development Qualifications Strategies include the delivery of PDA in Youth Work and SVQ in Community Development as well as supporting practitioners to undertake Community Learning and Development Standards Council approved University courses. Key Action Lead Services Work alongside the Tayside and Fife Professional Learning Network to identify and deliver opportunities in line with these themes. TFPLA Community Learning and Development Leadership Group Page 71 of 340
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Community Learning and Development Plan 2024 to 2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality 18 If you or someone you know would like a copy of this document in another language or format, (on occasion, only a summary of the document will be provided in translation), this can be arranged by contacting the Customer Service Centre on 01738 475000. You can also send us a text message on 07824 498145. All Council Services can offer a telephone translation facility. BSL users can contact us via Contact Scotland BSL, the online British Sign Language video relay interpreting service. Find out more on the Contact Scotland BSL website https://contactscotland-bsl.org Page 72 of 340
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ADULT LEARNING OFFER IN PERTH TO ENQUIRE CALL: 01738 477092 EMAIL: CLD@PKC.GOV.UK Monday Thursday FridayWednesday The Learning Curve AK BELL LIBRARY, YORK PLACE PERTH, PH2 8EP Summer 2026 READING, WRITING AND NUMBERS FOR EVERYDAY LIFE 3:00 PM - 4:00 PM THE LEARNING CURVE READING, WRITING, NUMBERS FOR EVERYDAY LIFE OR WORK 11:00 AM - 12:00 PM THE LEARNING CURVE READING, WRITING, NUMBERS FOR EVERYDAY LIFE OR WORK 12:30 PM - 1:30 PM THE LEARNING CURVE SHORT COURSES - ASDAN QUALIFICATIONS SCOTLAND 10:00 AM - 11:30 AM THE LEARNING CURVE READING, WRITING, NUMBERS FOR EVERYDAY LIFE OR WORK 2:30 PM - 3:30 PM THE LEARNING CURVE The Hub, Letham AMULREE ROAD PERTH, PH1 2HH North Muirton Community Centre ARGYLL ROAD PERTH, PH1 3BZ READING AND WRITING FOR BEGINNERS 11:30 AM - 12:30 PM THE LEARNING CURVE OUR VENUES: SHORT COURSES - ASDAN QS COMMUNICATIONS, NUMERACY AND ICT 9:30 AM - 11:30 PM NORTH MUIRTON COMMUNITY CENTRE 12:00 PM - 2:00 PM QUALIFICATIONS SCOTLAND IN ICT THE HUB, LETHAM Tuesday READING, WRITING AND NUMBERS FOR EVERYDAY LIFE 12:30 PM - 1:30 PM THE LEARNING CURVE QS COMMUNICATIONS, NUMERACY AND ICT 12.15 PM - 2:15 PM THE HUB, LETHAM QS COMMUNICATIONS, NUMERACY AND ICT 12.00 PM - 2:00 PM THE LEARNING CURVE 10:00 AM - 12:00 PM BASIC DIGITAL SKILLS UNITY CAFE, PERTH HOPE HUB 12:30 PM - 2:30 PM DIGITAL 1 TO 1 BY APPOINTMENT THE LEARNING CURVE Unity Cafe, Perth Hope Hub 240 HIGH STREET THE MANNA HOUSE PERTH, PH1 5QJ FORWARD MOVES 12.00 PM - 2:00 PM THE HUB, LETHAM 12:00 PM - 2:00 PM SHORT COURSES - ASDAN QUALIFICATIONS SCOTLAND TULLOCH NET 4 Page 73 of 340
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ESOL AT THE LEARNING CURVE, PERTH Friday The Learning Curve AK BELL LIBRARY, YORK PLACE PERTH, PH2 8EP All classes are free. New learners are welcome. Please contact us to find the right class for you. ESOL BEGINNERS - READING AND WRITING 3:00 PM - 4:00 PM Learn to read and write English words and simple sentences for everyday life. ESOL MIXED LEVEL - LIFE IN THE UK 12:30 PM - 2:00 PM Improve your: speaking pronunciation grammar writing ACADEMIC AND INTERVIEW SKILLS* 10:00 AM - 11:30 AM *ONLINE/ BY APPOINTMENT One to one support to help you prepare for IELTS exams, college, university, or job interviews WHERE? CALL: 01738 477092 EMAIL: CLD@PKC.GOV.UK ESOL BEGINNERS - SPEAKING, PRONUNCIATION AND SPELLING 10:30 AM - 11:45 AM Learn how to: say words clearly spell common words use everyday English 12:30 PM - 1:30 PM Meet new people and practise speaking English in a friendly group. Learn new words and build your confidence. ESOL CONVERSATION GROUP - GROW YOUR VOCABULARY ESOL BEGINNERS EXTRA - BY APPOINTEMENT 2:00PM - 3:00PM One to one support for people who are new to learning English. Tuesday Page 74 of 340
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ADULT LEARNING OFFER IN CRIEFF TO ENQUIRE CALL: 01738 477092 EMAIL: CLD@PKC.GOV.UK Tuesday Thursday FridayWednesday Strathearn Community Campus PITTENZIE ROAD, CRIEFF PH7 3JN Autumn 2026 ESOL PRONUNCIATION BOOTCAMP 4:00 PM - 4:45PM ONLINE CRIEFF CONNEXIONS ADULT LEARNING - DROP IN 10:00 AM - 12:30 PM QS COURSES & ASDAN SUPPORT 2:00 PM - 5:00 PM STRATHEARN COMMUNITY CAMPUS ESOL PRONUNCIATION BOOTCAMP 9:00 AM - 9:45 AM ONLINE O U R V E N U E S : Monday ASDAN 1:00 PM - 3:00 PM STRATHEARN COMMUNITY CAMPUS QS COURSES 3:00 PM - 5:00 PM STRATHEARN COMMUNITY CAMPUS PENNY LANE CRIEFF PH7 Crieff Connexions FAMILY PATHWAYS GROUP 09:00 AM - 11:00 AM STRATHEARN COMMUNITY CAMPUS IELTS EXAM PREPARATION 12:00 PM - 1:00 PM STRATHEARN COMMUNITY CAMPUS ESOL PRONUNCIATION BOOTCAMP 4:00 - 4:45 PM ONLINE ESOL PRONUNCIATION BOOTCAMP 9:00 AM - 9:45 AM ONLINE ASDAN 2:00 PM -4:00PM STRATHEARN COMMUNITY CAMPUS Page 75 of 340
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ADULT LEARNING OFFER IN EASTERN PERTHSHIRE TO ENQUIRE CALL: 01738 477092 EMAIL: CLD@PKC.GOV.UK Monday Thursday FridayWednesday Summer 2026 ESOL BEGINNERS 10:00 AM - 12:00 PM RATTRAY COMMUNITY CONNECT ESOL - ALL LEVELS 4:00 PM - 6:00 PM STRATHMORE COMMUNITY HUB IN COUPAR ANGUS OUR VENUES: Tuesday ESOL INTERMEDIATE 4:00PM - 6:00PM RATTRAY COMMUNITY CONNECT COMMUNITY CONNECT RATTRAY HIGH STREET, RATTRAY, BLAIRGOWRIE, PH10 7DG STRATHMORE COMMUNITY HUB TRADES LANE, COUPAR ANGUS, PH13 9DN ASDAN GROUP (SPORTS AND FITNESS) 11:00 AM - 1:00 PM RATTRAY AND BLAIRGOWRIE COMMUNITY FOOTBALL TRUST QUALIFICATION SCOTLAND AND ASDAN GROUP 12:30 PM - 2:30 PM RATTRAY COMMUNITY CONNECT DIGITAL SKILLS 2:30 PM - 4:00 PM RATTRAY COMMUNITY CONNECT ADULT LEARNING DROP-IN 09:30 AM - 11:30 AM STRATHMORE COMMUNITY HUB IN COUPAR ANGUS RATTRAY AND BLAIRGOWRIE COMMUNITY FOOTBALL TRUST DAVIE PARK, BLAIRGOWRIE, PH10 7BS HIGH STREET, RATTRAY, BLAIRGOWRIE PH10 7DG RATTRAY PRIMARY SCHOOL DIGITAL SKILLS - DROP IN 11:30 AM - 12:30 PM RATTRAY COMMUNITY CONNECT Page 76 of 340
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 16 September 2026 Report Title: PKC Education Improvement Plan 2026-2027 Report Number: 26/247 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 provide an update on progress against the Education Improvement Plan 2025-2026 (Report No. 25/213 refers), and to provide detail on the priorities set within the Education Improvement Plan 2026-2027. The new Plan covers the academic year from August 2026 to June 2027 and requires to be submitted to the Scottish Government by 30 September 2026. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Proposals 5. Conclusion 6. Impact and Value Assessment 7. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Approves the Education Improvement Plan 2026-2027. 2.2 Requests that the Strategic Lead - Education and Learning submit the Plan to the Scottish Government by 30 September 2026. 5 Page 79 of 340
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3. Background/Context 3.1 The statutory guidance ‘Standards in Scotland’s Schools etc Act 2000’ (as amended 2016), states that education authorities must prepare and publish annual plans describing the steps they intend to take to enhance equity and support school improvement, with a view to achieving the strategic priorities of the National Improvement Framework (NIF). 3.2 It is a duty under the Education (Scotland) Act 2016 to submit this Plan to Scottish Ministers each year. The Plan for 2026-2027 must be submitted to the Scottish Government by 30 September 2026. 3.3 Guidance from the Scottish Government and Education Scotland identified that schools and local authorities should: • complete annual reporting as a record of progress towards meeting improvement priorities • collaborate with stakeholders – learners, parents, carers, communities and partners including local learning communities, to inform self-evaluation and identify priorities • consider local context and circumstances when identifying priorities 3.4 Guidance also identifies that progress towards the previously identified stretch aims for 2025-2026, as detailed in the Scottish Attainment Challenge Framework for Recovery and Accelerating Progress should be embedded within the Plan. 3.5 The NIF 2026 was published in December 2025 and set out key priorities for education in the year ahead. These are: • placing the human rights and needs of every child and young person at the centre of education • improvement in children and young people’s health and wellbeing • closing the attainment gap between the most and least disadvantaged children and young people • improvement in skills and sustained, positive school-leaver destinations for all young people • improvement in achievement, particularly in literacy and numeracy It also states the outcomes that are expected through the NIF: • a globally respected, empowered, and responsive education system with clear accountability at every level that supports children, young people, and adult learners to thrive. The system enables the development of Page 80 of 340
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their knowledge, skills, values, and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy • young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the Getting It Right For Every Child (GIRFEC) approach • inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, and shape a sustainable future, while celebrating and supporting progression for all • high levels of achievement across the curriculum for all learners, with action to close the poverty-related attainment gap • highly skilled teachers and school leaders driving excellent learning, teaching and assessment for all, especially those with additional support needs (ASN) • improving relationships and behaviour, and attendance, with increased engagement in learning and a culture of dignity and respect for all • an education system engaging in digital technology to enhance all aspects of learning and teaching, supported by a digitally-skilled workforce and tackling digital inequality 4. Proposals The Plan sets out the ambition of Perth and Kinross Council (PKC) Education and Learning (E&L) Service to improve attainment and achievement and reduce inequity by prioritising improvement in: • learning and teaching / curriculum • inclusive practice / ASN transformation • leadership of change and improvement The Plan focuses on supporting delivery of national legislation, policy, strategic priorities for education, including; Support for Learning: all Our Children and all their potential; GIRFEC; Best Start, Bright Future; tackling child poverty delivery plan; and Best Start - strategic early learning and school age childcare plan 2022 to 2026. 5. Conclusion 5.1 The Learning and Families Committee is requested to review the update on progress on the 2025-2026 Plan and to approve the Plan for 2026-2027. Page 81 of 340
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6. Impact and 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: Education Improvement Plan. 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 - Education and Learning Review of 2025-2026 7.2 Appendix 2 - Education Improvement Plan 2026-2027 Page 82 of 340
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Education and Learning Review of 2025/2026 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 5 Page 83 of 340
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Contents Progress Report 2025/2026 ................................................................................................................. 2 Outcome 1 ........................................................................................................................................ 2 Awards and Recognition ................................................................................................................... 6 Outcome 2 ........................................................................................................................................ 9 Case Study – Partnership Working with Live Active Leisure ............................................................. 9 Case Study – Working in Partnership to Support Positive Destinations .......................................... 13 Case Study – Impact of the PEEP Progression Pathway ............................................................... 14 Outcome 3 ...................................................................................................................................... 17 Outcome 4 ...................................................................................................................................... 20 Case Study – Improving Wellbeing and Attainment in Early Years through Do be Mindful ............. 28 Case Study – Use of Data to Inform Planning ................................................................................. 30 Outcome 5 ...................................................................................................................................... 32 Case Study – Neuro-developmental Forum .................................................................................... 33 Outcome 6 ...................................................................................................................................... 41 Case Study – Improving Attendance at Crieff High School ............................................................ 41 Case Study – Working in Partnership to Improve Wellbeing and Engagement ............................. 43 Case Study – Improving Relationships and Behaviour at Inch View Primary School ...................... 46 Outcome 7 ...................................................................................................................................... 48 Appendices ........................................................................................................................................ 51 Appendix 1 – PKC Corporate Priorities ........................................................................................... 51 Appendix 2 – School self-evaluation of quality indicators ............................................................... 52 Appendix 3 – Glossary of Terms ..................................................................................................... 56 Page 85 of 340
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EIP Review of 2025/2026 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality As in 2024/2025, the strategic outcomes from the National Improvement Framework (NIF) provide the structure for reporting on the progress achieved in Education and Learning during 2025/2026. Outcome 1 A globally respected, empowered, and responsive education system with clear accountability at every level that supports children, young people, and adult learners to thrive. The system enables the development of their knowledge, skills, values, and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy. The PKC Raising Attainment Strategy 2024-2027 sets out a shared vision, priorities, and expectations in relation to raising attainment and achievement for every child and young person. This strategy reflects the national ambitions set out in the National Improvement Framework 2026 of delivering excellence and achieving equity. Overall, schools and Early Learning and Childcare (ELC) settings in PKC perform well and deliver high quality education as evidenced through internal and external scrutiny, review and inspection detailed below. Children and young people experience a curriculum which considers equity and excellence with work ongoing to ensure due consideration to the Cost of the School Day. Our Early Learning and Childcare settings outperformed both national and comparator benchmarks in all Quality Indicators reflecting consistently high standards across Perth and Kinross. Local Government Benchmarking Framework (LGBF) data for 2024-20251 indicates that 98% of funded early years provision in Perth and Kinross is graded as good or better, compared with 89% nationally. For individual quality indicators reported in 2025/2026 through Care Inspectorate Inspections, our settings outperform comparator authorities and the national average in all but one measure. 1 National Benchmarking Overview Report 2024-2025 Progress Report 2025/2026 Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, the number of schools who receive good or very good evaluations for Quality Indicator 2.3, Learning, Teaching and Assessment, in HMIE visits will improve. 92% 85% 92% 92% 90% 66% 86% 71% 58% 70%82% 86% 84% 75% 82% 0% 50% 100% Care, Play and Learning Setting Staff Team Leadership All QIs How good is our ... Quality Indicator (QIs) - Good or better (%) Perth & Kinross Council Comparator Authorities National Page 86 of 340
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EIP Review of 2025/2026 3 A Perth and Kinross where everyone can live life well, free from poverty and inequality His Majesty’s Inspectorate for Education in Scotland (HMIE) inspected ten schools in 2025-2026, nine primaries and one all-through school. In addition, there were two reports published for inspections which took place in 2024-2025. There are 3 reports still to be published for reviews undertaken in 2025/2026. HM Inspectors evaluate how well a school is performing in a range of key areas. They use quality indicators (QIs) from How good is our school? (4th edition). A variety of inspection models are used including a full model inspection which covers four QIs, and a short model inspection which covers two QIs. A summary of the percentage of quality indicators rated as good or better from 2023/2024 through to 2025/2026 demonstrates that Perth and Kinross consistently outperforms both comparator authorities and the national picture. The tables below summarise the outcomes of the school reports published in 2025/2026 and provide a comparison with previous years’ gradings. Six inspections were short model where two quality indicators (1.3 and 3.1) were assessed, with the other four being full model inspections. Excellent Very Good Good Satisfactory Weak QI 1.3 – Leadership of change 0 3 3 0 0 QI 2.3 – Learning Teaching and Assessment 0 1 7 2 0 QI 3.1 – Ensuring Wellbeing, Equality and Inclusion 0 3 3 0 0 QI 3.2 – Raising Attainment and Achievement 0 3 4 3 0 81% 76% 77% 84% 79% 30% 53% 49% 36% 54% 38% 69% 68% 40% 70% 0% 20% 40% 60% 80% 100% Leadership of change Learning, teaching & assessment Raising attainment & achievement Ensuring wellbeing, equality & inclusion All QIs Quality Indicators (QIs) - Good or better (%) Perth & Kinross Council Comparator Authorities National Page 87 of 340
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EIP Review of 2025/2026 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality Grading 2023-2025 % of total gradings 2025-2026 % of total gradings Weak 2 5.3% 0 0 Satisfactory 7 18.4% 5 15.6% Good 23 60.5% 17 53.1% Very Good 6 15.8% 10 31.3% Excellent 0 0 0 0 Strengths identified in the reports include: • Strong, nurturing and inclusive relationships, with children and young people reporting feeling safe, respected and well supported. • Well-established rights-respecting, nurturing and values-based cultures underpin positive behaviour, wellbeing and engagement. • Effective leadership of change, with increasing staff ownership of improvement priorities and strong cultures of collaboration and professional learning. • Effective pastoral care and wellbeing support, including targeted interventions for children and young people with additional support needs. • A rich range of wider achievement, leadership and partnership opportunities that develop skills for learning, life and work. • Increasingly robust approaches to tracking and monitoring attainment in literacy and numeracy which support improved professional judgement and targeted intervention Common improvement themes included ensuring consistency in levels of challenge, pace and differentiation within learning and teaching, particularly for children capable of achieving more; and the requirement for more coherent and progressive approaches to play-based learning, outdoor learning and digital learning across all stages. Quality Improvement Reviews (QIR) have been undertaken in five schools over the course of 2025/2026. The school’s Quality Improvement Officer (QIO) leads the review, and the team consists of central staff, the school’s leadership team and may also include senior leaders from other schools. The visiting team works with school leaders to triangulate quality assurance evidence and validate the self-evaluation of the school. Through relevant support and challenge, strengths and next steps for the school are established to ensure continuous improvement. Schools are identified for a QIR based on a range of risk factors including proximity to inspection. The visits have a particular focus on key areas within quality indicators from How Good is Our School, 4th Edition (HGIOS4). Page 88 of 340
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EIP Review of 2025/2026 5 A Perth and Kinross where everyone can live life well, free from poverty and inequality The QIRs undertaken during 2025-2026 identified key strengths and areas for development which largely correlate with the inspection findings undertaken by HMIE over the course of the year. These include key strengths such as: • Strong leadership and positive school ethos underpinned by clear vision, values and aspirations. • Consistently positive relationships between staff, learners and families, contributing to safe, nurturing and inclusive learning environments. • High levels of learner wellbeing with universal nurture approaches embedded or developing across most settings. • Growing culture of distributed leadership, staff collaboration and collegiate professional learning. • Effective use of attainment, wellbeing and inclusion data to identify priorities and support learners, particularly in literacy and numeracy. • Rich range of wider achievement, pupil leadership and community partnership opportunities supporting learner engagement and equity. Areas identified for development included further development of digital and outdoor learning, consistency and quality of learning and teaching across classes, particularly in relation to challenge, pace, differentiation and depth of learning. Priorities for digital learning are included within the improvement plan for 2026/2027. The new shared framework for ELC settings was launched in September 2025 and a working group was established to review PKC Quality Improvement documents for the early learning and childcare sectors. These are now in place and all materials and supporting documentation have been updated to reflect the new framework. The revised paperwork was trialled in two settings and feedback from these along with feedback from inspections in other local authorities will ensure greater alignment with HMIE. Support has been provided for staff in PKC settings and partner providers through the creation of an online resource and the delivery of two development sessions which were well attended and received positive feedback. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all quality assurance of quality improvement work in ELC will reflect the Quality Improvement Framework for the early learning and childcare sectors. By June 2026, practitioners across ELC settings will be confident in using the new Quality Framework and self-evaluation will be consistent with the new shared quality indicators. Page 89 of 340
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EIP Review of 2025/2026 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality Awards and Recognition Across Perth and Kinross, our schools undertake programmes of accreditation in a range of different areas. This includes schemes such as Digital Schools Awards Scotland (DSAS), Rights Respecting Schools Awards (RRSA), Learning for Sustainability (LfS) and the Scottish Credit and Qualifications Framework (SCQF) School Ambassador Programme. Digital Schools Awards Scotland (DSAS) The DSAS is a national programme designed to encourage a whole-school approach to integrating digital technology in nursery, primary, special education, and secondary schools. Schools that successfully complete the programme receive a nationally recognised award accredited by Education Scotland, highlighting their commitment to digital learning, teaching, and assessment. Fifty schools in Perth and Kinross have received accreditations under this programme. This is an increase of four on 2024/2025 and 20 on 2023/2024. Rights Respecting Schools Award (RRSA) The RRSA programme through which young people and the school community learn about children’s rights and putting them into practice, is being undertaken by a number of schools. In Rights Respecting Schools, children’s rights are promoted and realised, with adults and children working towards this goal together. 74 schools are registered for the RRSA, with 21 having achieved Bronze Accreditation; 23 Silver (16 in 2024/2025) and 20 Gold (14 in 2024/2025). The remainder are either registered for the award or awaiting reaccreditation. SCQF School Ambassador Programme The SCQF School Ambassador Programme is designed to raise awareness of the Scottish Credit and Qualifications Framework among pupils, parents, and staff, helping them understand the range and equivalence of qualifications in Scotland. It encourages schools to embed the SCQF in their curriculum, offering pupils a broader choice of learning pathways, including vocational and academic options, and supporting parity of esteem between different types of qualifications Ten out of 11 PKC secondary schools are registered: six Ambassador Schools; one holding a Bronze Award; and three holding Silver Awards. Learning for Sustainability – Eco-Schools The Eco-Schools framework supports schools to increase environmental education and deliver projects that increase sustainability, develop green skills and model green careers. Schools connect their activities to Eco-Schools topics which break large, global issues like climate change into more manageable and directed themes that prompt young people to consider environmental changes that they can make in their school and everyday lives. Page 90 of 340
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EIP Review of 2025/2026 7 A Perth and Kinross where everyone can live life well, free from poverty and inequality 30% of our schools are currently engaged with Eco-schools which is ahead of the national average of 27%. The number of “active schools” in Perth and Kinross, ie either holding a current Green Flag Award or having submitted a draft action plan within the last 12 months has remained static since 2023/2024. The Health and Wellbeing (HWB) for the Education and Learning Workforce project has undertaken a range of different workstreams over the course of 2025/2026 which will ultimately inform the development of the Health and Wellbeing Strategy. It is anticipated that this will be completed by December 2026. These have included establishing best practice models for communication to and within schools; reviewing workloads across the service; working with two schools to support specific staff wellbeing needs; raising awareness of resources to support staff wellbeing; developing continuing professional learning specific to the identified HWB needs of the education workforce; and offering programmes of trauma-informed professional learning for staff at a range of levels. A revised approach to communications has led to the development of a weekly news alert which goes to schools, reducing the volume of emails that staff receive. This has been well received, and further feedback will be sought to improve this for 2026/2027. Format of News Alert implemented to improve communication with schools Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, a Health and Wellbeing Strategy for the Education and Learning Workforce will have been developed. Working with school leaders, education staff, professional associations and other local authority services, this will engender a cultural transformation in support for the health and wellbeing of the education workforce. Page 91 of 340
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EIP Review of 2025/2026 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality With a number of staffing reviews currently underway, it is anticipated that the number of fixed term contracts within Education and Learning will reduce significantly as staff are moved to permanent contracts. It is not possible to remove these altogether as there will always be specific circumstances in which engagement for a fixed term period is required. Cover for maternity leave or fixed term funding, for example, may necessitate a fixed term appointment. However, by maximising the number of permanent opportunities available, recruitment and retention of staff should be improved through this important change. Two new programmes of trauma-informed professional learning have been introduced for staff at a range of levels. These have been delivered to probationers, to Headteachers and Senior Leadership Teams with workshops also attended by Pupil Support Assistants during the November and February In-service Days. The aims of the training are to explore and identify the causes of trauma and its impact on people and systems and to recognise behaviours which could relate to trauma and consider practical skills to respond. Delivery of this programme will continue in 2026/2027. Page 92 of 340
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EIP Review of 2025/2026 9 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 2 Young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the GIRFEC approach. The Education and Learning service has a wide range of partnerships which support children and young people to achieve their potential. One of these is the well-established partnership with Live Active Leisure and Active Schools. Case Study – Partnership Working with Live Active Leisure Active Schools supports the Perth and Kinross Education Improvement Plan through four priorities: • increasing participation to improve physical health, wellbeing, confidence, resilience, engagement and relationships; • reducing barriers so children and young people experiencing disadvantage can access high- quality physical activity; • addressing gender inequalities and supporting girls to participate, lead and thrive; • developing leadership, volunteering, qualifications, employability pathways and wider achievement. Health and Wellbeing (Participation) Active Schools continues to support Education and Learning by providing inclusive extracurricular sport and physical activity that improves health and wellbeing, confidence, resilience, school engagement and connectedness. Participation rose to 44% of all pupils in 2025/26, continuing the upward trend from 42% in 2023/24 and 43% in 2024/25, and is now approaching pre-pandemic levels. • Primary participation increased to 48%; secondary participation increased to 40%, the second highest in Scotland; girls’ participation increased to 42%; and boys’ participation increased to 47%. • Primary participation increased to 48%. • Secondary participation increased to 40% (2nd highest in Scotland) • Girls' participation increased to 42% • Boys' participation increased to 47% These opportunities give pupils regular access to safe, inclusive environments where they can develop physically, socially and emotionally, build positive relationships and participate regardless of ability, interest or background. Page 93 of 340
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EIP Review of 2025/2026 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality Fifteen Perth and Kinross schools achieved Gold status through the sportscotland School Sport Award, an increase of four from last year, reflecting strong practice in pupil voice, leadership, participation and community connection. Inclusion, Equity and Closing the Gap Reducing inequalities remains central to Active Schools, with targeted and partnership-based approaches helping remove barriers for children and young people most at risk of disengagement. Participation rates amongst priority groups during 2025/26 were: Target Group Participation Rate SIMD 1–2 33% ASN (Any ASN) 31% Any Disability 42% Assessed Disabled 36% Young Carers 32% Looked After/Previously Looked After 32% Ethnic Minority Pupils 42% Improvements were particularly encouraging for pupils with disabilities, where participation increased from 36% to 42%. Participation also rose for Young Carers and Looked After Children, both from 30% to 32%, demonstrating the impact of targeted support and inclusive practice. Girls' Participation and Gender Equality Girls’ participation remains a strategic priority. Secondary girls’ participation increased from 29% in 2024/25 to 32% in 2025/26, one of the strongest improvements across targeted groups, supported by the Girls for Change Programme, which now provides a pathway through key transition points where disengagement often occurs. Leadership, Learner Participation and Wider Achievement Developing young leaders remains a key contribution to the Education Improvement Plan. Leadership opportunities help pupils build confidence, communication, teamwork, organisation, resilience and responsibility, while supporting Curriculum for Excellence capacities and wider achievement. The LEAD Sport Programme, delivered with schools, Live Active Leisure, UHI Perth and community clubs, provides structured pathways into volunteering, coaching and leadership. Across 2025/26: • 205 young people supported extracurricular delivery. Page 94 of 340
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EIP Review of 2025/2026 11 A Perth and Kinross where everyone can live life well, free from poverty and inequality • 93 young people achieved Certified Coach status. • 90 young people gained recognised coaching or officiating qualifications. • More than 100 SCQF points were achieved through leadership pathways. The third annual Aspiring Coaches Conference engaged 115 secondary pupils and offered accredited qualifications through Scottish Sports Futures’ Education Through Cashback programme. Participants developed practical coaching, leadership and employability skills while gaining nationally recognised awards. A dedicated football coaching pathway using Disney UEFA Playmakers further expanded opportunities for young leaders. To provide clarity in local implementation of GIRFEC for staff in services delivering for children, young people and families, a series of practitioner guidance notes have been produces and shared across services. A refreshed Integrated Children’s Services Plan (ICSP) has been developed and was approved by the Council’s Learning and Families Committee in May 2026, marking a key strategic milestone. Ctrl and Click on image to access the Perth and Kinross Integrated Children’s Services Plan 2026-2029 Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, a refreshed Getting it Right for Every Child (GIRFEC) approach will be established which will better support the needs of children and young people. Page 95 of 340
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EIP Review of 2025/2026 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality The plan sets out shared multi-agency priorities and outcomes for children, young people and families, with a focus on early intervention, prevention and improved wellbeing. This establishes a clear framework for aligned delivery across education, health and social care, ensuring that transformation activity contributes directly to agreed system-wide outcomes. The next steps will focus on embedding delivery and governance arrangements from August 2026, including aligned performance measures and reporting. The intended outcome is a more integrated and preventative system, with improved coordination of support, earlier intervention and measurable improvements in outcomes for children, young people and families. A two-year project is developing the PKC P6 to S2 Transition Framework; work has progressed from initial scoping into a more structured design phase, with wider school representation being strengthened to support consistency across sectors. This creates a stronger foundation for an early, proactive and legally compliant transition process. Engagement with other local authorities, the use of national effective transition guidance, and the gathering of local case studies will strengthen the evidence base for a common set of planning tools and approaches Through extensive consultation, clear priority areas for improving key stages of transition have been identified. Four workstreams will be focused on • community and belonging across the learning community • curriculum continuity from P5 to S2 • extending pedagogy and practice across sectors, and • the development of consistent processes of data sharing between schools alongside equity of preparation experiences for all children, regardless of their primary school. For post-school transition, a significant milestone has been achieved through the completion of multi- agency process mapping across Education and Learning, Social Work, Health, Skills Development Scotland (SDS), SCOPE, Throughcare and Aftercare, Day Opportunities and Perth UHI to establish an improved pathway for young people. This has informed the 16+ Transition Guidance, support the development of an interactive interface for staff and the creation of a parent/carer flowchart for implementation from August 2026. The framework is being aligned to the staged levels of intervention and strengthened through collaboration on data-sharing arrangements and pathway planning. This is delivering a more Education Improvement Plan (EIP) 2025/2026 Planned Outcome By August 2027, transition frameworks will be in place to support successful ELC to Primary, primary to secondary and secondary to post-school transitions supporting learners at key points in their learning journey. Page 96 of 340
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EIP Review of 2025/2026 13 A Perth and Kinross where everyone can live life well, free from poverty and inequality graduated, joined-up transition process for young people with complex needs and their families, with clearer professional responsibilities, earlier planning and improved support for young people, particularly those with additional support needs, moving into post-school destinations. A further milestone is the proposed joint training offer with ARC Scotland, intended to build a shared understanding of roles, responsibilities and planning expectations across services. The outcome of this will be a more consistent and equitable transition experience for young people with significant additional support needs, with reduced variation in practice and improved coordination of support before and after leaving school. Pathway planning is becoming clearer through work to align post-school transition processes to staged levels of intervention and through improved links with specialist and locality-based partners. Current work with NHS Tayside and the Health and Social Care Partnership (HSCP) has established an annual audit of intellectual disability and wider functional need in secondary schools. This is strengthening the evidence base for future service planning and identifying young people who may previously have fallen between existing pathways. This will ensure a more transparent and responsive pathway offer, with better onward planning for young people requiring support from adult care. Embedding of the Compass App has further progressed through local use and ongoing local feedback to ARC Scotland and the Scottish Transitions Forum, supported by wider development work on accessible planning tools. A key milestone has been the successful trial of a symbolised transition planner and social story resource with young people and families, with positive feedback and clear alignment to Compass pathways. This will be strengthened further through written guidance and implementation activity planned for August 2026. Case Study – Working in Partnership to Support Positive Destinations Perth and Kinross Council Education and Learning has worked in partnership with a local employer and Skills Development Scotland (SDS) to support the recruitment of apprentices as part of the community benefits delivered through a PKC contract. Sureserve approached PKC Education and Learning due to ongoing challenges in recruiting apprentice gas engineers within Perth and Kinross. Support was provided to develop a targeted job advertisement, which was shared with school Guidance staff and SDS Careers Advisers. These partners actively encouraged and supported young people who were at risk of not entering a positive post school destination to apply. To reduce barriers and support engagement, interviews were held within school settings where young people felt more comfortable. All applicants were required to undertake a skills assessment under the supervision of the Sureserve Operations Manager. Using this approach, Sureserve successfully recruited one apprentice in 2024. Following the renewal of their PKC contract in 2025, they have engaged with partners and recruited a second apprentice through the same process. Sureserve has maintained ongoing engagement and, subject to further contract renewal, plan to recruit an additional apprentice. Click here to view video Page 97 of 340
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EIP Review of 2025/2026 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality On this occasion, rather than undertaking a full recruitment exercise, Sureserve intends to offer the opportunity to a young person who applied and passed the skills assessment in the previous year. This individual is currently not in a positive destination but has maintained engagement with SDS and will be supported into the opportunity should it proceed. This work demonstrates the value and impact of sustained partnership working across council services, employers and key education stakeholders in supporting positive outcomes for young people. Funding was approved for the fixed-term appointment of a co-ordinator from 1 October 2025 to implement a package of opportunities for young people and parents seeking employment within the ELC Sector. This includes supporting young people at key points in their journeys, for example when course choices are made; the promotion of opportunities in childcare, whether employment, courses or work experience; and delivering the PEEP Progression Pathway. PEEP stands for the PEEP Learning Together Programme. PEEP is an evidence-based early intervention programme designed to engage children from birth up to five years old, alongside their parents or carers. It focuses on supporting child development through everyday activities such as talking, playing, singing, and reading. The programme emphasises the role of parents in fostering learning and provides practical strategies to enhance the home learning environment. PEEP Progression Pathway is a recognised qualification designed specifically for parents. It comprises units which are SCQF credit rated by Qualifications Scotland (QS). Participants on the programme are able to use their existing skills and knowledge gained as a parent, together with the things they learn at PEEP Progression Pathway groups, to build a portfolio with then provides them with formal accreditation. This can then be used to support applications for work experience, further training or employment. Four parents and one young person successfully passed at SCQF level 5 (4 SCQF credit points) in Peep: Development of Toddler; whilst two parents successfully passed at SCQF level 5 (4 SCQF credit points) in Peep: Development of Pre School. Case Study – Impact of the PEEP Progression Pathway Current Lisa (name changed for the purpose of this case study) is a 20-year-old parent of a 1-year-old child who is currently completing the PEEP Progression Pathway (PPP). She is on track to complete this within the next couple of months to gain her first qualification at SCQF Level 5. Lisa attends a weekly PEEP group with her son and completes her portfolio each week at home once she has covered the Education Improvement Plan (EIP) 2025/2026 Planned Outcome By March 2027, there will be an increase in recruitment in Early Years and Childcare sector through a co-ordinated approach to developing the workforce, including the young workforce. Page 98 of 340
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EIP Review of 2025/2026 15 A Perth and Kinross where everyone can live life well, free from poverty and inequality relevant topic at group. Feedback and support are provided by her assessor by phone, text and email with visits to the PEEP group and additional catch-up sessions as and when required. Background Lisa grew up with a Traveller background, initially in England, moving to Scotland when she was 10 years old. She attended school one or two days per week at most and was withdrawn from school completely at the start of P7. She did not attend secondary school. From that point she helped with housework and looking after her siblings. She started working at the age of 14, with her earnings kept by her mother. At 16 years of age, she left home. Lisa had started a Health and Social Care course at Perth UHI during COVID-19 and was progressing well when learning from home. However, as restrictions lifted and in-person attendance was expected, her mother would not let her continue and she withdrew from the course. An information session delivered to the SDS team in November identified Lisa as a potential candidate for the programme. Commitment When Lisa registered with PPP, due to the location of the next available PEEP group, she and her son travelled from a rural location into Perth taking three buses there and back each week. She has attended every week with her son and has engaged fully with the PEEP group and with building her portfolio. She has always made herself available for feedback sessions and is rightly proud of her own commitment and progress. Impact At the start of the PEEP course Lisa wanted to be able to learn new things and to better understand babies and children. Post evaluation feedback stated, “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 for playtime so I would say it has made us more creative”. The PPP has confirmed for Lisa that a career in childcare is something that she wants to do. She indicated that she felt ‘lost’ before, but this programme has helped her to see things more clearly. Her self-belief has grown through receiving positive feedback on her work throughout the process. This opportunity was exactly what she needed and had been waiting for. It was delivered in a way that she could manage it in her own time around her family and gave her a focus, something for herself. Next Steps Lisa has recently had a PVG completed to allow her to volunteer with LOGOS, a charity that helped her a lot growing up. She would be keen to volunteer at PEEP groups in the future when her son goes to nursery to gain some more experience and the opportunity for a reference. Perth UHI are being contacted to determine what she has completed previously and whether there might be an opportunity for Lisa to continue her studies. Page 99 of 340
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EIP Review of 2025/2026 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality The revised organisational structure, aligning central officers with Perth City and Rural localities has been in place for the last school year. Changes in staffing over that period have resulted in some further realignment of roles and remits, however, as we move towards 2026/2027, the structure is stable and embedded with the benefits of improved communication, collaboration and cross-sector working are starting to become evident. Education and Learning Organisational Structure Education Improvement Plan (EIP) 2025/2026 Planned Outcome By September 2025, we will fully implement revised organisational structure aligning central officers with Perth City and Rural localities. This will enable cross-sectoral working, improve communication and collaboration and effect change in the allocation of resource to more effectively meet identified needs. Page 100 of 340
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EIP Review of 2025/2026 17 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 3 Inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, and shape a sustainable future, while celebrating and supporting progression for all. The Improving Listening and Talking in Primary 1 project was developed to support children’s early speech, language and communication skills through the creation of language-rich primary 1 environments. It focused on 17 targeted schools where developmental milestone data showed a higher proportion of children not yet achieving expected speech and language and attention milestones when entering primary school. These schools also aligned with those receiving Early Childhood Practitioner (ECP) support in primary 1, providing a clear opportunity to strengthen early intervention and help close the attainment gap. Strategic Equity Funding (SEF) was used to purchase resource kits and support implementation across the targeted schools. The project set an ambitious aim that, by June 2026, children in primary 1 classes in the 17 schools would experience daily language-rich environments designed to improve talking and listening skills through play. Four schools engaged directly with the programme, with class teachers and practitioners invited to online training. Participants used their developmental milestone data to identify specific gaps and then selected an area of focus linked to improving interactions, experiences and spaces within their classrooms. Implementation was supported through an improvement methodology approach, with schools completing a simplified Plan – Do – Study – Act (PDSA) cycle and submitting funding applications to select resources matched to their local needs. This gave schools autonomy while ensuring guidance from the Early Years team, drawing on best practice from ELC settings. All schools were provided with an online training package, and over half attended an introduction to the story pack resource, “The Scarecrows’ Wedding”. Early outcomes include strengthened staff understanding of children’s speech, language and communication needs, more targeted use of play- based resources, and a developing evidence base to capture the impact of language-rich environments on children’s talking and listening skills. The first part of the outcome, the language rich environments is therefore in place. The impact of these environments on listening and talking will be measured through the achievement of Developmental Milestones around speech and language and attention. This will be reported upon in the coming year. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026 targeted schools and children in primary 1 classes will experience language rich environments daily which improve their talking and listening. Page 101 of 340
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EIP Review of 2025/2026 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality The Curriculum Improvement Cycle (CIC) has been a major focus at Headteacher Forum and Senior Leader Development days over the course of the session with staff across early years, primary and secondary participating in professional learning to prepare the ground for the implementation of the CIC. This has included focussing on the “why”, the “what” and the “how” of curriculum, reflecting on the rationale for and principles of curriculum design. Images from Curriculum Development Workshops Staff from Early Years are involved in the Core Group for Maths, with two settings and a focus group of Early Years Support Teachers working to provide feedback to Education Scotland on the draft curriculum for Mathematics. The Strategic Lead is the joint chair of the Health and Wellbeing core group. Significant work has also been undertaken to ensure that a range of Foundation Apprenticeships (FA) will be piloted in secondary schools from August 2026. Foundation Apprenticeships are a work-based learning opportunity for young people in the senior-phase at secondary school. These provide a qualification at SCQF Level 6, equivalent to a Higher, and can lead to progression on to a job, such as a Modern or Graduate Apprenticeship. FAs are recognised as entry qualifications by all Scottish colleges and universities. Foundation Apprenticeships help young people gain valuable, real-world work experience and access to work-based learning while they are still at school. This provides them with the opportunity to develop the skills, knowledge and experience that they will need when they leave school by providing industry-recognised qualifications and the opportunity to work on real projects. Various partnerships have been established which will enable the piloting of FAs as detailed in the table below. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will engage in the work of the Curriculum Improvement Cycle and will implement initial curriculum actions that are required. Page 102 of 340
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EIP Review of 2025/2026 19 A Perth and Kinross where everyone can live life well, free from poverty and inequality Foundation Apprenticeships School FA Scientific Technologies Kinross High School Perth Grammar School FA Business Skills Breadalbane Academy Blairgowrie High School Perth Grammar School FA IT Software and Gaming Perth High School Level 6 Global Infrastructure and Built Environment Blairgowrie High School Perth High School FA Creative and Digital Media Breadalbane Academy Page 103 of 340
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EIP Review of 2025/2026 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 4 High levels of achievement across the curriculum for all learners, with action to close the poverty-related attainment gap. In setting Stretch Aims for PKC, we have used the “core plus” model stipulated by the Scottish Government: the "core" sets a minimum requirement for aims measurable by a subset of the NIF key measures based on national data and Insight data, and local data for health and wellbeing, which for PKC is attendance and exclusion data. The "plus" reflects our additional local priorities, such as developmental milestones for children starting P1, literacy and numeracy at the end of the Broad General Education (BGE) and aims for improved outcomes for children and young people who have experienced care. In all of the measures, the latest available data is included. Where measures are based on school leaver data, this will be 2024/2025 data, whilst for other measures, 2025/2026 data is included. The poverty-related attainment gap figures reflect the difference between Scottish Index of Multiple Deprivation (SIMD) Quintile 1 and Quintile 5, which is the Scottish Government’s preferred measure for the gap between pupils from the most and least deprived backgrounds. NB: The scales on the following charts are different, and comparisons should therefore be undertaken with caution. Primary Literacy Primary Numeracy 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of P1, 4 and 7 pupils achieving expected level in literacy 70% 73% 75% 74% 75% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 26% 22% 25% 22% 18% 70% 73% 75% 74% 75% 67% 68% 69% 70% 71% 72% 73% 74% 75% 76% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of P1, 4 and 7 pupils achieving expected level in Literacy 26% 22% 25% 22% 18% 0% 5% 10% 15% 20% 25% 30% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) Page 104 of 340
