Agenda Document Pack - Learning and Families Committee - 29/05/2024
Perth and Kinross Council · 29 May 2024
Back to Learning and Families Committee — 29 May 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Securing the future… • Improving services • Enhancing quality of life • Making the best use of public resources Council Building 2 High Street Perth PH1 5PH 22/05/2024 A hybrid Meeting of the Learning and Families Committee will be held in the Council Chamber on Wednesday, 29 May 2024 at 13:00. If you have any queries please contact Committee Services on (01738) 475000 or email Committee@pkc.gov.uk. THOMAS GLEN Chief Executive Those attending the meeting are requested to ensure that all notifications are silent on their device and other devices are in silent mode. Please note that the meeting will be broadcast online and recorded. The recording will be publicly available on the Council’s website following the meeting. Members: Councillor John Rebbeck (Convener) Councillor Steven Carr (Vice-Convener) Councillor Michelle Frampton (Vice-Convener) Bailie Chris Ahern Councillor Liz Barrett Councillor Dave Cuthbert Councillor John Duff Councillor Neil Freshwater Councillor Noah Khogali Councillor Brian Leishman Councillor Iain MacPherson Councillor Ian Massie Provost Xander McDade Councillor Caroline Shiers Councillor Grant Stewart Mrs Margaret Conroy Mr Adrian Ferguson Mr Tim Kearns Ms Susan MacLagan Ms Miranda Powell Page 1 of 78
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Learning and Families Committee Wednesday, 29 May 2024 AGENDA MEMBERS ARE REMINDED OF THEIR OBLIGATION TO DECLARE ANY FINANCIAL OR NON-FINANCIAL INTEREST WHICH THEY MAY HAVE IN ANY ITEM ON THIS AGENDA IN ACCORDANCE WITH THE COUNCILLORS’ CODE OF CONDUCT. 1 WELCOME AND APOLOGIES/SUBSTITUTES 2 DECLARATIONS OF INTEREST 3 MINUTES 3(i) MINUTE OF MEETING OF THE LEARNING AND FAMILIES COMMITTEE OF 11 MARCH 2024 FOR APPROVAL (copy herewith) 5 - 8 3(ii) MINUTE OF MEETING OF THE EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE OF 28 AUGUST 2023 FOR NOTING (copy herewith) 9 - 10 3(iii) MINUTE OF MEETING OF THE JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF OF 20 NOVEMBER 2023 FOR NOTING (copy herewith) 11 - 14 3(iv) MINUTE OF MEETING OF THE CHILDREN, YOUNG PEOPLE AND FAMILIES PARTNERSHIP OF 1 DECEMBER 2023 FOR NOTING (copy herewith) 15 - 18 4 OUTSTANDING BUSINESS STATEMENT (copy herewith 24/163) 19 - 20 5 PERTH AND KINROSS EDUCATION AND CHILDREN'S SERVICES ACCESSIBILITY STRATEGY AND ACTION PLAN PROGRESS REPORT AT MARCH 2024 Report by Strategic Lead - Education and Learning (copy herewith 24/164) 21 - 70 6 FUTURE TRIC PLANS/TAYSIDE PLAN FOR CHILDREN, YOUNG PEOPLE AND FAMILIES - GRANT FUND UPDATE 71 - 78 Page 3 of 78
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Report by Strategic Lead - Education and Learning (copy herewith 24/165) Page 4 of 78
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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 Monday 11 March 2024 at 1.00pm. Present: Councillors J Rebbeck, M Frampton, S Carr, Bailie C Ahern, L Barrett, D Cuthbert, J Duff, N Freshwater, N Khogali, B Leishman, Provost X McDade, I MacPherson, I Massie, C Shiers, G Stewart, Councillor and J Welch; Mr A Ferguson. In attendance: S Devlin, Strategic Lead – Education and Learning; A Singh, Strategic Lead – Children, Families and Justice; G Doogan, D Macluskey, B Martin-Scott, F MacKay, L Richards, K Robertson (all Education and Learning); F Robertson, D Stokoe (both Communities)(up to and including Item 5), S Hendry, D Williams, M Pasternak, and R Ramsay (all Legal and Governance). Apologies: Ms M Powell, Mr T Kearns and Mrs M Conroy. Councillor J Rebbeck, Convener, Presiding. The Convener led on Items 1-4 and 6 and 8, Vice-Convener Carr led on Item 5, and Vice-Convener Frampton led on Item 7. 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) Joint Negotiating Committee for Teaching Staff of 11 September 2023 The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 11 September 2023 was submitted and noted. (ii) Children, Young People and Families Partnership of 15 September 2023 The minute of meeting of the Children, Young People and Families Partnership of 15 September 2023 was submitted and noted. (iii) Learning and Families Committee The minute of meeting of the Learning and Families Committee of 25 October 2023 was submitted, approved as a correct record, and authorised for signature. 3(i) Page 5 of 78
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4. OUTSTANDING BUSINESS STATEMENT With regards to the Outstanding Business Statement (24/80), it was agreed that the Committee continue be updated on the appointments of Parent Representatives and youth representation on the Committee, and that this remain an item on the Outstanding Business Statement until resolved. VICE-CONVENER CARR LED ON THE FOLLOWING ITEM. 5. PERTH AND KINROSS COMMUNITY LEARNING AND DEVELOPMENT PLAN 2021-24 - PHASE 1 UPDATE REPORT There was submitted a report by Service Manager (Communities) (24/81) providing the Committee with an update on Community Learning and Development (CLD) work completed in the first phase of the current CLD Plan, running from October 2021 to March 2023. Resolved: (i) The progress made in delivering Phase 1 of the Community Learning and Development Plan, be noted. (ii) Areas for improvement, priorities for Phase 2 of the action plan and arrangements for Education Scotland Progress Visits, be noted. THE CONVENER LED ON THE FOLLOWING ITEM. 6. RAISING ATTAINMENT STRATEGY 2024-2027 There was a report by the Strategic Lead – Education and Learning (24/82) seeking to set out the strategic framework adopted by Perth and Kinross Council (PKC) to maximise the attainment of all children and young people and to close the poverty related attainment gap. The governance, relevant attainment measures, methodology and links to national policy are all clearly articulated as part of this Strategy. Resolved: (i) The mechanisms through which the Strategy will be implemented and how its progress will be reported back to this committee; be noted. (ii) The Raising Attainment Strategy 2024-2027 (Appendix 1), be approved. VICE-CONVENER FRAMPTON LED ON THE FOLLOWING ITEM 7. CORPORATE PARENTING UPDATE There was submitted a report by the Strategic Lead – Children, Families and Justice (24/83) providing an update to the Learning and Families Committee regarding the progress of the actions contained within the Perth and Kinross Corporate Parenting Plan 2021-2024 which went to full Council on 9 March 2022 (Report No. 22/48 refers). Resolved: (i) The progress made in relation to the actions within the Perth and Kinross Corporate Parenting Plan 2021-2024 (Appendix 2); be noted. Page 6 of 78
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(ii) It be requested that a further update returns to Learning and Families Committee in one year’s time. THE CONVENER LED ON THE FOLLOWING ITEM 8. RESERVED PLACES IN SCHOOLS 2024/25 AND MAXIMISING CAPACITIES UPDATE There was submitted a report by the Strategic Lead - Education and Learning (24/84) (1) proposing the number of reserved places for session 2024/25, within primary and secondary schools, in accordance with Section 28A of the Education (Scotland) Act 1980, as amended, and also (2) informing Committee where primary class capacities have been maximised during school session 2023/24. Resolved: (i) The number of reserved places, within schools which have classes with a limited number of spaces at specific stages, for session 2024/25, as shown in Appendix 1; be approved. (ii) It be requested the Strategic Lead – Education and Learning to revise these numbers each year to reflect historical or anticipated patterns of migration, information about known movements of families in to (or out of) an area, and any current residential development; (iii) Responsibility to the Strategic Lead – Education and Learning to keep under review, the reserved places for all schools, in light of any building work in schools and in light of residential development; be delegated. (iv) The primary schools where class capacities have been maximised during session 2023/24, be noted. Page 7 of 78
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EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE Minute of Meeting of the Executive Sub-Committee of the Learning and Families Committee held virtually on Monday 28 August 2023 at 1.00pm. Present: Councillors J Rebbeck, S Carr, M Frampton, D Cuthbert, N Khogali, L Barrett, and C Shiers. In Attendance: S Johnstone, A Carr, A Lemon, C Findlay, E Liney, L Rew, J Robertson, S Sweeney and N Thomas (all Education and Children’s Services) and D Williams, M Pasternak and R Ramsay (Corporate and Democratic Services). Councillor J Rebbeck, Convener, Presiding. 1. WELCOME AND APOLOGIES The Convener welcomed all those present to the meeting. There were no apologies for absence. 2. DECLARATIONS OF INTEREST There were no declarations of interest made in terms of the Councillors’ Code of Conduct. 3. MINUTE OF PREVIOUS MEETING The minute of meeting of the Executive Sub-Committee of the Lifelong Learning Committee of 15 May 2023 was submitted, approved as a correct record and authorised for signature. 4. STANDARDS AND QUALITY IN SCHOOLS, LEARNING COMMUNITIES AND PRE-SCHOOL CENTRES/DAY CARE OF CHILDREN There was submitted a report by the Executive Director (Education and Children’s Services) (23/231) setting out the key findings following inspections of nurseries by Education Scotland/HM Inspections of Education (HMIE) and of early learning and childcare (ELC) settings undertaken by the Care Inspectorate in the day care of children. Reporting is of inspections reported since the Executive Sub- Committee of Learning and Families Committee on 15 May 2023. Resolved: Having heard from the relevant officers on the key findings of the inspection reports and following consideration and questions from the sub-committee, the contents of Report 22/231 and its appendices, be noted. 3(ii) Page 9 of 78
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JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF Minute of hybrid meeting of the Joint Negotiating Committee for Teaching Staff (JNCT) held in the Council Chambers, 2 High Street, Perth on Monday 20 November 2023 at 2.30pm. Present: Representing Perth and Kinross Council Councillors J Rebbeck, S Carr and C Shiers; S Devlin, L Gordon, G Doogan and D Macluskey (all Education and Children’s Services); P Johnstone (Corporate and Democratic Services). Representing Teachers’ Associations A Dickinson, S Dowling (substituting for J Leslie), L Gibb, L.J. Grant, M Laurie, M Taylor and C Weston (all EIS); M Mackie (SSTA); Shaun Topen-Cooper (NASUWT) In Attendance: B Martin-Scott and S Turner (Education and Children’s Services); A McAuley, Joint Secretary (Teachers’ Side); D Williams for Joint Secretary (Management Side). Apologies: S Johnston; J Leslie and C Rose. M Laurie, Convener, Presiding. 1. APOLOGIES FOR ABSENCE Apologies for absence were submitted and noted as above. 2. DECLARATIONS OF INTEREST (ELECTED MEMBERS ONLY) There were no declarations of interest made in terms of the Councillors’ Code of Conduct. 3. MINUTES The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 11 September 2023 was submitted and approved as a correct record. 4. MATTERS ARISING It was requested that the slides from presentations delivered at previous meetings be circulated around members. 5. UPDATE ON VIOLENCE AND AGGRESSION F Mackay delivered an update to members on violence and aggression. The working group was being reshaped and a work plan for the coming year formulated. This will involve drawing on a wide range of information on behaviour in Scottish Schools and reviewing the current system of reporting e.g. roles and responsibilities to support staff as well as looking at prevention. 3(iii) Page 11 of 78
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6. VERBAL UPDATE ON NATIONAL SUMMIT ON VIOLENCE AND AGGRESSION F Mackay delivered a verbal update on the National Summit on Violence and Aggression. F Mackay advised members that the second national summit had focused more on relationships and behaviour than on reporting, making specific reference to the understanding of the links between Additional Support Needs and behaviour, and highlighted the constructive nature of the second summit. F Mackay advised members that the third summit would take place later in November 2023, adding that J Martin would be in attendance, and highlighted the good representation so far from both schools and Trade Unions. C Weston questioned whether it would be possible for J Martin to provide an update following the next summit, raising concern that nothing was being actioned. S Devlin added that she hoped for a positive outcome from summits for the teaching profession, and also hoped that the Perth and Kinross working group could be held up as an example of good practice. 7. CAREER PROGRESSION IN TEACHING There was submitted a briefing note (G/23/150) and accompanying slide- based presentation by B Martin-Scott regarding Career Progression in Teaching. B Martin-Scott advised members that, following evaluation, the ECS Learning Hub had been refreshed, adding that it was now more user-friendly. B Martin- Scott delivered a demonstration of the ECS Learning Hub, including the relevant career progression element. C Weston stated that she welcomed the presentation, adding that she thought the Hub could be a really good tool. C Weston further raised a query regarding concern at fewer promoted posts coming forward, particularly at a secondary level and the accessibility of the posts. In response, B Martin-Scott advised that there was a job opportunities tab on the Hub, which could be utilised in this regard. LJ Grant raised the issue of secondment opportunities not reaching all teaching staff, to which S Devlin responded by advising that this was a communication issue, and that specific examples would be appreciated. The Committee noted the update. 8. VIRTUAL CAMPUS UPDATE There was submitted a report by the Service Manager (Secondary) Education (G/23/151), providing an update on the virtual campus offer. D Macluskey advised that some virtual campus courses had seen joint working with colleagues across Tayside as a Tayside Regional Improvement Page 12 of 78
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Collaborative (TRIC) offer, and advised that fifty young people in Perth and Kinross were studying a virtual campus course, with most of this number being at an Advanced Higher and Higher level. D Macluskey added that the attainment data was positive, and that while the primacy of in-school education was not disputed, he considered the virtual campus to be a useful offer. LJ Grant raised a query regarding the delivery of STEM without a teacher being present, raising concerns around practical elements, assessment and moderation of courses. D Macluskey advised that at Level 1-3 the virtual campus was used as a resource with no assessment linked, adding that any school that offers a virtual campus course would allow the relevant teacher time for aspects such as marking and preparation and that a forum had been established for teachers who delivered virtual campus courses. LJ Grant raised a further query regarding continued funding to support teaching staff and for any changes with regards to virtual campus courses, to which D Macluskey confirmed that the budget process needs to have representation to ensure that this happens. Resolved The Committee noted the contents of G/23/151. 9. ANY OTHER COMPETENT BUSINESS P Johnstone advised that work was ongoing between the Council’s Information Security team and the Council’s IT team regarding removable devices. P Johnstone advised that guidance in this regard would be published prior to the next school session but advised that removable devices should not be used with Council devices moving forward. 10. DATE OF NEXT MEETING The date of the next meeting of the Joint Negotiating Committee for Teaching Staff will be 4 March 2024. 11. VALEDICTORY Councillor Rebbeck delivered a valedictory for Sharon Johnston, who would be retiring from the Council prior to the next meeting of the Committee. Councillor Rebbeck paid tribute to Sharon’s career, thanking her for her support and contribution to this Committee and beyond, and wishing her all the best for the future. C Weston paid her own tribute to Sharon on behalf of the Teachers’ Side, again thanking Sharon for her contribution throughout her career and to this Committee. Page 13 of 78
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CHILDREN, YOUNG PEOPLE AND FAMILIES’ PARTNERSHIP Minute of meeting of the Children, Young People and Families Partnership held on Friday 1 December 2023 at 10.00am in the Council Chambers, Council Building, 2 High Street, Perth. Present: Councillor L Barrett Councillor M Frampton Councillor C Shiers S Devlin, Executive Director (Education and Children’s Services), PKC H Robertson, Head of Services for Children, Young People and Families, PKC B Atkinson, Independent Chair, Perth and Kinross Child Protection Committee M Hogg, PKAVS E Cruickshank, Child Health Commissioner, NHS Tayside Z Pullar (substituting for L Sharkey), NHS Tayside Apologies: T Leonard, Police Scotland L Sharkey, NHS Tayside In Attendance: R Drummond, C Mackie and D Williams (all PKC). S Devlin in the Chair 1. WELCOME AND APOLOGIES FOR ABSENCE S Devlin welcomed everyone to the meeting. Apologies were noted as above. 2. DECLARATIONS OF INTEREST There were no declarations of interest in terms of the relevant Codes of Conduct. 3. MINUTE OF PREVIOUS MEETING The minute of the meeting of the Children, Young People and Families Partnership of 15 September 2023 was submitted and noted as a correct record, subject to the following alterations: 3(iv) Page 15 of 78