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EIP Review of 2025/2026 21 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of P1, 4 and 7 pupils achieving expected level in numeracy 77% 79% 81% 80% 81% Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 19% 21% 20% 18% 15% Senior Phase attainment, 1@52 Senior Phase attainment, 1@6 2 As senior phase attainment measures are based on the attainment of school leavers, the latest available data is for 2023/2024. 2024/2025 data will not be available until February 2026. 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 % of leavers attaining 1 or more pass at SCQF Level 5 90% 88% 88% 92% 93% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 17% 19% 24% 22% 21% 77% 79% 81% 80% 81% 75% 76% 77% 78% 79% 80% 81% 82% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of P1, 4 and 7 Pupils Achieving Expected Level in Numeracy 19% 21% 20% 18% 15% 0% 5% 10% 15% 20% 25% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 17% 19% 24% 22% 21% 0% 5% 10% 15% 20% 25% 30% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 90% 88% 88% 92% 93% 85% 86% 87% 88% 89% 90% 91% 92% 93% 94% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 % of leavers attaining 1 or more pass at SCQF Level 5 Page 105 of 340
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EIP Review of 2025/2026 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 % of leavers attaining 1 or more pass at SCQF Level 6 66% 66% 66% 68% 69% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 29% 28% 37% 32% 30% Annual Participation Measure (APM) 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 % of 16-19 year olds participating in education, employment or training 94.7% 92.5% 93.7% 96% 97% Poverty-related Gap (Gap between SIMD Q1 and Q5) 9.5% 14.3% 10.4% 6% 5% Primary attendance 66% 66% 66% 68% 69% 65% 66% 67% 68% 69% 70% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 % of leavers attaining 1 or more pass at SCQF Level 6 29% 28% 37% 32% 30% 26% 28% 30% 32% 34% 36% 38% 2022/23 2023/24 2024/25 Stretch Aim 2024/24 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) 95% 93% 94% 96% 97% 90% 92% 94% 96% 98% 100% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 % of 16-19 year olds participating in education, employment or training 10% 14% 10% 6% 5% 3% 5% 7% 9% 11% 13% 15% 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) Page 106 of 340
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EIP Review of 2025/2026 23 A Perth and Kinross where everyone can live life well, free from poverty and inequality 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Primary attendance 93% 93% 93% 93% 95% Poverty-related Gap (Gap between SIMD Q1 and Q5) 5% 5% 5% 5% 2% Secondary attendance 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Secondary attendance 87% 87% 87% 87% 92% Poverty-related Gap (Gap between SIMD Q1 and Q5) 8% 11% 12% 11% 5% 5% 5% 5% 5% 2% 0% 1% 2% 3% 4% 5% 6% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 93% 93% 93% 93% 95% 91% 92% 93% 94% 95% 96% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Primary Attendance 8% 11% 12% 11% 5% 0% 2% 4% 6% 8% 10% 12% 14% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 87% 87% 87% 87% 92% 86% 87% 88% 89% 90% 91% 92% 93% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Secondary Attendance Page 107 of 340
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EIP Review of 2025/2026 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality Primary exclusions 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Exclusion incidents per 1,000 pupils 3.6 6 5 4.1 2 Poverty-related Gap (Gap between SIMD Q1 and Q5) 4.6 3.7 9.3 5 3 Secondary exclusions 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 Exclusion incidents per 1,000 pupils 43 28 29 15 25 Poverty-related Gap (Gap between SIMD Q1 and Q5) 27 52 39 19 20 3.6 6.0 5.0 4.1 2.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Exclusion incidents per 1,000 pupils 4.6 3.7 9.3 5.0 3.0 0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0 9.0 10.0 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 27 52 39 19 20 15 20 25 30 35 40 45 50 55 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5)43 28 29 15 25 10 15 20 25 30 35 40 45 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Exclusions incidents per 1,000 pupils Page 108 of 340
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EIP Review of 2025/2026 25 A Perth and Kinross where everyone can live life well, free from poverty and inequality Developmental Milestones (data available late August) 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of children starting P1 who meet all expected developmental milestones 80% 76% 78% 83% Poverty-related Gap (Gap between SIMD Q1 and Q5) 14% 35% 8% 11% BGE Attainment – S3 Level 3 Attainment 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 % of young people attaining Literacy and Numeracy at SCQF Level 3 in S3 90% 91% 91% 93% 93% Poverty-related attainment Gap (Gap between SIMD Q1 and Q5) 10% 15% 17% 12% 7% 14% 35% 8% 11% 0% 5% 10% 15% 20% 25% 30% 35% 40% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 80% 76% 78% 83% 75% 76% 77% 78% 79% 80% 81% 82% 83% 84% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of children starting P1 who meet all expected developmental milestones 90% 91% 91% 93% 93% 88% 89% 90% 91% 92% 93% 94% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 % of young people attaining Literacy and Numeracy at SCQF Level 3 in S3 10% 15% 17% 12% 7% 4% 6% 8% 10% 12% 14% 16% 18% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 Poverty-related attainment gap (Gap between SIMD Q1 and Q5) Page 109 of 340
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EIP Review of 2025/2026 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality Leaver Tariff Points 2022/2023 2023/2024 2024/2025 Stretch Aim 2024/2025 Stretch Aim 2025/2026 Average total tariff points for school leavers 942 925 938 975 1,000 Poverty-related Gap (Gap between SIMD Q1 and Q5) 479 453 595 610 580 Attainment of care-experienced children and young people (CECYP) 2022/2023 2023/2024 2024/2025 2025/2026 Stretch Aim 2025/2026 CECYP P1, 4 and 7 Attainment3 50% 39% 57% 56% 56% Over the course of 2025/2026, the Stretch Aims have been reviewed and a revised set of measures which are more meaningful in supporting improvement in schools will be implemented. We will 3 Year-on-year comparison should be undertaken with caution as the cohort sizes for CECYP are small and can vary significantly from year to year. 942 925 938 975 1000 900 920 940 960 980 1000 1020 1040 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Average total tariff points for school leavers 479 453 595 610 580 400 450 500 550 600 650 2022/23 2023/24 2024/25 Stretch Aim 2024/25 Stretch Aim 2025/26 Poverty-related gap (Gap between SIMD Q1 and Q5) 50% 39% 57% 56% 56% 30% 35% 40% 45% 50% 55% 60% 2022/23 2023/24 2024/25 2025/26 Stretch Aim 2025/26 CECYP P1,4 and 7 Attainment Page 110 of 340
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EIP Review of 2025/2026 27 A Perth and Kinross where everyone can live life well, free from poverty and inequality continue to report to government on their requirements as listed above, however, our internal reporting will focus on these revised measures. The proposed measures are listed below and reporting will encompass the overall measure; the SIMD Q1 versus SIMD Q5 gap (reflecting poverty); comparisons of the outcomes of children and young people with additional support needs (ASN) versus overall; and comparisons of the outcomes of children and young people who are care-experienced (CECYP) vs overall. Stretch Aims – 2026/2027 Onwards 1 % of children who meet all expected developmental milestones when entering P1 2 % of children and young people (P1, 4 and 7) who have achieved expected levels in Literacy, split into Reading, Writing, Listening and Talking 3 % of children and young people (P1, 4 and 7) who have achieved expected levels in Numeracy 4 % of young people (S3) who have achieved expected levels in Literacy 5 % of young people (S3) who have achieved expected levels in Numeracy 6 Senior Phase Attainment using cohort data from Insight • In S4 – 5@3; 5@4; 5@5 • In S5 – 5@5; 3@6 • In S6 – 3@6; 1@7 7 Staying on rates – S4 to S5 8 Initial leaver destinations 9 Annual Participation Measure 10 % attendance in Primary 11 % attendance in Secondary 12 Exclusion (Secondary) Exclusion incidents per 1,000 pupils 13 Exclusion (Primary) Exclusion incidents per 1,000 pupils Measures 10 to 13 are the current measures being used to reflect wellbeing. However, over time the Glasgow Motivation and Wellbeing Profile (GMWP) will become the measure for HWB. Full embedding of this will not be for another year or so. Page 111 of 340
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EIP Review of 2025/2026 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality Case Study – Improving Wellbeing and Attainment in Early Years through Do be Mindful Do-Be-Mindful (DBM) is a programme to support children’s resilience, confidence and regulation. It has a wide range of activities and resources to improve children’s health and wellbeing. Staff at St John’s Academy ELC setting took part in an introductory session in 2024, with staff then completing online modules. Staff were sceptical at first, feeling that it was a lot to take on, on top of an already busy workload. The first step was to look at the environment, adding wellbeing resources and making quiet and calm spaces. In the Rainbow Room which is used for soft starts, end of day quiet time and as a calm space, wellbeing resources were added as well as calm music, lighting and comfortable soft furnishings. The delivery of Do be Mindful was targeted at children in the 3 to 5 room who were at risk of not achieving their pre-school Developmental Milestones and this was further broken down based on the identified needs – confidence, resilience or regulation. Sharing techniques and activities such yoga, meditation and finger breathing with staff and parents supported the roll out of the programme across the group and enabled its use at home as well as in the nursery. “Mindful Moment” videos were shared with parents on Learning Journals. Over the two-year delivery of the programme, tracking data demonstrated an improvement with most of the children in the targeted group meeting their milestones by the end of the intervention. Parents have commented, “We use our finger breathing daily, it helps to calm my child down”; “We used what we learned to help make bedtime easier. I don’t dread bedtime anymore”. The initial group is now in Primary 1 and feedback from parents and teachers is that the techniques learned are still being used to support discussions around emotions and self-regulation. Pupils at St John’s Academy ELC taking part in Do Be Mindful activities Page 112 of 340
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EIP Review of 2025/2026 29 A Perth and Kinross where everyone can live life well, free from poverty and inequality A range of training has been offered to support schools with the use of the Power BI data dashboards which have been developed to support the analysis and interpretation of a range of data. In addition to drop-in sessions, content has been delivered at Senior Leader Development Days, with one-to-one support also available as required. Help videos for all tools are also now embedded within the dashboards. Screenshot from home page of Attendance Absence and Exclusions Power BI Dashboard This has resulted in improvements in the quality of self-evaluation and in the identification of priorities which have been informed by the effective use of data. External scrutiny from organisations such as HMIE and Care Inspectorate have identified use of data as a strength with targeted data-informed interventions helping to improve the outcomes of children and young people over time. All relevant central officers and school staff have had accounts set up enabling access to the SDS Participation Portal and have received training in its use. This provides access to up-to-date intended and actual leaver data which will play a key role in informing curriculum development. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools will have been provided with appropriate support to ensure that staff are using recently developed data tools, that they understand the data contained within and are confident in the interpretation and use of that data to inform improvement. Page 113 of 340
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EIP Review of 2025/2026 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality All self-evaluation documents, Quality Improvement Plans and Standards and Quality Reports completed by school leaders at the end of 2024/2025 were reviewed by central Quality Improvement Officers with feedback provided as appropriate. These completed documents informed (in part) the level of support which a school received from its Quality Improvement Officer during the course of 2025/26. The Quality Indicators from the 2025/2026 documents are contained within Appendix 2. The Headteacher Forum in May 2026 focussed on the strategic area of Leadership, Performance and Quality Improvement. Its aims were to support school leaders to reflect on 2025/2026 and to prepare for 2026/2027 through collaborative self-evaluation and improvement planning. This included discussions around the gathering of evidence, involvement of different stakeholders and a presentation on how Artificial Intelligence (AI) might be used to support this process. Sharing best practice in this way helps to build an empowered system by facilitating opportunities to connect, collaborate and learn from and with each other. Case Study – Use of Data to Inform Planning In developing the new Apprenticeship and Career Education (ACE) offer, two principal sources of evidence have been considered: labour market information and pupils’ Intended Leaver Data. Intended Leaver Data comprises young peoples’ anticipated leaving date, preferred post-school route and preferred occupation. There is a statutory requirement for this information to be recorded on SEEMiS from S4 onwards. Over the past three years, significant work has been undertaken to improve the consistency and completeness of this data across schools in Perth and Kinross. While further improvement remains possible, current completion rates are now significantly above the national average across all measures. This strengthened dataset is being used to inform strategic planning, ensuring that young peoples’ career aspirations are reflected within curriculum design. The data was shared and scrutinised at the Curriculum Consultation event in January 2026, attended by primary and secondary Headteachers, parents, pupils and other key stakeholders, to support collaborative planning for the development of a new 2 to 18 Curriculum for Perth and Kinross. All schools now have two designated account holders for the new Skills Development Scotland (SDS) Participation Portal, and monthly updates on data completion rates are issued to headteachers to support ongoing progress, accountability and engagement. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will be supported to ensure that priorities identified in quality improvement and planning documentation are informed by robust data-informed self- evaluation which incorporates the views of all stakeholders including the voice of children and young people. Page 114 of 340
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EIP Review of 2025/2026 31 A Perth and Kinross where everyone can live life well, free from poverty and inequality Screenshot from SDS Participation Portal Labour market information was accessed through the SDS Data Matrix, which provides evidence on current and projected skills gaps and workforce demand across key industries to 2035. The data includes analysis of anticipated growth sectors and the associated qualification levels required to meet future labour market needs. This evidence was shared with participants at the Curriculum Consultation event to support discussion on the need to refresh and rebalance traditional academic course provision, ensuring that the curriculum is better aligned with future workforce requirements and regional economic demand. Page 115 of 340
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EIP Review of 2025/2026 32 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 5 Highly skilled teachers and school-leaders driving excellent learning, teaching and assessment for all, especially those with additional support needs. Over the course of 2025/2026, an increasing number of school leaders have been involved in whole system improvement priorities. As well as membership of ASN Transformation Project Teams, senior leaders have been involved in projects relating to workforce planning, attendance, health and wellbeing, digital strategy development, professional learning, relationships and behaviour, quality improvement and apprenticeships and career education. This has included, through Headteacher Fora and Senior Leader Development Days, involvement in planning for the next phase of the ASN Transformation programme, including transitions and local senior leader ownerships of locality resource allocation; and in the work supporting the development of guidance and support materials in respect of responding to behaviour in line with the new national guidance. For the first time in 2025/2026, collaborative attainment discussions were held which involved secondary leaders presenting and discussing their senior phase attainment data. Head teachers and depute head teachers worked in collaborative trios and quads alongside Quality Improvement Officers and Quality Improvement Managers to provide challenge and support around a shared set of secondary attainment data. Feedback from this activity was positive with participants highlighting the consistency provided by the shared data pack and the opportunity to learn from approaches taken in other schools as particularly successful. A number of schools continued to work together sharing approaches and materials following the session. As a result of this success, secondary head teachers have agreed to embed this approach into annual quality improvement activity. All Headteachers worked together in collaborative trios to share and then provide challenge and support around school approaches to self-evaluation. 100% of participants fed back that this session was good or better in strengthening their knowledge, understanding, confidence and skills. Comments highlighted the activity as providing a good opportunity to share practice. A number of participants described the practical ways they would apply any learning from peers and also shared plans for follow up work. Following a five-year programme of improvement activity, all schools within PKC are now engaged with the Nurturing Relationships programme. The programme aims to • improve wellbeing and promote resilience through an emphasis on quality relationships within the whole school community Education Improvement Plan (EIP) 2025/2026 Planned Outcomes By June 2026, headteachers will have improved confidence in embedding and implementing effective Quality Improvement and Inclusive Practice processes to create conditions for improvement. School Leaders will be empowered to meaningfully engage in and lead whole system improvement priorities. Page 116 of 340
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EIP Review of 2025/2026 33 A Perth and Kinross where everyone can live life well, free from poverty and inequality • promote individual and collective understanding and confidence in the importance of nurturing relationships • enhance progression in learning through applying nurture as a whole school approach • use implementation science to promote nurturing approaches, support developing practice and ensure sustainability. The change programmes implemented as a result of this approach include supporting transitions into and out of school with “Toast for All” which ensures that children have had breakfast and are ready to learn and “Final Focus” ensuring a consistent end of day routine to minimise dysregulation; playground redesign and the introduction of structured playtime activities; peer support and mediation models; and celebrating achievement and success. A second cohort of ELC settings including partner providers have also embarked on the programme. The quality and impact of this work has been recognised in the Educational Psychology in Scotland journal. Application of nurturing approaches in the early years: Evaluation of a pilot programme for funded providers of early years establishments in Perth and Kinross | BPS - British Psychological Society. A further 13 schools have been granted levels 1 or 2 accreditation with further applications still being reviewed. Over the course of the year, 1,119 staff have participated in a range of inclusive practice training in response to continued increases in additional support needs. This is an increase of over 30% on the previous year, demonstrating growing engagement with inclusion-focussed professional learning. This includes topics such as autism and neurodevelopmental support, communication and Makaton, regulation, behaviour and low arousal approaches and digital inclusion. Of those participating, 95.1% either strongly agreed or agreed that the outcomes of the professional learning were met with 93.7% reporting excellent or good for the overall training experience. Case Study – Neuro-developmental Forum Overview When NHS Tayside closed their Neuro-Developmental (ND) pathway for diagnostic referral in March 2025, schools experienced parents turning to them for answers around options and support for their children. While strategic discussions about the diagnosis pathway continue at a Tayside level, Education and Learning staff considered what could be done to best support schools to support parents and their children at this time. At the same time, it was considered that it would be helpful for PKC and partners to pilot a multi-agency approach to ND working in preparation for the general national strategic direction of work in this area. Format Colleagues from local Child and Adolescent Mental Health Services (CAMHS) mental health education team, Parenting and Family Learning, Primary Outreach, Educational Psychology, SHINE and Perth Autism Support (PAS) all agreed to contribute to a multi-agency consultative forum, with the ability to escalate any appropriate potential referrals. It was noted that these partners were already accessible to schools through GIRFEC planning systems, but it was considered helpful to bring partners together to help collaborative problem solving. Page 117 of 340
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EIP Review of 2025/2026 34 A Perth and Kinross where everyone can live life well, free from poverty and inequality Aims At the start, three objectives were agreed with all partners, namely for the forum to: • Provide an additional support opportunity for schools/education staff • Trial an education based multi-agency triaging forum • Collate any strategic issues relating to ND. As the forum progressed through an initial pilot phase the need to provide a collaborative reflective space was emphasised. Development Over the course of the year some of the processes and information given were refined following feedback. A greater emphasis emerged on a jointly constructed consultation focus. Outcomes The forum has met 6 times, with 22 situations coming forward for discussion. Feedback on satisfaction with the process and on outcomes has generally increased over the time that the forum has been running. Impact Feedback comments have highlighted the need for some potential adjustments to timings whilst also providing evidence that the aims for the forum are being met. That is, that school staff are provide with the opportunity and potential inputs to help problem solve in this area: “I think this is great way to provide extra support and advice from other agencies as it can feel tricky on what to do next. I think for families as well to know there is another way to get support and advice for ND children.” “Supports are available, but determining which supports are best for the young person and their family can be tricky.” “This was a first try and I was grateful for the opportunity to discuss a case which has been a challenge for us to problem solve internally for a long time.” “My colleague and I found the suggestions offered by the panel for supporting the young person discussed excellent. It was extremely valuable to be able to brainstorm potential support and strategies with the experts on the panel. I very much hope that more sessions become available in the future.” Next steps The ND Forum will continue into next session. Some of the learning around the added value of agencies coming together to problem solve will be taken into wider discussions emphasising the importance of greater partnership co-ordination and collaboration in support processes for children, young people and families. This is in addition to providing a template for multi-agency review and potential triaging for situations involving Neuro-Developmental concerns. Page 118 of 340
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EIP Review of 2025/2026 35 A Perth and Kinross where everyone can live life well, free from poverty and inequality Over the course of 2025/2026 a Leadership Strategy Group has been established involving four local authorities from our Local Government Benchmarking Framework family groups. Working with colleagues from East Dunbartonshire, Orkney Islands and Aberdeenshire councils, shared priorities relating to developing leadership and quality improvement capacity have been identified and a draft action has been plan agreed for 2026/2027. The three key actions will be to: • develop existing professional learning opportunities and frameworks thereby strengthening aspiring middle leadership and middle leadership development; • define and refine coaching and mentoring pathways for middle and senior leaders; • review current processes for Professional Review and Development (PRD). This work will be undertaken during 2026/27. Almost all schools have implemented the principles of the Learning Teaching and Assessment Framework with a number of schools having also created their own local Frameworks or Policies appropriate for their context. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, almost all schools and settings will have fully implemented the principles of the PKC Learning, Teaching and Assessment Framework leading to improvements in learning, teaching and assessment and as a result, improved outcomes for children and young people. Education Improvement Plan (EIP) 2025/2026 Planned Outcomes Shared project with identified family group local authorities – Developing Leadership and Quality Improvement Capacity within and across our linked local authorities Page 119 of 340
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EIP Review of 2025/2026 36 A Perth and Kinross where everyone can live life well, free from poverty and inequality Strategic Equity Funding (SEF) allocated through the Scottish Attainment Challenge (SAC) funded ten 0.2FTE Principal Teachers of Learning and Teaching who worked on projects within the Local Management Groups (LMG) to which they were allocated. The projects, which were based on the principles of the Learning, Teaching and Assessment Framework and identified needs within the LMG, included areas such as developing consistent practice for lesson observation; providing coaching and mentoring support for class teachers, assessment and moderation for literacy and numeracy; Interdisciplinary and Cooperative Learning and creating snapshots of excellent teaching and learning practice. The impacts were shared at an event at the end of March Principal Teachers of Learning and Teaching at Dissemination Event, March 2026 A further SEF-funded project will be undertaken in 2026/2027 taking some of the learning from this and focussing further on improving the quality of learning and teaching, particularly within schools where levels of deprivation are higher. Professional Learning in Co-operative Learning was delivered to staff from 21 schools. The programme was rated by all participants as either good or excellent and the learning from the programme has been implemented at class level, across schools and, in some cases, across LMGs. This approach, which involves children and young people working in small groups, enhances learning through dialogue and teamwork. This promotes interaction, social skills development whilst also encouraging individual accountability. 71.2% of schools have a Learning, Teaching and Assessment policy in place. 17 schools have identified that this needs to be reviewed, with the remainder identifying their policies as either Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will have a Learning, Teaching and Assessment policy that incorporates the use of CIRCLE and universal approaches to ensure that the needs of all learners are being met. Page 120 of 340
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EIP Review of 2025/2026 37 A Perth and Kinross where everyone can live life well, free from poverty and inequality effective or highly effective. During term 1 of 2025/2026, schools were asked about the implementation of CIRCLE and universal approaches to support inclusion. Responses indicated that CIRCLE is embedded at universal level in 88% of schools, whilst 90% of schools reported that use of the Participation Scale was embedded in school processes. Targeted support for the implementation of CIRCLE in the remaining settings has been provided on the basis of quality improvement information alongside support for assessment and planning. A comprehensive review of SEBN provision and pathways has is in the process of being completed. This will be aligned to levels of staged intervention, with primary and secondary models developed through an options appraisal and service redesign. Delivery is progressing through pilot and test-of-change activity, exploring environment, curriculum, staffing and localised models, alongside a range of partnership approaches to strengthen system response. Stakeholder engagement to date including a multi-agency event, alongside benchmarking and critical friend input, are strengthening the evidence base. These milestones will triangulate pilot learning, stakeholder insight and expert challenge to inform robust options appraisal and final recommendations in January 2027, establishing clear staged (universal to enhanced) pathways and an intensive offer. This work will be supported by data audit activity, which is currently underway, ensuring an accurate baseline ahead of operational guidance and phased rollout. A clear locality model has been established through collaboration of Headteachers representing LMGs and Inclusion Officers. The four Locality Co-ordinator posts have been agreed, progressed through job evaluation and trade union processes, and have been recruited to, marking a key implementation milestone. Progress continues on modelling team allocations to localities and finalising a consistent process for reviewing, prioritising and responding to requests, strengthening clarity, equity and consistency of provision. Ongoing analysis of termly school requests for support is informing demand-led design. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, there will be clear and identifiable pathways of support for children and young people with social, emotional and behavioural needs (SEBN) in both Primary and Secondary education which will more effectively meet their needs. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, teams supporting children and young people with additional support needs will be reorganised to a locality model ensuring that identified needs are appropriately supported through effective integrated working across schools and inclusion teams, supporting multi- agency delivery that is responsive to local context. Page 121 of 340
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EIP Review of 2025/2026 38 A Perth and Kinross where everyone can live life well, free from poverty and inequality This supports the outcome of locality-based teams that are operational from August 2026, delivering timely, coordinated and needs-led support, reducing duplication and improving responsiveness to schools and partners. The focus will now shift to mobilisation and embedding delivery, supported by operational guidance, performance measures and ongoing review. The programme of work to ensure learning environments are appropriate and responsive to the needs of children and young people remains ongoing, with two new statutory consultations undertaken in 2025/2026. This builds on earlier phases which have already seen the implementation of Intensive Support Provisions (ISPs) in Viewlands Primary School, Perth High School and Kinross High School in August 2025. Images from primary school Intensive Support Provision The second key milestone was achieved with approval from the Council’s Learning and Families Committee (May 2026) to establish new ISPs at St John’s RC Academy and Community School of Auchterarder (CSoA), both all-through schools. Due to the extent of building work to be completed to deliver a purpose-designed refit of space at CSoA, interim provision will operate from the at Errol PS enabling early delivery ahead of full implementation in August 2027. The ISP at St John’s RC Academy also introduces the first faith-based ISP in Perth and Kinross, and the first faith-based special education base in Scotland. This continues to increase local special education capacity within PKC, reducing reliance on independent Special School placements and strengthening the continuum of universal, additional, enhanced and intensive support. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, further work will be undertaken to ensure that learning environments supporting children and young people are appropriate for and meet their needs. This will include the introduction of new Intensive Support Provisions. Page 122 of 340
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EIP Review of 2025/2026 39 A Perth and Kinross where everyone can live life well, free from poverty and inequality Elected representatives visiting the new Intensive Support Provision at Kinross High School Following a period of collaborative development and design with individual schools, planned works to install Communication Boards in primary school playgrounds was completed during January and February 2026. Using Boardmaker images that align with the symbolised communication used in classrooms and by both Speech and Language Therapy Teams and occupational Therapists, the communication boards highlight core vocabulary chosen by each school to reflect the resources, equipment and spaces their children to play and learn with. Reflecting the feedback from staff and parents, each board includes a QR code where adults who support children can access video guidance on using alternative communication approaches such as the core communication boards to support children in their communication. Each communication board is 120cm wide and 80cm high and boards have been installed at a suitable height to be meaningfully accessible to children. In total 59 primary schools across Perth and Kinross chose to have a board commissioned and installed. Each of these schools now have an all-weather communication board installed in their outdoor space with a PDF version of their board to allow for printing of smaller, portable versions as they feel would benefit smaller groups or individual children. Area Schools A9 Auchtergaven, Murthly, Royal School of Dunkeld Aberfeldy Kenmore, Logierait Auchterarder Aberuthven, Blackford, Community School of Auchterarder, Dunning Blairgowrie Alyth, Coupar Angus, Newhill & St Stephens, Rattray Carse of Gowrie Abernyte, Errol, Inchture, Invergowrie, St Madoes Crieff Comrie, Crieff, Muthill, St Dominics Kinross Cleish, Fossoway, Kinross, Milnathort, Portmoak North Perth RDM, Stanley Page 123 of 340
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EIP Review of 2025/2026 40 A Perth and Kinross where everyone can live life well, free from poverty and inequality Area Schools Perth City North Goodlyburn, Letham, Our Lady's, Riverside, St Johns, St Ninians, Tulloch Perth City South Craigie, Fairview, Inch View, Kinnoull, Moncreiffe, Oakbank, Viewlands Pitlochry Blair Atholl, Kinloch Rannoch, Kirkmichael, Pitlochry High School South Perth Arngask, Dunbarney, Forgandenny Strathmore Balbeggie, Burrelton, Collace, Guildtown West Perth Logiealmond, Methven, Pitcairn, Ruthvenfield Communication board from Portmoak Primary School Communication boards in situ at Burrelton and Newhill/St Stephens Primary Schools Page 124 of 340
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EIP Review of 2025/2026 41 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 6 Improving relationships and behaviour, and attendance, with increased engagement in learning and a culture of dignity and respect for all. Over the course of 2025/2026 a multi-agency Attendance Steering Group involving colleagues from primary and secondary sectors as well as other services and agencies has been working on identifying and implementing actions in relation to supporting attendance and engagement in learning. This work has involved analysing data to identify any patterns and trends, undertaking self- evaluation to establish areas of good practice and identify areas for development as well as looking at operational issues such as how absence is recorded within Management Information Systems. The case study that follows is an example of good practice that was identified and is being shared. Whilst there have been some improvements in primary attendance over time, secondary remains a particularly challenging picture with only very marginal improvements over the last 3 years. Data analysis indicates that there are two schools where particular focus on overall attendance is required in the coming year, whilst all schools will have support in relation to SIMD Quintile 1 attendance. A project team is being established, funded by SEF, to provide the additional resource that will be required to effect this change. Within the overall figures, however, there are some success stories as exemplified in the case study below. Case Study – Improving Attendance at Crieff High School Background Over the course of 2025/2026 staff at Crieff High School embarked on a project to improve overall attendance across the school. Through regular monitoring and analysis of attendance data, it was identified that attendance at Crieff High School required improvement. Overall attendance by the end of Term 3 (2024/2025) was sitting at 86.2% The approach taken centred on developing a positive attendance culture through a combination of universal strategies alongside targeted interventions for specific pupils. This required the involvement of teaching and support staff in a whole school approach. Education Improvement Plan (EIP) 2025/2026 Planned Outcome Over the course of 2025/2026, there will be a renewed focus on supporting attendance in secondary schools with the aim of increasing attendance from the current level of 88% to 90% and a reduction of 2% in the gap between young people living in areas of lowest and highest levels of deprivation. Page 125 of 340
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EIP Review of 2025/2026 42 A Perth and Kinross where everyone can live life well, free from poverty and inequality The school used reflection and planning tools from Education Scotland and the Education Endowment Foundation to evaluate current practice and identify key areas for development. A particular focus was placed on improving school culture around attendance. Actions – Universal Approaches • Developed a stronger attendance culture across the school through update of the Attendance Policy which included views of young people, staff and parents/carers. • Introduced termly Praise Postcards for pupils with attendance above 91%. • Built attendance focused discussions into Friday Form Time, allowing Form Tutors to engage regularly with pupils in line with a nurturing schools approach. • Continued to highlight attendance in Year Group Assemblies. • Introduced a system of department level attendance monitoring to encourage whole school responsibility and response to attendance. • Introduced an 'out of class' monitoring system via SEEMiS to target specific young people who were in school but regularly taking time out of class. This contributed to overall expectations of a positive attendance culture. • Strengthened links between attendance and attainment for pupils through Personal and Social Education (PSE). Targeted Approaches • Created a Staged Intervention Framework for Attendance (SIFA) Tracker to identify all pupils below 91% attendance and track intervention strategies (updated weekly). • Used assessment tools such as School Experience Contextual Assessment Tool (SECAT) or Force Field Analysis with specific pupils to identify barriers to attendance and plan to overcome them. • Refined attendance meeting structures to focus on one house per week, enabling more personalised discussion and targeted follow up. • Monthly 'group focus' meetings to review attendance and support for pupils in different groups with lower attendance (Young Carers, Acorn 6, Care Experienced, S3 Year Group) • Referring to and working with external partners for targeted support. • Adapted direct communication with home where required, ensuring a more personalised and responsive approach Impact There was a clear improvement in attendance outcomes following the implementation of these strategies. Overall attendance by the end of Term 3 (2025/2026) had increased by 2.7 percentage points to 88.9%. Page 126 of 340
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EIP Review of 2025/2026 43 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Both whole school and group attendance improved significantly • A combination of universal cultural shifts and targeted support contributed to positive change • Pupils responded positively to recognition through Praise Postcards and Form Time discussions around attendance. • Staff reported noticing fewer pupils out of class during class time, contributing to a more positive culture of attendance both in school and in class. • It was recognised that no single intervention led to improvement, but rather a series of small, consistent changes contributed to overall impact. Next Steps 1. Continue to use data to identify and support smaller target groups. 2. Further develop targeted interventions for pupils below key thresholds. 3. Introduce strategies to reduce lateness, recognising its impact on attendance culture. 4. Sustain and embed current approaches to maintain positive momentum. Case Study – Working in Partnership to Improve Wellbeing and Engagement Thirteen pupils from Kinross High School undertook a 10-week Judo programme organised in partnership with Live Active Leisure. The young people presented with challenges around attendance, behaviour, peer relationships, emotional regulation, confidence, and overall engagement in school. The programme, which was delivered over 10 weeks (1 hour per week) by a judo coach, produced significant positive changes in most participants’ behaviour and attendance, with strong evidence of improved wellbeing and school engagement and belonging. Key Outcomes There were significant improvements reported for almost all participants. These included: • Improved peer relationships, with young people overcoming issues relating to peer conflict • Young people who initially lacked confidence became more engaged and positive about school life • Improved attendance for nine participants, including substantial increases for two young people of between 4 and 5 percentage points Page 127 of 340
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EIP Review of 2025/2026 44 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Young people struggling with consistent attendance reported feeling more motivated to attend school on “Judo days”. • Concerns around behaviour reduced significantly with fewer referrals and demerits reported; some young people receiving merits for the first time Conclusion and Next Steps The Judo programme delivered strong evidence of positive behavioural, social, and attendance outcomes. For the vast majority of pupils, it reduced behavioural incidents, increased attendance, strengthened relationships, and improved self-esteem. The programme has also gained status and credibility among pupils, which will support ongoing engagement. Although the implementation of the GMWP was slightly delayed due to the Data Protection Impact Assessment (DPIA) process, it has now been implemented across primary and secondary schools with completed assessments being submitted by schools twice per year. These results are being collated on a Power BI dashboard which provides information at stage, school, LMG, sector and local authority level in relation to overall wellbeing, and children and young people’s feelings of safety, affiliation, agency and autonomy. This dashboard also enables comparison by cohort and over time. Screenshot from Power BI Dashboard showing average scores over time This will provide a rich evidence base from which to drive improvements at school and local authority level in relation to wellbeing. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, all schools and settings will have implemented the use of the Glasgow Motivation and Wellbeing Profile (GMWP) to provide an accurate local authority data set regarding all aspects of pupils’ wellbeing to better meet their needs. Page 128 of 340
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EIP Review of 2025/2026 45 A Perth and Kinross where everyone can live life well, free from poverty and inequality The Relationships and Behaviour Framework was published in June 2026 and outlines the PKC rationale, approach and expectations for best practice in relationships and behaviour in all schools and ELC settings. It aims to: • create a shared language for relationships and behaviour • act as a benchmark for expectations of practice in excellent relational practice • support ELC settings and schools in self-evaluation and reflection; • support development of career-long professional learning; and • outline clear expectations and responsibilities for school and ELC leaders and practitioners. In addition, local guidance on Responding to Behaviour – Consequences was also published in June 2026 following extensive consultation. This will provide guidance to early years, primary and secondary practitioners in relation to expectations and principles for the use of consequences in our settings. This guidance will provide increased clarity, consistency and confidence about the place of consequences within a relationship-based approach, as well as empowering practitioners to take ownership within their context. This clarity and confidence will then lay the foundation for helping children, young people and families understand the Perth and Kinross approach, as the basis for working in partnership. The guidance has been developed through consultation with practitioners, senior leaders, Quality Improvement Managers and Officers, union representatives, and children and young people from P2 to S6. Accompanying materials will be developed to support understanding among staff, children and young people, and families. Both the Framework and Guidance complement and contextualise the national guidance “Fostering a positive, inclusive and safe environment: guidance” published in 2025, as well as local work on relationships and behaviour. It has been agreed to pause action on a monitoring system until such time as national guidance is published in the summer of 2026. This action will therefore be carried forward to 2026/2027. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By June 2026, PKC will have in place guidance and related support materials in respect of responding to behaviour in line with new national guidance and an agreed system for the monitoring of relationships and behaviour data across Education and Learning. Page 129 of 340
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EIP Review of 2025/2026 46 A Perth and Kinross where everyone can live life well, free from poverty and inequality Case Study – Improving Relationships and Behaviour at Inch View Primary School Background Inch View Primary School identified a need to strengthen its whole-school approach to relationships and behaviour. Feedback from staff and pupils indicated that transitions after break and lunch were sometimes challenging, particularly when playground incidents affected pupils’ readiness to return to learning. Staff also identified increased low-level behaviour in classrooms, with the potential to disrupt learning and reduce consistency across the school. To understand the issues more clearly, the school gathered staff and pupil views. Pupils were asked about their understanding of school expectations and whether these were visible in classrooms and shared areas. Staff reflected on how expectations were communicated, taught and reinforced, and what further support was needed to ensure consistency. This evidence identified the need for a shared, visible and accessible framework for behaviour, relationships and learning. Actions The school introduced a consistent set of expectations based on being Ready, Respectful and Safe. These were displayed in classrooms and shared spaces so that all members of the school community could refer to them throughout the day. Staff agreed shared phrases to use when supporting pupils. These were displayed in classrooms and included on staff lanyards to promote consistency, including when pupils were supported by different adults. This helped establish a common language across the school. Positive behaviour was reinforced through stickers and weekly certificates linked directly to the school expectations. Certificates were presented at assemblies, allowing pupils to be recognised publicly for positive behaviour in class, corridors, the playground and other shared areas. The school reviewed transitions and playground routines. Senior leaders increased their playground visibility; adults wore high-visibility vests; support staff were positioned in agreed areas at key times; and staff accompanied classes to and from the playground and lunch hall when required. These changes aimed to provide clearer supervision, reduce uncertainty and support smoother transitions back to learning. Pupils contributed to the approach through a competition to create an Inch View song, designed to strengthen pupil ownership and promote the school expectations during assemblies and school events. Impact The work has contributed to a more consistent whole-school approach to relationships and behaviour. Staff report that pupils have a clearer understanding of expectations and what this looks like in classrooms, corridors and playground areas. Pupil feedback indicates that the approach is helping children feel recognised and encouraged. Pupils reported that certificates helped them feel proud and that increased adult presence in the playground supported positive behaviour. Page 130 of 340
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EIP Review of 2025/2026 47 A Perth and Kinross where everyone can live life well, free from poverty and inequality Staff feedback has also been positive. Teachers identified certificates and assemblies as effective ways to reinforce expectations and celebrate pupils making positive choices. Staff also reported that visual displays made it easier to refer to expectations during the school day. The number of exclusions are small, but in 2024/2025 four children were excluded; in 2025/2026 at the end of term 3, there were only two children who had been excluded. Overall, most teachers reported reduced low-level behaviour for the majority of pupils in their classes. The approach has supported a calmer, more predictable learning environment and strengthened shared understanding of expectations among pupils and staff. Next Steps • The school will continue to develop its approach by creating clear support pathways for common classroom situations, setting out agreed steps for staff so pupils receive consistent and appropriate support. • The school will review its relationships policy to ensure it reflects current local guidance and supports a fair, consistent and restorative approach to behaviour. • A further priority is to strengthen pupil voice. The school is considering ways for pupils to nominate classmates who demonstrate the school expectations, helping children take a more active role in recognising and promoting positive behaviour. Staff believe the work has been highly beneficial. It has enabled the school to identify strengths, address areas for improvement and build greater consistency for pupils and staff. The approach will continue to be refined, monitored and embedded across Inch View Primary School. Page 131 of 340
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EIP Review of 2025/2026 48 A Perth and Kinross where everyone can live life well, free from poverty and inequality Outcome 7 An education system engaging in digital technology to enhance all aspects of learning and teaching, supported by a digitally skilled workforce and tackling digital inequality. During 2025/2026, Perth and Kinross has made strong progress in digital learning across schools and Early Learning and Childcare settings. A draft Digital Strategy for 2026/2030 has been developed to guide the use of digital technology in supporting learning, teaching, inclusion and improving outcomes for children and young people. The Strategy has been shaped by engagement with headteachers, practitioners and stakeholders, ensuring priorities reflect local needs and that digital learning is recognised as part of effective learning and teaching. Final consultation is underway and it is anticipated that this will be published in term 1. Professional learning has become more focused, with support designed around the needs of schools and settings. This has helped practitioners with the use of digital tools to meet learner needs, rather than focusing only on individual products or platforms. Delivery has included 15 in-person or collegiate sessions, training for six schools on Children and Young People (CYP) tenancy tools, and two central online sessions attended by 67 participants. Four practitioners completed the Digital Improvement Project and gained Education Scotland accreditation. Digital Schools Award and Improvement The Digital Schools Award continues to support schools and early learning and childcare settings to review practice, plan improvement and gather evidence of progress. By June 2026, 50 schools had achieved the award, including four during the year. Six nurseries achieved the award, including three during the year, and three schools were reaccredited. Engagement with related awards has also continued. Eight schools have achieved Equitable Coding Awards, including three during the year, and seven schools have achieved Digital Wellbeing Awards, including three during the year. Digital Improvement Programme The Digital Improvement Programme has supported practitioners to undertake tests of change in their settings and reflect on the impact on learners. Four participants have completed enquiry projects and gained Education Scotland accreditation. Each project used digital tools to support a child or group of children with additional support needs. The programme has improved staff confidence and supported a more evidence-informed approach to digital improvement. It also highlighted the value of starting with an identified learning need, testing a manageable change and using evidence to understand impact. Education Improvement Plan (EIP) 2025/2026 Planned Outcome By August 2026, a Digital Strategy for Education and Learning will have been developed, presenting a shared digital vision for 2026 to 2030. Page 132 of 340
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EIP Review of 2025/2026 49 A Perth and Kinross where everyone can live life well, free from poverty and inequality Early Learning and Childcare The Early Learning and Childcare Digital Improvement Programme, delivered with the Early Years Team, has continued to show positive impact for both children and practitioners. The third cohort included nine new settings and five returning settings, building on an initial group of 16 settings. Evidence has demonstrated progress in children’s learning, engagement and independence, including early problem solving, literacy and numeracy, communication and fine motor skills. Practitioners also reported greater confidence in using digital technology within play-based learning and to support children with additional needs. Digital Inclusion, Safeguarding and Accessibility Digital inclusion has remained a key priority. The Festival of Digital Inclusion at the end of May brought together 210 attendees from 56 settings, with 20 workshops and 26 presenters, sharing practical approaches to reducing barriers to learning and increasing participation for all learners. Feedback showed that the attendees valued learning about accessibility tools, support for learners with additional support needs and the use of resources that are already available within schools. Confidence ratings for applying learning were positive, ranging from 3.5 to 4.1 out of 5. Work has continued to strengthen digital safeguarding and accessibility. The Digital Safeguarding Group supported updated guidance and more consistent approaches to online safety. An Assistive Technology framework has also been developed. Collaboration through the Assistive Technology Referral Group and the multi-agency communication group has strengthened support for learners with communication and accessibility needs. Digital Champions Network The Digital Champions Network continued to support leadership, shared practice and school-level improvement. In 2025/2026, 43 out of 77 settings had a Digital Champion attend at least one network meeting, and 16 settings were represented at every meeting. The network provided regular opportunities for staff to consider how digital technology can support learning, teaching, inclusion and accessibility. Feedback helped identify the resources, support and professional learning needed to strengthen practice across settings. Children and Young People Microsoft 365 Environment Significant progress was made in establishing a secure and consistent Microsoft 365 environment for children and young people. Phase 1 was completed within the Perth Grammar School Local Management Group, creating a foundation for wider rollout in the coming year. A training and support model was developed and trialled, including a structured roadmap, professional learning and dedicated support during migration. This increased staff confidence and supported a smoother transition for participating schools. The rollout provided key infrastructure to support the 2026/2030 Digital Strategy and improve consistency across the education system. Page 133 of 340
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EIP Review of 2025/2026 50 A Perth and Kinross where everyone can live life well, free from poverty and inequality Overall, work in 2025/2026 has strengthened the foundations for more consistent digital learning across Perth and Kinross. Progress supports the wider aims of improving learning, reducing barriers and ensuring all children and young people benefit from effective use of digital technology. Page 134 of 340
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EIP Review of 2025/2026 51 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 – PKC Corporate Priorities Appendices Page 135 of 340
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EIP Review of 2025/2026 52 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 2 – School self-evaluation of quality indicators Our self-evaluation processes use the Education Scotland six-point scale to grade quality indicators. These are: 1 Unsatisfactory 2 Weak 3 Satisfactory 4 Good 5 Very Good 6 Excellent The aim is that all schools in Perth and Kinross will achieve evaluations of Good or better for each quality indicator. Where this is not the case, this has been highlighted with gold shading. The red and green arrows indicate where there has been a change from last year’s gradings. Further quality assurance may result in minor changes to these ratings in the coming weeks. Primary and Special schools Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Abernethy Primary School 4 4 5 4 Abernyte Primary School 5 5 5 5 Aberuthven Primary School 5 5 5 5 Alyth Primary School 4 4 4 4 Arngask Primary School 5 5 5 5 Auchtergaven Primary School 4 4 4 4 Balbeggie Primary School 4 3 4 3 Blackford Primary School 4 4 4 4 Blair Atholl Primary School 4 3 3 3 Braco Primary School 4 4 5 4 Burrelton Primary School 5 5 5 5 Cleish Primary School 4 4 4 4 Collace Primary School 4 4 4 4 Comrie Primary School 4 4 5 4 Coupar Angus Primary School 4 4 4 4 Craigie Primary School 4 4 4 4 Crieff Primary School 4 4 4 4 Dunbarney Primary School 4 4 5 5 Dunning Primary School 5 4 5 5 Errol Primary School 5 4 5 4 Fairview School 4 4 5 4 Page 136 of 340
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EIP Review of 2025/2026 53 A Perth and Kinross where everyone can live life well, free from poverty and inequality Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Forgandenny Primary School 5 5 5 5 Fossoway Primary School 4 4 5 5 Glendelvine Primary School 5 4 5 5 Glenlyon Primary School 5 5 5 5 Goodlyburn Primary School 4 4 5 4 Grandtully Primary School 4 4 4 4 Guildtown Primary School 4 4 4 4 Inch View Primary School 5 4 5 5 Inchture Primary School 4 4 4 5 Invergowrie Primary School 4 4 4 4 Kenmore Primary School 5 4 4 4 Kettins Primary School 5 4 5 4 Kinloch Rannoch Primary School 3 3 4 4 Kinnoull Primary School 5 4 4 4 Kinross Primary School 5 5 5 4 Kirkmichael Primary School 4 4 5 4 Letham Primary School 4 4 4 4 Logiealmond Primary School 4 3 3 4 Logierait Primary School 4 3 3 3 Longforgan Primary School 5 4 5 5 Luncarty Primary School 4 5 4 4 Madderty Primary School 4 4 4 4 Meigle Primary School 5 4 5 4 Methven Primary School 4 4 4 4 Milnathort Primary School 4 4 4 4 Moncreiffe Primary School 5 4 4 3 Murthly Primary School 5 4 5 5 Muthill Primary School 5 4 5 5 Newhill Primary School 5 4 4 4 Oakbank Primary School 5 4 5 5 Our Lady's RC Primary School 5 5 5 5 Pitcairn Primary School 4 3 4 4 Portmoak Primary School 5 5 5 5 Rattray Primary School 5 4 4 4 Riverside Primary School 4 3 4 3 Robert Douglas Memorial Primary School 5 4 5 4 Royal School of Dunkeld 4 4 4 4 Page 137 of 340
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EIP Review of 2025/2026 54 A Perth and Kinross where everyone can live life well, free from poverty and inequality Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Ruthvenfield Primary School 4 3 4 3 St Dominic's RC Primary School 4 4 5 5 St Madoes Primary School 4 3 4 4 St Ninian's Episcopal Primary School 4 4 5 4 St Stephen's RC Primary School 5 4 5 4 Stanley Primary School 3 3 4 4 Tulloch Primary School 4 4 5 4 Viewlands Primary School 4 4 5 4 All-through schools For all-through and secondary schools, data included is the latest available self-evaluation data. Where a school is highlighted in bold, the data is for 2024/2025; those schools not highlighted in bold have not yet submitted their self-evaluation documents at the time of publication. This will be updated when these are available. Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Breadalbane Academy 4 4 4 3 Community School of Auchterarder 4 4 4 3 Pitlochry High School 4 4 4 4 St John's RC Academy 3 3 3 3 Secondary Q1.3 Leadership of Change Q2.3 Learning, Teaching and Assessment Q3.1 Ensuring wellbeing, equality and inclusion Q3.2 Raising attainment and achievement Bertha Park High School 5 4 5 5 Blairgowrie High School 4 3 3 3 Crieff High School 4 4 5 4 Kinross High School 5 5 4 4 Perth Academy 3 3 2 3 Page 138 of 340
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EIP Review of 2025/2026 55 A Perth and Kinross where everyone can live life well, free from poverty and inequality Perth Grammar School 3 4 3 4 Perth High School 3 3 3 3 Page 139 of 340
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EIP Review of 2025/2026 56 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 3 – Glossary of Terms Acronym Meaning ACE Apprenticeship and Career Education AI Artificial Intelligence APM Annual Participation Measure ASN Additional Support Needs BGE Broad General Education CAMHS Child and Adolescent Mental Health Services CECYP Care-experienced Children and Young People CIC Curriculum Improvement Cycle CIRCLE Child Inclusion Research into Curriculum Learning Education CYP Tenancy Secure Microsoft 365 Education Environment DBM Do Be Mindful DPIA Data Protection Impact Assessment DSAS Digital Schools Award Scotland ECP Early Childhood Practitioner EIP Education Improvement Plan ELC Early Learning and Childcare FA Foundation Apprenticeship GIRFEC Getting it Right for Every Child GMWP Glasgow Motivation and Wellbeing Profile HGIOS How Good is our School HMIE His Majesty’s Inspectorate for Education in Scotland HSCP Health and Social Care Partnership HWB Health and Wellbeing ICSP Integrated Children’s Services Plan ISP Intensive Support Provision LfS Learning for Sustainability LGBF Local Government Benchmarking Framework LMG Local Management Group ND Neuro-developmental NIF National Improvement Framework PAS Perth Autism Support PKC Perth and Kinross Council PDSA Plan – Do – Study – Act PRD Professional Review and Development PSE Personal and Social Education PPP PEEP Progression Pathway PVG Protecting Vulnerable Groups QI Quality Indicators QIO Quality Improvement Officers Page 140 of 340
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EIP Review of 2025/2026 57 A Perth and Kinross where everyone can live life well, free from poverty and inequality QIR Quality Improvement Review QS Qualifications Scotland (Previously SQA) RRSA Rights Respecting Schools Awards SAC Scottish Attainment Challenge SCQF Scottish Credit and Qualification Framework SDS Skills Development Scotland SEBN Social, Emotional and Behavioural Needs SECAT School Experience Contextual Analysis Tool SEEMiS Scottish National Management Information System SEF Strategic Equity Fund SIFA Staged Intervention Framework for Attendance SIMD Scottish Index of Multiple Deprivation UEFA Union of European Football Associations UHI University of the Highlands and Islands Page 141 of 340
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EIP Review of 2025/2026 58 A Perth and Kinross where everyone can live life well, free from poverty and inequality If you or someone you know would like a copy of this document in another language or format, (on occasion, only a summary of the document will be provided in translation), this can be arranged by contacting the Customer Service Centre on 01738 475000. You can also send us a text message on 07824 498145. All Council Services can offer a telephone translation facility. BSL users can contact us via Contact Scotland BSL, the online British Sign Language video relay interpreting service. Find out more on the Contact Scotland BSL website https://contactscotland-bsl.org Page 142 of 340
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Education Improvement Plan 2026/2027 A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 2 5 Page 143 of 340
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Contents Introduction ....................................................................................................................................... 2 Planning for 2026/2027 ................................................................................................................. 2 National context ............................................................................................................................ 3 Local context informing this plan .................................................................................................. 6 Improvement Plan 2026/27 ............................................................................................................ 10 Improvement Theme 1 – Learning and Teaching/Curriculum ..................................................... 10 Improvement Theme 2 – Inclusive Practice/ASN Transformation .............................................. 14 Improvement Theme 3 – Leadership of Change and Improvement ............................................ 22 Appendix 1 – Glossary of Terms .................................................................................................... 28 Page 145 of 340
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Education Improvement Plan 2026-27 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality The statutory guidance Standards in Scotland’s Schools etc Act 2000 (as amended 2016), states that education authorities must prepare and publish an annual plan for the year ahead taking account of the requirements of the current National Improvement Framework (NIF) and an annual report on the progress made against the previous year’s plan. This Education Improvement Plan must describe the steps local authorities intend to take to enhance equity and support school improvement, during the year ahead: • with a view to reducing inequalities of outcome experienced by pupils as a result of socio- economic disadvantage. • to comply with the duties imposed on it to seek and have regard to the views of relevant stakeholders. • in pursuance of the NIF for Scottish education. It is a duty under the Education (Scotland) Act 2016 to submit this plan to Scottish Ministers each year. Planning for 2026/2027 The 2026/27 Education Service Improvement Plan outlines the high-level areas for improvement for all education services and schools and is aligned to the Perth and Kinross Community and Corporate plans and the Integrated Children’s Service Plan (ICSP) for Perth and Kinross. The Perth and Kinross Corporate Plan vision is for “a Perth and Kinross where everyone can live life well, free from poverty and inequality.” The Education Service Improvement Plan reflects this vision and the Council’s core values of Integrity, Compassion and Ambition. This plan sets out the ambition of Perth and Kinross Council (PKC) Education and Learning (EandL) Service to improve attainment and achievement and reduce inequity by prioritising improvement in: • Learning and Teaching/Curriculum • Inclusive Practice/Additional Support Needs (ASN) Transformation • Leadership of Change and Improvement Introduction Page 146 of 340
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Education Improvement Plan 2026-27 3 A Perth and Kinross where everyone can live life well, free from poverty and inequality It focuses on supporting delivery of national legislation, policy, strategic priorities for education, including ‘Support for Learning: all Our Children and all their potential’, Getting it right for every child’ (GIRFEC), ‘Best Start, Bright Future; tackling child poverty delivery plan’ and ‘Best Start - strategic early learning and school age childcare plan 2022 to 2026’. There is a well-established quality improvement process in Perth and Kinross schools. There are a range of frameworks including the Quality Improvement Framework (QIF) which support effective evaluation, planning and reporting at establishment and department level. There is a structured model of quality assurance activity which includes data analysis, self-evaluation, professional discussion, a planned programme of school visits and Quality Improvement Reviews (QIR). Each school and Early Learning and Childcare (ELC) setting prepared and published their individual School or ELC Setting Improvement Plan for 2026/2027 in collaboration with their children and young people, parents/carers and partners. These school and establishment-level plans along with our analysis of performance in delivery of attainment and achievement, data on equity gaps, information on future risks and pressures, and evidence of impact against the actions set out in the 2025/2026 Plan inform the Education Improvement Plan for 2026/2027. It has a focus on what needs to improve in both excellence and equity to deliver against the priorities in the NIF, using self-evaluation activity drawn from across the service and schools, feedback from stakeholders, and learning from improvement processes, to inform the priorities for the year ahead. More detail on the strategic landscape that informs and supports delivery of the Education Improvement Plan is illustrated in the diagram in Appendix 1. The planning landscape includes the delivery role of individual nurseries, schools and services and will support each to secure improvement relevant to their context. National context Achieving excellence and equity: 2026 National Improvement Framework (NIF) was published in December 2025 and sets out the national vision, key priorities and educational outcomes for children and young people. The vision for education in Scotland is to be ambitious, inclusive and supportive in order to deliver: • Excellence through raising achievement and improving outcomes: ensuring that every child and young person achieves the highest standards they can. • Achieving equity: ensuring every child and young person has the same opportunity to succeed. The key priorities set out within the NIF remain the same as in previous years: Page 147 of 340
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Education Improvement Plan 2026-27 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality • Placing the human rights and needs of every child and young person at the centre of education; • Improvement in children and young people’s health and wellbeing; • Closing the attainment gap between the most and least disadvantaged children and young people; • Improvement in skills and sustained, positive school-leaver destinations for all young people; and • Improvement in achievement, particularly in literacy and numeracy. The Scottish Government has set out its expected outcomes of the framework. These are: • A globally respected, empowered, and responsive education system with clear accountability at every level that supports children, young people, and adult learners to thrive. The system enables the development of their knowledge, skills, values, and attributes that give them the best opportunity to succeed and contribute to Scotland’s society and economy. • Young people experiencing the benefit of schools and early years settings working in excellent partnerships with wider children’s services and other partners, families, and communities, in line with the GIRFEC approach. • Inclusive and relevant curriculum and assessment which gives young people the knowledge and skills necessary to contribute to society, and shape a sustainable future, while celebrating and supporting progression for all. • High levels of achievement across the curriculum for all learners, with action to close the poverty-related attainment gap. • Highly skilled teachers and school-leaders driving excellent learning, teaching and assessment for all, especially those with additional support needs. • Improving relationships and behaviour, and attendance, with increased engagement in learning and a culture of dignity and respect for all. • An education system engaging in digital technology to enhance all aspects of learning and teaching, supported by a digitally-skilled workforce and tackling digital inequality. The National Improvement Framework 2026: Improvement Plan published in December 2025 sets out the actions that will be taken to deliver these outcomes, the evidence to support them and how progress will be measured. The ‘Scottish Attainment Challenge: framework for recovery and accelerating progress’ published in May 2023 sets out the aims of the use of national funding to ensure equity in education and Page 148 of 340
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Education Improvement Plan 2026-27 5 A Perth and Kinross where everyone can live life well, free from poverty and inequality mitigate the impact of poverty on children and young people’s outcomes and tackle the poverty related attainment gap. Stretch aims have been set over a three-year period, with annual targets to measure improvements in a range of key indicators. The delivery of education in Perth and Kinross in 2026/27 will be guided by these themes and by several recent reports. The most influential of these are listed below: The National Improvement Framework 2026: Improvement Plan The Curriculum Improvement Cycle (CIC) Improving Attendance: Understanding the Issues Programme for International Student Assessment (PISA 2022): Highlights from Scotland’s Results Behaviour in Scottish schools: research report 2023 Approaches to recording and monitoring incidents of bullying in schools It's Our Future - Independent Review of Qualifications and Assessment: report Fit for the Future: developing a post-school learning system to fuel economic transformation Learning to inform Scotland’s recovery from COVID-19 The State of Play in Scotland 2023 Best Start, Bright Futures: tackling child poverty delivery plan 2022 to 2026 Best Start Strategic Early Learning School Age Childcare Plan Scotland 2022 to 2026 Included, Engaged and Involved Part 1: Improving Attendance in Scotland's Schools - gov.scot Whole school approach to racism and racist incidents: guidance - gov.scot Schools - responding to substance use: guidance - gov.scot Relationships and behaviour in schools: national action plan 2024 to 2027 - gov.scot Page 149 of 340
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Education Improvement Plan 2026-27 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality Local context informing this plan Perth and Kinross is home to approximately 30,0001 children and young people up to the age of 19. This is a reduction of 6.7% since the previous census undertaken in 2011. Around 3,000 children attend publicly funded ELC settings (local authority, private, third sector and not for profit ELC providers and childminders), 9750 children are in PKC primary schools and around 7,900 young people attend PKC secondary schools. Around one third of these children and young people are in Perth City with the remainder distributed across small rural towns and a large rural area, the fifth largest in Scotland. Around 7,700 children and young people, 44% of all those in schools are recorded as having at least one additional support need. At the point of the 2025 pupil census2, sixty-three children and young people attend Fairview Special School, and 410 children and young people attend Intensive Support or Social, Emotional and Behavioural Needs (SEBN) Provisions (154 primary/256 Secondary). 1 Census 2022 Key Findings – Population and Housing; Microsoft Power BI 2 Summary Statistics for Schools in Scotland 2025; School education statistics - gov.scot Page 150 of 340
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Education Improvement Plan 2026-27 7 A Perth and Kinross where everyone can live life well, free from poverty and inequality At the point of the 2025 census3, 1415 FTE teachers were employed by PKC and partners across all education sectors and the overall pupil to teacher ratio (schools) was 12.9:1, slightly lower than the national figure of 13.2:1. In addition, there are around 370 FTE support staff working directly with pupils in schools. This figure includes Pupil Support Assistants, Primary School Support Workers, Primary School Support Assistants and Pupil Care and Welfare Officers. The total number of single status staff is 844 FTE. This does not include posts funded by Pupil Equity Funding. Economy In Perth and Kinross in 2023, the motor trade (wholesale and retail) and associated garage services is the largest employment sector with a total of 9,000 employees. Accommodation and food services and the health and social care sector employ a total of 16,000 (8,000 in each sector), with manufacturing and construction a further 9,5004. Of a total of 62,000 jobs, 43,000 (69.4%) are full-time which is slightly higher than the Scottish national average of 67.1%. 3 Summary Statistics for Schools in Scotland 2025; School education statistics - gov.scot 4 Source Nomis, Official Census and Labour Market Statistics. Labour Market Profile - Nomis - Official Census and Labour Market Statistics (nomisweb.co.uk) Page 151 of 340
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Education Improvement Plan 2026-27 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality The number of claimants of out-of-work benefits in May 2026 was 2,165 which equates to 2.4% of the total population, lower than the Scottish national average of 3.1% and the UK average of 4%. Poverty 7.8% of children and young people enrolled in Perth and Kinross schools are in the lowest quintile based on SIMD (Scottish Index of Multiple Deprivation). However, the SIMD does not always accurately represent deprivation in a rural setting. Therefore, PKC also uses ACORN segmentation to understand the impact of poverty in the area. This indicates that just under a third (27.6%) of children and young people on our primary and secondary school roll (4,830 pupils) are in households subject to some level of deprivation (ie within ACORN 5/6 categories). In 2025/2026, 1934 pupils (P6 and above, 17.7% of the roll) were registered for free school meals (FSM). This is an increase of 465 (32%) on 2024/2025. This increase may in part be due to increased promotion of the FSM entitlement within school communities but also to the change in eligibility criteria by which anyone who is in receipt of the Scottish Child Payment is now eligible for FSM. By the end of 2025/2026, 2,174 pupils received a clothing grant (around 12.3% of the roll). This represents a small decrease of 68 (-3%) on 2024/2025. The 2023/24 estimate of the number of children and young people (under 19) in relative low- income families was 3,966, compared to 4,816 in 2019/205. The ONS Annual Population Survey indicates around 7,300 households in Perth and Kinross (16.2%)6 are workless, and for those in work, low pay remains an issue in some sectors of the local economy. Although inflation has decreased from its high of 9.6% in October 2022, family budgets are still being impacted by higher food, household energy and transport costs. Children and young people with additional support needs Within PKC schools and ELC settings, the number of children and young people with ASN has increased over recent years. At the time of the 2025 Pupil Census in September 2025, 44% of all children and young people (7,716) in schools were recorded as having an ASN. The definition of ASN is broad, in line with the Education (Additional Support for Learning) Act 2004. The most frequently reported ASN is Social, Emotional and Behavioural Needs (SEBN), with 2,502 children and young people recorded under this category. This was an increase of 14.9% on the number recorded the previous year. However, it is recognised that a clearer definition of what needs reflect SEBN is needed and therefore numbers in this category may be over-represented. Other notable increases were Autism which was up 19.4% (814 children and young people), communication support needs up 14.3% (553 children and young people) and mental health needs up 26.1% (522 children and young people). There has also been a large increase (30.6%) in the number of children and young people recorded as having interrupted learning (371). The numbers of children and young people with English as an Additional Language (EAL) recorded at census in 2025 was 1480, an increase of 3.9% from the previous year. In total, 66 5 Stat-Xplore - Table View 6 Labour Market Profile - Nomis - Official Census and Labour Market Statistics Page 152 of 340
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Education Improvement Plan 2026-27 9 A Perth and Kinross where everyone can live life well, free from poverty and inequality home languages are experienced by these children and young people, with Polish, Romanian and Sinhalese the most common. Work is underway nationally to revise the categories under which children and young people’s needs are recorded to improve understanding of need. The total number of Looked After children and young people that PKC has Corporate Parenting responsibility for was 255 at census date on 31 July 20257. This is less than the comparator local authority average rate and less than the Scotland average rate. By the end of 2025/26 the number of Care Experienced children and young people (CECYP), which is a broader definition and includes previously Looked After, was 367. This figure includes 55 CECYP who accessed education in PKC as they currently live in the local authority area and are Looked After by other local authorities. Based on the Staged Levels of Intervention model which aims to identify and meet additional support needs at the earliest opportunity, there are 3,406 Stage 1 plans (41% of the total number) where identified needs can be supported at a universal level by the class teacher. To meet the growing level and complexity of need, schools are enhancing the skills of staff and strategies used to meet needs in all classrooms. Increasingly, a multi-agency GIRFEC approach is required to meet the needs of specific children and young people and their parents. This has been supported by the development of supports through the Whole Family Wellbeing Fund (WFWF) and Strategic Equity Fund (SEF). The increasing levels and complexity of need outlined above is driving the review of policy, processes, resources, partnerships and built environment under the current ASN Transformation Programme. 7 Children’s Social Work Statistics: Looked After Children 2024/25 - gov.scot Data as @ 31 July 2025 Page 153 of 340
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Education Improvement Plan 2026-27 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality Improvement Theme 1 – Learning and Teaching/Curriculum Planned outcome: By June 2027 there will be a 5% increase in the number of schools (4 schools) evaluating Quality Indicator 2.3 (Learning, teaching and assessment) as good or better. Current baseline 79%. Planned Action Timescale How will we know? Review and implement universal, tailored and intensive support for school leaders and staff teams. Jun 2027 Clear support plans identified and in place for schools. Review of NIF evaluations, QIR observations of learning and teaching, HMIE reports. SEF funded Lead Teachers of Learning and Teaching to provide tailored and intensive support with targeted schools. Mar 2027 Action plans in place, evaluations from staff, data from observations of learning and teaching. Impact Reports from Lead Teachers. Review the Learning and Teaching Framework and Toolkit. Jun 2027 Updated Framework and Toolkit. Planned outcome: By June 2027 there will be increased opportunities for children and young people to access their rights and have their voice heard in school and across the local authority. Planned Action Timescale How will we know? Develop and implement a local authority systematic approach to hearing and gathering pupil voice from Nursery to Secondary. Dec 2026 Local authority events will be held. System in place for ELC, primary and secondary. Pupil voice will be evident at local authority level Promote the use of the Learner Participation Framework. Gather and share examples of effective practice through QIF approaches. Jun 2027 QIF data collation Improvement Plan 2026/27 Page 154 of 340
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Education Improvement Plan 2026-27 11 A Perth and Kinross where everyone can live life well, free from poverty and inequality Planned outcome: By June 2027 there will be an increase in consistency and quality of practice in profiling learning and skills development. There will be an increase of 8 schools using the National Profiling Tool (NPT). Current baseline is 9 schools. Planned Action Timescale How will we know? Review and develop Profiling Guidance and Skills Framework Statement, in line with National Skills Model for Scotland. Jun 2027 Profiling Guidance and Skills Statement complete. Promote use of National Profiling Tool and identify and share effective practice from 2025/2026 pilot schools. Oct 2026 Annual Return numbers using NPT Effective practice shared Develop resources and professional learning to support improvement and consistency of approach. Jun 2027 Resources shared Attendance at CLPL and evaluations Planned outcome: Curriculum Design and Improvement: schools and settings will have a shared, high-quality approach to curriculum design and improvement, supported by clear authority-wide principles, strategic coordination and consistent implementation of the Curriculum Improvement Cycle (CIC). Planned Action Timescale How will we know? Develop and share a PKC curriculum strategy Jun 2027 Curriculum strategy documents are developed Schools and settings review curriculum rationales in line with PKC principles Schools make use of toolkit to review curriculum Support implementation of the CIC across PKC schools and settings Jun 2027 CIC understanding is consistent across PKC CIC a key part of School Improvement Plans Subject Networks are aligned to CIC Page 155 of 340
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Education Improvement Plan 2026-27 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality Planned outcome: 2 to18 Curriculum coherence and progression: learners will experience a more coherent and progressive 2 to 18 curriculum, with strengthened transitions, improved Broad General Education (BGE) coherence, and clearer progression in key areas including Literacy, Numeracy and Health and Wellbeing. Planned Action Timescale How will we know? Support Local Management Groups (LMG) to audit, map and strengthen the BGE curriculum. Jun 2027 Audits and maps are complete LMGs identify gaps and plan for effective curricular transitions Develop updated Literacy, Numeracy and Health and Wellbeing strategies. Jun 2027 Strategy groups are established Draft strategies are developed and shared Planned outcome: Strengthen learner pathways and outcomes: there will be strengthened equitable learner pathways and curriculum delivery models, including Apprenticeships and Career Education (ACE), school–college partnerships (SCP), work-based learning and sustainable timetabling approaches that improve access to relevant learning opportunities for all learners Planned Action Timescale How will we know? Deliver, monitor and evaluate the ACE programme Jun 2027 Leads are in place Monitoring processes established Outcomes are evaluated Plans in place for expansion of offer in 2027/2028 Review and strengthen school college partnerships, work-based learning and wider pathways Jun 2027 Current provision audited Pathways identified and aligned with labour market data Course choice information reflects pathway model Develop sustainable curriculum delivery and timetabling approaches Jun 2027 Timetabling options identified NCCT models identified Recommendations made on school day structures and partnership delivery models Page 156 of 340
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Education Improvement Plan 2026-27 13 A Perth and Kinross where everyone can live life well, free from poverty and inequality Planned outcome: By April 2027, digital tools will be used effectively to enhance high quality teaching and learning evidenced by 80% of lessons using digital technology observed during a QIR are judged as good or above. Planned Action Timescale How will we know? Rollout of Children and Young People (CYP) Education MS 365 Tenancy to Highland Perthshire and Perth High LMG Schools with delivery of training and support programme for staff. Apr 2027 Staff audit tool and evaluation of training. Monitoring of use of MS 365 tools within CYP tenancy schools. Update the PKC Learning Teaching and Assessment Framework to include section on effective digital teaching and learning pedagogy. Dec 2026 QIR reports and visits Training evaluations Test of Change evaluations and monitoring of impact from the Digital Improvement Courses Planned outcome: By July 2027, digital tools and approaches will be provided to allow access to a range of curriculum pathways and qualifications aligned to our regional and national skills needs. Planned Action Timescale How will we know? Provide a central digital lending library of resources and computing science equipment to support the development of STEM learning Jul 2027 Monitor use of lending library Resources developed and shared Audit digital requirements for new Apprenticeship and Career Education (ACE) pathways and courses with schools, Lead Teachers and partners. Plan with colleagues in IT to implement a cost-effective approach to providing appropriate technology. Jul 2027 Appropriate digital tools, devices and infrastructure in place Page 157 of 340
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Education Improvement Plan 2026-27 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality Improvement Theme 2 – Inclusive Practice/ASN Transformation Planned outcome: By June 2027, Education and Learning will work collaboratively with Trade Unions, Councillors and other stakeholders to lead action to improve relationships and behaviour in schools and ELC settings, implementing 2026 guidance and developing actions and approaches that will improve the experience of children, young people, staff and parents/carers by fostering positive experience of school life and community. Planned Action Timescale How will we know? Hold a workshop with stakeholders to co-produce an action plan on relationships and behaviour for the year Oct 2026 Workshop participation Action plan formed Establish a Relationships and Behaviour Collaborative Action Group to oversee and monitor implementation of the action plan Sep 2026 Reduction in distressed, challenging, violent, aggressive or discriminatory behaviours and in exclusions Planned outcome: By June 2027, there will be clear and identifiable pathways of support for children and young people with social, emotional and behavioural needs in both Primary and Secondary education which will more effectively meet their needs. Planned Action Timescale How will we know? Hold a workshop with key stakeholders to support the development of a strategic action plan for the year, ensuring identified priorities reflect the needs of children and young people with social, emotional and behavioural needs (SEBN). September 2026 Stakeholder participation and representation from key services. • • Agreed priorities identified. • Action plan developed and communicated to stakeholders. Develop and implement a Good Practice Guide to support children and young people with SEBN across all staged levels of intervention, promoting consistency of approach and clarity of support pathways. June 2027 Good Practice Guide completed and shared with schools and relevant services. Evidence of the guide informing planning and support for children and young people with SEBN. Complete an options appraisal for the intensive level of support within the SEBN Pathway, considering full-time, part-time and outreach models of provision. February 2027 Options appraisal completed and presented to senior leadership team. Page 158 of 340
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Education Improvement Plan 2026-27 15 A Perth and Kinross where everyone can live life well, free from poverty and inequality Strengths, risks, resource implications and anticipated outcomes identified for each model. Recommendations agreed to inform future service planning. Planned outcome: By August 2027, mainstream learning environments supporting neurodivergent children and young people are appropriate for and meet the needs of almost all. Planned Action Timescale How will we know? Guidance: develop and implement a PKC Secondary Inclusive Environments Guidance with recommendations to support schools in creating inclusive physical, sensory and social learning environments. Dec 2026 Guidance and recommendations produced and implemented (evidenced from school self -evaluations, CIRCLE audits etc demonstrating inclusive practice). Training: Deliver targeted professional learning to increase staff knowledge and confidence in creating and maintaining inclusive learning environments. Apr 2027 Increased staff participation in environment specific training. Evidence of improved confidence and understanding evaluated through staff feedback activities. Environmental Adaptions: Implement sensory and environmental adaptations across secondary schools, including regulation spaces, low-stimulus areas e.g. bell removal, visual supports and adjustments that reduce barriers to learning and participation. Aug 2027 Pupil feedback and school evaluation demonstrate improved experiences of sensory, physical and social learning environments across all secondary schools. Improvement in attendance data. Planned outcome: By August 2028, a refreshed GIRFEC approach will be established which will better support the needs of children and young people and their families. Planned Action Timescale How will we know? Redesign: Implement new model of resources to support families and schools to meet the needs of children and young people in relation to emotional wellbeing, attendance, engagement and enhanced transition Oct 2027 New family support team will be established Resources will be organised to operate in all four localities Page 159 of 340
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Education Improvement Plan 2026-27 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality Training: Deliver targeted professional learning to ensure equitable access to support for families in all localities Mar 2027 Range of interventions and programmes available in each of the four localities Planned outcome: By August 2027, transition frameworks will be in place to support successful ELC to Primary, primary to secondary and secondary to post-school transitions supporting learners at key points in their learning journey. Planned Action Timescale How will we know? Pre-ELC to ELC to Primary Improve identification of ASN and collaborative assessment, planning and sharing of information to support needs to be met at earliest point Dec 2027 Reduced dysregulation in P1 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- 5 year review Work with key partners to enhance cross sector understanding and consistency of referral for family supports. Jun 2027 Primary to Secondary Strengthen curriculum continuity and alignment of learning, teaching, planning, assessment, moderation and professional collaboration across the P6–S2 phase. Sep 2027 Decline in attendance, engagement and participation during early secondary years decreases. Pilot and evaluate approaches that strengthen belonging, relationships, engagement and participation before and after transition to secondary school, helping to reduce the decline in engagement that can occur during the early secondary years. Jul 2027 Learner and parent feedback demonstrates improved confidence, belonging and preparedness for secondary school. Pilot and evaluate a Primary–Secondary Transition Model in a secondary school and its catchment primaries to inform development of a PKC Primary to Secondary Transition Framework (P6– S2), establishing a consistent approach to transition planning, support and information sharing Aug 2027 Pilot completed and evaluated. Transition Framework agreed All settings use agreed transition planning tools, information-sharing processes and approaches. Page 160 of 340
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Education Improvement Plan 2026-27 17 A Perth and Kinross where everyone can live life well, free from poverty and inequality Secondary to post-school Mechanisms established to ensure that the voice and needs of young people and families informs planning for transition Aug 2027 Audit of post-school plans Increase staff confidence in leading post-school transition planning for young people with disabilities Aug 2027 Staff confidence surveyed Continue to increase use of the Compass App to support young people, parents and services Jun 2027 Compass App data All young people will develop a My World of Work profile that supports a successful and sustained transition. Jun 2027 % young people leaving school with a My World of Work profile Planned outcome: By June 2027, staff and learners will be empowered to use accessibility tools effectively, ensuring support is available universally and for targeted needs. Planned Action Timescale How will we know? Publish and implement the Assistive Technology Framework and guidance, to provide clear expectations and tools for supporting learners. Oct 2027 Data from assistive technology referrals Implement a common approach and tool to support learners who will require Alternative Assessment Arrangements (AAA's) during Qualifications Scotland (QS) exams Jun 2027 Successful implementation of this in 2 Secondary Schools moved to CYP Tenancy. Package of tools published for AAA Planned outcome: By June 2027, staff in schools and settings will have increased confidence in delivering an effective Cyber Resilience and Internet Safety (CRIS) curriculum, supported by shared resources, consistent approaches and improved awareness to help create safe and empowered learners, schools and communities. Planned Action Timescale How will we know? Digital Safeguarding group to ensure adequate level of awareness and consistency/sharing of resources to Jun 2027 QIR Data CRIS Curriculum Audit Page 161 of 340
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Education Improvement Plan 2026-27 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality support ‘safe and empowered’ schools, communities and learners. Schools and settings are increasingly confident in delivering an effective CRIS curriculum. Staff Confidence Planned outcome: By June 27 Education and Learning will have worked with key partners to support a pilot community-based approach to online harm reduction within the early years. Planned Action Timescale How will we know? Agreement on outline principles, key partners and target establishment Oct 2026 Engagement of establishment and partners Development of project plan and actions implemented Jun 2027 Evaluative feedback of pilot Planned outcome: By August 2027, AI tools will support workload reduction for school staff leading on Child or Young Person Plans and their implementation and improve access to learning for children and young people with additional support needs. Planned Action Timescale How will we know? Pilot use of AI tools to streamline the Child and Young Person planning process. Dec 2026 Development of transcription too that meets DPIA standards and enables recording of confidential meetings. Questionnaire feedback from pilot project school staff on time spent/saved. Rollout PKC project tools to all Primary Pupil Support Teachers and schools Jun 2027 Questionnaire feedback from pilot project school staff on time spent/ saved Staff are upskilled in using AI tools to personalise learning and support accessibility by a programme of CLPL opportunities. Jun 2027 Feedback from and evaluation of CLPL opportunities Planned outcome: By August 2027, staff across schools will have increased skills through training in Togetherness (previously known as Solihull Approach) to support pupils with the increased complexity of needs, emotional and behavioural issues and wellbeing issues seen across stages. Planned Action Timescale How will we know? Page 162 of 340
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Education Improvement Plan 2026-27 19 A Perth and Kinross where everyone can live life well, free from poverty and inequality Development of training programme for delivery in Perth and Kinross Schools Oct 2027 An improvement in the ability and confidence of practitioners to recognise and respond to the wellbeing needs of pupils Pilot and evaluation of Togetherness training at one secondary school within Perth and Kinross Oct 2027 Planned outcome: By August 2027, 75% of parents accessing support indicate that they feel involved and engaged in their child’s learning. Planned Action Timescale How will we know? Parental Involvement and Engagement Strategy for Perth and Kinross is reviewed and revised for 2027 - 2030 Apr 2027 New Strategy approved Increase opportunities for parents to link with other parents, to reduce isolation and increase confidence in their parenting skills. Jun 2027 Facilitated groups operating across locality areas Planned outcome: By June 2027 PKC schools and ELC settings will be supported by a Mental Health framework with principles, expectations and related resources to promote a positive mental health education-based strategy. Planned Action Timescale How will we know? Review of good practice approaches and needs analysis of PKC schools activity, with outline recommendations Feb 2027 Agreed outline approach for PKC, linked to Integrated Children’s Services Plan (ICSP) Schools clear on principles for promoting positive mental health in schools Formulation of actions Mar 2027 Headteacher awareness of strategic direction for mental health in schools Headteacher awareness of improvement work to include in future in planning Completed development of strategic plan with creation of a Mental Health framework for schools and ELC settings Jun 2027 Publication of framework Clarity of expectations and of offer for schools and establishments Page 163 of 340
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Education Improvement Plan 2026-27 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality Page 164 of 340
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Education Improvement Plan 2026-27 21 A Perth and Kinross where everyone can live life well, free from poverty and inequality Planned outcome: By June 2027 multi-agency ‘Raising Happy Healthy’ children discussions will have developed into a set of ongoing actions for a more coherent, co-ordinated family support and mental health-based system Planned Action Timescale How will we know? Completion of phase 1 of discussions Agreement on recommendations Discussion with ICSP partners Nov 26 Set or recommendations written and agreed Development of a project plan Mar 27 Action plan in place Page 165 of 340
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Education Improvement Plan 2026-27 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality Improvement Theme 3 – Leadership of Change and Improvement Planned outcome: By December 2026, a Health and Wellbeing strategy for the Education and Learning Workforce will be created; awareness of resources to support staff wellbeing will be raised; and options to widen the corporate wellbeing programme offer reviewed. Planned Action Timescale How will we know? Review information gathered to date to develop a strategy which aligns with the identified needs of the workforce within Education and Learning. Oct 2026 Staff Health and Wellbeing Strategy document Feedback on the strategy Promote wellbeing resources to all PKC schools and establishment using a range of approaches. Dec 2026 Improved response around knowledge of and access to corporate wellbeing supports within future Employee Surveys. Planned outcome: By June 2027 schools with staff wellbeing as a development priority will have been supported through the Mentally Flourishing Schools programme Planned Action Timescale How will we know? 2025/2026 pilot schools Jun 2027 Recorded actions and next steps from 2025/2026 pilot schools Feedback from pilot schools New schools focus on staff wellbeing Jun 2027 New schools recruited New schools actioning staff wellbeing improvements Planned outcome: By June 2027, leadership pathways, strategy and quality assurance approaches will be further developed to facilitate an empowered and distributed model of leadership that supports system leaders to identify need, build capacity, implement change, sustain improvement and increase outcomes for all learners. Planned Action Timescale How will we know? Develop and agree a shared vision and understanding of empowerment and distributed leadership including an outline for implementation. Jun 2027 Empowerment and distributed leadership are outlined in a draft leadership pathway framework. This includes a shared script and a route map for implementation. Page 166 of 340
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Education Improvement Plan 2026-27 23 A Perth and Kinross where everyone can live life well, free from poverty and inequality Development of a specific pathway for developing leadership of QI 3.1 (Ensuring wellbeing, equality and inclusion) in schools and settings. Jun 2027 Leadership Pathway developed ready for pilot. Pilot Headteacher (HT) trios to build capacity and sustain improvement: school-to-school model of review supported by a framework and professional learning. May 2027 Framework and guidance in place. Training programme designed. Pilot completed. Feedback from pilot participants and trainers (initial and 3-6 months later). Planned outcome: By June 2027 professional learning opportunities and pathways will respond to identified priorities meeting the needs of individuals, schools and settings; building skills, knowledge and capacity across the workforce; and supporting improvement and increased outcomes for learners. Planned Action Timescale How will we know? Review existing pathways against need for staff at all levels, practitioner, middle leaders, senior leaders, PSAs etc. Jun 2027 Evaluation of and feedback from professional learning opportunities Develop leadership development framework building on existing pathways and linking with partner local authorities Jun 2027 Leadership development framework created and published. Develop a specific pathway for leadership of QI 3.1 - Ensuring wellbeing, equality and inclusion. Jun 2027 Improvement in targeted gradings of QI 3.1 in self-evaluation and in internal and external reviews – HMIE inspections and QIRs Reduction in exclusions Improvement of attendance data. Page 167 of 340