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• The title of Item 5 to read ‘Hearings System Working Group (HSWG) Recommendations SCRA Partner Briefing’. • Under the fifth paragraph of Item 7, the word ‘committee’ to replace the word ‘parliamentary’. 4. MATTERS ARISING There were no matters arising from the minute of the previous meeting. 5. PERTH AND KINROSS CHILD PROTECTION COMMITTEE BUSINESS ACTIVITY REPORT SINCE 15 SEPTEMBER 2023 There was submitted a report by the Independent Chair of the Perth and Kinross Child Protection Committee (G/23/163) since the last meeting of the Children, Young People and Families Partnership on 15 September 2023. In introducing the report, B Atkinson, Independent Chair, Perth and Kinross Child Protection Committee, advised members that the updated National Guidance for Child Protection in Scotland had now been completed, adding that he was very pleased with the Guidance, advising members that this would act as a go-to document. B Atkinson further added that a return for self- evaluation had been submitted, and that the Reflective Practice Sessions Survey had been completed. Councillor Barrett commended the work of the CPC, making specific reference to the hard work ongoing in the background and with specific regards to complex legislation. In response to a query from S Devlin regarding the Reflective Practice Sessions Survey and the nature of the 143 multi-agency staff this had been circulated to, B Atkinson advised that the 143 staff consisted of a range of frontline staff, managers and senior manager. Those present were advised that there had been 103 respondents, which was around 82% of the total recipients. The Partnership noted and endorsed the update from the Child Protection Committee. 6. PERTH AND KINROSS CHILD PROTECTION COMMITTEE STANDARDS AND QUALITY REPORT 2022/2023 There was submitted a report by the Chief Social Worker (submitted to the Council’s Scrutiny and Performance Committee on 11 December 2023 as 23/371) describing the Perth and Kinross Child Protection Committee’s achievements, key strengths and areas for improvement. It also includes an update on the CPC’s new Improvement Plan, confirms that the CPC continues to focus on learning and improvement, and has in place, a comprehensive programme of improvement work for 2023 and beyond. Page 16 of 78
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In introducing the report, B Atkinson advised that the Standards and Quality Report had been an annual report submitted and developing over the past decade, and added that the attached Improvement Plan would run until 2026. B Atkinson advised the group that this would the last Standards and Quality Report prior to Ross Drummond’s retirement and wanted to acknowledge Ross’s contribution the course of the past decade. M Hogg advised members that she felt it was important for the multi-agency approach to continue moving forward, adding that she would be keen to bring in the Third Sector. S Devlin advised that a widened role for the Third Sector could be an option discussed and R Drummond advised that more use was being made of multi-agency child’s plans, adding that the number of concern reports should be seen as a positive as it showed faith in the system. Councillor Barrett praised the increased identification of young carers, and asked what support was in place for them. H Robertson advised that historically there had been very strong links with PKAVS, who deliver support for young carers, and that there was also specific social work support in place for acute cases. R Drummond further advised that there were sixty young carers in place in schools across Perth and Kinross, with S Devlin further advising that work was ongoing to make best use of the resources of the Council and PKAVS. R Drummond advised that the Report would be submitted to the Child Protection Committee before being submitted to the Council’s Scrutiny and Performance Committee and to Council. The Partnership noted the contents of the Report. 7. THEMATIC APPROACH TO PERFORMANCE REPORTING There was submitted a report (G/23/164) by the Executive Director (Education and Children’s Services) continuing the thematic reporting plan for performance and outcome information focused on children, young people and families. The report sets out a suite of information focused on contextual and inequalities information, for consideration and scrutiny by the partnership. In introducing the report C Mackie advised that some of the figures regarding child poverty required a slight caveat, due to the difficulties in taking data during the COVID-19 Pandemic. C Mackie also advised that there does appear to be a rise in the number of Young Carers post-pandemic. In response to a query from E Cruickshank as to whether the rise in young carers was connected to the publication of the Carers Strategy, H Robertson advised that whilst she felt the strategy had raised awareness, especially with regards to young carers, this would require further analysis. With regards to the future of thematic reporting, as discussed at the Partnership meeting of 15 September 2023, E Cruickshank advised that, Page 17 of 78
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having consulted with colleagues, the reports in their present form were considered useful and used within NHS Tayside beyond meetings of the Partnership. The Partnership: (i) Considered and commented on the information set out in Appendix 1. (ii) Provided guidance to inform the future direction of thematic performance reporting. 8. ANY OTHER COMPETENT BUSINESS There was no other competent business. 9. DATES OF MEETINGS OF THE CHILDREN, YOUNG PEOPLE AND FAMILIES PARTNERSHIP FOR 2024 The dates for the Children, Young People and Families Partnership were noted as follows: 1 March 14 June 13 September 29 November Page 18 of 78
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NAME OF COMMITTEE / SUB-COMMITTEE: LEARNING AND FAMILIES COMMITTEE OUTSTANDING BUSINESS STATEMENT (OBS) (Report No. 24/163) Please note that this statement sets out outstanding decisions of Council / this committee / sub-committee along with an update and estimated completion date. Actions which are overdue are shaded for ease of reference. Where an update reflects that an action is complete then agreement will be sought to its removal from the OBS. No Date / Minute Reference / Report Number Subject Title Outstanding Action Update Lead Officer /Service Action Due/completed Action Expected 7. 25 October 2023. 23/278. Appointment of non-elected members of the Learning and Families Committee. Appointment of relevant non- elected members to the Committee. Update to be provided to Learning and Families Committee on 29 May 2024 by Democratic Services Manager in relation to youth representation on the committee and parent representative vacancies. Democratic Services. DUE Ongoing. 4 Page 19 of 78
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Perth and Kinross Council Learning and Families Committee 29 May 2024 PERTH AND KINROSS EDUCATION AND CHILDREN’S SERVICES ACCESSIBILITY STRATEGY AND ACTION PLAN PROGRESS REPORT AT MARCH 2024 Report by Strategic Lead – Education and Learning (Report No. 24/164) 1. PURPOSE 1.1 The purpose of this report is to provide a summary of progress in the implementation of the Accessibility Strategy Action Plan 2022-2025, which delivers on a duty of the Education Authority in relation to the Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002. 2. RECOMMENDATION 2.1 It is recommended that the Committee: • Notes the progress being made in the delivery of the Accessibility Strategy Action Plan 2022 – 2025. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: Section 4: Background Section 5: Progress Summary Section 6: Further Considerations Appendices 4. BACKGROUND 4.1 The Education (Disability Strategies and Pupils’ Educational Records) (Scotland) Act 2002 introduced a duty on all Education Authorities to prepare and implement an accessibility strategy for all schools for which they are responsible, showing how the Education Authority and schools plan to meet their duties under the Act. 4.2 An accessibility strategy is a strategy to, over a prescribed period: • Increase the extent to which disabled pupils can participate in the school curriculum; • Improve the physical environment of the schools for the purpose of increasing the extent to which disabled pupils are able to take advantage 5 Page 21 of 78
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of education and benefits, facilities or services provided or offered by the schools; and • Improve the delivery to disabled pupils of information which is readily accessible to pupils who are not disabled. The delivery of this must be: (i) Within a reasonable time; and (ii) In ways which are determined after taking account of the pupils’ disabilities and any preferences expressed by them or their parent(s). 4.3 The Accessibility Strategy relates to all those involved in the education of pupils with disabilities either; professionally, as a member of staff within the Education Authority or associated services; personally, as a child or young person with a disability or a member of their family; or as someone who supports or advocates for them in either a professional or personal capacity. 4.4 The current Perth and Kinross Council (PKC) Accessibility Strategy and Action Plan covers the period from 2022 to 2025. 5. PROGRESS SUMMARY 5.1 Progress in relation to the delivery of the outcomes and actions identified in the Action Plan 2022 – 2025 has been collated from a wide range of staff across education and other PKC services and partners. This feedback is collated in the progress report at Appendix 1 which includes evidence relating to several of the developments and several case studies. Some progress highlights are summarised at sections 5.2 to 5.4 of this report. 5.2 Duty 1: Increase the extent to which pupils with disability can participate in the curriculum. 5.2.1 Progress relating to actions and outcomes set out under this duty includes: • All schools continue to embed the Education Scotland CIRCLE Inclusive Classroom resource to improve the learning environment of their classrooms. Some schools are also effectively using the CIRCLE Participation Scale. • All secondary schools completed a Validated Self-Evaluation focused on the four pillars of Inclusion (Present, Participating, Achieving, Supported) by June 2023 and this has informed their improvement planning. • All Intensive Support Provisions (ISPs) have been provided with a pack of iPads to support communication and learning of children and young people. • CALL Scotland staff have engaged with ISP staff to model the effective use of communication aids for non-verbal learners. • An Additional Support Needs (ASN) Physical Education, Physical Activity and Sport (PEPAS) group has been formed and has supported twice- yearly development days for Physical Education (PE) teachers which includes ASN Career-long Professional Learning (CLPL) opportunities, in Page 22 of 78
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addition the group supports termly drop-in sessions for all school practitioners. • Increased access to events organised for schools has included a group of young people with ASN being supported to take part in the Creative Day of Dance and the Cross Country events in 2024. For the Cross Country event, this included an additional race for ASN learners and adaptations to the course to increase accessibility for all learners whilst ensuring that the competitive nature of the sporting event had not been lost. • 3 secondary schools actively took part in an Anne Frank workshop, with 66 pupils becoming peer guides for the subsequent exhibition which received 1690 visitors from the wider community. • A total of 1782 young people from 3 primary and 4 secondary schools participated in workshops on equality topics. 5.3 Duty 2: Improve the physical environment of schools to enable better access to education and associated services. 5.3.1 Progress relating to actions and outcomes set out under this duty includes: • Riverside Primary School opened in June 2023, built to Passivhaus standards, it has design features to reduce noise and utilise natural light to provide a calm environment for all children, including those with ASN. The ISP, which is included, has a specially designed outdoor space. • A CIRCLE-informed Physical Environment Universal Springboard resource has been developed and is being implemented in some primary schools. A presentation, including information on this resource, was delivered to all Headteachers. • An audit of ISP learning environments is being completed to inform planning to improve the quality and consistency of ISP environments within the overall PKC learning estate. • Planning is underway to support Connection (part-time Intensive-level provision for primary-aged children with social, emotional and behavioural needs) to move to more suitable premises at the Perth Grammar School Community Wing. 5.4 Duty 3: Improve communication with pupils with disability along with communicating to them information that is provided in writing for pupils who are not disabled, in appropriate alternative formats and taking account of any preferences expressed by them and their parents. Progress relating to actions and outcomes set out under this duty includes: • NHS Tayside Speech and Language Team provided training on communication and language for all PKC practitioners to access; with 98% of respondents rating the learning as informative. • Most Early Learning and Childcare (ELC) settings have a Communication Champion to support all learners to meet communication milestones. • Inclusion teams have delivered 2 Support Staff in-service days offering a wide range of training opportunities. 180 support staff members attended on each day, with over 90% of those who completed the evaluation Page 23 of 78
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strongly agreeing or agreeing that the day was valuable and would have a positive impact on their practice in the classroom. • Strategies and guidance developed have summarised written versions and short video resources to improve the accessibility of key messages. • Two Inclusion Ambassador groups and an ASN Parent’s Network have been established and are providing opportunities for children and young people and for parents and carers to inform strategy, policy and practice. • Parents of children with ASN have been supported to have increased information to support their child when they are transitioning from nursery to P1 or from P7 to S1. 6. FURTHER CONSIDERATIONS Next Steps 2024/25 6.1 The current Accessibility Strategy Action Plan spans the period from 2022 – 2025. Good progress has been made in the delivery of actions to date, but there is still work to be done. Some of the key activity to be taken forward in 2024/25 includes: • Non-verbal learners will be supported to have increased communication opportunities through the upskilling of the practitioners who support their learning in the ISPs. This professional learning will be supported by the development of a communication toolkit developed by the PKC inclusion service in collaboration with CALL Scotland and NHS Tayside Speech and Language Therapy. • Use of budget motion funding to support the development of suitably equipped quiet spaces in schools. • Children and young people with ASN will have increased opportunities to be included in physical activity. To support this, the ASN PEPAS group will increase the profile of drop-in sessions providing advice and guidance to enable PE, delivered in mainstream and specialist settings, to be more inclusive, and will raise awareness with schools of the increased inclusivity of sports events and review the barriers to children and young people attending events. • More children and young people will have ASN met through universal support in school. To achieve this, more primary schools will be supported to embed use of the Physical Environment Universal Springboard and a similar secondary resource will be developed. • Children and young people, who benefit from communication supported by visuals, will have improved access to this as all schools will be supported to increase their use of visuals through the use of Boardmaker following the agreement of a 5-year license that will extend to all schools. • Children and young people, who have communication needs, will have increased access to the use of Talking Mats to share their views. To support this, 2 in-house trainers will be trained to support an increased number of school staff to use Talking Mats with the children and young people they support. • School staff will continue to have opportunities to develop knowledge and skills in inclusive practice through a range of training opportunities, Page 24 of 78