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Education Improvement Plan 2026-27 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality Planned outcome: By June 2027, identified policy, guidance and organisational structures have been reviewed and adapted to support the development of an effective workforce, rationalise the distribution of resources and enable a collaborative and system wide approach to leading change within a 2 to18 structure. Planned Action Timescale How will we know? Review of the staffing standard for Primary Schools: consultation, planning, draft, feedback, agreement and publication. Jun 2027 Staffing standard review complete and agreed through consultation, SMT and relevant committees. Organisational review of ELC Service and Childcare Strategy Team to align with a 2 to 18 model and respond to national and local need and development. Jun 2027 Review complete Implementation plan for any recommendations in place and underway. Plan for implementation of reduced class contact time (RCCT) in primary schools: consultation, planning, guidance, recruitment and implementation. Aug 2027 Compliance with SNCT framework. Planned outcome: By June 2027, effective data systems and processes support all leaders and practitioners to effectively use a range of data for improvement and reporting. Planned Action Timescale How will we know? Review and develop data analysis and reporting for secondary schools. Jun 2027 Data cycle complete. Dashboards reviewed and updated. Interim reports produced, shared and used to inform support and challenge. Review and develop quality assurance and quality control protocols for Achievement of Curriculum for Excellence Levels (ACEL) data. Aug 2026 ACEL data plan and timeline completed. Shared with Quality Improvement team and schools. Preparation for the implementation of a new Management Information System (MIS) to replace SEEMiS. Jun 2027 Complete data audit and data cleansing in preparation for the implementation of a new system. Implementation plan in place. Page 168 of 340
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Education Improvement Plan 2026-27 25 A Perth and Kinross where everyone can live life well, free from poverty and inequality Support schools to implement national guidance for ASN categories when national review has been completed. Jun 2027 School ASN data aligned with national guidance. Planned outcome: By June 2027, a Raising Attainment and Achievement Strategy (RAAS) will be developed outlining shared aims, expectations and approaches to raising attainment and achievement and closing gaps for all including learners impacted by poverty, ASN and CECYP. Planned Action Timescale How will we know? Establish a stakeholder working group to co-design the Raising Attainment and Achievement Strategy, including an agreed development plan and timeline. Oct 2026 Working group established, with terms of reference. Plan and timeline created. Draft completed and approved by SMT and Learning and Families Committee. Sep 2027 Draft approved by SMT and Learning and Families Committee. Planned outcome: By June 2027, overall attendance will have improved across primary and secondary schools in line with locally set targets Planned Action Timescale How will we know? SEF funded attendance project support for identified secondary schools. Sep 2026 Staff in post. Action plan tailored to school needs developed and agreed. Improved attendance data in identified schools. Pathway created to clearly articulate interventions to address attendance at different levels. Sep 2026 Schools will have clear pathway illustration to guide practice. Referral levels to project and interventions. Engagement with key stakeholders through focus groups and a review of current practice including data, policy, guidance and system learning informs a needs analysis and action planning. Dec 2026 Stakeholder views gathered. Need identified. Action plan developed and shared. National Attendance Quality Improvement Programme for identified schools. Apr 2027 Schools identified complete programme. Programme feedback and outcomes, case studies, shared learning. Page 169 of 340
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Education Improvement Plan 2026-27 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality Planned outcome: By June 2027, the Quality Improvement Framework will have been reviewed in line with national and local policy and continue to support central officers, schools and settings to identify risk, provide effective support and challenge and raise standards across all schools and settings. Planned Action Timescale How will we know? Working group established, consultation and first draft complete having reviewed areas identified for consideration within phase 1. Phase 2 will commence following publication of updated HMIE guidance expected August 2027. June 2027 First draft will be completed with identified areas from phase 1 of the review. Planned outcome: By July 2027, leaders, at all levels, will be empowered act as role models and drivers of digital change and to upskill and improve digital pedagogy. Planned Action Timescale How will we know? Digital strategy core workstream groups to be identified, with lead person and members from schools and central team identified Jul 2027 Action log and group workstream plans Develop a model with all stakeholders to ensure all learners have increased, equitable access to digital technology Jul 2027 Business case accepted by Education and Learning Strategic Lead and SMT for inclusion in the Capital Spend Programme. Training programmes and workshops developed for leaders at all levels Jul 2027 All Headteachers on the Leading Change Programme will report feeling confident in their understanding of high- quality digital learning and teaching pedagogy. 80% of schools will identify a Digital Champion either for their school or Local Management Group (LMG) and attend network meetings. (baseline 56%) All probationers will report feeling confident in the use of digital accessibility tools - 10 practitioners to achieve a Digital Schools Award Page 170 of 340
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Education Improvement Plan 2026-27 27 A Perth and Kinross where everyone can live life well, free from poverty and inequality Scotland (DSAS) Digital Educator and/or Influencer Award Planned outcome: By June 27 the Relationships and Behaviour framework will be augmented by guidance and resources for good practice in community level relationships and behaviour work and by development plans for any gaps in PKC approaches and programmes. Planned Action Timescale How will we know? Short literature review Dec 2026 Overview of evidence base report National good practice gathering Jan 2027 Overview of good practice and innovation examples Review of actions to date and agreement on next steps Oct 2026 Action plan drawn up Development plan written and agreed with recommendation, and actions being implemented Jun 2027 Analysis of gaps outlined with suggested actions clarified Planned outcome: By June 2027 schools and ELC settings will have been supported to implement the PKC Relationships and Behaviour framework and consequences guidance. Planned Action Timescale How will we know? Implementation plan developed Jun 2027 Feedback from stakeholders on impact and outcome Completion of practitioner pack Dec 2026 Feedback from practitioners Page 171 of 340
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Education Improvement Plan 2026-27 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality Acronym Meaning AAA Alternative Assessment Arrangements ACE Apprenticeship and Career Education ACEL Achievement of Curriculum for Excellence Levels ACORN Geodemographic Segmentation of the UK’s population AI Artificial Intelligence ASN Additional Support Needs BGE Broad General Education CECYP Care-experienced Children and Young People CIC Curriculum Improvement Cycle CIRCLE Child Inclusion Research into Curriculum Learning Education CLPL Career Long Professional Learning CRIS Cyber Resilience and Internet Safety CSoA Community School of Auchterarder CYP Child or Young Person CYPP Child or Young Person’s Plan CYP Tenancy Secure Microsoft 365 Education Environment DSAS Digital Schools Award Scotland EandL Education and Learning EAL English as an Additional Language ELC Early Learning and Childcare FSM Free School Meals FTE Full-time Equivalent GIRFEC Getting it Right for Every Child HMIE His Majesty’s Inspectorate for Education HT Headteacher HWB Health and Wellbeing ICSP Integrated Children’s Services Plan ICT Information and Communication Technology ISP Intensive Support Provision LMG Local Management Group LTA Learning, Teaching and Assessment LTAC Learning, Teaching, Assessment and Curriculum MIS Management Information System NCCT Non-Class Contact Time NHS National Health Service NIF National Improvement Framework NPT National Profiling Tool ONS Office for National Statistics Appendix 1 – Glossary of Terms Page 172 of 340
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Education Improvement Plan 2026-27 29 A Perth and Kinross where everyone can live life well, free from poverty and inequality PKC Perth and Kinross Council PPST Primary Pupil Support Teacher PSA Pupil Support Assistant QI Quality Indicators QIF Quality Improvement Framework QIO Quality Improvement Officer QIR Quality Improvement Review QS Qualifications Scotland (Previously SQA) RAAS Raising Attainment and Achievement Strategy RCCT Reduced Class Contact Time SAC Scottish Attainment Challenge SCP School College Partnership SCQF Scottish Credit and Qualification Framework SDS Skills Development Scotland SEBN Social, Emotional and Behavioural Needs SEF Strategic Equity Fund SIMD Scottish Index of Multiple Deprivation SMT Senior Management Team STEM Science, Technology, Engineering and Mathematics UDL Universal Design for Learning UHI University of the Highlands and Islands WFWF Whole Family Wellbeing Fund Page 173 of 340
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Education Improvement Plan 2026-27 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality If you or someone you know would like a copy of this document in another language or format, (on occasion, only a summary of the document will be provided in translation), this can be arranged by contacting the Customer Service Centre on 01738 475000. You can also send us a text message on 07824 498145. All Council Services can offer a telephone translation facility. BSL users can contact us via Contact Scotland BSL, the online British Sign Language video relay interpreting service. Find out more on the Contact Scotland BSL website https://contactscotland-bsl.org Page 174 of 340
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 16 September 2026 Report Title: School Terms and Holiday Dates 2027/28 and 2028/29 Report Number: 26/248 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 set out the future school terms and holiday dates for all schools in Perth and Kinross for school sessions 2027/28 and 2028/29. This report outlines the considerations in determining these dates and consultation which has been undertaken prior to consideration by Committee. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Main Issues 4. Additional Closure Days 5. Proposals 6. Impact and Value Assessment 7. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Approves the proposed schemes, as attached, as the dates for school terms and holidays for sessions 2027/28 and 2028/29. 2.2 Approves the proposals for school closure days for In-Service and Occasional Holidays. 6 Page 175 of 340
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2.3 Notes the arrangements for additional closure days for schools, where necessary. 3. Background/Main Issues 3.1 The scheme of dates for School Terms and Holidays must comply with the statutory requirement of 190 school days for pupils and 195 school days for teaching staff. 3.2 In line with guidance from the Scottish Government, consultation was previously undertaken with local authorities with the intention of trying to bring the holiday patterns of neighbouring Councils closer together. However, preferred local patterns and local decision-making means that complete uniformity has rarely been achieved. 3.3 Prior to 2007, it had been determined the scheme of holiday dates ensured that both Good Friday and Easter Monday fell within the spring break. As Easter dates vary, this resulted in the spring break being taken at differing dates between mid-March and mid-April. 3.4 In a bid to standardise this break, other local authorities had taken decisions to ensure the spring break commences on the first Monday in April in each school session. Perth and Kinross Council Lifelong Learning Committee agreed in 2007 (Report No. 07/530 refers) that the same approach was to be adopted in Perth and Kinross from 2007 onwards. 3.5 As both Good Friday and Easter Monday are recognised public holidays for many parents and for Perth and Kinross Council staff, it was agreed that all future proposed draft schemes should continue to allow both Good Friday and Easter Monday to be school holiday dates wherever they do not fall into the standard spring break. Not all local authorities continue to allow both Good Friday and Easter Monday to be school holiday dates where they fall outwith the spring break. However, it should be noted that where it has been the case that Good Friday and Easter Monday has fallen outwith the spring break, it has not been positively received by many parents and staff to split these as separate holidays. 3.6 The Committee will wish to note that both Good Friday and Easter Monday in 2028 and 2029 fall within the proposed spring break each year and will be designated school holidays. 3.7 As a result of further consultation undertaken in 2008, it was agreed that from 2010, the October break should commence the 2nd week in October. Perth and Kinross Council Lifelong Learning Committee subsequently agreed this pattern of dates for the October break to be effective from October 2010 onwards (Report No. 08/401 refers). This provided Perth and Kinross with a standard pattern of dates each year. Page 176 of 340
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3.8 The established pattern of dates provides operational and logistical benefits in addition to better balancing the Autumn and Winter terms. The consultation undertaken had identified concerns from headteachers regarding the previous patterns of dates with the impact on the interruption to pupils’ learning with the October break taking place so close to the schools returning in August and the Autumn and Winter terms being unevenly balanced. 3.9 The previous pattern of In-Service days which had operated for a number of years provided no In-Service day in Term 4, thus not providing an In-Service day between February and August. Following feedback from headteachers, it was agreed in 2022 to amend the pattern of In-Service days to ensure an In-Service day takes place in Term 4. Feedback on the proposed dates for 2027/28 and 2028/29 has indicated a strong preference to revert to having two In-Service days in August. The pattern of In-Service days for 2027/28 and 2028/29 reflects this and will operate with two In-Service days in Term 1 and one In-Service day in Term 2, Term 3 and Term 4. 3.10 There are several challenges and considerations which require to be addressed in the setting of the In-Service day in Term 4. Whilst many schools prefer this to be taken at the end of the Easter holidays, this causes difficulties for secondary school staff in respect of Scottish Qualification Authority (SQA) examination preparations. Additionally, serious consideration requires to be given to the timing of the SQA timetable and the requirement for pupils to be able to attend schools for examinations, as school transport does not operate on In-Service days. Therefore, the pattern of In-Service days for 2027/28 and 2028/29 reflects this. 3.11 The historical lunchtime finish at Christmas and Summer has been raised as an issue in other local authorities as this does not fulfil the statutory requirement for pupils to have 190 full days in school or for teachers to fulfil their contractual 195 full days where schools close at lunchtime on a full school day. Other local authorities have resolved this matter by bringing an end to the lunchtime closure. The consultation sought views on allowing the lunchtime closure to continue whilst still ensuring our statutory requirements where the lunchtime closure could be continued by these being counted as half days and not full days. The feedback on the proposed dates indicated a strong preference to end the lunchtime closures, thus ensuring that an additional day was not removed from the Summer break to accommodate two half days. 3.12 In response to feedback regarding the length of the Spring Term and the impact that has on pupils, it is proposed to extend the Mid-Term break from 3 days to a full week for pupils. This was generally positively received during the consultation. However, feedback from staff was that this should also be a full week for staff, where possible, but this should not result in a reduction to the Summer break which should continue to provide 6 full weeks holiday. Therefore, the Mid-Term break will operate as one In-Service day and 4 holiday days. To facilitate this without impacting the Summer break, the May Day public holiday will no longer be taken as a school holiday. Page 177 of 340
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3.13 In the past, significant issues have arisen for parents and staff where there was no commonality or any overlap between neighbouring local authorities in setting the holiday dates. This had resulted in teaching staff living and working in different authority areas having completely different holidays to their own children and the same for parents who live and work in different authorities. A number of children attend schools in neighbouring authorities, particularly at secondary school, which left parents having primary and secondary children with different holiday dates depending on where they attended school. This presented both parents and staff with significant childcare issues in addition to the difficulties of organising family holidays. Operationally, shared school transport and school day only service buses can also be affected by different authority holiday dates. 3.14 The proposed scheme of dates for sessions 2027/28 and 2028/29 continues to reflect and address these issues as best they can and these are shown as Appendix 1 and Appendix 2. Attached at Appendix 3 and Appendix 4 is the comparison of holiday dates for all neighbouring local authorities, where these are known. 3.15 Perth and Kinross Council’s pattern of holiday dates provides a level of commonality with our neighbouring Councils, in particular Dundee, Angus and Fife which provides operational and logistical benefits, and certainty for parents and staff regarding the timing of the school terms and holiday dates. 4. Additional Closure Days 4.1 The Committee should note that it may be necessary to include additional closure days for additional In-Service days or additional Public Holidays instructed by the Scottish Government. It may also be necessary to include additional closure days in particular schools to facilitate school moves and decant arrangements. These are organised on an individual basis dependant on the needs of the school(s) involved. 4.2 Additional closure days may be organised in accordance with the terms of the powers available under section 133 of the Education (Scotland) Act 1980, where Scottish Ministers are content to allow exceptional school closures. The Strategic Lead - Education and Learning will seek approval from the Scottish Government on a case by case basis as required and notify parents etc as appropriate. All other appropriate management arrangements will be considered prior to seeking Scottish Government approval for additional closure days. 5. Proposals 5.1 The scheme of dates for School Terms and Holidays is considered by the Learning and Families Committee following consultation with Perth and Kinross Council Education and Learning Senior Management Team, Trade Unions, Headteachers and Business Managers. The draft proposals have also been considered by the Joint Negotiating Committee for Teaching Staff (JNCT). Page 178 of 340
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5.2 It is proposed to agree the school terms and holidays for 2027/28 and 2028/29. This allows notification of school terms and holidays to assist in forward planning of family holidays for parents and staff. This proposal also assists in the forward planning and notification of In-Service Training days to staff and parents. 5.3 The Perth and Kinross Council Education and Learning service will provide schools with guidance and clarity regarding the purpose and content of the 5 In-Service days, ensuring that schools are aware of the expectations of how these days are to be planned and will be used. 6. Impact and Value Assessment 6.1 This report has been classified as being an operational report and as such does not require a further full Impact Value Assessment. 7. Appendices 7.1 Appendix 1 - School Terms and Holidays 2027/28 7.2 Appendix 2 - School Terms and Holidays 2028/29 7.3 Appendix 3 - Holiday Dates Across Local Authorities 2027/28 7.4 Appendix 4 - Holiday Dates Across Local Authorities 2028/29 Page 179 of 340
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School Terms and Holidays 2027–2028 Term Event Date Notes No of Pupil Days No of Teacher Days Autumn Term Start – Staff Monday 16 August 2027 In-Service Day (1) Tuesday 17 August 2027 In-Service Day (2) Start - Pupils Wednesday 18 August 2027 End Friday 8 October 2027 38 40 Autumn Holiday Start Monday 11 October 2027 End Friday 22 October 2027 10 10 Winter Term Start Monday 25 October 2027 Friday 12 November 2027 In-Service Day (3) End Tuesday 21 December 2027 Full Day 41 42 Christmas Holiday Start Wednesday 22 December 2027 End Tuesday 4 January 2028 10 10 Spring Term Start Wednesday 5 January 2028 Monday 14 February 2028 In-Service Day (4) Mid-Term Holiday Start Tuesday 15 February 2028 End Friday 18 February 2028 4 4 End Friday 31 March 2028 58 59 Appendix 1 6 Page 181 of 340
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Spring Holiday Start Monday 3 April 2028 End Monday 17 April 2028 11 11 Summer Term Start Tuesday 18 April 2028 Friday 26 May 2028 In-Service Day (5) End Friday 30 June 2028 Full Day 53 54 190 195 Notes: Easter Sunday – 16 April 2028 Page 182 of 340
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`School Terms and Holidays 2028–2029 Term Event Date Notes No of Pupil Days No of Teacher Days Autumn Term Start – Staff Monday 14 August 2028 In-Service Day (1) Tuesday 15 August 2028 In-Service Day (2) Start - Pupils Wednesday 16 August 2028 End Friday 6 October 2028 38 40 Autumn Holiday Start Monday 9 October 2028 End Friday 20 October 2028 10 10 Winter Term Start Monday 23 October 2028 Friday 17 November 2028 In-Service Day (3) End Friday 22 December 2028 Full day 44 45 Christmas Holiday Start Monday 25 December 2028 End Friday 5 January 2029 10 10 Spring Term Start Monday 8 January 2029 Monday 12 February 2029 In-Service Day (4) Mid-Term Holiday Start Tuesday 13 February 2029 End Friday 16 February 2029 4 4 End Thursday 29 March 2029 54 55 Appendix 2 6 Page 183 of 340
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Spring Holiday Start Friday 30 March 2029 End Friday 13 April 2029 11 11 Summer Term Start Monday 16 April 2029 Friday 25 May 2029 In-Service Day (5) End Friday 29 June 2029 Full Day 54 55 190 195 Notes: Easter Sunday – 1 April 2029 Page 184 of 340
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Appendix 3 PKC Dundee Angus Fife Stirling Clackmannan Argyll & Bute Aberdeenshire Highland Start Monday 16 August 2027 Monday 16 August 2027 Monday 16 August 2027 Monday 16 August 2027 Monday 9 August 2027 Monday 9 August 2027 Thursday 12 August 2027 Monday 23 August 2027 Monday 16 August 2027 End Friday 8 October 2027 Friday 8 October 2027 Friday 1 October 2027 Friday 8 October 2027 Friday 8 October 2027 Friday 8 October 2027 Friday 8 October 2027 Friday 8 October 2027 Friday 8 October 2027 Start Monday 11 October 2027 Monday 11 October 2027 Monday 4 October 2027 Monday 11 October 2027 Monday 11 October 2027 Monday 11 October 2027 Monday 11 October 2027 Monday 11 October 2027 Monday 11 October 2027 End Friday 22 October 2027 Friday 22 October 2027 Friday 15 October 2027 Friday 22 October 2027 Friday 22 October 2027 Friday 22 October 2027 Friday 22 October 2027 Friday 22 October 2027 Friday 22 October 2027 Start Monday 25 October 2027 Monday 25 October 2027 Monday 18 October 2027 Monday 25 October 2027 Monday 25 October 2027 Monday 25 October 2027 Monday 25 October 2027 Monday 25 October 2027 Monday 25 October 2027 End Tuesday 21 December 2027 Wednesday 22 December 2027 Wednesday 22 December 2027 Wednesday 22 December 2027 Tuesday 21 December 2027 Tuesday 21 December 2027 Wednesday 22 December 2027 Tuesday 21 December 2027 Tuesday 21 December 2027 Start Wednesday 22 December 2027 Thursday 23 December 2027 Thursday 23 December 2027 Thursday 23 December 2027 Wednesday 22 December 2027 Wednesday 22 December 2027 Thursday 23 December 2027 Wednesday 22 December 2027 Wednesday 22 December 2027 End Tuesday 4 January 2028 Wednesday 5 January 2028 Wednesday 5 January 2028 Wednesday 5 January 2028 Tuesday 4 January 2028 Tuesday 4 January 2028 Tuesday 4 January 2028 Tuesday 4 January 2028 Tuesday 4 January 2028 Start Wednesday 5 January 2028 Thursday 6 January 2028 Thursday 6 January 2028 Thursday 6 January 2028 Wednesday 5 January 2028 Wednesday 5 January 2028 Wednesday 5 January 2028 Monday 5 January 2028 Wednesday 5 January 2028 End Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Friday 31 March 2028 Start Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 Monday 3 April 2028 End Monday 17 April 2028 Friday 14 April 2028 Monday 17 April 2028 Friday 14 April 2028 Monday 17 April 2028 Monday 17 April 2028 Monday 17 April 2028 Friday 14 April 2028 Monday 17 April 2028 Start Tuesday 18 April 2028 Monday 17 April 2028 Tuesday 18 April 2028 Monday 17 April 2028 Tuesday 18 April 2028 Tuesday 18 April 2028 Tuesday 18 April 2028 Monday 17 April 2028 Tuesday 18 April 2028 End Friday 30 June 2028 Thursday 29 June 2028 Friday 30 June 2028 Thursday 29 June 2028 Friday 23 June 2028 Friday 23 June 2028 Thursday 29 June 2028 Thursday 6 July 2028 Thursday 29 June 2028 Spring Term Spring Holiday Summer Term School Terms 2027-2028 Autumn Term Autumn Holiday Winter Term Christmas Holiday 6 Page 185 of 340
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Appendix 4 PKC Dundee Angus Fife Stirling Clackmannan Argyll & Bute Aberdeenshire Highland Start Monday 14 August 2028 Dates not yet agreed / published Monday 14 August 2028 Dates not yet agreed / published Monday 14 August 2028 Monday 14 August 2028 Friday 11 August 2028 Monday 21 August 2028 Dates not yet agreed / published End Friday 6 October 2028 Dates not yet agreed / published Friday 6 October 2028 Friday 6 October 2028 Friday 6 October 2028 Friday 13 October 2028 Start Monday 9 October 2028 Monday 9 October 2028 Monday 9 October 2028 Monday 9 October 2028 Monday 16 October 2028 End Friday 20 October 2028 Friday 20 October 2028 Friday 20 October 2028 Friday 20 October 2028 Friday 27 October 2028 Start Monday 23 October 2028 Monday 23 October 2028 Monday 23 October 2028 Monday 23 October 2028 Monday 30 October 2028 End Friday 22 December 2028 Friday 22 December 2028 Friday 22 December 2028 Thursday 21 December 2028 Friday 22 December 2028 Start Monday 25 December 2028 Monday 25 December 2028 Monday 25 December 2028 Friday 22 December 2028 Monday 25 December 2028 End Friday 5 January 2029 Friday 5 January 2029 Friday 5 January 2029 Wednesday 3 January 2029 Friday 5 January 2029 Start Monday 8 January 2029 Monday 8 January 2029 Monday 8 January 2029 Thursday 4 January 2029 Monday 8 January 2029 End Thursday 29 March 2029 Thursday 29 March 2029 Thursday 29 March 2029 Thursday 29 March 2029 Thursday 29 March 2029 Start Friday 30 March 2029 Friday 30 March 2029 Friday 30 March 2029 Friday 30 March 2029 Friday 30 March 2029 End Friday 13 April 2029 Friday 13 April 2029 Friday 13 April 2029 Friday 13 April 2029 Friday 13 April 2029 Start Monday 16 April 2029 Monday 16 April 2029 Monday 16 April 2029 Monday 16 April 2029 Monday 16 April 2029 End Friday 29 June 2029 Friday 29 June 2029 Friday 29 June 2029 Friday 29 June 2029 Friday 6 July 2029 Spring Term Spring Holiday Summer Term School Terms 2028-2029 Autumn Term Autumn Holiday Winter Term Christmas Holiday 6 Page 187 of 340
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 16 September 2026 Report Title: Trips and Excursions Policy Report Number: 26/249 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 set out the policy which Perth and Kinross Council (PKC) schools and other staff working with children and young people should follow when planning, managing and delivering trips and excursions. 1.2 Sections 1. Purpose 2. Recommendation 3. Background/Context 4. Main Issues 5. Proposals 6. Conclusion 7. Impact and Value Assessment 8. Appendices 2. Recommendation It is recommended that the Committee: 2.1 Approves the updated Trips and Excursions Policy (Appendix 1). 3. Background/Context 3.1 Well organised trips and excursions undertaken by schools and other staff working with children and young people are a vital part of the learning and social environment, both of which are important in developing the whole child. Children and young people can derive a great deal of educational benefit from 7 Page 189 of 340
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taking part in excursions organised under the auspices of their local authority. In particular, they have the opportunity to undergo experiences not available in the classroom or other learning environments. Trips and excursions can help to develop a participant’s investigative skills, confidence and self-esteem and longer visits, in particular, encourage greater independence. 3.2 The safety and welfare of children, young people and staff must always be the most important consideration in organising any trip or excursion. In organising such trips and excursions, there needs to be a balance provided between safety and initiative, allowing staff organising these to achieve a wide range of curricular and social development aims. Consistency in practice can only be achieved where there is a clear framework and guidance for staff to follow and implement. 3.3 Historically, there was advice provided for headteachers within Tayside Regional Council relating to ratios for adults to children and young people but there was no operational guidance on planning excursions. This had raised issues in terms of consistency with risk assessments, insurance, foreign travel and ratios of adults to children and young people. 3.4 The Department for Education and Employment issued the “Health and Safety of Pupils on Education Visits” booklet in 1998, indicating the need for local authorities to address the issue of guidance for managing excursions. 3.5 In 2001, a working group was established to produce updated guidance which would assist in the management of excursions within the then recently amalgamated PKC Education and Children’s Services. Updated guidance was produced to ensure standardised guidance and forms across the Council and this was approved by the then Education and Children’s Services Committee on 2 October 2002 (Report No. 02/595 refers). The Managing Excursions Guidance was then issued to schools and establishments working with children and young people. 3.6 The then Scottish Executive issued Health & Safety on Educational Excursions guidance in 2004. Whilst this was not intended to replace local guidance, it offered supplementary national guidance reflecting existing good practice to support the safe management of educational excursions. 3.7 Refreshed guidance was developed by the Outdoor Corporate Advisory Group (OCAG) which was designed to help all those involved in organising educational excursions ensure that those taking part stay safe and healthy. It acknowledged that all excursions and activities require to be, where practicable and in accordance with any reasonable adjustments which can be made, available and accessible to all who wish to participate, irrespective of additional support or medical needs, ethnic origin, sex, religion or belief. It was directed mainly towards staff in schools, those leading community learning and development groups, sports development staff, music tuition staff and similar activity co-ordinators. The Council’s Planning, Managing and Evaluating Your Excursion has been published and in use since 2010. Page 190 of 340
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3.8 The Scottish Government’s Going Out There – Scottish Framework for Safe Practice in Off-site Visits aims to increase opportunities for all Scotland’s children and young people to access learning through off-site visits and the outdoors, improving learning outcomes for all. This framework provides the over-arching strategy and national guidance in respect of the Council’s Planning, Managing and Evaluating Your Excursion guidance. 4. Main Issues 4.1 Since 2015, the Council has been using EVOLVE which is an online educational visit planning, monitoring, approval and reporting system which is used by all schools and services who are organising trips and excursions for children and young people, including the Duke of Edinburgh Award Scheme. EVOLVE assists staff who are planning visits and excursion to consider all relevant factors using a dynamic online form which adapts to reflect the specifics of the activity being planned and removes the requirement for any paper-based systems and forms. It is a cloud-based system which can be accessed on any device by staff at any time should it be necessary to access any excursion details out of hours. 4.2 Since 2010, aspects of the Council’s Planning, Managing and Evaluating Your Excursion document have been updated. This relates specifically to the Operating Procedures for Adventure Activities which was updated in 2021. This was updated to support the Council’s ongoing licensing requirements with the Adventure Activities Licensing Authority (AALA). 4.3 The Council holds a valid AALA license which is renewed bi-annually with the Health and Safety Executive (HSE) under the Adventure Activities Licensing Regulations 2004. The aim of the adventure activities licensing scheme is to give assurance that good safety management practice is being followed so that young people can have opportunities to experience exciting and stimulating activities outdoors while not being exposed to avoidable risks. The health and safety of trips and operational procedures for staff organising trips and excursions are scrutinised by the HSE as part of the license application every 2 years. 4.4 There have been further developments in terms of the recently approved Cost of the School Day Policy (Report No. 26/140 refers) and the Protection of Vulnerable Groups (Scotland) Act 2007 and Disclosure (Scotland) Act 2020, both of which require to be considered in the planning and delivery of trips and excursions. 4.5 The Council’s Adventurous Activities Advisory Group (AAAG) has developed the updated Trips and Excursions Policy. This incorporates the changes listed above and reflects current good practice across the Council and promotes inclusive access for all participants. 4.6 The draft policy has been considered by the Council’s Strategic Health and Safety Committee and the Joint Negotiating Committee for Teachers (JNCT) and their feedback has been incorporated into the policy. Page 191 of 340
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5. Proposals 5.1 This updated policy will assist the planning and delivery of safe trips and excursions undertaken by schools and other staff working with children and young people reflecting the most up to date legislation and national guidance. 5.2 The policy provides simplified and streamlined guidance for all staff covering all trips and excursions from the lowest risk visits local to schools, to the highest risk adventurous trips abroad. 5.3 There are no changes proposed to the roles and responsibilities of visit leaders or managers, and there are no changes proposed to the trip categories or supervision ratios. 5.4 The implementation and use of this policy is monitored by the AAAG which consists of representatives from; PKC Education and Learning, Finance and Business Support, and Children, Families and Justice services; Live Active Leisure (LAL); and primary and secondary school representatives. 6. Conclusion 6.1 This updated policy incorporates all the relevant legislative and corporate changes which have occurred since 2021 into one document providing simplified and streamlined guidance for all staff involved in the planning and delivery of safe trips and excursions. 6.2 This policy supports all staff involved in organising educational excursions to ensure participant safely and wellbeing whilst recognising the importance of equity for all. 7. Impact and Value Assessment 7.1 This report has been classified as being an operational report and as such does not require a further full Impact and Value Assessment. However, this policy does have a positive impact on child rights and wellbeing. 7.2 Although this report does not require a full Impact and Value Assessment, Legal Services advice is to complete an Equality and Fairness Impact Assessment (EFIA) as this policy has been updated. The Equality and Fairness Impact Assessment (EFIA) undertaken in relation to this report can be viewed in the Equality and Fairness Impact Assessments area of the Perth and Kinross Council website. 8. Appendices 8.1 Appendix 1 - Trips and Excursions Policy Page 192 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality Appendix 1 7 Page 193 of 340
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Trips and Excursions Policy 2 A Perth and Kinross where everyone can live life well, free from poverty and inequality Table of Contents Version History ................................................................................................................................. 3 Foreword ...................................................................................................................................... 4 1. Introduction ........................................................................................................................... 5 2. Legal Framework .................................................................................................................. 7 3. Responsibility for Excursions ................................................................................................ 8 4. Proposal for an Excursion ................................................................................................... 11 5. Planning Your Excursion ..................................................................................................... 14 6. Risk Assessments ........................................................................................................... 16 7. External Providers ............................................................................................................... 18 8. Driver Responsibilities and Rest Requirements .................................................................. 20 9. Travel Insurance ................................................................................................................. 23 10. Participant Information, Preparation and Expectations .................................................... 23 11. Communication with Parents ........................................................................................... 28 12. Emergency Procedures ................................................................................................... 31 13. Physical Capability and Activity Suitability ....................................................................... 35 14. Duke of Edinburgh’s Award (DofE) Expedition Training and Supervision ........................ 35 15. Use of External Providers for Outdoor Activities .............................................................. 35 16. Travelling Abroad............................................................................................................. 37 17. Monitoring of Off‑Site Excursions .................................................................................... 39 Page 194 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 3 # Date Summary of Changes 1 April 2026 Draft version 2 June 2026 Update following H&S Cttee and Education and Learning SMT • Inclusion of relevant legislation and guidance in Introduction Section • Link from Roadmap to Ratios • Inclusion of ASN legislative context 3 July 2026 Update following JNCT 4 August 2026 Changes following feedback from Children, Families and Justice • Addition of MiDAS information re driving times • Addition of reference to PKC Code of Conduct Version History Page 195 of 340
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Trips and Excursions Policy 4 A Perth and Kinross where everyone can live life well, free from poverty and inequality Foreword Off-site excursions offer meaningful opportunities to enhance participant experiences, whether through visits to other establishments, local outings, adventurous activities, or international trips. These activities allow Group Leaders to further motivate, engage, and educate those in their care. When working outside the usual workplace, Group Leaders must assess and manage the safety of the excursion, taking into account the health and wellbeing of: • participants • other supervisors • the general public This requires an awareness of potential hazards and the implementation of appropriate risk‑management measures to protect both the group and the wider public. This policy document provides guidance to support all staff involved in off-site excursions in meeting their responsibilities effectively. Page 196 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 5 1. Introduction Educational excursions offer valuable learning experiences beyond the classroom, allowing participants to develop investigative skills, confidence, self‑esteem; and, during longer visits, greater independence. These experiences enrich learning by providing opportunities that are not otherwise available in traditional settings. This policy supports all staff involved in organising educational excursions to ensure participant safety and wellbeing. It takes into account all relevant legislation, particularly in relation to health and safety, whilst also recognising the importance of equity for all. This includes children and young people who may have additional support needs and for whom additional considerations may be required, as well as those who may face barriers to participation relating to cost. The relevant legislation and guidance is referred to in the relevant sections below but includes: • Health and Safety at Work etc. Act 1974 • Management of Health and Safety at Work Regulations 1999 • Equality Act 2010 • Education (Additional Support for Learning) (Scotland) Act 2004 • Adventure Activities Licensing Regulations 2004 • Road Traffic Act 1988 • Cost of the School Day Policy Developed by the Adventurous Activities Advisory Group (AAAG), it reflects current good practice across the Council and promotes inclusive access for all participants, regardless of additional support or medical needs, ethnicity, sex, or religion. The guidance is relevant to school staff, community learning and development groups, sports development teams, music tutors, and other activity coordinators. The guidance is also applicable to social services staff, countryside rangers, leisure and recreation teams, and others who may organise or lead educational excursions. It is intended to assist Heads of Establishment, Group Leaders, and Activity Leaders in planning safe and effective experiences for participants. For clarity, the following terms are used throughout this guidance: • Establishment – any school, youth centre, or setting organising an excursion • Participants – all individuals taking part in excursions • Heads of Establishments – those with overall responsibility for their establishment • Excursions – all activities delivered by Perth and Kinross establishments • Group Leader – any staff member organising or supervising an excursion • Activity Leader – a Council employee delivering the activity • Parents – parents, carers, or guardians • Base – the establishment from which an excursion is organised This document provides both guidance and Council policy on excursion practice. It is based on the Scottish Government’s Health and Safety on Educational Excursions (2004), available at Health and safety on school excursions: a good practice guide – gov.scot. Page 197 of 340
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Trips and Excursions Policy 6 A Perth and Kinross where everyone can live life well, free from poverty and inequality There is a separate policy relating to adventurous activities. Anyone planning a trip which includes any adventurous activity should consult this from the outset to ensure that all appropriate measures are in place. Page 198 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 7 2. Legal Framework Employers have a legal responsibility under the Health and Safety at Work etc. Act 1974 to safeguard the health, safety, and welfare of their employees and to ensure, so far as is reasonably practicable, the safety of anyone affected by their activities, including participants on off‑site excursions. These duties apply to local authorities, which act as the employer for most establishments organising educational visits. The Management of Health and Safety at Work Regulations 1999 require employers to assess activity‑related risks, implement appropriate control measures, and inform employees of these arrangements. Employees and volunteers must, in turn, take reasonable care for their own and others’ safety, follow instructions and training, and report any significant risks. Staff leading excursions have a common‑law duty of care to act as a parent would in similar circumstances. In terms of equality legislation, the former Disability Discrimination Act 1995 has been fully replaced by the Equality Act 2010, which harmonises and strengthens anti‑discrimination protections across protected characteristics, including disability. The Equality Act remains current and up to date as of April 2026 and explicitly consolidates earlier discrimination laws. The Council must also comply with any relevant sector regulations, including the Adventure Activities Licensing Regulations 2004, which govern licensing for specified adventurous activities. In addition, duties under the Road Traffic Act 1988 apply wherever transport is used; for example, ensuring driver competence, vehicle roadworthiness, and adherence to insurance and licensing requirements. This legal framework underpins all educational excursions, ensuring that activities are planned and delivered safely, inclusively, and in accordance with national legislation and Council policy. Page 199 of 340
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Trips and Excursions Policy 8 A Perth and Kinross where everyone can live life well, free from poverty and inequality 3. Responsibility for Excursions Responsibility for the health, safety, and decision‑making relating to excursions is, in most cases, delegated to the Head of Establishment. No excursion may take place without their approval. 1. Head of Establishment Heads of Establishment are ultimately responsible for ensuring that every excursion complies with: • local authority regulations • local authority health and safety policies • guidance provided through AAAG and EVOLVE EVOLVE is used to formally plan, manage, and gain authorisation for excursions by ensuring all visits are risk-assessed, appropriately supervised, and compliant with local authority and organisational requirements. It provides a clear audit trail for approval, supports safeguarding and health and safety obligations, and helps ensure that all excursions are educationally purposeful, well organised, and safely delivered. Where events are repeated and all details remain the same, multiple dates can be selected on Evolve. In larger establishments, the Head may appoint an Excursions Coordinator to manage and monitor excursion procedures. AAAG will regularly review excursion processes through establishment and site visits. Excursions are normally planned and led by a Group Leader, and the Head of Establishment must ensure that the Group Leader is suitably competent and qualified to manage risks throughout the visit. When participating in an excursion, the Head of Establishment must follow the instructions of the Group Leader, who has sole charge of the excursion. A Head of Establishment Checklist is available on EVOLVE to support them in fulfilling their responsibilities. 2. Responsibilities During an Excursion All individuals involved in an excursion share responsibility for their own and others’ health and safety. Specific roles are outlined below. 3. Group Leader (Visit Leader) The Group Leader, referred to as the Visit Leader on EVOLVE, is the named individual in charge of the excursion. They have overall responsibility for: • the supervision and conduct of the group • ensuring the health and safety of all participants Where there are joint visits involving a number of schools or settings, each Headteacher or Centre Leader is responsible for the children and young people for their own setting. A separate Evolve form should be completed by each school or setting. The Group Leader must be appointed or approved by the Head of Establishment and may be: Page 200 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 9 • a paid member of staff • a suitably qualified volunteer A Visit Leader Checklist is provided on EVOLVE to support this role. 4. Activity Leadership Activity Leaders may be: • Perth and Kinross Council employees, or • qualified external providers invited by the Group Leader They are responsible for safely delivering the specific activity assigned to them. 5. Depute Leader Some excursions may require a Depute Leader. Their responsibilities include: • supporting the Group Leader • taking over if the Group Leader is unable to continue their duties 6. Paid Perth and Kinross Council Staff Paid staff participating in excursions act as employees of the local authority, whether the excursion occurs during or outside normal establishment hours. They must: • prioritise the health and safety of all participants • act as any reasonable parent would in the same situation • act in accordance with PKC Codes of Conduct • follow Group Leader instructions and assist with control and discipline • intervene and notify the Group Leader if they believe an activity poses unacceptable risk 7. Adult Volunteers Adult Volunteers must be fully aware of their roles, responsibilities, and child protection expectations. They must: • support the health and safety of everyone in the group • never be left in sole charge of participants unless specifically agreed through the risk assessment • follow instructions from the Group Leader • raise any safety concerns with the Group Leader immediately All volunteers, including local authority employees acting as volunteers, must: • complete a Council volunteer application form • undergo a PVG Disclosure check Page 201 of 340
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Trips and Excursions Policy 10 A Perth and Kinross where everyone can live life well, free from poverty and inequality There is a range of guidance available in relation to the roles which require PVGs. Education and Learning have published guidance which is available on eric and Disclosure Scotland have detailed tools which support the identification of regulated roles which require a PVG. PVG-Guidance-for-Schools PVG scheme - list of regulated roles - mygov.scot Check if a role needs PVG scheme membership - mygov.scot 8. Participants Participants must be clearly instructed that they must: • avoid unnecessary risks • follow instructions from the Group Leader, supervisors, and venue staff • behave and dress responsibly • respect local customs and codes when abroad • report anything unsafe to the Group Leader Participants whose behaviour presents a risk to themselves, or others, may be excluded from the excursion. Where possible, alternative ways of meeting the excursion’s curricular aims should be provided. 9. Parents / Adults with Parental Responsibilities Parents or carers must be given sufficient written information, and may be invited to briefing sessions, to make an informed decision about their child’s participation. They should also be advised on how to help prepare their child, including reinforcing the excursion code of conduct. Parents/carers will be required to: • provide emergency contact details, ideally for two separate contacts • sign the consent form • provide relevant health information (emotional, psychological, physical) • ensure their child attends with the correct equipment and clothing They must also agree to any arrangements for sending a participant home early, including who will meet the associated cost. Page 202 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 11 4. Proposal for an Excursion 1. Initial Agreement Before any excursion can take place, the Group Leader must obtain initial agreement from the Head of Establishment. The PKC Outline Proposal Form on Evolve can be downloaded from Evolve and used for this purpose. The Head of Establishment, in consultation with the Group Leader, must consider the purpose and objectives of the trip or excursion alongside the potential cost to families. This requires a trip outline, particularly for overseas trips, to be presented to, and approved by, the Head of Establishment prior to any commitments being made or any deposits being paid. The PKC Vision included within the Cost of the School Day Policy states that, “Cost will never prevent any Perth and Kinross pupil attending an educational excursion held during the school day.” There is an expectation that Heads of Establishment will 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. As part of this, hidden costs such as specialist clothing, casual clothing, sleeping bags, passports, toiletries and spending money, should also be considered. This initial discussion with the Head of Establishment allows the Group Leader to: • confirm the purpose and objectives of the excursion • consider any additional needs of participants in line with the Equality Act (2010) • begin drafting an outline plan • complete an initial risk assessment • outline indicative costs and support or subsidies for families where the child or young person could miss out for financial reasons 2. Head of Establishment Agreement and Central Registration After receiving initial approval, the Group Leader must identify which excursion category applies. Per PKC guidance on EVOLVE excursions fall into five categories. Each category requires a specific approval form. Page 203 of 340