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including in-service days, with a particular focus on improving relationships and behaviour and effective assessment and planning to meet the needs of children and young people with ASN. • Children and young people will be supported to communicate and have their views heard. This includes the Inclusion Ambassadors groups working with inclusion staff to extend the opportunities available to children and young people with ASN to participate in, and have their views heard, at their Child/Young Person’s Plan meeting. Authors Name Designation Contact Details Fiona Mackay Marie Dunn Service Manager, Inclusion and Additional Support Principal Teacher, Primary Pupil Support Teachers ECSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead – Education and Learning 15 May 2024 Page 25 of 78
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes/None Community Plan/Single Outcome Agreement Yes Corporate Plan Yes Resource Implications Financial None Workforce None Asset Management (land, property, IST) None Assessments Equality Impact Assessment Yes Strategic Environmental Assessment N/A Sustainability (community, economic, environmental) N/A Legal and Governance Yes Risk Yes Consultation Internal Yes External Yes Communication Communications Plan Yes 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). Corporate Plan 1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and Page 26 of 78
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(v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). 1.3 The report also links to the Education & Learning Services Vision, Values and Priorities in respect of the following key Priority areas: • Learning and Achievement • Care and Equity 2. Resource Implications Financial 2.1 Any financial implications in taking forward the actions within the Education Improvement Plan will be met from the Education and Learning service and Property service budgets. This includes the additional monies allocated through the budget setting process. Workforce 2.2 The Corporate Human Resources (HR) Manager was consulted in the development of the Accessibility Strategy and Action Plan, and HR colleagues work with the service to deliver on the ambitions contained within the Strategy and Action Plan. The Strategic Lead - Strategic Planning, People & Performance has been consulted in the development of this progress report. Asset Management (land, property, IT) 2.3 The Head of Corporate IT and Revenues/Chief Digital Officer was consulted in the development of the Accessibility Strategy and Action Plan on any relevant IT Asset Management requirements. The Strategic Lead - Customer & Digital Services has been consulted in the development of this progress report. 3. Assessments 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. The Equality Impact Assessment (EqIA) undertaken in relation to this Strategy and Action Plan that forms the basis of this progress report can be viewed by clicking here. 3.1.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: Page 27 of 78
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(iii) Assessed as relevant and the following positive outcomes expected following implementation: • Pupils with disability will have increased opportunity to participate in the curriculum. • Improved physical environment of schools to increase the extent to which pupils with disability can take advantage of education and associated services. • Improved communication with pupils with disability. • Improved attainment and achievement. • Improved positive destinations. Strategic Environmental Assessment 3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.2.1 The proposals have been considered under the Act; however, no further action is required as it does not qualify as a PPS as defined by the Act and is therefore exempt. Sustainability 3.3 Under the provisions of the Local Government in Scotland Act 2003, the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. Under the Climate Change (Scotland) Act 2009 the Council also has a duty relating to climate change and, in exercising its functions must act: • In the way best calculated to delivery of the Act’s emissions reduction targets. • In the way best calculated to deliver any statutory adaption programmes. • In a way that it considers most sustainable. 3.3.1 N/A Legal and Governance 3.4 The Strategic Lead - Legal and Governance Services has been consulted in the preparation of this report. 3.5 N/A Risk 3.6 A risk register is being compiled to support this Plan. Page 28 of 78
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4. Consultation Internal 4.1 Consultation and engagement with Headteachers, school staff and staff in Services for Children, Young People and Families was completed during the development of the Accessibility Strategy and Action Plan. Their views have been sought on a draft of the Strategy and Action Plan. Property services have been consulted following consolidation of property staff and budgets in a central service. External 4.2 Consultation and engagement with NHS Tayside Allied Health Professionals and third sector organisations was completed during the development of the Accessibility Strategy and Action Plan. Children, young people and their parents or advocates contributed to the consultation on a draft of the Strategy and Action Plan. 5. Communication 5.1 The approved Strategy and Action Plan has been made available to the public and all stakeholders through Perth and Kinross Council’s website. A communication plan has been developed to support the engagement of schools and associated services, and to communicate key messages to the wider public. This plan includes a mix of briefings, presentations and the use of social media. 2. BACKGROUND PAPERS 2.1 The following background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (and not containing confidential or exempt information) were relied on to a material extent in preparing the above report: • Planning improvements for disabled pupils' access to education: guidance for education authorities, independent and grant-aided schools (2014) • Perth and Kinross Education and Children’s Services Accessibility Strategy and Action Plan 2022 – 2025 (Report No. 23/87 refers) 3. APPENDICES 3.1 Appendix 1: Perth and Kinross Education and Children’s Services Accessibility Strategy Action Plan 2022-2025: Progress Report May 2024 Page 29 of 78
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1 Perth and Kinross Council Education and Children’s Services Accessibility Strategy Action Plan 2022-2025 Progress Report May 2024 Appendix 1 5 Page 31 of 78
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2 Summary Report Duty Progress to date Case Study/Appendix Link Duty 1: Increase the extent to which pupils with disability can participate in the curriculum ✓ All schools have begun implementation of CIRCLE, some have not fully completed the first phase (considering inclusive social and physical environments and associated adaptations for their learners) due to other priorities within the school, or individual circumstances of staff. In a survey of school leaders conducted last term, we found that 85% of schools had achieved or were on track to achieve universal CIRCLE by Summer 2023. ✓ All Secondary schools engaged with the VSE process by June 2023 with a focus on the 4 pillars of Inclusion. The overall report for these is being shared. ✓ iPads have been provided through the COVID recovery allocation and Strike funding to support learning and communication in all Intensive Support Provisions (ISPs), with 5 devices being provided for each class. ✓ Eleven primary schools have been supported to provide enhanced support for new P1 children with significant levels of additional support needs. ✓ In partnership with CALL Scotland and NHS Tayside Speech & Language Therapy, ISP are focusing on key themes to improve accessibility of the curriculum for learners. ✓ The ASN Assessment Framework has been created in preparation for rollout to all schools in August 2024. ✓ To improve decision-making, the Assisted Technology Panel has been restructured and is piloting new referral process with two all-through schools: Breadalbane and St John’s ✓ CLPL calendar for 2024/2025 provided to HTs on HT days 13th & 14th March 2024 with a variety of accessibility sessions. Training included sessions on use of Apple and Microsoft technology to support children and young people with ASN to access learning. ✓ Over the past 2 years PKC have established an ASN PEPAS Group that consists of an Active Schools, Disability Scotland, Fairview School and Central Team representatives. PE teachers attend a twice-yearly development day which has introduced ASN CLPL opportunities for them to attend, this also incorporates training on making PE accessible for all within the mainstream and intensive support settings. PKC PEPAS Group run termly drop-in sessions that are available to all practitioners across PKC schools and under extra-curricular sporting activities four key events are currently being delivered and run each year by PKC. ✓ Effective planning sessions with Disability Scotland Representative has supported the development of adaptations to events schools participate in to ensure accessibility for all. This includes Active Schools supporting a group of young people with additional support needs, some of whom attend Perth College, taking part in our Creative Day of Dance. Appendix 1 - Crieff Primary School – Implementation of CIRCLE: Physical Environment Appendix 2 - Perth Grammar – Implementation of CIRCLE: Physical Environment Appendix 3 – Digital Learning Team CLPL Calendar 2024-25 Appendix 5 - Sensory Services – examples for Accessibility Strategy Appendix 5 - Sensory Services – examples for Accessibility Strategy Case Study 1 - Perth Primary and Secondary School – Supporting Learners with English as an Additional Language Case Study 2 - Oakbank Primary School - Oakbank PS Implementation of CIRCLE across setting Page 32 of 78
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3 ✓ Three secondary schools actively took part in an Anne Frank workshop offer, this supported 66 pupils to become peer guides for the exhibition which received 1690 visitors from the wider community. ✓ Over 202 and 2023, 4 primary schools received delivery of Nil By Mouth school workshops with over 203 primary pupils engaging in the programme; 2 sessions have also been delivered at St John’s Academy engaging with 120 secondary pupils. ✓ Heartstone Story Circles awareness sessions were delivered to teachers and introduced within 6 primary schools engaging primary 5 pupils through discussion from a storybook context. and P1 enhanced support provision Duty 2: Improve the physical environment of schools to enable better access to education and associated services. ✓ Riverside Primary School opened in term 4 last session with an ISP which has a specially designed outdoor space. ✓ Work has been undertaken to improve access to safe outdoor areas in ELC settings and schools. ✓ A CIRCLE Physical Environment Universal Springboard resource has been developed. Primary schools that have actively been using this resource have reported that it has helped support classroom practice and are keen for other aspects to be incorporated, ie Structures & Routines and Social Environment. The Universal Springboard working group has presented the primary-focused Physical Environment Universal Springboard to a group of secondary Pupil Support Teachers and received support for the development of an equivalent secondary-focused resource to support their schools with the implementation of their universal offer. ✓ All Outreach Teachers are actively using visuals to support learners across the primary schools they are supporting. ✓ An audit of ISP learning environments has been completed to inform planning to improve the quality and consistency of this provision within the overall learning estate. ✓ Planning is underway to support Connections (part-time Intensive-level provision for primary-aged children with social, emotional and behavioural needs) to move to more suitable premises at Perth Grammar School Community Wing. ✓ Equalities TEAM in PKC have supported all secondary schools to embed Place Standard conversations as a starting point to create equality networks or link into school networks already in place. ✓ The Equalities team participate in the Relationship Steering Group to represent groups of children and young people with protective characteristics. ✓ Safe to be Me programme was delivered by The Scottish Ballet 30 pupils from S1 at Perth Academy. ✓ Show Racism the Red Card workshops engaged 367 pupils from 17 primary schools. Case Study 3 - Riverside Primary School Building Planning – Planning for Accessibility in collaboration with Senior Leadership Team and PKC ECS Central Team Duty 3: Improve communication with pupils with ✓ NHS Tayside Speech & Language Team provided training on communication and language for all school staff to access. Page 33 of 78
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4 disability along with communicating to them information that is provided in writing for pupils who are not disabled, in appropriate alternative formats and taking account of any preferences expressed by them and their parents ✓ Most Early Years settings have a Communication Champion to support all learners to meet communication milestones. ✓ Inclusion teams have delivered 2 Support Staff In-service days offering a wide range of training opportunities; 180 support staff members attended on each day. Feedback was positive with over 90% strongly agreeing or agreeing that the day was valuable and would have a positive impact on their practice in the classroom. ✓ Early Years Inclusion Team links with NHS Tayside and Parent to Parent to ensure that transition planning is robust for children starting nursery and that parents are well informed and have easy access to information. ✓ Strategies and guidance developed have summarised written versions and short video resources to improve the accessibility of key messages. ✓ Two Inclusion Ambassador groups have been supported to establish, one in Strathearn (Crieff High LMG) and one in Perth (Fairview and Perth High LMG). The Inclusion Ambassadors continue to meet regularly, and are developing information on ‘Raising Awareness’, to improve understanding of additional support needs by peers and staff and are informing the ASN Transformation Programme. ✓ ASN Parents Network involving Parent Council representative has met each term, this group has informed the development of written information for parents on CIRCLE and is developing written information for parents on the new ASN Child/Young Person Plan paperwork and process. ✓ Parents have been supported to have increased information to support their child when they are transitioning from nursery to P1 or from P7 to S1. These parent sessions have been delivered by Education in collaboration with Parent2Parent and Perth Autism Support. Progress Report: March 2024 Duty 1: Increase the extent to which pupils with disability can participate in the curriculum. National Improvement Framework Priority – Placing the human rights and needs of every child and young person at the center of education. HGIOS QIs 2.2, 2.3, 3.1, 3.2 Outcome (What the improvement will be for children and young people) Actions (What we will do to achieve this improvement) Progress Children and young people fully engage in learning through an inclusive environment which includes appropriate differentiation, and inclusive 1) School and ELC staff will complete training on the Inclusive Classroom Scale (complete scale, make, implement, & review a plan) October 2023 ✓ All schools have begun implementation of CIRCLE, some have not fully completed the first phase (considering inclusive social and physical environments Page 34 of 78
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5 attitudes that help them to enjoy learning and build a sense of confidence and resilience. 2) All Secondary schools complete a Validated Self- Evaluation and implement any identified improvement actions and associated adaptations for their learners) due to other priorities within the school, or individual circumstances of particular staff. ✓ The survey conducted last term with school leaders showed us that 85% of responding schools had achieved or were on track to complete CIRCLE at the universal level with all teachers by the end of the summer term 2023. ✓ 15% (5 schools) reported that 100% completion of this target would be carried over to 23-24. ✓ Over 50% of schools had gone beyond this and were on track to have completed implementation at the additional level by June 2023 (considering the individual needs and associated adaptations). ✓ All Secondary schools engaged with the VSE process in session 2022/23 with a focus on the 4 pillars of Inclusion. Appendix 1 - Crieff Primary School – Implementation of CIRCLE: Physical Environment Appendix 2 – Perth Grammar – Implementation of CIRCLE: Physical Environment March 2024 ✓ Further updates have been made as part of the CIRCLE Universal Springboard documentation – the working group have now completed the Social Environment and Structures and Routines focus areas. ✓ A survey has been designed and data will be gathered In May ’24 to provide an updated picture on CIRCLE implementation across schools. This data will be used to identify schools to be offered targeted support to embed the process of self- evaluating and enhancing inclusive environments and considering how to develop the participation of individual learners. Next Steps ✓ Additional sections of the Universal Springboard are to be piloted and shared with PPSTs in supporting schools and guidance to be completed in supporting the roll out of the Universal Springboard to all schools in August 2024. ✓ Development of a Secondary Universal Springboard. ✓ Increase the availability of suitably equipped quiet spaces in schools through use of budget motion funding. Appendix 5 - Sensory Services – examples for Accessibility Strategy Page 35 of 78