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Trips and Excursions Policy 12 A Perth and Kinross where everyone can live life well, free from poverty and inequality 3. Categories, Minimum Supervision Ratios and Consents There should be a minimum of 2 adults on any trip or excursion. This ensures that there is appropriate supervisory cover should an adult fall ill or have an accident. Category Ratio Age Category Internal Agreement Parental Consent Central Registration and Approval Category 1: Regular Excursions eg: Sports fixtures and shorter local outings linked to the delivery of the curriculum Under 2s 1:3 2-3 years 1:5 3-5 years 1:8* P1-P3 1:10 P4-P7 1:15 S1-S4 1:15 S5-S6 1:15 Approval required from Head of Establishment Annual parental consent No Category 2: Optional Excursions eg: End of term outing, trips to a Heritage Centre As above Approval required from Head of Establishment Specific parental consent No Category 3: UK Overnight With or without adventurous activities Nursery and P1-5 not allowed P6-P7 1:12 S1-S4 1:15 S5-S6 1:15 Approval required from Head of Establishment Specific parental consent Yes (at least 6 weeks before) Category 4: Abroad With or without adventurous activities Nursery and P1-5 not allowed P6-P7 1:8 S1-S4 1:8 S5-S6 1:8 Approval required from Head of Establishment Specific parental consent Yes (at least 3 months before) Category 5: Day Trip With adventurous activities Please refer to the section on Adventurous Activities Approval required from Head of Establishment Specific parental consent Yes (at least 6 weeks before) *Where children aged three and over attend ELC settings for fewer than four hours in any one day the adult to child ratio can be one adult to 10 children. NB: There may be occasional situations where P4-P5 young people are involved in overnight excursions. Approval must be sought from Senior Managers for this. Page 204 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 13 NB: These are the minimum ratios that must be adhered to in all circumstances. Ratios may vary if risk assessments identify particular needs within those attending. Approval Requirements: • All five categories require authorisation from the Head of Establishment through EVOLVE. • Categories 3, 4, and 5 also require technical approval from the Local Authority. • These excursions must be submitted on EVOLVE as early as possible and no later than six weeks before the excursion date. 4. Regular Sports Fixtures (Categories 1 and 2) For recurring sporting fixtures, such as football or rugby league matches, there is no requirement to submit a separate EVOLVE approval for every fixture. Instead use EVOLVE’s “regular dates” feature to cover a full year (or more) of fixtures. Any changes to planned events can be added in the “added notes” section. 5. Excursions Involving Home Stays Excursions that involve home stays (including reciprocal visits) require the approval of a Head of Service, in addition to normal approvals. Group Leaders must complete suitable and sufficient risk assessments to reflect the additional risks associated with home stays. 6. Parental Consent Parental consent is required for all excursions. Types of Consent • Category 1 excursions require annual parental consent (minimum requirement). • Categories 2–5 excursions require specific parental consent. Example consent forms for both types are available on EVOLVE. Page 205 of 340
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Trips and Excursions Policy 14 A Perth and Kinross where everyone can live life well, free from poverty and inequality 5. Planning Your Excursion Effective planning is essential for every excursion whether it is a short visit to a local park, museum, or swimming pool, or a residential trip within the UK or overseas. Planning must begin well in advance of the departure date. Planning must also include consideration of reasonable adjustments required for children with additional support needs, in line with the Equality Act 2010. The Education (Additional Support for Learning) (Scotland) Act 2004 should also be considered. This complements the Equality Act by focusing on meeting learner needs and enabling access. There is a duty to identify and meet additional support needs as well as to consider additional support which may be required for short or long-term periods. This means planning for excursions must consider a wide range of needs, not just disability. Visits to another school as part of transition or enhanced transition do not require the completion of a form in Evolve. A risk assessment may be required for transport especially where the child or young person has additional support needs. 1 Responsibility for Planning In most cases, the Head of Establishment delegates the planning of the excursion to the Group Leader. The Head of Establishment must be satisfied that the Group Leader: • is competent to lead the excursion • has sufficient experience to manage the visit safely and effectively All planning steps and required information are included within the EVOLVE form, located on the left-hand side of the EVOLVE page. This ensures a consistent and structured approach to planning. 2 Financial Guidelines Where a parental contribution is requested, the following financial procedures must be followed: • A receipt must be issued for every contribution received • A Financial Statement must be prepared at the end of the excursion The final Financial Statement must be shared with parents/guardians of participating pupils This ensures transparency and compliance with financial guidelines. Planning of trips and excursions should also take the Cost of the School Day Policy into consideration to ensure fairness and equity across all school environments. Page 206 of 340
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Trips and Excursions Policy 16 A Perth and Kinross where everyone can live life well, free from poverty and inequality 6. Risk Assessments Effective risk assessment is a critical part of planning any excursion. It ensures that hazards are identified, risks are controlled, and appropriate safety measures are in place before the excursion takes place. Wherever possible, the Group Leader should carry out an exploratory visit to the location. This helps ensure that risks are accurately identified and that the environment, activities, and logistical arrangements are fully understood. EVOLVE provides access to a comprehensive suite of risk assessments to support safe and effective excursion planning. These include generic risk assessments for common activities, travel, and supervision, which can be adapted to individual visits, as well as specific risk assessments relating to venues, activities, environments, medical needs, and participant requirements. Together, these ensure that foreseeable risks are identified, proportionate control measures are in place, and responsibilities are clearly defined, enabling visits to be planned consistently and in line with health, safety, and safeguarding expectations. All staff involved in risk assessments must be appropriately trained. Details of training are available here. A written risk assessment must: • be completed well in advance of the excursion • be comprehensive but not overly complex • be approved and signed off by an individual with the authority to implement further control measures (in most cases, the Head of Establishment) Risk assessments do not require complex technical detail or professional health and safety qualifications, but they must be thorough and practical. Time should be made available for a pre-visit to any new establishment being visited for the first time to enable the completion of a risk assessment. EVOLVE provides examples of generic risk assessments and site-specific risk assessments. These can be used as a starting point. However, all event-specific details must be recorded in the “Event Specific Notes” section on EVOLVE to ensure accuracy. When an Excursion Cannot Proceed If identified risks cannot be controlled to a reasonable level, or if the programme cannot be adapted to reduce risks, the excursion must not take place. Key Considerations When Assessing Risk Risk assessment should address the following questions: • What are the hazards? • Who might be affected? • What control measures are needed to reduce risks? • Can the Group Leader ensure these control measures are followed? • How will the effectiveness of controls be monitored and reviewed? Page 208 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 17 • What are the emergency procedures? Factors the Group Leader Must Consider When developing and reviewing the risk assessment, the Group Leader should consider: • Excursion and activity details • The type of excursion and level of activity involved • Location, routes, and transport arrangements Supervision • Competence, experience, and qualifications of staff • Group composition, including supervisors who may also have children on the excursion • Ratios of supervisors to participants Participants • Age, competence, fitness, and behaviour • Suitability of the activity for each participant • Additional support needs, including medical requirements Equipment and Environment • Quality and suitability of equipment • Seasonal conditions, weather, and timing • How to respond if a participant becomes unwilling or unable to continue Emergency Preparedness • First aid provision and emergency procedures • Ongoing monitoring of risks throughout the excursion Page 209 of 340
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Trips and Excursions Policy 18 A Perth and Kinross where everyone can live life well, free from poverty and inequality 7. External Providers What is an External Provider? An External Provider is any organisation or individual outside the Council that delivers adventurous or specialist activities during an excursion. The Council maintains a list of Approved External Providers. This can be accessed here or on Evolve. If a Group Leader wishes to use a new provider not currently on the list, this must be discussed with the Technical Advisor at least 3 months in advance of the planned activity. Duration of approval Once an organisation becomes an Approved Provider, they are subject to a three-year review cycle carried out by the AAAG and the Technical Advisor During this review, AAAG and the Technical Advisor will check: • insurance documentation • required licences to operate • quality of service and any feedback received If significant concerns arise, an immediate review will take place. Monitoring visits may also be carried out during the three-year approval period. How to enquire about an External Provider A register of Approved External Providers is available on EVOLVE. Alternatively, enquiries can be directed to the Technical Advisor. If the provider is already on the approved list, the excursion may proceed once all other required paperwork is completed as part of the normal excursion planning process. What if the provider is not on the Approved List? If the provider is not listed, then we cannot enter into an excursion agreement with them. Our Technical advisor will confirm this. To have them approved, AAAG will await instruction from the Technical Advisor, who will begin the necessary checks to determine whether approval should be pursued. No further arrangements may be made until approval is confirmed. At this stage, our Technical Advisor can also recommend alternative providers who already appear on the approved list. If instructed to proceed, AAAG will send the organisation an External Provider questionnaire. This questionnaire is designed to gather the information required to determine compliance with Council quality and safety standards. Page 210 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 19 Approval process Once the provider submits the completed questionnaire, AAAG will review it. AAAG meets quarterly, but may request additional information, which can extend timelines. Approval is not guaranteed and may be refused. If approved, an Approved Provider Agreement is issued, signed by the AAAG Chair, and sent to the provider. The provider must sign and return a copy to AAAG. Only after this process is complete may excursions be arranged with the organisation. Because this process can take considerable time, early planning is essential when proposing a new provider. Responsibilities when using an External Provider All leaders using an external provider must: • understand their own roles and responsibilities • know exactly what the provider is responsible for • clarify supervision arrangements This includes agreeing in advance: • who supervises during free time • responsibilities during mealtimes • when staff must directly oversee participants Clear agreement prevents misunderstandings and ensures safe practice throughout the excursion. Approved Providers from other Local Authorities Providers approved by other local authorities may also be used. However, they must still meet the same approval processes and quality standards required by the Council. Using Tour Operators and Providers for Activities Abroad Before arranging any visit abroad: • contact the Technical Advisor and your Head of Establishment for guidance • discuss any adventurous or outdoor education components with the Technical Advisor at least 12 months in advance These early discussions ensure: • the tour operator is ABTA bonded • appropriate insurance arrangements are in place • activities are supported by qualified and competent providers Page 211 of 340
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Trips and Excursions Policy 20 A Perth and Kinross where everyone can live life well, free from poverty and inequality 8. Driver Responsibilities and Rest Requirements The Head of Establishment must ensure that all staff driving Council minibuses have an adequate rest period before driving. Drivers must also comply with all relevant Department for Transport (DfT) regulations. The Council’s Minibus Coordinator can provide guidance and appropriate reference materials regarding the safe operation of minibuses. General Expectations of Minibus Drivers Minibus drivers must: • follow local authority or establishment guidance • not drive if taking medication or undergoing any treatment that may impair judgement or ability • know emergency procedures • avoid long periods of continuous driving and take rest breaks when required. MiDAS guidance states that a 15-minute break should be taken after 2 hours driving. • mobile phones must not be used when driving – higher penalties of £2,500 fine plus 6 penalty points on licence. • comply with all relevant DfT regulations and insurance requirements • consider the impact of their working day or duties prior to driving Use of High‑Capacity People Carriers The Council does not currently offer formal driver training for high‑capacity people carriers. Until such training exists, drivers should be encouraged to: • complete MIDAS training • follow MIDAS best‑practice guidance when operating people carriers Maintenance and Safety Checks of Council Minibuses The Head of Establishment is normally responsible for minibuses located at their base but may delegate daily maintenance tasks to a trained member of staff. The designated staff member must: • carry out daily checks using the driver checklist • report all defects to Fleet Management using the defect report process • maintain the vehicle’s record‑of‑use, including service history and insurance • ensure all drivers have valid MIDAS certification • ensure the minibus is signed in and out correctly If an establishment borrows a minibus from another location, the borrowing establishment must complete its own safety checks. Important Contacts Page 212 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 21 Fleet Management (Mon–Fri, 07:30–17:00) 01738 477135 01738 477138 Minibus Coordinator (Mon–Fri, 08:00–16:30) 07500 122820 Out of Hours – Breakdown (AA) 0800 424151 Reference: 0070758 For tyre repairs outwith normal working hours contact Redpath Tyres on 0131 334 7387. Use of Private Cars When Group Leaders, volunteers (including DofE), or others use their own cars to transport participants, they must ensure: • the vehicle is roadworthy • the driver holds a valid licence • the insurance policy for the vehicle/driver must include business use to allow the transportation of passengers • seat belts are fitted to all passenger seats • seat belts are worn at all times Drivers may be asked to show original documentation. Volunteers must be vetted before being permitted to transport participants. Child Seat Legislation The Group Leader must ensure the correct seats are available and used correctly. Age / Height Range Requirement Under 3 years appropriate child seat Age 3–12 / under 1.35m (4ft 5in) child seat or booster 12+ or 1.35m+ adult seat belt Additional Safeguarding and Safety Measures • Parents must give consent for their child to travel in others’ cars • Avoid situations where a driver is alone with a single child • Use a central pick-up/drop-off point rather than home drop-offs • Ensure that there are arrangements in place for wheelchair users which meet the requirements of the Equality Act 2010. Supervision on Transport Supervision levels must be included in the risk assessment. The Group Leader is responsible for behaviour, safety, and discipline at all times. Page 213 of 340
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Trips and Excursions Policy 22 A Perth and Kinross where everyone can live life well, free from poverty and inequality Normally, the driver should not supervise passengers, although this may be acceptable for short journeys with small groups of older pupils. All passengers must be shown: • emergency exits • first‑aid locations • fire safety equipment The Group Leader must also be aware of alternate routes or transport arrangements. Key Factors When Planning Supervision The Group Leader should consider: Double‑decker vehicles • One supervisor per deck (as a standard expectation) Road-crossing safety • Pupils must follow the Highway Code and Green Cross Code • Use pedestrian crossings, lights, or footbridges whenever possible Public transport (buses, trains, ferries, boats) • Clearly explain movement limits and behaviour expectations • Misbehaviour is a common cause of accidents • Ensure pupils know emergency procedures Booking public transport • Reserve seats early so the group can remain together Pick-up and drop-off safety • Ensure pupils behave safely while waiting • Pay particular attention when using UK transport abroad Rest stops • Plan stops in safe areas • Ensure compliance with legal driver rest regulations Breakdowns or accidents • Pupils must remain under direct supervision at all times Passenger headcounts • Use a checklist every time: Boarding Leaving After rest stops After refuelling Page 214 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 23 Seat belts • Must be worn whenever seated and the vehicle is moving Visibility clothing • Consider using identifiable clothing (eg coloured hoodies, hats) Driver area access • No pupil may access the driver’s area at any time Travel sickness medication • Only administer with prior written parental consent • Must follow the authority’s medication policy 9. Travel Insurance Type of Insurance and Cover provided by Perth and Kinross Council The policy provides financial protection for a range of specified risks, including: • trip cancellation for individuals in certain circumstances • personal accident • medical expenses • loss of or damage to personal effects • legal liability expenses Full details of the cover are available here. 10. Participant Information, Preparation and Expectations 1. General Guidance Careful planning, good organisation, and proper preparation significantly reduce risks during excursions. Participants must receive clear information and guidance, so they understand: • what the excursion involves • what is expected of them • the behaviour standards they must follow • any potential hazards and how to act safely Good behaviour and discipline are essential. Many accidents occur when there is poor control, unclear rules, or unsafe conduct. Where appropriate, participants should also be involved in planning, carrying out, and reviewing aspects of the excursion. This may include linked curricular work or taking on different roles within an activity. Health and safety considerations should form part of these discussions. 2. Participation and Behaviour The Group Leader must ensure participants are capable of undertaking the planned activities. While young people should be encouraged to challenge themselves, especially in adventurous activities, they must never be forced into something they genuinely fear. A training or briefing session should be held before any adventurous activity. Page 215 of 340
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Trips and Excursions Policy 24 A Perth and Kinross where everyone can live life well, free from poverty and inequality If a participant behaves in a way that creates a safety risk to themselves or others, they should be withdrawn from the activity. On residential visits, the Group Leader may need to consider sending the participant home early. Parents and participants must be told in advance: • how behaviour concerns will be managed • the process for sending a participant home • who is responsible for meeting any costs 3. Equal Opportunities When a visit includes participants with additional support needs or diverse sexual orientations, the selected venue and activities must be appropriate, inclusive, and able to accommodate all participants safely and respectfully. Where practicable and with reasonable adjustments, excursions should be accessible to all participants, regardless of: • additional support or medical needs • ethnic background • religion • sex • other protected characteristics 4. Information for Participants The Group Leader may choose the format used to give information but must ensure participants understand key safety messages. For some pupils, especially those on their first overnight stay, this information is vital. Participants should be informed about: • the aims and objectives of the excursion • details about the destination • useful foreign words, where appropriate • local culture and customs • specific hazards and why rules must be followed • safety precautions and reasons for them • any additional measures for participants with disabilities • expected standards of behaviour, including appropriate personal and social conduct • items they must not bring into or out of the UK (eg drugs, weapons) • what to do if approached by someone outside the group • what to do if they become separated • rendezvous arrangements • emergency procedures • who is responsible for the group at all times Residential Visits All participants should carry the address and telephone number of their accommodation. Page 216 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 25 Multiple Activities If the excursion includes activities with different requirements: • each activity must be separately assessed • participants must receive specific information for each task Participants must know who is responsible when duties are delegated to another leader or instructor. If plans change during the visit, the Group Leader must reassess new activities and ensure participants are briefed appropriately. 5. Preparing Participants for Remote Supervision Remote supervision must only occur when the Group Leader is satisfied that participants are ready, trained, and capable of being responsible. Before remote supervision takes place, participants should be given: • emergency contact numbers • money (where necessary) • maps, plans and relevant information • knowledge of the nearest phones and ensuring mobile phones are charged and can connect • clear understanding of out‑of‑bounds areas • identity cards and a rendezvous point Participants must be told: • not to separate from their group • which activities are permitted • what the ground rules are and why they matter 6. Transport Safety Participants using transport must follow basic safety rules: • arrive on time and wait safely • do not rush towards the vehicle • wear seat belts or appropriate child restraints • stay seated while the vehicle is moving • do not tamper with equipment or controls • keep aisles and exits clear • never board or leave a moving vehicle • do not lean out of windows or throw objects • do not leave the vehicle without permission • do not distract the driver • keep clear of doors • after disembarking, wait until the vehicle has moved off before crossing the road • follow the Green Cross Code when crossing roads in the UK • tell a leader immediately if they feel unwell Page 217 of 340
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Trips and Excursions Policy 26 A Perth and Kinross where everyone can live life well, free from poverty and inequality Group Leaders must ensure participants understand what to do if they miss the scheduled departure time. 7. Participants with Additional Medical and Support Needs Heads of Establishments must ensure reasonable adjustments are made to include participants with medical or additional support needs, while maintaining safety for everyone. Planning and risk assessment must consider: • appropriate supervision ratios • additional safety measures • any specific risks relating to individual participants (a) Participants with Medical Needs Additional arrangements may include: • ensuring medication is available, managed, and safely stored • making leaders aware of medical needs and emergency procedures • training staff to administer medication, where required • considering whether a parent or care assistant should accompany the trip Parents should provide: • PVG details • details of medical conditions • emergency contacts • GP information • previous experience of staying away from home • medication details and permissions • allergy and dietary information • toileting or mobility requirements • transport or equipment needs The Group Leader must check whether the insurance policy covers pre‑existing medical conditions. (b) Participants with Additional Support Needs Planning should ensure compliance with the Equality Act 2010 Consider: • how the participant can take part fully • whether activities need to be adapted • additional resources • clear communication of instructions • whether extra supervision is required • whether a supervisor who already knows the participant should accompany them Page 218 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 27 The Group Leader should discuss arrangements with parents to confirm that suitable measures are in place. Page 219 of 340
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Trips and Excursions Policy 28 A Perth and Kinross where everyone can live life well, free from poverty and inequality 11. Communication with Parents 1. Overview Communication with parents is essential for all participants under 16, and for those aged 16–18 who are still in full‑time education. Parents must be kept fully informed about any off‑site activity or excursion, unless it is part of the regular school curriculum and they have already been notified through the school handbook or previous correspondence. For routine activities, seeking annual parental consent may be appropriate. 2. Pre‑Visit Communication For visits involving overnight stays, foreign travel, or adventurous activities: • parents should be invited to a briefing meeting. • written details of the visit should be provided. • information must be clear enough for parents to make an informed decision, recognising that some activities may appear high‑risk but are managed to safe standards. • alternative arrangements must be provided for parents unable to attend or those for whom English is not their first language. • parents should understand that group leaders and supervising adults will exercise the same level of care as a parent. 3. Information Parents Must Receive Parents must be provided with clear information on all matters affecting participant safety and wellbeing, including: • dates of the excursion • the purpose and learning objectives • departure and return times, including confirmation that parents agree to collect their child • pick‑up and drop‑off locations • transport arrangements, including travel providers and duration • group size and supervision levels, including any planned remote supervision • accommodation details, including security and supervisory arrangements • provision for participants with additional support or medical needs • procedures if a participant becomes ill • names of group leaders, staff, and accompanying adults • planned activities and the management of assessed risks • behaviour expectations, including rules relating to alcohol, smoking, sexual conduct, and prohibited items • insurance arrangements, including what is covered, exclusions, and whether parents should obtain additional cover • clothing and equipment requirements • pocket money arrangements and safekeeping • information required from parents and permissions needed • exchange visit details, including host family information Page 220 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 29 • school policy on phone use during excursions • total cost of the visit including options for payment plans in line with the Cost of the School Day Policy. 4. Parental Consent Written parental consent must be obtained for: • annual routine excursions • optional excursions • UK overnight visits • overseas visits • adventurous activities Forms to support the collation of consents are available on Evolve. If parents refuse consent, the participant must not attend, and alternative learning opportunities should be provided where possible. If consent is conditional, the Head of Establishment must decide whether it is safe and appropriate for the participant to join the visit. 5. Consent Form Information The consent form should also gather essential participant information, such as: • allergies or phobias • medication details and administration arrangements • whether the participant self‑administers medication • any recent illnesses or contagious diseases in the household • GP contact details • medical or special dietary needs • travel sickness history • toileting considerations • night‑time tendencies (e.g., sleepwalking) for residential visits • swimming ability and water safety awareness • disabilities or identity information relevant to safeguarding • parent/guardian contact numbers (day and night) • alternative emergency contact details 6. Medical Consent Medical consent should form part of the parental consent process. Parents should be asked to authorise emergency treatment, including anaesthetic or blood transfusion, if deemed necessary by medical professionals. If parents do not agree to this, the Head of Establishment may consider excluding the participant from the visit due to the increased responsibility on the Group Leader. In emergencies, doctors will generally proceed without parental consent, but cultural or religious factors may require explicit permission. Some overseas medical professionals may also request written authorisation from the Group Leader. Page 221 of 340
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Trips and Excursions Policy 30 A Perth and Kinross where everyone can live life well, free from poverty and inequality Where relevant, a translated copy of the medical consent should be carried. Consent forms should reflect modern religious, cultural, and safeguarding considerations. 7. Other Forms of Consent Specific consent is required for: • transporting participants in a private vehicle belonging to a non‑teacher adult • transporting participants in another participant’s vehicle • (at the Head’s discretion) transporting participants in a teacher’s private vehicle • all vehicles and drivers must be appropriately licensed and insured. 8. Early Return Due to Behaviour Parents must be informed in advance if they may be required to fund the early return of a participant whose behaviour becomes a cause for concern. A written agreement may be appropriate. 9. Contact with Parents During the Visit Heads of Establishments must ensure that parents can: • contact their child through the Homebase Contact or Group Leader in a home emergency • receive information in the event of an incident or delay • use established emergency contact numbers both at home and at visit locations Parents should be reminded—ideally in the initial information letter—to: • know all destination details • be aware of emergency contact arrangements • provide day and night contact numbers Participant Contact with Parents The establishment should inform parents when the group has arrived safely. This can be done by: • agreed individual contact by participants • all arrangements must align with school policy on phone use (mobile or landline). If parents become concerned after direct contact with their child, they should contact the Homebase Contact rather than the participant. Page 222 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 31 12. Emergency Procedures 1. Overview Staff in charge of children, young people and adults on an excursion have a duty of care to ensure that every reasonable measure has been taken to secure the health, safety and welfare of those taking part. In the case of children and young people, they also have a common duty to act as a reasonable parent would act and, in addition, they should be fully aware of how to respond to a child protection incident or allegation. Accidents and emergencies can occasionally occur and an essential part of planning an excursion is to anticipate any problems which may arise and have clear emergency procedures which are understood by all those involved. The Group Leader of the excursion is responsible for ensuring that emergency procedures are in place and that they are agreed by the Head of Establishment and communicated to all adults involved in the excursion. Key to any excursion is the identified Homebase Contact. An effective Homebase Contact can take the pressure off the Group Leader if an incident occurs. This would normally be the Head of Establishment, but he or she may delegate this responsibility. Each parent/guardian needs to know how to contact the Homebase Contact as there may be situations such as an emergency at home where information needs to be passed on. The Group Leader should also make contact with the Homebase Contact at a negotiated time at the end of an excursion to confirm a safe return home. In addition to a Homebase Contact, it is essential that all activities involving overnight stays, foreign travel and adventurous activities are registered centrally. This will assist the information flow in the event of an emergency occurring. 2. Information required by the Group Leader and the Homebase Contact is as follows: Every excursion must have an identified Homebase Contact—a key person who supports the Group Leader if an incident occurs. This is normally the Head of Establishment, but authority may be delegated. For visits involving overnight stays, international travel and/or adventurous activities the Homebase Contact must: • be available for the duration of the visit • know how to reach the Group Leader at all times • be contactable by parents in case of an emergency at home • receive an update from the Group Leader confirming the group’s safe return Along with possessing hardcopies of important group participant information the excursion must also be recorded accurately on the EVOLVE system. 3. Essential Information for Emergencies The Group Leader and Homebase Contact must hold up‑to‑date copies of: • approved excursion documentation • full participant list, including: o Name, age, address, gender o Emergency contact details o Medical needs and allergies o Swimming ability (if relevant) Page 223 of 340
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Trips and Excursions Policy 32 A Perth and Kinross where everyone can live life well, free from poverty and inequality o Role (participant, leader, instructor, volunteer) • Full itinerary and programme • Contact details for: o Group Leader during the visit o Homebase Contact If an Emergency occurs that is deemed outwith the norm ie not slips, trips or falls, or that can’t be dealt with by the Group Leader and/or Homebase Contact, they may decide to activate Council Emergency Procedures. To do this the following should be contacted: Contact Number Availability Emergency Response Duty Officer 07623 514867 24/7 Communications Lead 07796 193871 24/7 Insurance Officer 01738 475657 Business hours All emergency numbers must be checked and updated prior to trips and excursions. 4. Roles and Responsibilities During an Emergency Group Leader If an accident or incident occurs, the Group Leader must: • assess the situation quickly and accurately. • ensure immediate safety of the entire group. • identify any casualties and ensure the first aider administers first aid. • contact emergency services when required. • ensure a responsible adult accompanies any participant taken to hospital. • maintain supervision of the remaining group. • contact the Homebase Contact with a factual account of the situation and the support required • keep participants informed without causing alarm. • NOT speak to the media. • record all key details: o what happened o when and where it occurred o actions taken If emergency services or the Homebase Contact cannot be reached, a responsible adult must go to the nearest landline. The first aider must stay with casualties. Homebase Contact When notified of an incident, the Homebase Contact must: • confirm the situation and determine whether assistance is needed • check whether emergency services have been contacted and if not, do so • contact parents/emergency contacts to provide verified information • provide ongoing support to the Group Leader Page 224 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 33 • contact the Council’s Emergency Planning team • maintain accurate records • NOT speak to the media Council’s Emergency Response Duty Officer: 07623 514867, 24/7 When notified, they must: • confirm emergency services involvement • notify the relevant Strategic Lead, or deputy in their absence • alert the Council’s Communications Team to appoint a media spokesperson • notify the Chief Executive or deputy in their absence • confirm that parents/emergency contacts have been informed Staff, Volunteers, and Parent Helpers They must: • ensure participant safety and welfare • know and follow emergency procedures • locate emergency contact numbers when needed • not engage with the media • share information only with relevant officials • record all details of the incident 5. Reporting of Incidents All incidents, including near misses, must be reported to the Group Leader immediately. A written incident record must be completed and should include: • date, time, and location • names and details of those involved • description of what happened • actions taken These should be completed on Evolve, using the Incidents button which can be accessed directly from the trip record. Copies must be shared with the Head of Establishment. Serious incidents must also be sent to: • the appropriate Service Manager • the Health and Safety Team Group Leaders and Homebase Contacts must use the Council’s online incident reporting system and be familiar with reporting procedures. A near miss is an event that caused no harm but had the potential to cause injury or damage. Page 225 of 340
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Trips and Excursions Policy 34 A Perth and Kinross where everyone can live life well, free from poverty and inequality 6. First Aid Requirements First aid provision must be adequate and appropriate for the excursion. Planning must consider: • group size and age • duration and distance from help • known medical needs • location and hazards • whether the group will split into smaller teams • access to emergency services Staffing Requirements At least one qualified first aider must accompany higher‑risk or remote activities. More than one first aider may be required for: • adventurous activities • overseas visits • residential trips If a first aider must accompany someone to hospital, backup first aid cover is required. 7. First Aid Equipment A properly stocked and labelled first aid kit must be available. Contents will vary according to risk assessment, but at minimum should include: • first aid guidance leaflet • sterile plasters • eye pads • triangular bandages • sterile wound dressings (various sizes) • safety pins • disposable gloves • resuscitation face shield (one‑way valve) Supplies must be replenished and expiry dates checked regularly. Refer to Council guidance on first aid for full requirements. 8. Administration of Medicines First aiders are not trained or authorised to administer medicines. The Head of Establishment must decide: • whether medication will be administered • which staff may administer medication • what training they require All medication procedures must follow the Council’s guidance on Administration of Medication in Schools. Page 226 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 35 13. Physical Capability and Activity Suitability Physical Capability The physical capability of every participant must be assessed to ensure the planned activities are appropriate and safe. This assessment should be based on: • medical records • information provided by parents or carers • the instructor’s experience and knowledge of the group If there is any uncertainty about a participant’s fitness or ability, they must provide written medical advice or an up‑to‑date care plan confirming their suitability. The medical professional supplying this advice must be fully informed of: • the nature of the activity • the level of physical exertion required • any associated hazards Weather Considerations Weather conditions can significantly affect safety. Group Leaders must: • obtain reliable weather forecasts before the activity • check updated forecasts during multi‑day activities • use specialist sources where relevant (e.g., www.mwis.org.uk for mountain weather forecasts) rather than relying only on general national forecasts Activities should be adjusted or cancelled if weather conditions present unacceptable risks. 14. Duke of Edinburgh’s Award (DofE) Expedition Training and Supervision Groups participating in Duke of Edinburgh’s Award expeditions must: • follow all guidance in this document • comply with additional national and local DofE regulations and supervision requirements • ensure appropriate training, preparation, and supervision levels are in place 15. Use of External Providers for Outdoor Activities When using an external organisation to deliver outdoor or adventurous activities, the provider must be an Approved Provider (see Section 7 of your wider policy). This ensures the organisation has appropriate accreditation, including: • an Adventure Activities Licensing Authority (AALA) licence if legally required • verified qualifications for instructors • suitable insurance cover • robust safety management systems Page 227 of 340
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Trips and Excursions Policy 36 A Perth and Kinross where everyone can live life well, free from poverty and inequality If using freelance instructors, you must independently verify their: • qualifications • experience • insurance cover Approved providers are listed on EVOLVE. Adventure Activities Licensing Regulations (1996) Under the Activity Centres (Young Persons’ Safety) Act 1995, certain adventure activity providers offering services to under‑18s in a commercial capacity must hold a valid AALA licence. In general, licensing applies to activities delivered in remote or hazardous environments. Example: Climbing on natural rock requires a licence; climbing on an indoor wall usually does not. A licence confirms that the provider’s safety management systems meet required standards. It does not assess accommodation, food, or customer service. Since 1 October 1997, it has been a legal requirement that only licensed providers may deliver activities covered by the regulations. There is a separate policy which covers Adventurous Activities. This should be read in conjunction with this guidance to ensure all appropriate measures are covered. Adventurous Activity Staff and Volunteer Database The Council maintains a central database of all staff involved in delivering adventurous activities. This database includes: • Instructor/Leader names and contact details • verified lists of outdoor and activity-specific qualifications • records of required supplementary qualifications (eg First Aid) All qualifications must be: • verified by a Council representative • copied and signed to confirm the original documents have been seen This system ensures that only appropriately qualified staff lead adventurous activities. Page 228 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 37 16. Travelling Abroad 1. General Overview Travelling abroad offers valuable learning and cultural experiences for children, young people, and young adults. However, it requires earlier, thorough planning and preparation, and most guidance for domestic excursions continues to apply. Along with contacting the Technical Advisor in relation to adventurous activities, the Group Leader must consider the factors listed below before final approval. 2. Key Preparations for Overseas Visits Travel and Insurance The Group Leader must: • ensure the travel company is ABTA/ATOL bonded for financial protection. • confirm comprehensive travel and activity insurance appropriate to the planned itinerary. • ensure adequate first aid arrangements, including suitable medical provision for the destination. • review the safety and suitability of transport arrangements. Emergency Planning The Group Leader must: • establish clear emergency procedures tailored to travel abroad. • gather detailed information about the destination, accommodation, and activity sites. Contact: • other schools with previous experience of the destination • local authority or partner schools in the host country • UK national travel offices • relevant embassies or consulates • travel agents or tour operators Information Research Along with contacting the Technical Advisor, the Group Leader must review up‑to‑date information via: • Government travel advisories Foreign travel advice - GOV.UK • reputable online sources • books or travel guides Health and Vaccinations The Group Leader must: • confirm whether vaccinations are required and ensure all participants receive them in good time. • check if the destination country requires proof of vaccination for entry. Page 229 of 340
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Trips and Excursions Policy 38 A Perth and Kinross where everyone can live life well, free from poverty and inequality • gather relevant medical information for all group members. Language and Identification The Group Leader must: • ideally include at least one adult who can speak or understand the local language. • request passport-sized photographs of pupils (and adults if helpful) for use in emergencies. Passports and Visas The Group Leader must ensure all participants and staff have valid passports early in the planning process. In some circumstances, a group passport may be used - Collective (group) passports: Overview - GOV.UK. Photocopies of all passports must be taken and carried separately. These are essential if a passport is lost or an adult other than the Group Leader must accompany a young person home. Nationality and Immigration Status Where any participant’s nationality, immigration status, or eligibility for a British passport is uncertain, early advice must be sought from the Home Office – Immigration and Nationality Directorate. As our school communities become more diverse, it is essential that Group Leaders consider all potential impacts for children and young people who may not hold a UK Passport. This should be discussed with the tour operator or travel agent prior to bookings being made. Young people who are not UK or EU nationals may require visas to travel within Europe. Some may qualify for visa exemption as part of a school group. This should be discussed with the tour operator or travel agent so that appropriate arrangements can be put in place. They may also be required to: • hold their own passport • use separate border control channels Looked After Children If any participant is a Looked After Child, advice must be sought at the earliest opportunity from the appropriate Service Manager. 3. During the Visit Abroad Participants should carry a small card (in the local language) stating: • the group’s accommodation address • instructions to help reunite them with the group • the Group Leader’s name and emergency contact number Money and Communication Page 230 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 39 All participants should carry: • a small amount of local currency, and/or • a phone card or prepaid mobile credit for emergencies 4. Outdoor Activities Abroad It is essential that the Technical Advisor is consulted at the earliest stage of planning any overseas outdoor activity to ensure that all proposed arrangements meet the required safety, competency, and environmental standards. If outdoor or adventurous activities are planned overseas: The Group Leader must refer to the Adventurous Activities section of the policy. Council staff leading such activities abroad must be: • appropriately trained and qualified • experienced in the relevant country, terrain, and environment Group Leaders must consult the Technical Advisor regarding the validity of UK qualifications abroad, as requirements may differ significantly. 5. Transportation Overseas When travelling abroad, especially outside the EU, Group Leaders must be aware that: • road safety standards • seatbelt laws • driver licensing rules • vehicle safety regulations may differ from those in the UK. Transport arrangements must be risk assessed and checked for suitability 17. Monitoring of Off‑Site Excursions Purpose of Monitoring The primary aim of monitoring is to maintain high standards of health and safety and to quality‑assure all off‑site activities. Monitoring is conducted in a supportive and developmental manner, focusing on continuous improvement rather than inspection alone. Responsibility for Monitoring Monitoring will be carried out by the Technical Advisor or Duke of Edinburgh Development Officer. Selection of excursions for monitoring will be: • partly random, to ensure broad coverage Page 231 of 340
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Trips and Excursions Policy 40 A Perth and Kinross where everyone can live life well, free from poverty and inequality • partly risk‑based, focusing on excursions involving higher‑risk environments or activities Although all types of excursions may be monitored, those with greater potential hazards will receive particular attention. Role of Establishments Even though central monitoring is carried out independently, each establishment must: • operate its own internal self‑monitoring system • appoint an Excursions Coordinator responsible for overseeing the process locally • ensure that any excursion requiring authorisation is submitted to EVOLVE at least six weeks before departure to allow adequate time for monitoring and authorisation arrangements This internal monitoring is an essential component of effective risk management. How Monitoring Will Be Conducted Perth and Kinross Council will use the following methods to monitor excursions. 1. Annual Self‑Evaluation Questionnaire Each establishment will be sent a self‑evaluation questionnaire from AAAG that reviews: • Current systems and procedures • Staffing arrangements • Compliance with relevant safety and planning requirements This helps maintain up‑to‑date information and identify areas for improvement. 2. Review Meetings with the Head of Establishment Monitoring staff may arrange a meeting with the Head of Establishment to review: • Policies and procedures • Risk assessments • Documentation for specific excursions • Staffing plans and supervision levels 3. Fieldwork Monitoring (Observation of an Excursion in Progress) A monitoring officer may accompany a trip to: • Observe how procedures and risk controls are applied in practice • Assess staff competence and supervision • Understand the operational realities of the excursion • Offer advice and developmental feedback Page 232 of 340
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Trips and Excursions Policy A Perth and Kinross where everyone can live life well, free from poverty and inequality 41 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 233 of 340
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 16 September 2026 Report Title: Health Behaviours in School-Aged Children 2026/27 Report Number: 26/250 Report Author: Lynsay Johnston, Community Mental Health Programme Manager Organisational Lead: Arun Singh, Strategic Lead – Children, Families and Justice ___________________________________________________________________ 1. Purpose 1.1 The purpose of this report is to advise Learning and Families Committee members regarding the plans to undertake a survey of children and young people in P6 to S6, attending Perth and Kinross schools. This survey will be based on the Health Behaviour in School-aged Children Scotland Study (HBSC) undertaken by the University of Glasgow on behalf of the World Health Organisation (WHO). 1.2 Sections 1. Purpose 2. Recommendation 3. Background/Context 4. Main Issues 5. Proposals 6. Conclusion 7. Impact and Value Assessment 2. Recommendation It is recommended that the Committee: 2.1 Considers the contents of the report and supports the proposals to undertake a health and wellbeing survey in academic year 2026/27. 8 Page 235 of 340