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6 3) Using improvement methodology through technology to improve curricular accessibility and communication environments for non-verbal learners with complex needs in PKC ISPs March 2024 ✓ CALL Scotland and S< in partnership with PKC ISP provisions are starting to focus on key themes to support practitioners in improving accessibility for learners ✓ Inchview ISP has had a session with CALL Scotland and S< to explore how communication can be better supported specifically for their learners; a further session is planned with Tulloch Primary ISP. ✓ Twilight training sessions have been carried out and CALL Scotland staff have been into the ISPs to model the effective use of communication aids for non- verbal learners. ✓ PKC have distributed iPads from COVID recovery and strike funding to all ISPs and all have been equipped with appropriate technology required to support and meet learners needs. Next Steps ✓ In collaboration with CALL Scotland and NHS Tayside Speech and Language Therapy, the Inclusion service will create a toolkit to continue to support and upskill practitioners across all ISPs in supporting communication with non-verbal learners. Children and young people’s learning experiences and achievement is improved through increased staff awareness, knowledge and understanding of needs and the strategies, resources, equipment, and technology that support participation in the curriculum. 3) Develop an Identification and Assessment Framework to support school staff to meet needs of children and young people with additional support needs October 2023 ✓ An ASN Assessment Framework has been finalised and will be shared with all schools in June 2024 alongside the Staged Levels of Intervention Framework and the CYPP Guidance ✓ Over 171 practitioners provided feedback on CLPL Training sessions in 2022-23, with 23% providing feedback on inclusive practice training they had attended. 35% attended due to wanting to gain more knowledge and understanding in inclusive practice and over 30% attended due to it being an area of school improvement relating to the universal offer to meet the needs of all learners with additional support needs in their schools ✓ All PPSTs and Outreach Teachers regularly attended a variety of different CLPL training opportunities in session 2022-23 which has now led to Special Interest working groups being set up to further enhance and extend staff knowledge and understanding within inclusion ✓ 11 PKC Primary schools have worked with the Inclusion service to deliver Enhanced support for children who joined P1 with a significant level of additional 4) Staff will have access to strategies, training, resources, equipment, and technology to meet needs of children and young people Page 36 of 78
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7 support needs. There has been some positive feedback from schools about this approach. The feedback on what hasn’t worked so well is being used to review the allocation and type of support provided for the new P1 classes where such support is required. March 2024 ✓ Assisted Technology Panel has been split into two groups, Curriculum Accessibility, and Communication – new referral process is currently being piloted with two all-through schools: Breadalbane and St John’s ✓ The curriculum accessibility group meet once every 4-6 weeks to review new referrals to make recommendations of support either at authority level or needing a CALL Scotland referral made – this will be reviewed in April before being rolled out to all schools ✓ Universal Support list created with QR codes signposting to self-guided learning Draft Universal Support Checklist- Jan 2024.pdf ✓ Training of PPSTs planned for 8th May ✓ PKCs P1 Enhanced Support offer has gathered its Year 1 evaluations in preparation for planning for Session 2024-25. Data gathered highlighted the following parent feedback: o 90% felt satisfied with their child’s transition into P1 o 100% felt communication with schools was the most helpful aspect along with 90% gaining a better understanding of what was included in P1 enhanced support o 90% felt that the support provided for their child was effective with parents feeling without this additional support their child would not have managed in a mainstream P1 class setting o Parents felt the challenges were ensuring all staff were aware of care plan/risk assessments in place in supporting their child and lateness in identifying key staff who would be working with their child ✓ A P1 Enhanced Support Working Group has been established consisting of the Early Years and Inclusion Team members to build on this feedback in moving forward with planning for Session 2024-25 Page 37 of 78
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8 ✓ £48k was spent on equipment purchased to support children and young people with additional support needs to access their learning in the school setting. Systems were established to enable better recycling of specialist equipment to improve sustainability and effective use of funding. Case Study 2 – Oakbank Primary School - Contact Oakbank PS to gather good practice information on the P1 enhanced support provision and their successes from this Appendix 5 - Sensory Services – examples for Accessibility Strategy Next Steps ✓ Special Interest working groups led by Primary Pupil Support Teachers and Outreach Teachers will support Inclusive Practice improvement workstreams. Children and young people will be more independent in their learning and access to the curriculum, enabling improved attainment 5) Through training all teachers and support staff will develop their awareness of learning tools on Office 365, which increases access to the curriculum. October 2023 ✓ School practitioners have engaged in CALL Scotland free webinars over the course of the year. These are readily available for all PKC practitioners and are sign posted to via the Digital Coordinators. ✓ The Digital Coordinators have an EDMS site sign posting or supporting access to a variety of inclusive practice digital training for all PKC practitioners. ✓ A CLPL calendar of available digital training for the 2023/24 year was published and given to all HTs in March 2023. ✓ The Digital Team have also recorded a Microsoft & Windows Accessibility Webinar which can be accessed by practitioners at any time in our dedicated EDMS team. March 2024 ✓ 6th March 2024- Apple Accessibility Training- recording can be found here ECS Universal Supports Apple - 6 March 2024-20240306_160026- Meeting Recording.mp4 ✓ 21st February 2024- Microsoft Accessibility Training- recording can be found here Universal Supports- Using Microsoft to Support Learners Needs- 20240221_160000-Meeting Recording.mp4 Page 38 of 78