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3. Background/Context 3.1 HBSC is a cross-national study which aims to increase understanding of young people’s health and wellbeing, health behaviours and social context. The study is run by a research team at the University of Glasgow. 3.2 The survey includes important aspects such as family and peer relationships, the school experience and the socio-economic environment in which they are growing up. 3.3 The survey asks about a variety of topics relating to health and wellbeing and health behaviours. Topics include sleeping habits, electronic media use, eating habits, physical activity, school life, friends, family life, substance use, and sexual health (S4 only). 3.4 The HBSC survey is conducted every four years and collects data from young people attending school, aged 11, 13 and 15 years. The study collects data from around 1500 to 2000 young people in each age group. 3.5 The data collected by HBSC are used to provide population-level statistics and none of the results from the study can be used to identify individuals. These statistics are used to inform the development of policies and programmes tailored to the needs of young people at local, national and international levels. 3.6 During academic year 2021/22, Perth and Kinross schools participated in the unconnected Health and Wellbeing Census Scotland 2021 - 2022, developed by the Scottish Government. The key findings were provided in the report Scottish Government Health and Wellbeing Census (Report No. 23/89 refers) which was presented to the Learning and Families Committee on 15 March 2024. 3.7 In December 2025, the Scottish Government’s Chief Statistician made the decision to discontinue the Health and Wellbeing Census. 4. Main Issues 4.1 It is important to improve and target local services to meet the needs of children and young people as early as possible. Providing early support to them, and their families, can help avoid bigger concerns or problems developing. 4.2 To continue improving local services, it is important that we understand the health and wellbeing needs of children and young people. The best way to do this is to support them to tell us themselves. 4.3 There are currently no surveys which cover the breadth of topics offered by the HBSC and are accessible to most young people attending school. Page 236 of 340
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4.4 It would be beneficial to develop our local understanding by increasing the number and widening the age-range of children and young people sharing their views via a reliable and meaningful study such as the HBSC. 4.5 The data gathered will help better understand the current health and wellbeing needs of children and young people across school communities in Perth and Kinross. The data will also provide an important baseline for measuring change across the life of the new Perth and Kinross Integrated Children’s Services Plan (ICSP) 2026-2029 (Report No. 26/137 refers). 4.6 It is proposed that a survey, based on the HBSC, is completed during academic year 2026/27. The national questionnaire may be adapted according to our local needs. 4.7 The adaptations will be identified and completed by a Task and Finish Group which will consider the questions, administration (including ethics and data protection), parent and carer concerns and analysis of the data gathered through the survey. 4.8 The Task and Finish Group will: • Review questions which collect unnecessary data, duplicate information already available, or lack a clear and justifiable purpose to ensure these are not included. • Ensure that duplicate or substantially similar questions are not included where the information is already captured through other measures or tools (for example, the Educational Psychologist Service's use of the Glasgow Motivation and Wellbeing Profile). • Review ethical considerations throughout the development process, including informed consent, data protection, question wording, accessibility, and sensitivity. This review will balance the need to obtain meaningful data with the responsibility to minimise distress and protect the wellbeing of children and young people, including consideration of appropriate support following survey completion. 4.9 To progress, it is recommended that a Task and Finish Group is established with the following suggested membership: • Principal Educational Psychologist. • Wellbeing and Inclusion Officer. • Youth Work Team Leader. • Secondary School Depute Headteacher. • Primary School Headteacher. • Performance Officer. • IT Data Services Coordinator. • Public Health Scotland Children and Young People’s Team Leader. • NHS Tayside. • NHS East of Scotland Research Ethics Service. Page 237 of 340
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• Third Sector Interface Perth and Kinross. • Information Governance Officer. • Campaigns and Consultation Team Leader. • News and Media Coordinator. 4.10 The Task and Finish Group will report into the Getting it Right for Every Child (GIRFEC)/ICSP Oversight Group to ensure all identified concerns have been resolved before the survey is administered. 4.11 After the review is finalised the Task and Finish Group will update the GIRFEC/ICSP Oversight Group and transfer responsibility to an implementation team. 5. Proposals 5.1 It is proposed that: • Perth and Kinross Council (PKC) undertake a health and wellbeing survey based on the HBSC study. • A Task and Finish Group is established to review the questionnaire and mechanisms required to progress the health and wellbeing survey in academic year 2026/27. • An Elected Members Briefing Note and Briefing Session to share updates is scheduled for November 2026. 6. Conclusion 6.1 The HBSC provides valuable insight into the health and wellbeing needs of children and young people across Scotland. These insights can be strengthened in Perth and Kinross to help inform service planning and resource allocation. 6.2 There is a continued need to update our evidence base to understand changing needs, identify emerging issues and establish a baseline for measuring progress against the new ICSP. It is therefore proposed that PKC undertake a health and wellbeing survey in academic year 2026/27. 6.3 The establishment of a multi-agency Task and Finish Group will ensure that survey content, ethics, data protection, governance and stakeholder concerns are fully considered before implementation. 6.4 This approach will enable PKC to gather meaningful and robust information from children and young people while ensuring appropriate safeguards and public confidence in the process. Page 238 of 340
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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. Page 239 of 340
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Our vision is a Perth and Kinross where everyone can live life well, free from poverty and inequalities ___________________________________________________________________ Committee or Board: Learning and Families Committee Date of Meeting: 16 September 2026 Report Title: Tayside Plan for Infants, Children, Young People and Families 2023-2026: Annual Progress Report 2025- 2026 Report Number: 26/251 Report Author: Sharon Cooper, Senior Service Manager – Children, Families and Justice Social Work (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 provide a final update on the progress made in 2025-2026 towards the priorities agreed in the Tayside Plan for Infants, Children, Young People and Families 2023-2026 (Appendix 1), hereafter referred to as the Tayside Plan. The Tayside Plan Report on Progress 2025-2026 (Appendix 2) details progress being made in relation to the five collective commitments outlined in the Tayside Plan. 1.2 Sections 1. Purpose 2. Recommendations 3. Background/Context 4. Impact and Value Assessment 5. Appendices 2. Recommendations It is recommended that the Committee: 2.1 Notes that the Tayside Plan 2023-2026 - Annual Progress Report 2025-2026 report was the final update to the Children, Young People and Families Partnership on 12 June 2026. 9 Page 241 of 340
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2.2 Notes the details achieved within the Tayside Plan Report on Progress 2025- 26 (Appendix 2). 2.3 Notes 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 replace it with the Perth and Kinross Integrated Children’s Services Plan 2026-2029. 2.4 Notes that the draft Perth and Kinross Council (PKC) Integrated Children’s Services Plan 2026-2029 was presented to the Learning and Families Committee on 27 May 2026 (Report No. 26/137 refers) and was also presented to the Children, Young People and Families Partnership meeting on 12 June 2026 for approval. 2.5 Requests that the Strategic Lead – Children, Families and Justice brings an annual update report on the new Perth and Kinross Integrated Children’s Services Plan 2026-2029. 3. Background/Context 3.1 The Children and Young People (Scotland) Act 2014, requires that the local authority and relevant health board must, in respect of each 3-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 the Children’s Service Plan. Statutory Guidance for Children’s Services Planning is available to support community planning partnership areas in their preparation, implementation and review of their plans. 3.2 Governance of the progress towards the actions in the Tayside Plan has been via the Tayside Regional Improvement Collaborative (TRIC) multi-agency leadership group. This group has now disbanded but has continued to meet periodically to conclude its business. 3.3 Progress made on the priorities of the Tayside Plan are regularly reported to the Perth and Kinross Children, Young People and Families Partnership where the Tayside Plan is considered in the context of several local workstreams including leading on The Promise Scotland, Getting It Right for Every Child (GIRFEC), Whole Family Wellbeing, Child Poverty, and Mental Health and Wellbeing. 3.4 In November 2023, the Scottish Government announced that it would taper funding allocated to regional collaboratives in the 2024-2025 academic year. The final allocation of funding was received in financial year 2024-2025 resulting in the end of the Tayside Regional Improvement Collaborative 3.5 Appendix 2, Report on Progress 2025-26, provides the detail of our progress towards the five collective commitments: • our children will have the best start in life Page 242 of 340
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• our children and young people will achieve and make positive contributions • our children and young people will enjoy good physical and mental health • our children and young people will have their rights protected and their voices heard • our children and young people will be safe and feel loved 3.6 Appendix 3, Attainment Gap Data, details the progress of all three local authorities in Tayside (PKC, Angus Council and Dundee City Council) with closing the poverty-related attainment gap for the national stretch aims. 3.7 Appendix 4, Headline Measures, provides an update on all headline performance indicators reported in the Tayside Plan. 4. Impact and Value Assessment 4.1 This report has been classified as being an operational report and as such does not require a full Impact and Value Assessment. 5. Appendices 5.1 Appendix 1 - Tayside Plan for Infants, Children, Young People and Families 2023-2026 5.2 Appendix 2 - Tayside Plan for Infants, Children, Young People and Families 2023-2026 Report on Progress 2025-26 5.3 Appendix 3 - Attainment Gap Data 5.4 Appendix 4 - Headline Measures Page 243 of 340
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Tayside Plan for Infants, Children, Young People and Families 2023-2026 Appendix 1 9 Page 245 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Foreword As Chair of the Tayside Regional Improvement Collaborative Leadership Group, I’m delighted to introduce our ambitious Tayside Plan for Infants, Children, Young People and Families for the period 2023-26. The priorities and actions outlined in this plan are designed to complement activities at a local level. As the revised title suggests, we’ve strengthened our focus on early years whilst continuing to coordinate improvements in support to children and young people. You will see from the content that we remain committed to addressing inequalities in income, health and wellbeing; narrowing the attainment gap; and protecting vulnerable families from harm. As a collaborative, we have been very conscious that certain infants, children, young people and families are more likely to face significant challenges for which they require additional support, at least at certain times in their lives. The Covid-19 pandemic has now ended but has had a disruptive and enduring impact, which has been exacerbated by the cost-of-living crisis. The importance of further enhancing early years support; improving pupil’s presence, participation and performance at primary and secondary school; promoting emotional health and wellbeing; and further strengthening child protection arrangements has been brought into even sharper focus. In the context of such key policies as the Scottish Government Child Poverty Delivery Plan, the United Nations Convention on the Rights of the Child (UNCRC), Keeping the Promise Implementation Plan, Getting it Right for Every Child (GIRFEC) and Delivering Excellence and Equity, our new plan incorporates actions on how we will consistently support our workforce and how we will pro-actively target, listen and flexibly respond to vulnerable families. We want to jointly understand their challenges and work with them to build capacity and overcome barriers. We recognise that because this often involves multiple and overlapping needs, it requires a consistent holistic approach from all our services. The Regional Improvement Collaborative has been making good progress in improving support and this plan confirms our commitment to make further improvements over the next 3 years. As a Leadership Group, we will review internal governance arrangements which ensure that actions to address each priority are appropriately aligned and allow us to efficiently implement the plan at pace. We will also provide updates on progress to Scottish Government and within our respective local partnership and organisational governance arrangements at agreed intervals. In doing so, we will, wherever necessary, adapt our approaches and continue to both explore and respond to new opportunities whenever we can. Audrey May Executive Director, Children and Families Service, Dundee City Council 2 Page 246 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Contents Page Key Statutory Drivers 4 Key Policies and Strategies 5 Regional Context 6 Area covered across Tayside 6 Tayside Data 22/23 7 Message to Our Parents/Carers, Infants, Children and Young People 8 Your Rights Are 8 Our Commitments Are 9 Governance including links with local Children’s Service Planning Partnerships 10 What we have been doing and our next steps 11 Priority 1 – Pre-Birth and Early Years 11 Priority 2 – Learning and Attainment 11 Priority 3 – Health and Wellbeing 11 Priority 4 – Care Experienced Children and Young People 12 Priority 5 – Safe-Guarding and Child Protection 12 Looking Forward 13 Delivery Plan and Measures of Success April 2023 – March 2026 14 Glossary for Acronyms 19 3 Page 247 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Key Statutory Drivers Our collaborative is driven by a range of key statutory requirements which share a similar theme of providing support which gives all infants, children, young people and families the best start in life and address inequalities in health, wellbeing, attainment and positive destinations. This includes the Social Work (Scotland) Act 1968, which outlines requirements relating to families in need of additional support; the Children and Young People (Scotland) Act 2014, which introduced new requirements relating to care leavers; the Child Poverty (Scotland) Act 2017, which includes a focus on 6 priority groups; and the Education (Scotland) Act 2016, which places an emphasis on the importance of addressing inequalities. National Outcomes Our children grow up loved, safe and respected so that they realise their full potential Our children live in communities that are inclusive, empowered, resilient and safe Our children are respected, protected, fulfil their human rights and live free from discrimination We tackle poverty by sharing opportunities, wealth and power more equally Our collaborative work is built on Getting It Right For Every Child The Promise United Nations Convention on the Rights of the Child Trauma Informed workforce The Infant Pledge Vision Our children and young people will have the best start in life and Tayside will be the best place in Scotland to grow up Our Five Tayside Priorities 1. Our children will have the best start in life 2. Our children, young people and families will achieve and make positive contributions to communities 3. Our children and young people will enjoy good physical and mental health 4. Our children and young people will have their rights protected and their voices heard 5. Our children and young people will be safe and loved Our Guiding Principles Based on what people who know and use our services tell us and taking account of the fundamentals of the Promise our plan is underpinned by the following principles: Rights based – this means that there is evidence that children’s rights are considered in everything we do and that rights are promoted or enhanced by what we are doing. Easily understood and accessible – we will make sure that we clearly say what we are doing and what difference it will make. We won’t use confusing or stigmatising language, acronyms or jargon to ensure everyone has the same understanding of what we want to do. Based on what people with lived experience tell us – this means asking, listening, and acting on the voice and experience of people who use services and have lived experience. Linked clearly to evidence - it will be clear what our evidence base shows and we will measure the difference we are making. This will include use of data measures and the views of those accessing services, staff working with families, national impact reports and local research etc. Making the best use of resources - The benefits of working together on a Tayside basis and across different agencies/services will be clearly stated. 4 Page 248 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Key Policies and Strategies Compliance with our statutory requirements is shaped by a range of national policies and frameworks which promote both universal and targeted support. This includes the all- encompassing UNCRC, which outlines 54 Articles designed to ensure infants, children, young people and families benefit from all their social, political, economic, educational and cultural entitlements and are kept safe from harm. This is complemented by GIRFEC, which includes a focus on Health, Education and Social Work professionals acting as Named Persons and/or Lead Professionals for infants, children and young people with additional support needs and coordinating Child’s Plans. In Early Learning and Childcare settings and Schools, Achieving Excellence and Equity: National Improvement Framework and improvement plan 2023 sets out the vision and priorities for Scottish education. The Scottish Attainment Challenge (SAC) Framework for Recovery and Accelerating Progress sets out a refreshed mission to use education to improve outcomes for children and young people impacted by poverty, with a focus on tackling the poverty-related attainment gap. Other key strategies we need to consider when framing improvement priorities include the Refreshed Narrative for Scotland’s Curriculum, the Additional Support for Learning: Action Plan (updated October 2021). In relation to children and young people at risk of significant harm, all partners within the collaborative play a key role and work in accordance with the National Guidance for Child Protection in Scotland (2021). For children and young people on the edge of care or in the formal care system, the Independent Care Review promotes improvements in the 5 foundations of The Promise of Voice, Family, Care, People and Scaffolding and the Promise Oversight Report. As many people in the justice system are also parents or carers, the National Community Justice Strategy, which emphasises the importance of holistic support to address risks and needs, is also relevant. Further guidance to ensure the safeguarding of children is also provided in Early Learning and Childcare national frameworks, Child Protection guidelines and the Promise Oversight report. Each of these policies and strategies, alongside a requirement to make the best use of resources, avoid duplication, promote consistency and both support and challenge each other, encourage us to work as a regional collaborative with our third sector partners with a particular focus on addressing inequalities. This extends to work with other key partners, including Scottish Government, the Scottish Prison Service, Parole Board, Sheriff Courts, Crown Office Procurator Fiscal Service, Health and Social Care Partnerships, Scottish Children’s Reporter Administration, Education Scotland, Care Inspectorate, Scottish Social Services Council, Kinship Carers, Foster Carers and Adopters. Our relationship with the Third Sector is important as we commission or spot purchase a range of services designed to provide extra support to vulnerable families and address inequalities. This includes funding from core budgets and other funding such as Pupil Equity Funding (PEF) and Scottish Attainment Challenge (SAC) funding. At a local level, each Children’s Service Planning Partnership (CSPP) will also be coordinating the deployment of Scottish Government Whole Family Wellbeing Funding (WFWF), which has been allocated to promote innovation and transformational change in the way we deliver preventative support to families. Our Third Sector partners will inform regional and local opportunities. 5 Page 249 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Regional Context Our approach towards leading, managing, delivering and commissioning support to parents/ carers, infants, children and young people must also be informed by an understanding of regional and local demographics. We know that although the nature and extent differ across the 3 local authority areas, there are enough commonalities to encourage a shared approach. Crucially, these issues include children, young people and families experiencing poverty and the various inter-related ways this can impact on life chances. Our plan therefore complements the 3 Local Authority Poverty Delivery Plans or their equivalent. These Delivery Plans set out bold and ambitious actions needed with partners to provide the support families need both immediately and in the medium to longer term, to address the cyclical drivers and impact of poverty, including employability, income, housing, mental health and substance use. This regional plan describes priorities and actions designed to contribute towards addressing each of these factors and give families the opportunity to participate and be economically active. Area covered across Tayside Region 6 Page 250 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Source for Looked After and Child Protection figures: https://www.gov.scot/publications/childrens-social-work- statistics-scotland-2021-22/ 7 Page 251 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Message to Our Parents/Carers, Infants, Children and Young People As a collaborative, we want to assure parents/carers, infants, children and young people that we have taken all available data into account when developing our priorities and actions. In each of the three partnership areas, work has taken place to engage with children, young people, families and communities to understand what matters most. Staff across the multi- agency workforce are committed to representing the voice of children and young people in key decisions affecting their lives, in developing supports and services and setting a strategic direction. The Promise, Children and Young People’s Rights and Participation Strategy and the Infant Pledge have influenced our work on engagement. Our message to parents, cares, children and young people: We are committed to ensuring families have the best possible start; to supporting you to reach your potential; to helping you enjoy good physical and mental health; to keeping you safe; and to listening to your needs and responding flexibly. We believe that having identified these as shared regional priorities, there are opportunities for us to share our resources and use them to enhance support in some key areas. Your rights are: haveyour rights protected be ambitious You havethe right to the best start in life be healthy feel safe, secure and loved be successful 8 Page 252 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Our commitments are: listen to you support your independence support your relationships We will help you be healthy and active support your learning provide the rightsupport 9 Page 253 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Governance including links with local Children’s Service Planning Partnerships The collaborative operates on a regional basis and its priorities and delivery plan complement activities at a local level. Our regional and local governance arrangements, in terms of how respective plans are developed, implemented and monitored, are therefore fully aligned and mutually informed. The links between respective partnership forums and regional and local plans are illustrated in the graphic below. Further details on Community Planning Partnerships and local strategic plans, including relevant connections with partnerships which are focused on specific themes such as child protection, healthy weight or substance use, can be found in the links towards the end of this plan. 10 Page 254 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 What we have been doing and our next steps Progress of work led by the priority groups is detailed in the 2022-2023 annual report and is summarised below to demonstrate the connection between the previous plan and the next 3 years. Priority 1 – Pre-birth and Early Years There has been a key focus on improving transitions to Early Learning and Childcare (ELC), starting with a general mapping of support available for children with emerging developmental or additional support needs moving into ELC settings. During 2022-23, process maps were used to identify gaps in transition processes, identify Tayside-wide solutions and create a Pan- Tayside pathway. Also, in 2022-23, an Early Years tracking tool developed to monitor the progress of children aged 3-5 years, was refined by each local authority in response to evaluative feedback and is being used across Tayside by ELC staff to provide timely, targeted support for children in their learning and development, including onward transitions to P1. Following some refinements, this tool will be used across Tayside in session 2023/24 and will inform further developments. The transitions survey will also be repeated in 2023-24 to measure the impact of the new pathways and similarly inform next steps. Priority 2 - Learning and Attainment There has been a particular focus on building capacity to promote UNCRC, providing targeted support to specific groups and creatively enhancing digital learning opportunities. Professional learning sessions on Rights Respecting Schools Award (RRSA) continued to be offered to all schools to help increase understanding of UNCRC and were attended by over 500 members of staff. The Tayside Virtual Campus was expanded to offer support to 35 learners engaging with 6 Advanced Higher subjects. The campus offers a blend of self-study, live delivery, webinars and tutorials. For session 2023-24, 180 young people are enrolled to study 7 Advanced Higher subjects and 1 Higher subject. National 1-3 resources have been developed and collated for learners in the Senior Phase in all STEM subject areas. A new website, Open Tay Learning, has been created to house these resources and has many accessibility functions to enhance learning for our young people with additional support needs and barriers to learning. Each local authority is now utilising the Digital Schools Award Scotland self-evaluation framework to develop their digital pedagogy. Our Tayside Leadership, Development and Induction programme continued in 2022/23 with participation of another 15 Head Teachers from across Tayside. Following COVID-19 and recovery, reciprocal visits resumed in this session to support local authority central teams and build the capacity of school leaders across Tayside. Priority 3 – Health and Wellbeing Following extensive consultation and engagement ‘Helping Tayside’s Children & Young People Feel Great and Ready to Learn’ Tayside’s Child Healthy Weight Strategy (CHWS) was co-produced and subsequently launched in 2021. Pressures relating to the cost-of-living crisis and increasing numbers of families living with food insecurity sets a clear and ongoing need for implementation and spread of a Whole Systems Approach to Child Healthy Weight across Tayside. 11 Page 255 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 This work will be informed by the early adopter work in Dundee and the need to advance the realisation of the vision of the CHWS ‘for every child in Tayside to grow up in a community and environment that supports them to feel great and ready to learn so that they can achieve optimum health and flourish to their best of abilities’. Following the launch of ‘Connected Tayside: An Emotional Health and Wellbeing Strategy for Children and Young People’ in November 2021, an implementation plan was similarly developed. The Children and Young People’s Charter and a padlet of resources have been developed, including links to e-learning modules, the previously developed Emotional Health and Wellbeing Toolkit and a variety of useful links to support teachers, parents and carers. Additional supports have been provided through CAMHS and ‘Living Life Well’, the overarching population-wide mental health strategy for Tayside. Alongside the above, and in line with national strategies, work on both suicide prevention and the voice of the infant has been actively developed. Priority 4 – Care Experienced Children and Young People The focus for PG4 changed to key aspects of the 5 foundations of The Promise, including the coordination of some regional activity and some shared learning about local initiatives which could be transferred between areas. This included work with Strathclyde University Centre of Youth and Criminal Justice, the 3 Local Authorities and NHS Tayside to carry out a regional self-evaluation of practice against new national Secure Care Standards. The group also reviewed data pertaining to the school attendance of care experienced children and young people. Actions to develop better support for these cohorts of young people were identified and have included work on transitions and additional support at home, school and the community. A focus on maintaining relationships with brothers and sisters was taken forward in Angus, with a view to scaling this up to a Tayside-wide model. This will inform action plans on how to maximise opportunities to maintain relationships, including in respect of brother/sister informed assessments, obtaining the views of brothers and sisters and placement capacity. It is also helping to confirm some constraints and complexities, such as children being placed into adoption well before much younger brothers or sisters are born, either with the same or a different father, all with parental rights and responsibilities. Priority 5 – Safeguarding and Child Protection Founded upon research carried out for Tayside by Dr Sharon Vincent from Northumbria University, PG5 has focused on the inter-related themes of workforce development, practitioner guidance and peer learning. This has, in turn, informed local Child Protection Committee Improvement Plans, including additional learning from case reviews and further workforce development. Tayside Practitioner Guidance on Chronologies, Concern for Unborn Babies and Inter-Agency Referral Discussions (IRDs) were all reviewed and refreshed, ensuring compliance with the National Guidance for Child Protection in Scotland (2021). Following the publication of National Guidance for Child Protection Committees Undertaking Learning Reviews, local arrangements have been updated and Significant Case Reviews (SCRs) and Initial Case Reviews (ICRs) replaced with multi-agency Learning Reviews. Angus and Dundee Child Protection Committees have jointly commissioned a consultant to review and develop local learning review guidance for all Protecting People arrangements. 12 Page 256 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Looking forward Having reviewed the work undertaken previously through the annual report and after analysis of local data and national policy developments, we have agreed the priorities and actions as a focus for collaboration and joint learning and these are set out in the plan below. The 2023-26 Tayside plan is an ambitious 3 year plan with some work to be carried out on refining our performance framework. We will continue to work to this plan in partnership with other key strategic partnerships including Child Poverty, Alcohol and Drug Partnership, Child and Adult Protection Committees and Community Planning Partnerships more widely. Additionally, each of the respective local authorities and their partners have established robust Whole Family Wellbeing Plans to support early and effective help for families. This will further enhance the collaborative commitment of partners across Tayside to deliver on the strategic priorities specified in this plan. Our overall thematic priorities have been refreshed as collective commitments to infants, children, young people and families across Tayside as follows: — Our Children will have the best start in life. — Our children and young people will achieve and make positive contributions. — Our children and young people will enjoy good physical and mental health. — Our children and young people will have their rights protected and their voices heard. — Our children and young people will be safe and feel loved. Please refer to the Delivery Plan below for further detailed actions and measures. 13 Page 257 of 340
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Ourchildrenwillhavethebeststartinlife Tayside Plan for Infants, Children, Young People & Families 2023-2026 Delivery Plan and measures of success April 2023 – March 2026 What We Want to Achieve How We Will Achieve It We will …. What will success look like? Baseline Data Ensure clear pathways are in place for early identification of need in children pre-birth to age 3 with specific attention to: — Pre-birth support pathways — Transition pathways into early years settings for children with significant early concerns in relation to their development or emerging additional support needs Families with identified needs are matched with support at an early stage. Reduced number of concerns identified at 27- 30mth review compared to 13–15 month review (showing success of early intervention). Increased % of children aged 3-5 newly enrolled at LA ELC where significant early concerns were raised with the ELC prior to child starting (indicating good information sharing). Infant mental health is understood and promoted. Unborn baby referrals per quarter (data for Feb- Apr’23) – no audit data yet Angus: 40 Dundee: 46 Perth & Kinross: 27 % of children with concerns identified at 13- 15mth & 27-30mth Angus: 13.4% (16.0%) Dundee: 16.6% (17.5%) Perth & Kinross: 15.0% (16.6%) Tayside: 14.9 (16.8 %) (figure in brackets is 27- 30mth; both figures 2021- 22) 93 children or 51% of children newly enrolled at LA ELC aged 3-5 with significant early concerns raised prior to starting nursery Provide accessible, responsive, and flexible parenting support Increased availability of Solihull programme delivered in local areas. Increased range and uptake of supports and services available to families in local communities. Evidence of engagement and involvement of fathers/ those in a fathering role in children’s health, education, and child’s plans Solihull staff training data - figures show 2022-23 (italics and brackets show total trained to date): Angus Council: 52 (737) Dundee CC: 89 (432) Perth &Kinross C: 103 (364) NHS Tayside: 147 (199) Local monitoring of Whole Family Wellbeing Plans – outcome measures. 14 Page 258 of 340
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Ourchildrenandyoungpeoplewillachieveandmakepositivecontributionstocommunities Tayside Plan for Infants, Children, Young People & Families 2023-2026 What We Want to Achieve How We Will Achieve It We will …. What will success look like? Baseline Data Implement effective strategies to increase school attendance Increased attendance across all groups. Increased attendance and attainment for children living in SIMD 1 and/or looked after at home. Attendance 2020/21 Angus: 92.8% Dundee: 90.6% Perth & Kinross: 91.9% Attendance gap by SIMD SIMD 1 – most deprived, and in italics SIMD 5- least deprived) Angus – 89.9% (95.0%) Dundee- 88.2% (94.6%) Perth & Kinross: 88.9% (93.7%) - 2020/21 data Attendance gap for looked after children all pupils in normal font, LAC in italics) Angus – 92.8 (86%) Dundee – 90.6% (88%) Perth & Kinross: 91.9% (89%) - 2020/21 data Implement plans focused on raising attainment and meaningful engagement (participation). Reduced attainment gap between the most and least disadvantaged children and young people. Measures as set out in each of the local authority stretch aims. 15 Page 259 of 340
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Ourchildrenandyoungpeoplewillenjoygoodphysicalandmentalhealth. Tayside Plan for Infants, Children, Young People & Families 2023-2026 What We Want to Achieve How We Will Achieve It We will …. What will success look like? Baseline Data Ensure full implementation of the Child Healthy Weight Tayside Strategy. Increased proportion of children with a healthy weight Reduced inequality in healthy weight between children living in the most and least deprived areas in Tayside. A revised Child Health Weight outcomes framework is under development. Proportion of Children with Healthy Weight by SIMD quintile (SIMD 1 – most deprived, in italics SIMD 5- least deprived) Angus – 59.2% (89.3%) Dundee - 68.5% (76.5%) Perth & Kinross - 73.2% (74.6%) Tayside 68.2% (78.5%) Work collectively to support uptake of immunisation for children across Tayside. Increased proportion of children receiving all immunisations. First MMR by age 24mths Angus: 91.4% Dundee: 89.7% Perth & Kinross: 92.6% Scotland: 93.4% Implement the Tayside Action Plan to reduce suicide in children and young people Reduced number of children and young people completing suicide Increased number of identified staff trained in suicide intervention. Increased satisfaction with information sharing from child death/suicide review. Tayside Suicide Review Group (TSRG) Data Set Continued implementation of ‘Connected Tayside; an emotional health & wellbeing strategy for children & young people’ (2021-23) Tayside Mental Health pathways are fully implemented and supports are accessible. Health and Wellbeing survey will show an increase in pupils who say they feel positive about their future. % of pupils who feel positive about their future Angus: 70.2% Dundee: 74.6% Perth & Kinross: 78.0% Scotland: 72.8% 16 Page 260 of 340
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Ourchildrenandyoungpeoplewillhavetheirrightsprotectedandtheirvoicesheard Tayside Plan for Infants, Children, Young People & Families 2023-2026 What We Want to Achieve How We Will Achieve It We will …. What will success look like? Baseline Data Support the multi-agency workforce to promote rights, choice and control for children and young people on how their views are heard and represented and how they are involved in decisions that affect them. Children and young people will have access to independent advocacy, informal advocacy and digital tools to support participation. Attending child’s planning meetings will be supported and the environment inclusive. Children with additional needs will have support to share their views and be involved in decisions. Views are well represented at child’s planning meetings. Children’s Hearing decisions are fully informed by the views of children and young people. Staff will have access to training on UNCRC, The Promise, engagement and feel confident in supporting young people. Local performance measures will be shared, and best practice built upon including outcomes from local self-evaluation, audit, feedback from young people, and use of digital tools. Number of schools with Rights Respecting Schools Awards (July 2023): Gold - 16 Silver - 36 Bronze - 87 Registered – 42 Promote and protect relationships that are important to children and young people when children are separated from their families and it is safe to do so. When children are separated from people that are important to them, there are clear plans to maintain and promote safe family time. National Data set for siblings will be implemented and monitored 17 Page 261 of 340
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Ourchildrenandyoungpeoplewillbesafeandfeelloved Tayside Plan for Infants, Children, Young People & Families 2023-2026 What We Want to Achieve How We Will Achieve It We will …. What will success look like? Baseline Data Ensure appropriate housing options are in place for vulnerable families including pregnant women and families with children. Children and families are secure in good quality accommodation that meets their needs. Reduction in the number of children growing up in temporary accommodation. Households with children or pregnant women in temporary accommodation on 30.09.2022 (and no. of children in brackets): Tayside: 100 (245) Further develop approaches to identifying, responding, and managing risk to young people aged 12 – 18 including: — Young people at risk of secure care — Young people subject to Care and Risk Management (CARM) planning. — Young people who go missing Young people in our settings feel informed and feel that their rights have been respected. Young people at risk of harm have access to appropriate support and clear plans to address need and risk. Secure care standards will be implemented with evidence of rights-based practice. CARM data set under development. Make progress toward the implementation of Bairns’ Hoose Principles. Provide trauma responsive supports and services to children and young people involved in child protection. To be established following outcome of Pathfinder Bid. Introduce the Scottish Child Interview Model for children and young people. Reduced requirement for children and young people to attend Court. To be established as part of implementation programme. 18 Page 262 of 340
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Tayside Plan for Infants, Children, Young People & Families 2023-2026 Glossary for acronyms Acronym Full words ASN Additional Support Needs ASL Review Additional Support for Learning Review AVS Angus Virtual School CAMHS Child and Adolescent Mental Health Service CfE Curriculum for Excellence EBSA Emotionally-based school avoidance ELC / EY Early Learning and Childcare / Early Years ELKLAN Speech, language and communication courses EPS Educational Psychology Service FSM Free School Meals GIRFEC Getting it Right for Every Child IRDs Inter-agency Referral Discussions IEP Individual Education Programme LLW Live Life Well MMR Measles, Mumps, Rubella vaccination PIPS Performance in Primary Schools PHS P1 BMI Body Mass Index of Primary 1 children in Scotland PSE Personal and Social Education QAMSO Quality Assurance Moderation Support Officer RRS Rights Respecting Schools RSHP Relationships Sexual Health and Parenthood SAC Scottish Attainment Challenge SBAR Situation, Background, Assessment, Recommendation SDS Skills Development Scotland SHANARRI Wellbeing indicators – safe, healthy, achieving, nurtured, active respected, responsible, included SIMD Scottish Index of Multiple Deprivation SNSA Scottish National Standardised Assessment SOLAR Science of Language and Reading SRS Sound Reading System STEM Science, Technology, Engineering and Mathematics SYP Scottish Youth Parliament TLAG Tayside Learning and Attainment Group TMSRG Tayside Multiagency Suicide Review Group TRIC Tayside Regional Improvement Collaborative UNCRC United Nations Convention on the Rights of the Child 19 Page 263 of 340
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1 Appendix 2 - Tayside Plan for Infants, Children, Young People & Families 2023-2026 Report on Progress 2025-26 Introduction The report sets out progress made by partners in the implementation of the Tayside Plan for Infants, Children, Young People and Families 2023- 26, towards the outcomes set out in the Plan. Progress updates are provided for outcomes detailed in the ‘What will success look like’ column within the plan and where available, updates are also provided for baseline data. Some updates reflect progress made by individual local authorities, reflecting different practice in each area. The remaining updates are presented for all Tayside, reflecting operational structures of partner agencies. Narrative updates are provided for the time period August 2025 to April 2026. Baseline statistical data is presented against different reporting periods, depending on standard reporting cycles and how the data was articulated in the original plan. In general, all data relating to early years, attainment and attendance is reflective of academic years. Data provided for Children’s Social Work, Housing and NHS measures is presented by financial year. 9 Page 265 of 340
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2 TAYPLAN-2326-001 Our children will have the best start in life Ensure clear pathways are in place for early identification of need in children pre-birth to age 3 With specific attention to: • Pre-birth support pathways • Transition pathways into early years settings for children with significant early concerns in relation to their development or emerging additional support needs Progress Updates (i)Families with identified needs are matched with support at an early stage:- Baseline data – unborn baby referrals per quarter. Data for Feb-April 2023: Angus 40; Dundee 46; Perth and Kinross 27 Data for Feb-April 2024: Angus 49; Dundee 44; Perth and Kinross 23 Data for Feb-April 2025: Angus 23; Dundee 46; Perth and Kinross 29 Data for Feb-April 2026: Not yet available Angus Each local authority has a well-established multi-agency approach to consider referrals for unborn babies. Angus receives referrals via the Pre-birth Resource Allocation Meeting (PRAM) with 6 monthly reports submitted to our Protecting People Angus Strategic Committee’s (PPASC) Practice and Policy subgroup. Between 1 August 2024 and 31 July 2025 133 women were referred to PRAM. Between 1 August 2025 and 13 March 2026 83 women were referred to PRAM. Page 266 of 340
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3 The overall PRAM referral outcomes were: Direct Referral to social work 46% Discussed at PRAM meeting 54% Non continuing/confirmed pregnancy 0% Dundee City Partners in Dundee continue to implement the Tayside Concern for Unborn Baby Protocol and the Tayside Multi – Agency Practitioners: Concern for Unborn Babies Guidance as a means of identifying vulnerabilities and emerging child protection concerns for unborn babies. Between April 2025 and March 2026 there were 199 Unborn baby referrals submitted to Dundee’s Multi Agency Screening Hub. This is an increase from 174 the previous year. 9. Following initial screening processes 72 resulted in a direct referral to Children and Families Social Work for a prebirth assessment and support. This support was provided by the New Beginnings Service, the Care and Protection Intake Service or, Locality Children and Families Teams when there was a pre-existing social work intervention with a parent and their children. The remaining referrals were supported by Universal Services. Throughout the year 2025-26, 14% of children subject to Child Protection Registration were Unborn Babies. The most prominent reasons for Registration were Parental / Carer mental ill health, parental drug use, domestic abuse and neglect. 57 % of these children were able to be deregistered with a 6-month period of initial CP registration. 37% of Child Protection Orders related to infants within 1 week of birth. This is a 3 % reduction on the previous 12 months. Following support, over the last 2 years 44% of unborn babies whose names were removed from the Child Protection Register are now residing in the care of a parent without any ongoing Child Protection Registration or other statutory intervention. Page 267 of 340
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4 Outcomes for unborn children referred to New Beginnings throughout 2024 / 2025 show that following their birth 81% were able to remain or return to the care of their birth parents. Our partnership continues to support the development of the Voice of the Infant and the implementation of the Infant Pledge. This has included involvement in the production of “Hello in There Wee One”, a universal resource available to all parents to encourage pre-birth bonding with their baby. The service continues to promote strong links and consultancy between our Social Work Teams and NHS Tayside Infant Mental Health Team. This promotes both the development of attachment between parent and child as well as the voice of the infant being better represented in social work assessments and decision making. There are plans to undertake some joint development work with Scottish Children Hearing Panel members on this. As support to vulnerable families with babies and infants remains a key priority, the partnership has also allocated Whole Family Wellbeing Fund (WFWF) funding to 2 initiatives focused on early years in Alternatives Counselling for women with emotional health concerns and the Birch Project for parents who have previously experienced the removal of a child from their care. More details on these and other WFWF funding initiatives are outlined in the table on page 15 and going forward, the partnership will retain a focus on early years via the development of a multi-disciplinary local place-based approach programme, which will include a targeted approach towards the 6 Child Poverty priority groups. Perth & Kinross During 2025/26, the Unborn Baby Multi-Agency Screening Group (MASG) has focused on the most vulnerable unborn babies across Perth and Kinross. Since January 2025, a total of 129 cases have been considered, with 60 cases reviewed between September 2025 and March 2026. Each case is assessed to determine the most appropriate level of intervention to safeguard the unborn child and support the family effectively. The First Steps Team continues to work collaboratively with statutory and third-sector partners, including Perinatal and Infant Mental Health Community Nurses (Perth & Kinross) and Aberlour’s Intensive Perinatal Support Service (TIPS). This multi-agency approach ensures that families receive coordinated, needs-led support during pregnancy and the early postnatal period. Page 268 of 340
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5 Aberlour’s Intensive Perinatal Support Service (TIPS) provides targeted, outreach-based support to women during pregnancy and up to their child’s first birthday. The service works with pregnant women and families experiencing complex circumstances that may affect their ability to safely care for their child. These circumstances include, but are not limited to, substance use and mental health difficulties. The overarching aim of TIPS is to promote family preservation by strengthening parenting capacity and enabling mothers to care for their babies safely within the home environment wherever possible. In Perth, referrals to the service are made through Social Work locality teams. Since October 2025, the First Steps Team has made seven referrals to TIPS. Of these, six women were assessed as suitable and are currently receiving support. Key characteristics of women supported through the service include: 83% are affected by substance use, with cocaine identified as the most prevalent substance. 67% have reported experiences of domestic abuse. 100% have a diagnosed mental health condition and are either receiving treatment or actively engaged with mental health services. In addition to this provision, services across Perth and Kinross have established strong working relationships with the Birch Project, which is currently supporting 11 highly vulnerable women. These women are identified as being at high risk of multiple pregnancies, with a significant likelihood of child removal at birth due to the level of risk posed to the child. The partnership aims to reduce repeat removals and improve long-term outcomes for both women and children. Page 269 of 340
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6 (ii)Reduced number of concerns identified at 27-30 month review compared to 13-15 month review: Baseline data: children identified with concerns at 13-15 and 27-30 months. 2020-2021: Angus 13.4%, 16%; Dundee 16.6%, 17.5%; Perth and Kinross 15%, 16.6% 2021-2022: Angus 12.4%, 16.3%, Dundee 16.3%, 17.3%, Perth and Kinross 15.2%, 17.3% 2022-2023: Angus 13.5%, 17.4%; Dundee 13.2%, 18.2%; Perth and Kinross 14.6%, 17.4% 2023-2024: Angus 15.3%, 17%; Dundee 16.4%, 17.9%; Perth and Kinross 12.17%, 16.7% 2024-2025: Angus 15.3%, 19.9%, Dundee 14.9%, 18.4%, Perth and Kinross 16.7%, 16.2% (iii)Increase the percentage of children aged 3-5 newly enrolled in LA ELC for whom significant concerns were raised prior to enrolment. Baseline Data: Percentage of children for whom significant concerns were raised prior to enrolment. Tayside 3-5-year old intake TRIC 2022 2022 % 2023 2023 % 2024 2024 % 2025 2025 % Newly enrolled 2,392 70% 1,722 39% 1,658 38% 1,439 38% Significant early concerns 183 8% 251 15% 238 14% 202 14% brought to attention prior 93 51% 128 51% 135 57% 126 62% The data shown above is for the three Tayside local authorities combined. In 2025, the percentage of children with concerns being identified prior to enrolment increased by 5 percentage points (pp). (iv) Infant mental health is understood and promoted This is an outcome of the Solihull (now named Togetherness) training programme, further details are provided below. Page 270 of 340
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7 Our children will have the best start in life We will provide accessible, responsive, and flexible parenting support Progress Updates (i) Increased availability of the Solihull (Togetherness) programme. Baseline data: number of staff trained: 2023-2024 Angus 93; Dundee 32; Perth & Kinross 38; NHS 39. 2024-2025 Angus 109; Dundee 37; Perth & Kinross 40; NHS Tayside 47 2025-2026 Angus 36; Dundee 77; Perth & Kinross 32; NHS Tayside 145 Angus As almost all Angus ELC staff have been trained in the Togetherness approach, this year three Foundation Level Togetherness training sessions were planned. Three sessions have been delivered with 36 staff trained. One Togetherness in Practice session, to embed foundation training, was delivered was 8 staff attending. One further session will be delivered in March 2026. 16 people from Angus registered as learners on the Togetherness online learning pathways. To improve direct parental access to Togetherness in Angus the Family Nurture Support Team (FNST) were trained to lead Togetherness Understanding your baby and Togetherness Understanding your child groups, in September 2025. Two Understanding your child groups are currently being delivered. Dundee Solihull Approach Training, now known as Togetherness Training (2025 – 2026 to date). 40 staff have participated in the Togetherness Training 48 staff have participated in the Togetherness Refresher Training. 1 staff member has participated in Togetherness Train the Trainer, which provides a total of 6 staff having completed Togetherness Train the Trainer and will contribute to developing a sustainable Page 271 of 340
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8 Perth and Kinross 34 practitioners were trained across six separate Togetherness (Solihull Approach) training sessions. These sessions were delivered to multi-disciplinary groups of professionals, ensuring a collaborative and consistent approach to supporting children and families. Participants included School Nurses, Senior Social Care Officers (SSCOs), Outreach Teachers, Early Childhood Practitioners, External partner staff including third sector agencies. The Parenting & Family Learning Team also facilitate access to the Solihull (Now togetherness) Online Courses, through promoting these courses and signposting parents and carers to the online support, the parenting and family learning team have supported 1914 parents/carers to register with the support since 2020. NHS Tayside In 2025 2 training sessions have been held with 11 staff completing the training -4 HVs, 2 Social Workers, 4 School Nurses and 1 CEYPs Nurse. Sessions are planned for once a quarter but due to low uptake, 2 sessions were cancelled. Currently 14 HV and EYWs are outstanding with training due to being new into post (<6months) and therefore planning for 2026 sessions are underway. (ii) Increased range and uptake of supports and services available to families in local communities. Baseline data - local monitoring of Whole Family Wellbeing Plans Angus The Family Nurture Support Team (FNST) have further developed their links with all Angus ELC settings in 2025-26 with a link worker connected to each setting. They continue to support the training and development of Angus ELC staff through delivering training at In-service days which focuses on supporting parents to enhance children’s learning and development at home. The Family Nurture Support Team also engage with parents and carers across Angus through a number of programmes as detailed in table below: Page 272 of 340
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9 Group Number of Groups Number of Parents Carers Outcomes Cothú 1 8 100% of attendees were extremely likely to recommend Cothú to a friend. 100% of attendees who had attended other groups aimed at parents of Autistic children said they felt Cothú was much more useful. Incredible years 3 23 79% have an improved strengths and difficulties questionnaire (SDQ) score at the end of the groups. Incredible Years Autism and Language Delay pilot 1 10 9.62% improvement in tool to measure parenting self-efficacy (TOPSE) for attendees. Five to Thrive 5 48 Parental knowledge of brain development increased by 36% after attending a Five to Thrive Group. 100% of parents who attended would recommend the group to others. PEEP 8 71 100% of parents reported Peep had helped them support their child’s talking and listening skills. Eat Well Play Well 4 40 100% of parents increased their confidence in cooking from scratch. Triple P Online 35 35 3 families have completed all 8 modules with support from the team. Holiday Food & Fun Sessions 7 18 Families enjoyed the opportunity to try a range of healthy activities and spend time with other families. Page 273 of 340
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10 The Family Nurture Support Team continue to diversify support to meet the identified needs of the parents in communities, including delivering Cothú, a neuro-affirming parent group and Tiny Voices Together group where parents and carers focus on the development of their baby’s communication. Angus now deliver 2’s Together, funded early learning and childcare for parents, carers and their eligible 2-year-old to play and learn together. This focuses on enhancing children’s learning and development, with parental support tailored to the needs of each family. During 2025–26, Angus continued to progress the delivery of the Whole Family Wellbeing (WFW) Programme as a key element of transforming local support for children, young people and families. The programme remained aligned to national expectations set out through The Promise and the Scottish Government’s principles for holistic whole‑family support, emphasising early intervention, non‑stigmatising access, and provision tailored to the needs of individual families. Governance of the programme continued through the Angus Integrated Children’s Services Partnership (AICSP), supported by established delegated authority arrangements for the allocation and monitoring of WFW funding. A significant focus of the reporting year was the implementation of the 2025–26 funding cycle. The Whole Family Wellbeing Fund was relaunched in July 2025, with comprehensive communication across council and community channels to encourage applications from voluntary and community organisations, statutory partners, and locally based support providers. The offer included both small grants (up to £25,000, administered by Voluntary Action Angus) and large grants (up to £50,000, administered by Angus Council), with the fund aimed at supporting innovative, preventative and collaborative approaches for families most in need. Distribution of the first tranche of small‑grant funding (£100,000) was confirmed in January 2026, with plans for release of the second tranche following committee consideration in April. Large‑grant applications were assessed and concluded in early 2026. Four organisations were awarded funding—Parent to Parent, Angus Carers, the Early Years Service, and the Dundee & Angus ADHD Support Group—with awards ranging from £42,804 to £50,000. Evaluation scores and decision‑making notes were recorded through the DASH system to support transparency and ongoing monitoring. The year also saw substantial progress in the development and mobilisation of the Enhanced Support Project (ESP), a core component of the local programme. Following a competitive tender, Home‑Start Angus commenced delivery of the new coordinator service on 1 November 2025, with full staffing in place by January 2026. The service focuses on early identification of need, holistic assessment, and coordinated matching of pregnant women and their families to Page 274 of 340
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11 appropriate supports, addressing gaps for those who do not meet statutory thresholds but require structured, preventative interventions. Operational and evaluation frameworks for the ESP continued to be refined throughout the period, supported by data‑collection processes and early feedback from partners. Across the wider programme, infrastructure to support monitoring and learning strengthened significantly. Baseline data requirements and reporting templates for all funded agencies were finalised, with monthly reporting commencing from January 2026. Workshops and technical support sessions were delivered to ensure providers were able to meet expectations, and a community of practice began to form around shared reflective activity and analysis of early findings. Financial planning and monitoring remained an important feature of the year’s work. Projections for sustaining core elements of the WFW plan were shared with national colleagues, estimating a requirement of approximately £777,299 should funding continue beyond 2026–27. Routine operational processes—including contract monitoring, payment approvals, and financial oversight for commissioned services—were maintained throughout the reporting period. Finally, Angus noted emerging national direction in March 2026, including Scottish Government proposals to integrate the Whole Family Wellbeing Funding Programme, Fairer Futures Partnerships and Early Adopter areas into a single Whole Family Support system change programme from April 2027. Dundee Details on the allocation of WFWF funding and activity are outlined in the table below, and show a range of activity designed to either maximise the impact of existing services or provide new support to priority groups. It includes 6 initiatives which will either build the capacity of and/or reconfigure and/or improve access to services, such as: 1. Out-of-hours Social Work support 2. Development of an Advocacy Strategy 3. Development of a Volunteer Strategy 4. New multi-disciplinary hub for adolescents 5. Together to Thrive focus on enhancing workforce skills to address neurodevelopmental concerns 6. Fast Online Referral Tracking triage system Page 275 of 340
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12 Other projects involved in the direct delivery of new services are focused on early years, children with a disability, transitions from primary to secondary school, healthy eating, employability and family literacy. They are each actively supporting families and showing promise in respect of engagement and improved outcomes. Details in table below Organisation Local Priority BID Focus Description Impact Alternative Counselling and Listening Rooms Awarded in phase 1 Early Years, Emotional Health and Wellbeing £88,000 New mental health support to vulnerable expectant women who will struggle during pregnancy and possibly afterwards, mirroring priorities on early years, vulnerable woman and CP. 0-5's on Child Protection Register and in care Advice Infrastructure Awarded in phase 3 Inequalities and families at risk of harm £108,000 To reinstate the Fast Online Referral Tracking (FORT) triage function for a coordinated partnership system and to accelerate access to services. Maximising resources and swifter access Dundee Bairns Awarded in phase 2 Inequalities , Child Poverty and Child Healthy Weight £238,000 For a capacity building approach towards child healthy weight and expansion of tea clubs in Primary Schools. Reduce or mitigate poverty DCC and partners (Crichton Street Hub) Awarded in phase 2 Inequalities and Vulnerable Adolescen ts £442,000 For renovation and running costs for the co-location of a multi-disciplinary team at Crichton Street. This was the largest bid and has both CSPP commitment and SG approval Child protection; balance of care Page 276 of 340
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13 DCC Discover Work Awarded in phase 3 School Attendanc e and Vulnerable Adolescen ts £205,000 To support coordination of approaches towards Youth Participation, by integrating into senior education leader’s approach to post-school transition. Positive Destinations/Youth Participation Dundee Rep Theatre phase 3 Early Years and Inequalities £156,000 A new early intervention Creative Family Wellbeing Service offering out-of-hours wellbeing workshops, dramatherapy sessions and psychoeducational support for those experiencing trauma. Poverty DVVA phase 2 Inequalities , School Attendanc e and Vulnerable Adolescen ts £186,000 For the coordination and maximisation of multiple volunteer services across the city, with a view to consistent volunteer development, career pathways and targeting of support. Maximising Resources DIAS and Partners phase 2 Inequalities , School Attendanc e and Vulnerable Adolescen ts £219,000 For the coordination and maximisation of multiple advocacy services across the city. This reflects the inequalities and advocacy priorities and anticipates pending human rights requirements. Maximising Resources Page 277 of 340
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14 Mental Health Foundation – Together to Thrive phase 1 Inequalities and Emotional Health & Wellbeing £314,000 A capacity building Together to Thrive model with NHST CAMHS and DCC to build the confidence and competence of key staff when responding to concerns in primary aged children. Primary Age National literacy Trust Dundee and Partners phase 1 Inequalities and Literacy £135,000 Whole family Talk and Play Together literacy initiative which builds literacy skills and strengthens family relationships, mirroring priorities on literacy, family support and transitions to secondary school. Primary Age What Matters to You phase 2 Child Poverty, Inequalities , School Attendanc e, Vulnerable Adolescen ts and Child Healthy Weight £44,000 A 12-month post to support data collation, analysis and learning in the 2 pilot sites, feeding into both lcpps. A total place whole family approach. Maximising Resources The Yard and Partners (2) phase 2 Inequalities and children £98,000 For additional support provided to pupils with ASN transitioning from Primary to Secondary school. Disability and ASN Page 278 of 340
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15 with a disability Tayside Council on Alcohol phase 1 Early Years and vulnerable women £662,000 Extended holistic support to women at risk of pregnancy and having a child removed from their care and support to their partners, mirroring priorities relating to early years, vulnerable women and child protection. Child protection and number of children in care The Yard and Partners (1) Phase 1 Child poverty and children with a disability £133,000 New support for families with disabled children during school holidays, mirroring priorities relating to children and young people with additional support needs and a disproportionate number of children with a disability requiring alternative care. New partnership approach with dcc (holiday programme partnership) Disability and ASN Perth & Kinross The Families Empowering Communities project was awarded funding from the Whole Family Wellbeing Fund. This enabled our early intervention, community-based family support project to expand the offer of support into 3 new communities across Perth and Kinross. The project is operational in Letham, Crieff, Bertha Park, Muirton & North Muirton, Blairgowrie and Rattray, Voice is central to this ensuring that children, young people and adults are heard and have influence and decision- making power empowering them to design the supports they need. Page 279 of 340
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16 The project promotes positive wellbeing through supportive, connected communities. By being place-based and easily accessible, support is given at an early intervention stage rather than waiting until crisis point. Our Whole Family Support focuses on supporting families who are on the edge of statutory involvement or who are no longer requiring statutory intervention. Our support also enables parents to be more engaged with their children’s learning through offering SCQF national level 2 & 3 and 4 qualifications, thus reducing the attainment gap and promoting family learning opportunities. Taking a holistic viewpoint highlights the interconnected needs of all family members, thus enabling tailored support, unique to each family and responsive to their changing circumstances. Universal activities enable families to feel connected to their wider community thus promoting a sense of wellbeing, inclusion and purpose. Working in partnership with families, local services and organisations ensures that we are making best use of existing community supports. This further allows communities to be more empowered and able to influence and shape future supports. Our one-to-one parental support is designed to enable parents to feel more confident, capable and supported in their parenting role, and to promote positive outcomes for both parents and children. Our offer has 4 differing support themes, these include; • Building parenting skills/strengthening the parent/child relationship • Providing emotional support • Addressing specific issues • Support to access other relevant services Our project also has a commitment to upholding the articles within the UNCRC with a particular emphasis on articles 2, 3, 12, 13, 15, 19, 27 and 31 which are firmly imbedded in practice. Our one-to-one parental support is another of the many ways in which we can ensure children’s rights are upheld. This can be by supporting parents to have a more involved role in their child’s education, health and other key development needs. The rights of children to play, grow and prosper as they should with the support of safe, loving caregivers is this project. Page 280 of 340
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17 As a new project, how we gather our data has changed and improved. One measure of who we are working with is to use the priority families classification. Details in table below Priority families data for FEC 8 9 20 31 15 20 Children from ethnic minority groups Care experienced children and young people Young carers Children supported by a Children's Plan Children with ASN Children who have undergone significant transitions, for example starting ELC, primary or secondary 35 47 30 7 20 23 Lone parent family Children from other low- income families Children from families with a disabled adult or child Children from families with a young mother (under 25) Children from families with a child under 1 year old Children from larger families (3+ children) Page 281 of 340
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18 YEAR April 2025 1st March 2026 families Empowering Communities Families Adults Children Individuals Incidences of participation 1 to 1 with Families (targeted) 69 74 100 174 Events (universal) 221 182 403 Group Work Beyond Incredible Family Fun & Feast Dads group Small steps big smiles Place standard feedback (family and children) Thursday Group Careful Connections Coffee & CAMHS 42 51 225 276 566 Families Incidences of support Number of referral agencies Sign posting to other services/supports 105 223 42 Page 282 of 340
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19 (iii) Evidence of engagement and involvement of fathers/those in a fathering role in children's health, education and child's plans. Angus The focus of activity during 2025/26 has been on moving beyond awareness-raising into more consistent, embedded practice that actively supports fathers’ involvement in their children’s lives. While strong foundations were established previously, this year has seen clearer progress in translating this into day-to-day operational approaches across services. Across social work, there has been a deliberate shift towards ensuring that fathers are identified and included from the earliest point of contact with families. This has been supported through strengthened case management processes and increased consistency across duty arrangements, helping to ensure fathers have earlier and more meaningful opportunities to contribute to planning and decision-making. Where joint parental engagement is not possible, services are increasingly adapting their approach to ensure fathers can still participate and have their views represented. Alongside this, there has been a continued emphasis on improving how services communicate with and involve fathers more routinely. Health partners have progressed work to ensure that non-resident fathers can receive relevant information about their child and are developing systems, including father-specific records, to mirror the information traditionally held for mothers. This reflects a broader system shift towards recognising fathers as equal partners in their child’s care. In practice, there has also been a move towards more targeted and practical engagement approaches. A pilot within an Arbroath primary school is testing new ways of involving fathers through school-based activity, combining opportunities for volunteering with access to wider support around issues such as finances, housing and appointments. While at an early stage, this model is beginning to demonstrate how engagement can be strengthened through flexible, relationship-based approaches that respond to wider family needs. Page 283 of 340
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20 Workforce development has remained a key enabler of progress. Training using the Roots to Change methodology has supported practitioners to build confidence and skills in working more effectively with men, particularly where there are complexities around behaviour or relationships. This is contributing to a gradual cultural shift, with increasing recognition across services of the importance of proactively engaging fathers rather than relying on traditional patterns of involvement. There has also been a stronger focus on listening to fathers directly. Activity during the year has included the development of participation groups and the use of surveys to better understand fathers’ experiences of services, alongside specific work to identify and respond to “invisible dads” who may previously have been overlooked. This is beginning to provide a clearer evidence base to inform future service design. At a strategic level, the multi-agency Involving Dads group remains central to driving this agenda, although the year has highlighted the importance of strengthening consistent engagement and representation across all partners. Work is underway to refresh governance arrangements, re-establish regular oversight, and use a planned development session to align priorities and set a clear improvement trajectory for the next phase. Overall, the position in 2025/26 reflects a programme that is maturing. The emphasis is now less on identifying the importance of fathers’ involvement and more on embedding this systematically across services, testing and refining practical models of engagement, and strengthening the evidence base to demonstrate impact. Dundee In Dundee, procedures relating to planning meetings to ensure that both parents are proactively involved in planning for their children have been updated. Data of attendance at meetings is positive. Senior Officers meet with any parent when it is assessed they cannot attend meetings to ensure they are involved in planning processes. No further update received. Page 284 of 340
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21 Perth & Kinross From 01.04.25 to 31.03.26 there were 14 applications for support for fathers, on a one-to one basis. A fathers group takes place fortnightly during term-time. This is a small group with 4 unique participants and 72 incidences of participation. In January 2026, Families empowering Communities conducted a short survey to gain a better understanding of fathers’ engagement within their child’s school community and to identify ways in which involvement could be made more accessible and meaningful. A total of 80 fathers participated and shared their views. The findings showed that the majority of respondents (90%) lived with their children, and 70% reported feeling included in the school community. However, among those who did not feel included, the main barriers identified were work- related commitments and challenges linked to their relationship with the mother of their children. Our children will have the best start in life We will refine the Early Years tracking tool and embed use across Tayside from 2025-26 Progress Updates Angus All Angus Council and contracted provider ELC settings are embedding the use of the Pupil Tracking tool to track developmental milestones and attainment for funded children aged 2-5. Contracted childminders use a similar format which is accessible to them. All providers track children’s progress and development. They use the data to plan targeted support and challenge for individuals and groups of children. In 2025-26 all staff had the opportunity to engage in training to deliver high quality interventions and ensure effective targeted support for children who are not meeting their developmental milestones. In response to tracker data, this has focused on staff’s support for the development of children’s early language and communication. Quads and triads of Lead and Senior Early Years Practitioners from almost all local authority and partner provider settings have engaged moderation of the tracker data across Angus. This has led to increased consistency in the approach to the use of data to provide effective support and challenge for children across the Local Authority. Page 285 of 340
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22 Dundee Tools for capturing children’s learning, development and progress for children aged 2 – 3 years and 3 – 5 years are fully implemented and embedded across all Local Authority Early Years settings. All Funded Provider settings have access to both tools, with implementation being optional. There has been an increase in uptake and implementation from Funded Provider ELC settings during 2025 – 2026. Professional learning opportunities are focused on approaches to capture children’s learning, development and progress, and are offered to all Local Authority and Funded Provider ELC settings on a regular basis. This supports settings to ensure that professional dialogue and reference to traces of learning informs implementation and effective use of these tools. As a result, settings are supported to consider the sensitive and meaningful interpretation of information available within the tool and use this to inform planning, improvement and interventions as part of a cyclical approach to child centred pedagogy and improvement. It is noteworthy that all Local Authority ELC settings use this tool and approach and have been graded as Good or better in inspections. Perth & Kinross This tracking tool is now fully embedded within all Perth and Kinross settings and data is being used to inform targeted interventions which is demonstrating progress over time. These tests of change driven by data-informed decision making have resulted in a reduction in the gap between SIMDQ1 and SIMD Q5 of 27pp between 2023/24 and 2024/25. The tool has now been moved to an EDMS site which is accessible to all providers whether PKC or partner provider. This ensures security of data and minimising risks associated with the transfer of data over email. Our children will have the best start in life We will repeat the transitions survey in 2024-25 to measure the impact of new pathways and inform next steps Progress Updates The transitions survey has not been repeated in 2025-26 Page 286 of 340
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23 TAYPLAN-2326-002 Our children and young people will achieve and make positive contributions to communities We will implement effective strategies to increase school attendance Progress Updates (i) Increased attendance across all groups. (ii) Increased attendance and attainment for children living in SIMD 1 and /or looked after at home Baseline data (Reported in LGBF, data is combined for primary and secondary): Overall attendance 2020-2021 – Angus 92.8%; Dundee 90.6%; Perth and Kinross 91.9% Data not published in 2021-22 Overall attendance 2022-2023 – Angus 90.5%; Dundee 88.6%; Perth and Kinross 90.4% Overall attendance 2023-2024 – Angus 90.7%; Dundee 88.9%; Perth and Kinross 90.2% Overall attendance 2024-25 – Angus 91.5%; Dundee 89.6%; Perth and Kinross 90.8% Attendance gap between SIMD 1 and SIMD 5: 2022-2023 – Angus 5.9pp; Dundee 6.8pp; Perth and Kinross 5.3pp 2023-2024 - Angus 5.8pp; Dundee 6.8pp; Perth and Kinross 6.6pp 2024-2025 - Angus 5.2pp; Dundee 6.4pp; Perth and Kinross 6.7pp Attendance gap for looked after children (Reported in LGBF; data is for all children who are ‘looked after’ by the local authority and is combined for primary and secondary. Children may attend school in a different local authority area): 2022-2023 – Angus 7.7pp; Dundee 5.5pp; Perth and Kinross 3.6pp 2023-2024 – Angus 5.1pp; Dundee 6.1pp; Perth and Kinross 4.2pp Data for 2024-25 will be published in summer 2026. Angus As of 6 March 2026, school attendance patterns look broadly consistent with rates in session 2024-25. Data for the full 2025-26 session will be available in July 2026. Page 287 of 340
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24 Five engagement officers (EOs) and a resource worker (RW) are funded through Attainment Scotland Funding. Bespoke support is provided to care experienced children and young people, with the intended outcome of increasing attendance, engagement and participation at school. In 2025-26 the EO team is working with 165 children and young people, 51 of whom live in SIMD Quintile 1, and 21 of whom are care experienced. An evaluation is underway of the work carried out by the EOs and will be reported later in 2026. Dundee The Council has established a multi‑agency attendance strategy group to review and strengthen policy and practice in line with Education Scotland’s national attendance improvement strategy. This work is embedded within Dundee’s wider improvement framework, consistent with national expectations, all schools were supported to develop an attendance‑focused inquiry question, enabling practitioners to use data‑informed approaches to identify barriers to attendance and test targeted interventions. Overall attendance in Dundee has shown gradual improvement over recent years, rising from 88.6% in 2022/23 to 88.9% in 2023/24, and increasing again to 89.6% in 2024/25. While the SIMD 1–5 attendance gap has fluctuated—moving from 2.3 percentage points, to 5.5, and most recently 6.1—the upward trend in overall attendance demonstrates the positive early impact of Dundee’s strengthened approaches. These data trends have informed local decision‑making and guided targeted supports for schools serving the most disadvantaged communities. Reflecting our emphasis on coherent, city‑wide systems, the multi‑agency group developed revised attendance procedures and guidance designed to promote early identification, proactive support and consistent relational practice across all schools. These updated procedures were formally launched at the Dundee Attendance Summit in November 2025, marking the next phase of the city’s collaborative work to improve attendance and reduce inequalities. In line with national guidance, every school will now develop its own school‑level Attendance Improvement Strategy, shaped by its local context and informed by detailed analysis of attendance patterns. These strategies will adopt a whole‑school approach, strengthening relationships, improving communication with families, and ensuring that attendance data is routinely scrutinised to support early intervention and tailored responses. Through this work, Dundee Page 288 of 340
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25 aims to further raise attendance, narrow gaps and ensure that every learner is supported to be present, engaged and progressing in their learning. Perth & Kinross Attendance continues to be a key area of focus for Perth & Kinross. Primary attendance is 1% behind our stretch aim, with secondary almost 4% behind. Although levels are improving, the improvement is slower than we would like and there is a wide variation across schools in terms of progress. A Steering Group has been established led by the Educational Psychology Service and involving a range of partners to look at school attendance from a holistic perspective with a view to identifying gaps. A sub-group is also taking forward a project to examine the use of coding of absence within Management Information Systems for consistency and accuracy. The Strategic Equity funded project, Connecting Families has had success with some young people, but there have been difficulties in getting family engagement for others, suggesting that this particular intervention is required much earlier to ensure family engagement. A number of schools are engaged in a Quality Improvement project for Attendance led by Education Scotland. The first cohort of schools are implementing tests of change, whilst the second cohort are undertaking the training and analysis required for the project. Locality Youth Workers across Perth and Kinross use a person-centred approach to create safe, supportive spaces where young people can build confidence, and self-esteem. Through a blend of 1:1 support, group work, and informal learning, youth workers help young people gradually re engage with school through tailored support. These informal learning opportunities allow young people to develop key skills such as communication, problem‑solving, emotional regulation, time management, and positive peer interaction, all of which support them to manage the structure and expectations of the school day. Youth workers are embedded in Social Work and work closely with Education, to support young people to navigate school meetings and expectations, Page 289 of 340
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26 ensuring the young person’s voice is heard. Youth workers use National Youth Work Outcomes framework which sits alongside the Curriculum for Excellence, and support young people to work on accredited awards such as Dynamic Youth and Youth Achievement Awards. Our children and young people will achieve and make positive contributions to communities We will implement plans focused on raising attainment and meaningful engagement (participation). Progress Updates (i)Reduced attainment gap between the most and least disadvantaged children and young people. Angus Baseline data - local authority stretch aims: • In 2023-24, the annual trajectory targets for achievement of 1 or more award at SCQF Level 5 were not achieved. The poverty related attainment gap for this measure decreased. • In 2023-24, the annual trajectory targets for achievement of 1 or more award at SCFQ Level 6 were not achieved. The poverty related attainment gap for this measure decreased. • In 2024-25, the annual trajectory target for the achievement of literacy in P1,4,7 combined for children in SIMD 5 was achieved. The targets relating to all learners, those living in SIMD 1 and the attainment gap were not achieved. • In 2024-25, the annual trajectory target for the achievement of numeracy in P1,4,7 combined for children in SIMD 5 was achieved. The targets relating to all learners, those living in SIMD 1 and the attainment gap were not achieved. • In 2024-25, the annual trajectory targets for primary school attendance by all children, and those who live in SIMD Q1 and 5 were achieved. The target for the primary school attendance gap was not achieved. The targets for secondary school attendance by all young people, and those who live in SIMD Q1 and 5 were achieved. The target for the secondary school attendance gap was also achieved. • In 2024-25, the annual trajectory targets for the annual participation measure were achieved for 16-19 year olds living in SIMD 1, and for the overall attainment gap. Targets relating to all 16-19 year olds and those living in SIMD 5 were not achieved. Page 290 of 340
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27 • In 2024-25, the annual trajectory target for school leavers in SIMD Q5 was achieved for 1 or more award at SCQF Level 5. The poverty related attainment gap for this measure increased slightly. • In 2024-25, the annual trajectory targets for school leavers in SIMD Q1 and poverty related attainment gap were achieved for 1 or more award at SCFQ Level 6. The overall poverty related attainment gap for this measure decreased. Dundee Baseline data - local authority stretch aim: • In 2024-25, the annual trajectory targets for achievement of 1 or more award at SCQF Level 5 by all pupils and those living in SIMD quintile 1 were not achieved. The poverty related attainment gap for this measure increased. • In 2024-25, the annual trajectory targets for achievement of 1 or more award at SCFQ Level 6 were not achieved. The poverty related attainment gap for this measure decreased. • In 2024-25 the annual trajectory targets for achievement of literacy in P1,4,7 were not achieved. The poverty related attainment gap for this measure decreased. • In 2024-25 the annual trajectory targets for achievement of numeracy in P1,4,7 were, mostly, not achieved. The exception was the poverty related attainment gap for this measure which decreased and met its annual trajectory target. • In 2024-25 attendance improved but did not achieve its annual trajectory target. The poverty related attainment gap decreased. The poverty related attainment gap met its annual trajectory target in primary schools. The gap between Care experienced children and young people looked after at home, and other pupils also met its annual trajectory target. • In 2024-25 overall participation by 16-19 yr olds improved but did not achieve it annual trajectory target. The poverty related attainment gap for this measure increased. No further update received. Perth & Kinross • In 2024/25, the proportion of school leavers attaining 1 or more award at SCQF Level 5 has remained fairly static and we are 4 percentage points (pp) away from achieving our stretch aim (88% vs 92%) Q5 attainment has increased whilst Q1 has fallen, meaning the gap has widened and is 2pp behind our stretch aim (24% vs 22%). Page 291 of 340
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28 (Our Q1 cohort size is just 96 learners out of a total leaver cohort of 1388.) • In 2024/25, the proportion of school leavers attaining 1 or more award at SCQF Level 6 has remained steady at 66%. PKC is 2% away from achieving the stretch aim of 68% for 2024/25. Q1 attainment has dropped from 48% to 42% which has also impacted the PRAG. 2025/26 data is not yet available. Page 292 of 340
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29 TAYPLAN-2326-003 Our children and young people will enjoy good physical and mental health. We will ensure full implementation of the Child Healthy Weight Tayside Strategy. Progress Updates (i)Increased proportion of children with a healthy weight Baseline data: Percentage of primary 1 children classified as being of a healthy weight. 2021-22 – Angus Council 70.9%; Dundee 72.0%; Perth & Kinross 73.4%; Tayside 72.1% 2022-23 – Angus Council, 76.8%; Dundee 74.6%; Perth & Kinross 79.4%; Tayside 76.8% 2023-24 - Angus Council 71.7%; Dundee 74.3%; Perth & Kinross 75.6%; Tayside 74.0% 2024-25 – Angus Council 72.2%; Dundee 72.0%; Perth & Kinross 73.0%; Tayside 72.4 (ii) Reduced inequality in healthy weight between children living in the most and least deprived areas in Tayside. Baseline data: gap between children living in SIMD 1 and children living in SIMD 5 2021-22: Angus 28.0pp; Dundee 8.7pp; Perth and Kinross 2.0pp; Tayside 10.3pp 2022-23: Angus 10.8pp; Dundee 10.7pp; Perth and Kinross -1.1pp; Tayside 9.2pp 2023-24: Angus 7.2pp; Dundee 1.5pp; Perth and Kinross 8.5pp; Tayside 4.1pp 2024-25: Angus 13.7pp; Dundee 8.8pp; Perth and Kinross 5.4pp; Tayside 9.3pp The situation remains a significant concern, as levels of childhood obesity remain stubbornly high, and are now higher than during the pandemic, Furthermore, inequalities in the risk of obesity between children living in the least and most deprived areas continues. This challenging background sets a clear and ongoing need for implementation and spread of a Whole Systems Approach to Child Healthy Weight across Tayside informed by the early adopter work in Dundee and the need to advance the realisation of the vision of the Tayside Child Healthy Weight Strategy ‘for every child in Tayside to grow up in a community and environment that supports them to feel great and ready to learn so they can achieve optimum health and flourish to their best of abilities’. This has been challenged over the last year by significant reductions in workforce capacity with specific remit for this workstream. Renewed opportunity to rebuild momentum lies in taking Page 293 of 340
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30 forward new policy/framework aligned to population health including the priority of tackling obesity and promoting healthy weight, and retaining this as a priority into the next iteration (2026-2029) of statutory Children’s Service Plans across Tayside. Furthermore, the child healthy weight agenda, and more broadly, the links between food and health have potential to be further leveraged at both a national and local level by the Good Food Nation Act. This includes a specific outcome that ‘Scotland’s food system encourages a physically and mentally healthy population, leading to a reduction in diet-related conditions.’ The plan also outlines a number of indicators for monitoring progress on child health, diet and weight outcomes including the percentage of children who are a healthy weight and the percentage at risk of obesity. Our children and young people will enjoy good physical and mental health. We will work collectively to support uptake of immunisation for children across Tayside. Progress Updates (i) Increased proportion of children receiving immunisations. Children receiving MMR (Measles, Mumps and Rubella) immunisation at 24 months. Baseline data: percentage of children receiving immunisations 2022-23 Angus 91.4%; Dundee 89.7%; Perth and Kinross 92.6%. 2023-24 Angus 93.2%, Dundee 88.0%; Perth and Kinross 92.5% 2024-25 Angus 93.2%, Dundee 89.1%, Perth and Kinross 91.7% NHS Tayside Immunisation Steering Group continues, with contribution from the NHS Tayside Childhood (CH) immunisation Leadership Group. The CH Immunisation Leadership Group has now been embedded in practice and meets regularly to provide operational and leadership direction to the CH Immunisation service. It continues to focus on the optimisation of the childhood immunisation service to ultimately improve immunisation uptake and streamline the service. Partner colleagues are invited to attend to discuss issues or feedback as information and planning is required. The Child Health Department continues to ensure systems and processes are in place to support the appointment management of immunisations for children across Tayside. The schedule change came into place in January 2026 with Page 294 of 340
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31 introduction of the MMRV (Measles, Mumps, Rubella and Varicella) vaccine to replace MMR and an additional appointment for children at 18 months. The reporting of baseline figures will therefore alter for the coming years. A number of working groups have been established to focus on: Schedule changes: Improving update: Accessibility including translation and interpretation support. The working group for improving immunisation uptake has been established. The group will establish and works in collaboration with Public Health, Childhood Immunisation Team, Child Health Department and Education colleagues. The CH Immunisation team continue to work closely with Health visitors, FNP and school nurses to encourage the promotion of immunisations at each contact with families. Challenges for the Childhood Immunisation service remain around access to suitable accommodation in community care settings, clinic space, secure fridges and storage. The introduction of the new Child Health System has been delayed and is anticipated to go live in mid May 2026. The transition is presenting some challenges and Child Health leads are working closely with national colleagues and attending various implementation groups nationally and locally to take this forward. Our children and young people will enjoy good physical and mental health. We will implement the Tayside Action Plan to reduce suicide in children and young people Progress Updates (i) Reduced number of children and young people completing suicide. Baseline data: number of young people under the age of 20 completing suicide 2017-2021: 12 (of which, 6 were under the age of 18) 2019-2023: 8 (of which, 6 were under the age of 18) 2020-2024 7 (of which, 7 were under the age of 18) Note: The numbers are small so no interpretation can be placed on these figures. (ii) Increased number of staff trained in suicide intervention. Page 295 of 340
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32 Across Tayside there has been a co-ordinated approach to increasing provision of suicide prevention training in professionals and members of the public. This is co-ordinated in each Local Authority area by the Suicide Prevention Co- ordinator with additional training support provided from NHS Tayside Public Health and the third sector. These trainings continue to be delivered to staff and community members working with children and young people across Tayside. There has been specific work undertaken to develop appropriate training for those working with children and young people and training delivered to staff working in this area. No further update received. (iii) Increased satisfaction with information sharing from child death/suicide review An information sharing pathway between Child and Adolescent Mental Health services and the Named Person has been in place for over a year. This is used to alert the Named Person when there has been a crisis presentation to CAMHS within 1 working day. The system is valued by all in terms of improved partnership working and communication around risk management. Named Person staff greatly value the new protocol as it makes such a difference to them feeling valued, safer in their practice knowing the risk is being shared and managed as part of a professional multi agency response. No further update received. Our children and young people will enjoy good physical and mental health. We will continue implementation of ‘Connected Tayside; an emotional health & wellbeing strategy for children & young people’ (2021-23) Progress Updates (i) Tayside mental health pathways are fully implemented, and supports are accessible. Neurodevelopmental Update: A Tayside Neurodevelopmental (ND) Pathway Improvement Steering Group has been established to strengthen multi- agency collaboration across health, education, and social care partners, as well as the third/voluntary sector, ensuring clear accountability and shared decision-making. The aim is to ensure that all key partners are fully engaged and share ownership in developing a new Neurodevelopmental Pathway for children & young people across Tayside Page 296 of 340
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33 The first meeting of the steering group for this work was held in February as a workshop development session. The meeting outputs will be collated into a paper. Key next steps are to agree the shared governance and reporting structures for this partnership work. GAP Analysis - ND Needs Assessment Plan The needs assessment and mapping of services and supports across the three local authorities and within NHS Tayside is now nearly complete. A report will be collated over September that will help outline the opportunities and gaps that currently exist within services. The aim is to better understand how to meet the needs of the ND population across Tayside. We continue to gather insights from Scottish Government funded tests of change in other health boards to inform positive learning and also opportunities for improvement in developing a future ND pathway in Tayside. This will help ensure that the pathway is both needs-led and appropriate, while also being sustainable. The needs assessment and mapping of services and supports across the three local authorities and within NHS Tayside is complete and has been presented to the newly set up steering group. This report provides evidence and practised based recommendations to support development of a new ND Support Pathway in Tayside. Review of current CAMHS ND Waiting List Learning from review of the current ND waiting list has highlighted the need to redesign the pre-assessment pathway in collaboration with multi-agency partners so children are directed to the most appropriate services from the outset. Referral To Treatment Time (RTT) Mental Health HEAT Target NHS Tayside has achieved the RTT Mental Health HEAT target for over 24 months. This is expected to continue going forward. The Decider Skills are a set of CBT and DBT evidence-based skills to help people of all ages understand and manage their thoughts, emotions, behaviours and relationships in a less impulsive and more composed way. Decider Skills Training For Professionals: Total Staff Trained across Tayside 485 (P&K 195, Dundee 96, Angus147) Decider Skills Sessions Online for Parents/Carers: Total attendance across Tayside: 286 Page 297 of 340
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34 Understanding a Supporting a Child with Anxiety and Worries is a CBT informed input to help support children and young people understand and managed mild to moderate anxiety by learning how it affects the body, and actions, the traps we can fall into and learning coping tools. Understanding a Supporting a Child with Anxiety and Worries Training for Professionals: 86 (P&K 22, Dundee 37, Angus 27) Understanding & Supporting a Child with Anxiety and Worries Online Sessions Parents: Total attendance Tayside: 441 New in 2025: Your Resilience is a train the trainer and parent training course designed to help young people build their mental health resilience, given young people the tools and confidence to manage everyday pressures, challenges and emotions so they can cope now and in the future. Your Resilience for Professionals: Total Staff trained Jan – April 2025 across Tayside 21 Your Resilience for Parents: Total Attendance across Tayside 27 Understanding and Supporting Your Child are online sessions for parents and carers who have concerns about their child’s neuro development. Parents/carers spend two weeks developing a profile of their children’s strengths and challenges, learning how to support regulation and then having access to an addition 5 sessions around profile specific areas such as sleep. Communication and behaviour. Total Parent Carer Attendance Tayside: 379 Together to Thrive is a Dundee based partnership task sharing model, with specialist staff training and coaching community-based staff in areas usually associated with specialist services to move specialist interventions to a more accessible place for children and families. Total number of community-based staff trained in Dundee 116 Total Number of Families Supported via TtT: Directly 149, indirectly 500. ND Parent Portal Website- Total Number of users across Tayside @ March 2025: 2747 PKC have worked with third sector partner The Lighthouse to roll out their Mental Health Ambassador peer support programme which is now taking place within everyone school. Through some piloting work linked to the Counselling in Schools programme, PKC have worked with Life Link to offer schools targeted group work, including with a focus on managing relationships online. Page 298 of 340
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35 PKC have worked with two school communities over 25/26 to support a whole school community focus on mental health. This work is part of each schools Improvement Plan to address raising awareness of mental health issues and concerns, reducing stigma, increasing universal, additional and enhanced support for children and young people at the time it is needed. The schools are supported in this work from the Education Psychology Service, the Suicide Prevention & Mental Health Coordinator, and the Lighthouse. Consultations have taken place to include the views of children and young people, their parent/carers, school staff and the agencies involved in providing support to each school community. This work is ongoing. (ii) The Health and Wellbeing survey will show an increase in pupils who say they feel positive about the future Baseline data: The percentage of pupils who agreed or strongly agreed that the feel positive about their future. Angus Dundee Perth and Kinross 2021/22 70.2% 74.6% 71.9% The Health and Wellbeing Census took place in 2022. 16 local authorities participated, including Angus, Dundee and Perth & Kinross. Data was published as ‘experimental’ in May 2023. In December 2025, the Scottish Government advised that there would be no further data gathering for this census. Page 299 of 340
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36 TAYPLAN-2326-004 Our children and young people will have their rights protected and their voices heard We will support the multi-agency workforce to promote rights, choice and control for children and young people on how their views are heard and represented and how they are involved in decisions that affect them. Progress Updates Baseline data: number of Tayside schools with Rights Respecting Schools accreditation As of 20 March 2026, in Angus there is one school registered; 22 schools have achieved Bronze awards; 34 schools and one ELC have achieved Silver awards; 2 schools have achieved Gold awards. In Dundee 17 schools have achieved silver awards and 5 have achieved Gold awards, no data was received in respect of number of schools registered or number who have achieved Bronze awards. In Perth and Kinross there are 5 schools registered; 22 have achieved Bronze awards; 23 have achieved Silver awards; 20 have achieved Gold awards and 5 have applied for reaccreditation (i) Children and young people will have access to independent advocacy, informal advocacy, and digital tools to support participation. Angus Over the course of the first half of this year (April to September 2025), Angus has continued to increase the numbers of children and young people accessing advocacy. Building on the increase of advocacy uptake of 10% during 2024-25, Advocacy partners report for the first half 2025/26 an average of 97 young people a month were receiving support, up from 70 the previous year. It’s important to note that these figures exclude referrals directed by the Children’s Hearing system, meaning the actual number of young people supported is even higher. Following an application to Scottish Government, Angus Independent Advocacy have secured additional funding (£8,500 = 1 day per week) to support with the hearing element of advocacy provision. This has been committed until March 2027. This has addressed the increase in demand for advocacy for Children’s Hearings however, this does not address the demand for non-hearings provision of advocacy. Page 300 of 340
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37 The recent inspection highlighted Angus’s strong partnership approach to independent advocacy, praising the seamless pathways that enable children to maintain consistent advocacy relationships as they navigate multiple agencies and processes. However, challenges remain as noted last year. There continues to be high numbers of referrals relating to education issues, and Who Cares continues to report ongoing difficulties for some children placed out of area in maintaining relationships with separated family members. As a result of increasing numbers of child and young people being referred for advocacy including non-instructed advocacy for very young children and children with complex needs the demand over the last 6 months has resulted in small numbers of children having to be placed on a waiting list for a service. While referrals are screened and prioritised the increased demand is resulting in some children now having to wait for a service. During 2025–2026, Angus aligned its advocacy work with the proposed Children (Care, Care Experience and Services Planning) (Scotland) Bill, published 18 June 2025. The Bill focus is on ensuring that every child involved in child protection or the care system—regardless of age or ability—has their voice heard and access to an independent advocate. Plans are in place to increase advocacy engagement by a further 10% and to review current funding arrangements to enhance system capacity. Angus will also continue to share its multi-agency model nationally as an example of best practice Dundee In Dundee, children and young people are increasingly having their voices heard in more systematic and meaningful ways. For younger children, the New Beginnings Team has been trained in using The Lanarkshire Infant Mental Health Observational Indicator Set (LIMHOIS), this is a tool used to identify and describe concerns and promote a shared understanding is infant mental health needs and how these are best met. To help drive measurable improvements, the service has started to gather quality assurance data on the proportion of 0-5’s who either attend or, more frequently, have their views represented at key decision-making meetings. The first audit completed in June 2025 established a 50% baseline for this age group compared with 65% overall and this informs an action plan, which includes the development of resources to enable their views to be heard. For older children, Mind of My Own (MOMO) forms one of several ways of obtaining children and young people’s views to inform support. It provides an alternative option to 1:1 methods and Champions Boards have commented positively this year on its use. Where they need additional support to be heard, a Who Cares? advocacy service engaged with 83 children and young people. It retains a strong presence in all Children’s Houses and advocated for 11 young people in Page 301 of 340
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38 external Foster Care and residential care. The audit of views provided at key meetings showed that 81% of children over 6 years attended or had their views represented. The WFWF also contributes towards the delivery and evaluation of What Matters to You, which the Council continues to coordinate with the Hunter Foundation, BBC Children in Need and local communities. Increasingly, the approach involves the use of Cafe Conversations to pro-actively listen and respond to the needs of local communities, including how they might lead or contribute towards developments. Communities play a central role in the allocation of a Make it Happen Fund to enhance support. Perth & Kinross Please see update on pages 45/46 (ii) Attending child's planning meetings will be supported and the environment will be inclusive. Angus During 2025–2026, Angus continued to strengthen inclusive participation for children and young people, ensuring they are supported to attend their Child’s Planning Meetings and that environments are welcoming and responsive to their needs. Advocacy provision increased by around 10%, with an average of 70 young people receiving support—up from 50 the previous year—and 78 new individual and 29 family advocacy referrals, enabling more children to have trusted support when preparing for and attending meetings. Recent inspection findings highlighted the strong partnership approach and seamless advocacy pathways that help children feel confident, heard, and supported during planning processes. Participation data gathered throughout the year shows growing engagement, with reporting from January to October 2025 capturing the proportion of children who attended their meetings, those who contributed in other ways (such as submitting views or having them shared on their behalf), and identifying the need for further improvement in capturing data consistently. Alongside this, ongoing improvements in meeting environments—supported by advocacy workers, relational practice, and trauma‑informed approaches—ensured that settings were more inclusive, helping children feel comfortable and empowered to participate meaningfully in decisions about their lives. The development Page 302 of 340
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39 of a child‑friendly digital complaints platform further expanded accessible participation routes, complementing in‑person engagement with supportive, rights‑based tools. To support children in attending planning meetings and ensure the environment is inclusive, Angus practitioners continue to use the PREpare model, which helps children understand the purpose of the meeting, what will be discussed, and how their views will be represented. This approach encourages children to feel more confident and informed before participating. Inclusive environments are created by offering flexible formats for engagement, such as informal settings, visual aids, and opportunities for children to contribute in ways that suit their communication style—whether verbal, written, or creative. These efforts aim to make participation meaningful and ensure every child feels safe, respected, and heard. Dundee Out of 2,452 Team Around the Child Meetings during academic year 2024-25, 1,381 (56.3%) had child’s views recorded. Building on learning from the ANEW project and wider GIRFEC improvement work, services in Dundee continue to develop flexible and child centred approaches to capturing children’s views. This includes supporting children to contribute in person, through a trusted adult or advocate, or by using alternative formats such as drawings, photographs, written statements or short videos. This approach helps ensure that planning remains focused on the child’s lived experience, even where direct attendance at meetings is not appropriate. Perth & Kinross Please see update on pages 45/46 Page 303 of 340
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40 (iii) Children with additional needs will share their views and be involved in decisions. Angus A variety of approaches are used in Angus to gather learner voice. In line with our GIRFEC approach, the wellbeing web is used to capture children and young people’s views using the SHANARRI wellbeing indicators. The wellbeing web includes a symbolised version for learners who require visual support. For learners who are non-speaking or who have communication difficulties a range of supports are available including photographic, Boardmaker visuals, Makaton, and Talking Mats. Capturing pupil voice is also done through the use of sensory stories and face-to-face and online surveys. Interpreters and online translators are used for children and young people who have English as an additional language and BSL for children and young people who are deaf. From August 24 to June 25 12 Education staff were trained in Talking Mats. For 24/25 a further 7 staff members have been trained and another 15 are booked on sessions due to take in May/June & August/September 26.Over session 2024/25, 4 sessions of multiagency training on the GIRFEC refresh have included advice for professionals delivering the Named Person role on how to use a variety of methods, including the Wellbeing Web, to capture the voices of children and young people with a range of needs to support them in co-creating Child Plans. These sessions also offered advice on how to support the meaningful inclusion and participation of children and young people in meetings. Parents and carers are offered support to engage with third sector organisations who may provide advocacy services for children with ASN through our Connecting Parents Angus portal. Dundee Children and young people with additional support needs are supported to share their views and participate in decisions that affect them, using a range of proportionate and inclusive approaches. Practitioners make use of visual, supported and assisted communication methods, alongside professional judgement and collaboration with parents, carers and relevant specialists, to ensure views are meaningfully represented. Interpreting and translation services are used where required to support participation. Page 304 of 340
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41 Perth & Kinross Please see update on pages 45/46 (iv) Views are well represented at child's planning meetings Angus The update for this outcome is detailed above in “(ii) Attending child's planning meetings will be supported and the environment will be inclusive.” Dundee Dundee works closely with SCRA and multi-agency partners to ensure that children’s views are sought, recorded and considered throughout the Children’s Hearings process, in line with national guidance and local procedures. Perth & Kinross Please see update on pages 45/46 (v) Children's hearing decisions are fully informed by the views of children and young people Scottish Children’s Reporter Administration (SCRA) The Scottish Children’s Reporter Administration (SCRA) continues to strengthen its commitment to children’s rights and meaningful participation, following implementation of the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024. A range of developments are being implemented to ensure that children’s voices are central to decision-making throughout the Children’s Hearing System. Page 305 of 340
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42 SCRA now routinely seeks and records children’s views prior to a Hearing being arranged, ensuring that every decision made by a Reporter is informed by the child’s perspective. Children who are assessed as having capacity are supported to express their views in a format of their choosing, including written, verbal, visual, or digital methods. Where appropriate, face-to-face meetings are also offered to enable children to communicate their views more fully. Children’s views continue to be reflected within social work Hearing reports. Panel Members have a clear procedural responsibility to check and confirm the accuracy of these views during Hearings. The increased availability and involvement of Independent Advocates has further strengthened children’s confidence and ability to express their views independently. SCRA works closely with social work services and partner agencies to support and embed this approach across the system. Planned Developments (2026–27 and Beyond) Children (Care and Justice) (Scotland) Act 2025 – Implementation Readiness In preparation for the full implementation of the Children (Care and Justice) (Scotland) Act 2025, SCRA has undertaken the following actions: • Recruitment of additional Reporter staff to support the anticipated increase in demand arising from legislative change, with the age of referral to the Reporter increasing up to age 18, expanding access to the Children’s Hearing System for older children and young people. • Comprehensive training for all Reporter staff on the Children (Care and Justice) (Scotland) Act 2025, ensuring consistent and uniform application of practice across Scotland. Child-Friendly Scheduling From June 2026, SCRA will introduce child-friendly scheduling arrangements. This initiative will further tailor Hearing dates, times, and formats to better reflect the individual needs, circumstances, and wellbeing of children attending Hearings. Early Engagement and Statements of Grounds SCRA is reviewing its approach to the drafting of Statements of Grounds and increasing early engagement with children and families. This work aims to reduce delays, improve understanding, and minimise the risk of prolonged or unnecessary court proceedings. Page 306 of 340
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43 Trauma-Informed Practice All SCRA staff receive training in trauma-informed practice and vicarious trauma awareness. This ensures staff are better equipped to support children and families sensitively and effectively, while also safeguarding staff wellbeing. Estate Refurbishment Programme SCRA’s estate is undergoing a significant refurbishment programme to improve the quality, comfort, and child-friendly nature of Hearing environments. The redevelopment of the Dundee office is scheduled for completion in August 2026. (vi) Staff will have access to training on UNCRC, The Promise, engagement and feel confident in supporting young people. Angus In response to The United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024, Angus Council has made e-Learning available to support employee knowledge of this area. ‘How we protect children’s rights with the UN convention on the rights of the child’ has been made available on Always Learning. This e-Learning is mandatory for all employees to complete. To date 2102 employees (46.7%) of council employees have completed the e-learning. From evaluations received, overall, staff found the training helpful, easy to understand, and relevant. Many said it increased their confidence and gave them a better understanding of how children’s rights should be embedded across the organisation. UNCRC is included in Angus Council’s Equality Impact Assessment process. Advocacy services have been embedded into practice to ensure all young people have access to this service, with training opportunities being made available to staff. Advocacy has been a focus of input within the Children Families & Justice practitioner development forum and all children now attending children’s hearings in Angus are afforded the opportunity to have an independent advocate. Training has been provided to staff and organisations that fall within the remit and responsibilities of being corporate parents. This training has been embedded into our online learning system in Angus Council. Page 307 of 340
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44 The training explains and helps promote understanding of our duties and responsibilities as corporate parents. Training now includes UNCRC which staff are required to undertake and is included as part of induction for new staff joining the council. Work is underway to ensure that Angus Council has a system in place which is child friendly, accessible to anyone under 18 years of age enabling them to raise a complaint in the same way as adults do respecting Article 12, Right to be heard. Youth engagement guidance has been developed by our Vibrant Communities team in partnership with young people. Dundee A UNCRC self-evaluation and improvement plan is in final draft stage of development. The plan will then form a key part of the next Children’s Services Plan 2026-29. The self-evaluation highlights existing good practice in relation, for instance, to: 1. Children’s rights considered as part of Integrated Impact Assessments 2. Child Protection training including reference to UNCRS 3. School Improvement Plans including reference to UNCRC 4. Our Promise 2023-26 including a clear focus on Voice 5. Listening mechanisms such as What Matters to You, MOMO, Planet Youth and Youth Leadership 6. Infant Pledge 7. Implementation of Child Friendly Complaints Procedure 8. All schools registered for the Rights Respecting Schools Accreditation Programme In addition, Dundee work in partnership with UNICEF to support the Rights Respecting Schools programme and there are two staff are in the final stages of training to become accreditors of this programme. There is an action plan for this work, and all schools are registered for the programme with a target of all having the Bronze award by the end of this academic session. All Dundee schools are on track to achieve their UNICEF RRSA Bronze Accreditation by the end March 2026, with 14 currently achieving their Silver Award and 4 achieving Gold RRSA Award. The Citywide Pupil Voice group are also integral to ensuring the young person’s voice is considered in developing policy and practice in line with the UNCRC and the Promise. Page 308 of 340
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45 Perth & Kinross (i) Children and young people will have access to independent advocacy, informal advocacy, and digital tools to support participation. (ii) Attending child's planning meetings will be supported and the environment will be inclusive. (iii) Children with additional needs will share their views and be involved in decisions. (iv) Views are well represented at child's planning meetings (v) Children's hearing decisions are fully informed by the views of children and young people (vi) Staff will have access to training on UNCRC, The Promise, engagement and feel confident in supporting young people. Perth and Kinross continue to have Youth Strategy meetings where professionals and young people come together to share initiatives, concerns and solutions in relation to young people across Perth and Kinross. Local Councillors, Child protection co-ordinator and the Alcohol and Drug partnership co-ordinator attend to not only look at ways to engage with local young people and youth forums but to ensure the people’s voice is heard and relayed into council decision making arenas. An interdisciplinary participation forum meets to look at how best Perth and Kinross captures the voice of young people, reduces barriers when looking for young people's voice and sharing of good practice of capturing voice. Membership is made up of Health, Education, Social Work, 3rd sector partners and the Tayside & Fife Partnership Coordinator for Children's Hearings Scotland Perth and Kinross continue to work closely with Independent Advocacy Perth and Kinross to ensure young people are well represented and their voice is heard when they required to feedback to professional forums and meetings. Page 309 of 340
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46 Champions Boards Locality youth workers continue to support our CEYP in school through dedicated time in weekly CHAMPS Sessions. Youth workers have effectively embedded UNCRC rights with care-experienced young people through a wide range of engaging activities and participation opportunities. Our Champs groups recently presented to elected members, resulting in Councilors making meaningful pledges to our CEYP. In addition, the Strategic Lead for Education is visiting all Champs groups to offer support and listen directly to their experiences in school. Through these groups, youth workers gather the voices and views of young people and feed them into the Corporate Parenting Sub Group, which can then share updates and changes back to the Champs via youth workers ensuring a clear feedback loop. Page 310 of 340
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47 Our children and young people will have their rights protected and their voices heard We will promote and protect relationships that are important to children and young people when children are separated from their families and it is safe to do so. Progress Updates (i) When children are separated from people who are important to them, there are clear plans to maintain and promote safe family time. (National dataset for siblings will be implemented and monitored) Angus Angus has made progress in implementing the National Definition of Brothers and Sisters, embedding practices that support siblings to remain together or maintain meaningful relationships. This includes recognising and planning for non- biological sibling-type relationships formed in care settings, reflecting a broader understanding of sibling bonds beyond biological ties. Practice now aligns with national guidance and promotes continuity of relationships even after placement changes. Despite these improvements, supporting non-related sibling relationships presents challenges, particularly in tailoring care arrangements to meet individual needs. Angus continues progress implementing the National Data Reporting Requirements. 73% of children who became looked after in 2025who had a looked after sibling were living with at least one sibling. Angus supports children to have good quality time with parents and siblings they cannot live with by ensuring that contact is thoughtfully planned and tailored to each child’s needs. This includes using technology such as video calls and messaging platforms to maintain regular and meaningful connections, especially when in-person contact is not possible due to distance or placement arrangements. These interactions are designed to be child-centred, with flexibility around timing, format, and content to ensure they feel safe and supported. We have spent time and resources enhancing our spaces for children and their families. Page 311 of 340
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48 Oversight of these arrangements is maintained through child’s planning meetings, where independent quality and review officers review the effectiveness of family time. Dundee In 2024/25 we implemented a Staying Connected procedure. We held training and development sessions for staff to ensure this was embedded. When children are separated from their families, we seek care arrangements where siblings can be together if possible and safe. Assessments are undertaken for all children who are Looked After and include the need to promote and protect relationships that are important to them. Plans are put in place to ensure this and reviewed at scheduled meetings. The Family Time Procedure was also reviewed and refreshed during this period. Data is available for new placements made during the academic year 2024/25. 49% of looked after children and young people lived with a sibling prior to moving to a new placement. The following data only refers to these children (so 80% is 80% of those who lived with siblings before, i.e. 40% of all children). Overall – 83% of children with siblings prior to entering the care placement lived with at least one sibling following a placement move. There are strong differences depending on placement type: • At home with parents – 108% (this is a real success story, with more children being reunited with than separated from siblings through CSO at home) • Kinship Care – 76% (a reduction from 90% the previous year, which is largely due to kinship carers more often explored as a possible option for just one typically younger child while leaving older siblings in the family home, or returning a young person from external placements to Dundee choosing a kinship carer beforehand, with the long term aim of reuniting the siblings) • Foster Care – 79% (in house) and 55% (agency foster care) • Numbers for residential care are too small to report as % but it is rare for siblings to share a residential placement This is a key reason why the service prioritises local family-based care, where children are more likely to live with or near their brothers/sisters. It also reinforces the importance of building local Foster Care capacity so they can be together or remain close. Page 312 of 340
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49 Some children and young people with more complex needs are cared for in care external residential settings, where it is not appropriate and/or possible for their brother or sister to stay. In these circumstances, regular contact is supported It should also be noted that ‘having a sibling’ includes half-siblings living with the other birth parent and adult brothers and sisters, where it is often not appropriate and/or possible for a care experienced child to stay. For CSO home and kinship care, there was an increase of children living together, involving slightly more reunifications than separations. Conversely, foster and residential placements more frequently led to siblings being separated. In this context, when children or young people require alternative care, teams identify and assess potential Kinship Carers. The service has an established Kinship Care Team and a range of supports have been developed, including 2 Clinical Psychologists funded by Corra to help promote attachments, capacity and resilience within families. Perth & Kinross In 2025/26 the CREST team continued to actively promote and deliver Family Group Decision Making (FGDM) and Lifelong Links (LL) service across our children and family’s service. These approaches remain central to supporting meaningful family involvement, strengthening networks, and improving outcomes for children and young people. FGDM is a strength based, family led decision making process that empowers families to develop safe, sustainable plans, when concerns arise about a child or young person. The model centres on transparency, partnership, and shared responsibility. Through structured preparation and facilitation, FGDM leads to a Family Group Meeting where families identify their own strengths, mobilise their support networks, and create their own solutions. This approach is used across the continuum of need, including early help, child protection, planning for unborn babies, supporting children to remain within their families, and enabling reunification where appropriate. The Lifelong Links programme supports children and young people who are looked after to build and maintain enduring relationships with the people who matter most to them, including siblings and other significant connections. The approach prioritises children's rights and focuses on rebuilding or strengthening relationships that may have been lost due to entering care. The aim is to ensure every child in care is surrounded by a stable, loving, and lasting support network that continues into adulthood. Page 313 of 340
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50 The CREST team also continues to promote the use of the Connections Toolkit across social work teams. This tool, led by the child or young person, maps out the significant people in their lives and supports meaningful conversations about relationships, identity, and support networks. The toolkit underpins our vision that every child or young person with social work involvement should have a robust connection plan that reflects their world and strengthens protective relationships. Since January 2025 49 families were referred by the children & families social work teams to Crest for Family Group Decision Making and 6 care experienced young people were referred to Life Long Links. Between September 25 and March 26 232 children and young people were classed as being looked after by Perth & Kinross. A team of designated Reviewing Officers continue to review all looked after children and ensure that robust plans are in place to determine the best possible outcomes for them. The Perth & Kinross Review Team is prioritizing efforts to promote and encourage active involvement of children and young people in their review meetings. They are updating all materials and communications for children, young people, and their families to ensure everyone is well-informed and empowered to participate. For those who prefer not to attend their review meeting but wish to speak with a Review Officer, alternative options are being arranged. Additionally, the team is working to strengthen connections with Champs board groups and other organizations supporting care-experienced young people, such as the FYI Group. Ongoing consultations with these groups focus on naming the service and review meetings, and their input helps guide future service improvements. The Review Team will inform advocacy partners, IPAK, whenever a child or young person becomes Looked After; IPAK then works directly with the child's social worker and family to provide advocacy services, aiming to further empower children and young people so their opinions are heard and represented. An audit of fathers’ participation in review meetings is underway, highlighting this as an area for service improvement. When either parent is in custody, the team is committed to encouraging their inclusion in the review process and has updated procedures to help social workers facilitate their involvement. Page 314 of 340
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51 Family Based Care and Adoption Teams: When the decision has been made that children or young people can no longer live at home with their parents, kinship options will be assessed as a first option to maintain important family and friends links where safe. If there is a need to be accommodated with foster carers, we will always try to place brothers and sisters together where it is safe to do so. Where brothers and sisters cannot be placed together due to risk assessments, or resources, then kinship carers and foster carers will be supported to promote and enable safe family time and sibling contact (either formally or informally). If children are placed for adoption, we have discussions with the adopters as early as possible about their willingness to consider any future siblings being placed with them at a later date. Where this is not an option, we ensure adopters are aware of the understanding that sibling contact may be something they need to consider in the future. We are currently in the early process of developing a private outdoor space that can be used for sibling contact when brothers and sisters have been unable to live together. This will be somewhere that will accommodate all ages of siblings in a safe and fun environment. The development of this space is in consultation with foster carers, kinship carers, workers and young people. Page 315 of 340
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52 TAYPLAN-2326-005 Our children and young people will be safe and feel loved We will ensure appropriate housing options are in place for vulnerable families including pregnant women and families with children Progress Updates (i) Children and families are secure in good quality accommodation that meets their needs. (ii) Reduction in the number of children growing up in temporary accommodation. Baseline data: households including children or pregnant women in temporary accommodation Angus Dundee Perth and Kinross Households Children Households Children Households Children 2021/22 10 25 90 215 10 15 2022/23 10 20 90 230 10 35 2023/24 5 10 110 260 10 15 2024/25 5 5 95 225 5 15 https://www.gov.scot/publications/homelessness-in-scotland-2024-25/documents/ Main tables, T28 and T29. Figures are rounded to the nearest 5 for disclosure control purposes. 2022: 110 households 2023: 110 households 2024: 125 households 2025; 105 households Page 316 of 340
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53 Angus In Angus, there were 6 households with pregnant women or dependent children in temporary accommodation at 31 December 2025 which represents a reduction from 12 households at 31 December 2024 (a 50% decrease over the one year period). Across Angus, Housing continues to work closely with partners to ensure that children, young people and families are supported into safe, secure and sustainable homes. Our focus remains on preventing homelessness wherever possible and ensuring that vulnerable households receive the right support at the right time. The joint Housing Protocol developed with the Horizon Team (TCAC) has continued to provide a strong foundation for collaborative planning and early intervention. In 2026, Housing has strengthened operational links with Children, Families and Justice, the Horizon Team and third-sector partners to ensure that young people receive coordinated and sustained support as they transition towards independence. The recently reviewed and updated Housing Protocol continues to embed shared responsibilities across services, reinforcing our corporate parenting duties and ensuring consistency in practice. Work is progressing on improving access to settled accommodation options for young people, Housing has now begun development of a Youth Housing Strategy for Angus, recognising the need for a clearer, more coherent set of housing and support pathways for young people aged 16–25. The strategy will: • Set out a dedicated housing pathway for care experienced young people, young people at risk of homelessness, and those with complex needs. • Ensure a trauma‑informed, rights‑based approach, building on The Promise and corporate parenting commitments. • Strengthen coordination of practical, emotional and tenancy support to improve young people’s ability to sustain accommodation in the long term. • Explore a range of accommodation models, including supported housing, community‑based supported accommodation, shared living options, and models that allow young people to transition gradually to full independence. • Be developed in partnership with young people, ensuring their lived experience shapes priorities and actions. Page 317 of 340
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54 Dundee In Dundee, there were 95 households with pregnant women or dependent children in temporary accommodation in 2024/25 compared to 110 in 2023/24. There were 225 children contained within these households in 2024/25 compared to 260 in 2023/24 (13% decrease). All temporary accommodation for families in Dundee is provided in the form of network flats. These are our mainstream Council properties that are used as temporary accommodation for families. There are no families staying in shared accommodation or hostel type accommodation. In total 852 cases have secured permanent accommodation as an outcome during the first 3 quarters of 2024/2025. This is an increase of 325 cases or 62% compared to the same period in 2023/2024. The percentage of cases securing permanent accommodation is 81% compared to 73% in 2023/2024. Overall, good progress is being made in this area however we acknowledge that homelessness pressures across the country are presenting challenges and as a result B&B use continues. Where possible, we will always look to accommodate families in a network flat. The Council has also stipulated that no 16–17-year-olds will be placed in homeless accommodation when presenting to homelessness services. They will be prioritised for tenancies and/or referred to the Multi Agency Screening Hub to coordinate support. Perth and Kinross In Perth and Kinross our ‘Home First’ approach has resulted in the lowest prevalence of people requiring temporary accommodation in Scotland in the last 5 years (by population). There has been particular success in enabling families with children to directly access secure tenancies, avoiding the need for temporary accommodation. When this is not possible, a furnished temporary flat in the community is provided on the basis that this could subsequently be transferred to a secure tenancy. There is a strong partnership with Perthshire Women’s Aid who provide refuge accommodation using properties leased from the Council which again can be transferred to a secure tenancy if appropriate. A Common Housing Register provides a single route into approximately 97% of social-rented accommodation in Perth and Kinross provided by the Page 318 of 340
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55 Council and 3 Housing Association partners. The Common Housing Register is underpinned by a Common Allocations Policy, reviewed in early 2025. This includes a Strategic Need pathway, enabling the prioritisation of care experienced young people and families with children in certain circumstances. No further update received. Our children and young people will be safe and feel loved We will further develop approaches to identifying, responding, and managing risk to young people aged 12–18 This will include: • Young people at risk of secure care • Young people subject to Care and Risk Management (CARM) planning. • Young people who go missing Progress Updates (i) Young people in our settings feel informed that their rights have been respected. Angus During 2025/26, the Angus Promise Language Group has progressed improvements to the social work website to ensure it provides accessible, rights-based information for children, young people and families. Between April and September 2025, the group worked across Children, Families and Justice services to test and refine website content, supported by ongoing feedback loops with staff, partners and individuals with lived experience. Site testing was undertaken within Justice Services and with the Carnoustie Promise Group, with QR codes distributed across the workforce to promote access. From August 2025, SiteImprove data has been used to monitor engagement, showing increasing usage and repeat visits, with key pages including Residential Care, Moving on From Care, and Children with Disabilities. This work supports children’s rights by improving access to clear, understandable information about services and supports, helping children and families to make informed choices and seek help when needed. It also aligns with wider improvement activity to ensure communication is trauma-informed and strengths-based, including review of Child’s Plans and development of accessible written materials. Next steps include increasing use of digital content such as Page 319 of 340
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56 video, improving promotion, strengthening feedback from children and families, and integrating child-friendly complaints information, ensuring the website continues to support participation, transparency and children’s rights. Dundee Please see the updates above and below on vulnerable adolescents. Perth & Kinross Over the past year we have continued to develop skills in working with young people who have a communication difficulty or who present on the autistic spectrum. We have rolled out training in the use of talking mats a communication tool. We have undertaken training with staff to raise awareness of needs of young people who present with complex behaviours associated with autistic spectrum disorders and plan further training. (ii) Young people at risk of harm have access to appropriate support and clear plans to address need and risk. Angus CARM activity across 2025/26 reflects strong consolidation of previous improvement work, with Angus embedding the tiered multi‑agency training framework and continuing quarterly mock CARM sessions to reinforce consistent, rights‑based and trauma‑informed risk practice. Regular data collection enabled earlier identification of young people on the fringes of CARM and supported ongoing strategic oversight. Audit findings from 2024/25 continued to drive improvements in interim safety planning, multi‑agency attendance at core groups, and the quality and adaptability of risk management plans, with a further audit scheduled for 2026. CARM remained central to managing complex and high‑risk cases, including secure care and transition planning, ensuring defensible, multi‑agency decision‑making. This work aligns with wider TayPlan priorities through strengthened collaboration, reflective practice, and trauma‑responsive approaches. Page 320 of 340
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57 Dundee Please see update below. Perth & Kinross We are currently further developing our approach to young people aged 12 –18 considering forthcoming legislation. We have developed a team consisting of Through care after care service, children alone seeking asylum, bail supervision and youth justice to support young people who are not known already to the service, but who are referred either on offence grounds or vulnerability. The service will offer holistic support to young people using all of the services which already exist detailed above in youth services section. All young people at risk of harm in Perth and Kinross who require to be joint interviewed under the IRD process are considered for interview using the Scottish Child Interview Model (SCIM). This is a trauma-informed and child-centred model which takes account of the young person’s individual needs before, during and after the interview itself. The child is at the centre of the process. This is consistent with the Bairns Hoose approach, which is being implemented in Perth and Kinross and across Tayside which commences at the point of IRD. Tayside has been chosen as a Pathfinder area. As part of Bairns Hoose in Perth and Kinross, all young people who are considered under the IRD process have access to Speech and Language and Health and Wellbeing support surrounding the child protection investigation. The Bairns Hoose model also ensures that children and young people have access to therapeutic support. This includes support from Includem, Family Change, Relationship Scotland and access to Music Therapy. (iii) Secure care standards will be implemented with evidence of rights-based practice. Baseline data (CARM data set under development) Angus March - August 25 CARM Tiered Training Framework to be incorporated into the Assessment Strategy Page 321 of 340
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58 Dundee • (i) Young people in our settings feel informed that their rights have been respected. • (ii) Young people at risk of harm have access to appropriate support and clear plans to address risk need and risk. • (iii) Secure care standards will be implemented with evidence of rights-based practice. The Vulnerable Adolescent Partnership has been reviewed and renewed its Terms of Reference and membership with a new Action Plan for 2025-2026. The strategic group has been rebranded as Dundee’s Young People’s Strategic Group with the aim of more positive framing and to capture the age group who are targeted through our approaches. The priorities for the group include establishing The Hub, a new multi-agency facility for young people to ensure more streamlined and specialist approaches for this age group and improve multi-agency practice pathways for 16-17 yr olds who are at risk and have the need for safeguarding in relation to harmful behaviours towards or from them. The group will be a formally constituted subgroup of the Protecting People Partnership with regular reporting into both the Children and Adults at Risk committees. The Hub is due to go live by early 2026 but partnership practice and approaches are already being developed in advance of this, including: • Joint triage of SCRA referrals • Interface between MASH and the Hub for new referrals • Development of Contextual safeguarding approaches, including Missing Persons. Over the last 12 months, there has been 5 Secure Care admissions on either welfare or offending grounds via CSWO or Court decisions. The Care and Justice (Scotland) Act 2024 has increased the number placed in Secure Care as an alternative to a custodial remand and the service continues to work with the Sheriff Court to promote alternatives. The Hub will include Community Justice Service staff and a new Pre-Court Team is being established to provide a single locus for Bail Supervision and the provision of Court Reports for both young people and adults. The Secure Care Policy will be reviewed and updated by Autumn 2025. Page 322 of 340
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59 A case file audit focused specifically on support to vulnerable adolescents rated over 80% of cases as Good or better overall and work continues to support teams to make further improvements in the quality of assessments, plans and chronologies. For 2024/25, 3 young people were subject to CARM, all for sexual offending. They had and initial CARM meeting and a review CARM but no further reviews, noting that risk could be managed within the TATC process. All meetings were multi- agency, including attendance by Police Scotland, NHS, Social Work, Education and third sector. So far this year, there have been 7 young people subject to CARM process. Two are for violent offending and 5 are for sexual offending. Two had an initial meeting with no requirement for review and the other 5 had at least 1 review meeting. The CARM protocol is being reviewed in the context of an anticipated Scottish Government review. Other services provided in response to the specific needs of young people include Bairns Hoose and SCIM interviews; Includem; AFC Supported Accommodation; two bespoke DCC Supported Accommodation facilities; and Hillcrest Substance Use support. In 2025-26, the local partnership took a key decision to stipulate that all 16–17-year-olds needs to be viewed as young people and where there are concerns about risk of harm, supported in the context of Child Protection arrangements. In addition, no 16–17-year-old will access homeless accommodation. Both are now implemented and reported in though our Children at Risk Committee. Perth & Kinross In 2025/26, Perth & Kinross maintained thorough risk assessments for all young people requiring a designated process. These individuals underwent the CARM (Care and Risk Management) Process. Just one young individual from Perth & Kinross Council qualified for secure care accommodation. The Perth & Kinross summary notes that this case underwent thorough and stringent review procedures. Page 323 of 340
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60 Our children and young people will be safe and feel loved We will make progress toward the implementation of Bairns’ Hoose Principles Progress Updates (i) Provide trauma responsive supports and services to children and young people involved in child protection. The Dundee Bairns Hoose site is fully set up, with Category A and Category B site capability, having two rooms. The Dundee Bairns Hoose received funding for a new co-located briefing and working room. This room is within the police office, and a wall has now been built and currently waiting on IT installing/ moving computers into this room. This will ensure that social work and police interviewers have a space where they can work together in planning interviews and creates a briefing room for managers to use. The Angus Bairns Hoose has a SCIM room where Police and Social Work staff are co-located, there are no further building works planned for the Angus site. Perth & Kinross continue to have a fully operational Cat A site. From April 2026 onwards additional supports will be available for children, young people and their families from Relationships Scotland alongside the current provision delivered by Includem. Page 324 of 340
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61 Our children and young people will be safe and feel loved We will introduce the Scottish Child Interview Model for children and young people. Progress Updates (i) Reduce the requirement for children and young people to attend court. The Scottish Child Interview Model (SCIM) went live in Tayside in May 2024. We are heading towards the completion of year two of the model and a full extensive report will be produced and available towards the end of Summer 2026. The target for year 2 of SCIM was to maintain our figures of a minimum of 70% of child interviews being completed under SCIM across Tayside. From April 2025 – Present (March 22/03/2026), 318 interviews (88.8%) were completed using SCIM across Tayside. The remaining 40 interviews were conducted using the previous 5-day model by the Investigation teams. Figures available up to the end of February 2026 show 82% of SCIM interviews have resulted in disclosure of criminality and on average the interview takes place within 12 days of the initial referral discussion (IRD). The national SCIM Implementation Group continues to provide local support to practitioners and maintains oversight of progress and quality assurance. We continue to operate a ‘soft border approach’ across the 3 LA areas to ensure we continue to be responsive to the needs of children across Tayside. Work continues with COPFS in respect of feedback around interviews being used as Evidence in Chief. Further work is also being undertaken to establish how many criminal enquiries generated from a SCIM interview lead to a charge being preferred. Page 325 of 340
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62 Our children and young people will be safe and feel loved We will jointly commission the development of local learning review guidance for all Protecting People arrangements Progress Updates Complete, as reported in 2024-25 Page 326 of 340
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Appendix 2 – Attainment Gap We will implement plans focused on raising attainment and meaningful engagement (participation). (i)Reduced attainment gap between the most and least disadvantaged children and young people. The Scottish Government has identified five core stretch measures of attainment and participation. Local authorities are required on progress towards closing the poverty-related attainment gap for these measures. Progress for the three Tayside councils is set out below. Chart 1 – Achievement of Curriculum for Excellence Level – Literacy (P1,4, 7 combined) (LGBF) In 2024-25 the poverty-related attainment gap for literacy increased by 0.1 percentage points (pp) in Angus, and by 2.0pp in Perth & Kinross. The gap decreased by 2.7pp in Dundee. 20 19 21.8 23.7 23.8 20.4 19.9 19.9 16.6 13.9 27 20.9 22.8 21.6 23.6 0 5 10 15 20 25 30 2020/21 2021/22 2022/23 2023/24 24/25 ACEL P1, 4, 7 combined : Literacy Angus SIMD Q1-5 Gap Dundee SIMD Q1-5 Gap Perth & Kinross SIMD Q1-5 Gap 9 Page 327 of 340
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Chart 2 – Achievement of Curriculum for Excellence Level – Numeracy (P1,4, 7 combined) (LGBF) In 2024-25, the poverty-related attainment gap for numeracy decreased by 6.7pp in Angus, by 4.7pp in Dundee and by 4.6pp in Perth & Kinross. Chart 3 – Proportion of school leavers achieving 1 or more pass at SCQF Level 5 (Insight) In 2024-25, the poverty-related attainment gap for school leavers achieving one or more passes at SCQF level 5 increased by 0.7pp in Angus, 4.7pp in Dundee and by 4.8pp in Perth & Kinross. 22.4 15 13.5 20.7 14 17.3 13.6 16.3 14.3 9.6 23.7 16.8 17.6 22.9 18.2 0 5 10 15 20 25 2020/21 2021/22 2022/23 2023/24 24/25 ACEL P1, 4, 7 combined : Numeracy Angus SIMD Q1-5 Gap Dundee SIMD Q1-5 Gap Perth & Kinross SIMD Q1-5 Gap 20.1 20.7 21.7 22.4 16.5 18.0 22.1 24.723.6 16.5 18.9 23.7 0.0 5.0 10.0 15.0 20.0 25.0 30.0 2021/22 2022/23 2023/24 2024/25 1 or more passes at SCQF Level 5 (Leavers) Angus SIMD Q1-5 Gap Dundee SIMD Q1-5 Gap Perth & Kinross SIMD Q1-5 Gap Page 328 of 340
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Chart 4 – Proportion of school leavers achieving 1 or more pass at SCQF Level 6 (Insight) In 2024-258, the poverty-related attainment gap for school leavers achieving one or more passes at SCQF Level 6 decreased by 6.2pp in Angus. The gap increased by 5.3pp in Dundee and by 9.0pp in Perth& Kinross. Chart 5 – Proportion of 16-19 year olds participating in education, employment or training. 30.4 36.1 34.7 28.5 33.0 29.4 32.2 37.5 34.8 28.9 27.7 36.7 0.0 5.0 10.0 15.0 20.0 25.0 30.0 35.0 40.0 2021/22 2022/23 2023/24 2024/25 1 or more passes at SCQF Level 6 (Leavers) Angus Dundee SIMD Q1-5 Gap Perth & Kinross SIMD Q1-5 Gap 0 2 4 6 8 10 12 14 16 2021/22 2022/23 2023/24 2024/25 Proportion of 16-19 year olds participating in education, emplyment or training Angus SIMD Q1-5 Gap Dundee SIMD Q1-5 Gap Perth & Kinross SIMD Q1-5 Gap Page 329 of 340
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In 2024-25, the poverty-related attainment gap for the annual participation measure increased by 1.5pp in Angus, and by 1.9pp in Dundee. The decreased by 3.9pp in Perth & Kinross. Page 330 of 340
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1 Appendix 4 – Headline Measures The Appendix sets out the latest published data for measures identified in the Tayside Plan. Most indicators are taken from the Local Government Benchmarking Framework, which is updated throughout the year as data becomes available. Data can be reviewed at any time through this link: https://www.improvementservice.org.uk/benchmarking/explore-the-data 0% 10% 20% 30% 40% 50% 60% 70% 80% 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 Proportion of school leavers achieving 5 plus awards at SCQF level 5 or higher (increase) Angus Dundee Perth & Kinross Scotland 0% 5% 10% 15% 20% 25% 30% 35% 40% 45% 50% 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-2025 Proportion of school leavers achieving 5 plus awards at SCQF level 6 or higher (increase) Angus Dundee Perth & Kinross Scotland 9 Page 331 of 340
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2 0% 10% 20% 30% 40% 50% 60% 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 Proportion of school leavers from SIMD Q1 achieving 5 plus awards at SCQF level 5 or higher (increase) Angus Dundee Perth & Kinross Scotland 0% 5% 10% 15% 20% 25% 30% 2019-20 2020-21 2021-22 2022-23 2023-24 2024-25 Proportion of school leavers from SIMD Q1 achieving 5 plus awards at SCQF level 6 or higher (increase) Angus Dundee Perth & Kinross Scotland Page 332 of 340
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3 74% 76% 78% 80% 82% 84% 86% 88% 90% 92% 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-25 Proportion of school leavers achieving literacy and numeracy at SCQF level 4 or above (increase) Angus Dundee Perth & Kinross Scotland 0% 10% 20% 30% 40% 50% 60% 70% 80% 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-25 Proportion of school leavers achieving literacy and numeracy at SCQF level 5 or above (increase) Angus Dundee Perth & Kinross Scotland Page 333 of 340
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4 89% 90% 91% 92% 93% 94% 95% 96% 97% 98% 2019-2020 2020-2021 2021-2022 2022-2023 2023-2024 2024-25 Proportion of pupils entering positive destinations after leaving school (increase) Angus Dundee Perth & Kinross Scotland 0 100 200 300 400 500 600 700 800 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Leavers' average total tarrif SIMD Quintile 1 (increase) Angus Dundee Perth & Kinross Scotland Page 334 of 340
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5 0 100 200 300 400 500 600 700 800 900 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Leavers' average total tarrif SIMD Quintile 2 (increase) Angus Dundee Perth & Kinross Scotland 0 200 400 600 800 1000 1200 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Leavers' average total tarrif SIMD Quintile 3 (increase) Angus Dundee Perth & Kinross Scotland Page 335 of 340
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6 0 200 400 600 800 1000 1200 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Leavers' average total tariff SIMD Quintile 4 (increase) Angus Dundee Perth & Kinross Scotland 0 200 400 600 800 1000 1200 1400 1600 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Leavers' average total tariff SIMD Quintile 5 (increase) Angus Dundee Perth & Kinross Scotland Page 336 of 340
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7 65% 70% 75% 80% 85% 90% 95% 2019/20 2020/21 2021/22 2022/23 2023/24 2024/25 Proportion of pupils who stay on from S4-S5 (increase) Angus Dundee Perth & Kinross Scotland 0% 10% 20% 30% 40% 50% 60% 70% 2019-2021 2020-2022 2021-2023 2022-2024 2023-25 Proportion of pupils who stay on from S4-S6 (increase) Angus Dundee Perth & Kinross Scotland Page 337 of 340
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8 86% 87% 88% 89% 90% 91% 92% 93% 94% 2018-19 2020-21 2022-23 2023-24 2024-25 School attendance rate, overall (%) Angus Dundee Perth & Kinross Scotland 89% 90% 91% 92% 93% 94% 95% 96% 2018-19 2020-21 2022-23 2023-24 2024-25 School attendance rate, primary (%) Angus Dundee Perth & Kinross Scotland Page 338 of 340
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9 83% 84% 85% 86% 87% 88% 89% 90% 91% 92% 2018-19 2020-21 2022-23 2023-24 2024-25 School attendance rate, secondary (%) Angus Dundee Perth & Kinross Scotland 0% 5% 10% 15% 20% 25% 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Proportion of children with at least one developmental concern recorded at 27-30 months Child Health Review (reduce) Angus Dundee Perth & Kinross Scotland Page 339 of 340
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10 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2019-2020 2020-21 2021-22 2022-23 2023-24 2024-25 Proportion of children with no speech, language and communication concerns identified at 27-30 months Child Health Review (increase) Angus Dundee Perth & Kinross Scotland Page 340 of 340