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9 ✓ The Digital Team have a YouTube channel and self-directed professional development site here, which has a designated section on the support we provide for accessibility - Welcome! – Perth and Kinross Digital CLPL Site (glowscotland.org.uk) Next Steps ✓ CLPL calendar for 2024/2025 provided to HTs on HT days 13th & 14th March 2024 with a variety of accessibility sessions (see Appendix 3). Appendix 3 – Digital Learning Team CLPL Calendar 2024-25 All children and young people with a disability will have access to physical education curriculum and extra-curricular sporting activities 6) Further broaden the range of physical activity opportunities available. October 2023 ✓ Over the past 2 years PKC have established an ASN PEPAS Group that consists of an Active Schools, Disability Scotland, Fairview School and Central Team representatives. This is a support network to look at and review accessibility for all within the physical education curriculum and extra-curricular sporting activities ✓ PE teachers attend a twice-yearly development day which has introduced ASN CLPL opportunities for them to attend, this also incorporates training on making PE accessible for all within the mainstream and intensive support settings ✓ PKC PEPAS Group run termly drop-in sessions that are available to all practitioners across PKC schools. This supports practitioners in discussing and seeking advice on how to adapt PE activities to meet all learners needs as well as discussing how to support young people with more complex needs ✓ This offer is not just held to termly sessions, regular comms goes out to schools for practitioners to get in touch with the PKC PEPAS Group if they have any queries out with the termly drop-in sessions which the group support with ✓ Under extra-curricular sporting activities, four key events are currently being delivered and run each year by PKC: o Cross-country o Athletics o St Andrews Day of Dance o Creative Day of Dance Page 39 of 78
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10 ✓ Effective planning sessions with Disability Scotland Representative has supported the development of adaptations to events and looking at alternative measures to ensure accessibility for all March 2024 ✓ Planning for this year’s Creative Day of Dance at the Concert Hall considered the sensory and physical needs of young people attending. An additional space has been provided that is a quieter space and provides the option for young people to access if they require this to meet their needs with events being co-coordinated to happen within this additional space too ✓ The Cross-Country event is to include an additional race for ASN learners as well as adaptations being made to the course to meet all learners needs whilst ensuring that the competitiveness nature of the sporting event has not been lost ✓ In partnership with Active Schools, they have led on a few projects aimed at improving access to extra-curricular activities and some curricular activities - specifically in Fariview School. Providing the following: o UHI Perth Fitness students delivered a 12-week block of curriculum fitness sessions o UHI Perth Coaching students delivering 3-week blocks of extra-curricular sessions at SHIP @ Fairview after-school club o Active Schools Modern Apprentice delivering 6-week block of extra- curricular sessions at SHIP @ Fairview after-school club o Tayside Judo offered curriculum Judo sessions to pupils at Fairview o Curriculum fitness/weight-loss programme with targeted pupils working with LAL colleagues in the Wellbeing Team ✓ As a wider Active School Team – they have shared and promote SDS/PKDS events with all school contacts and young people ✓ In collaboration with Scottish Disability Sport funding has been secured to provide an Inclusive PE workshop for class teachers and PE specialists working with pupils with disabilities in PE and school sport in a mainstream environment Next Steps Page 40 of 78
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11 ✓ Increase the profile of the ASN PEPAS drop-in sessions which provide advice and guidance to enable PE delivered in mainstream and specialist settings to be more inclusive. ✓ Raise awareness with schools of the increased inclusivity of sports events and review the barriers to children and young people attending events. School curriculum will include a focus on equality and diversity in range of subject areas 7) Schools will participate in the national review of Personal and Social Education and implement subsequent recommendations. Options to include development of other subject areas will be explored. October 2023 ✓ Anne Frank Workshops have been implemented across PKC schools for the past 30 years for pupils to learn from the uniquely inspiring life and work of Anne Frank and be empowered to become voices for equality in schools. Three secondary schools took part in this workshop and a total of 66 pupils engaged in being a peer guide for the exhibition which had approximately 1700 visitors. ✓ The Anne Frank Trust also worked with 11 of our primary schools and reached 483 pupils across PKC. ✓ Nil By Mouth school workshops focus on raising awareness of the issues surrounding sectarianism within our society and has been delivering the Pause B4 U programme which helps children better understand the impact of online bullying and discrimination. In 2022-23 4 primary schools received delivery of these workshops with over 203 primary pupils engaging in the programme. 2 sessions have also been delivered at St John’s Academy engaging with 120 secondary pupils. ✓ Heartstone Story Circles awareness sessions were delivered to teachers and introduced within 6 primary schools engaging primary 5 pupils through discussion from a storybook context. The impact of this was that it raised awareness amongst the children, supporting them to be confident that they can deal with an incident of hate/intolerance if they come across it. ✓ PKC Education management team provided a response to the national consultation on the delivery of RSHP curriculum. Awareness of the consultation was also raised with Parent Council chairs. Case Study 1 - Perth Primary and Secondary School – Supporting Learners with English as an Additional Language March 2024 ✓ Between October 2023 and March 2024, the Anne Frank Trust Workshops involved work with 3 primary and 4 secondary schools reaching a total of 1782 young people. Workshops covered Antisemitism, Anti-black racism, Gender Page 41 of 78
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12 equality and homophobia, History today and talks by Holocaust Survivor Dr Martin Stern MBE. ✓ Between October 2023 and March 2024 2 primary schools have received Nil by Mouth workshops with 144 young people attending. A further 2 primary schools received copies of the ‘Neeps and Tatties’ book for work between St Andrews Day and Burns Night. Next Steps ✓ Work with Champions Boards to develop awareness raising resource in relation to experiences of living in care to share with their school communities. ✓ Promote awareness of needs of armed forces families with school staff. ✓ Work with the Inclusion Ambassadors groups to improve understanding of additional support needs within peer group. Children and young people with a disability have access to efficient and inclusive school transport provision 8) Develop guidance to support implementation of the Home/School Transport Policy to ensure provision of a service which meets needs of pupils with a disability October 2023 ✓ Currently being developed March 2024 ✓ This activity has been delayed due to transformation programmes Next Steps ✓ Develop guidance for schools and information for parents with regards to enacting the policy in place regarding home/school transportation. Work with children, young people, parents and carers to explore options to increase independent travel Duty 2: Improve the physical environment of schools to enable better access to education and associated services. National Improvement Framework Priority – Placing the human rights and needs of every child and young person at the centre of education HGIOS QIs 1.5, 3.1 Outcome (What the improvement will be for children and young people) Actions (What we will do to achieve this improvement) Year 1 Progress 1) Riverside Primary School will be designed and constructed to October 2023 Page 42 of 78
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13 Children and young people with disabilities will benefit from well- planned learning spaces meet the needs of all its learners. ✓ All stakeholders had an active voice in the design of their new school building at Riverside Primary School to ensure it met the needs of all its learners. ✓ New school opened in term 4 last session with an ISP. Feedback indicates the design is better for meeting a range of learner needs. School has an ISP with specially designed outdoor space. Case Study 3 - Riverside Primary School Building Planning – Planning for Accessibility in collaboration with Senior Leadership Team and PKC ECS Central Team March 2024 ✓ Learning from Riverside PS design will inform planning for any new schools. ✓ Over £260k was spent on improving learning spaces for children and young people with additional support needs in 2023/34, this included £154k on fencing to improve safe access to outdoor spaces in 14 ELC settings and schools. Next Steps ✓ Support the planning towards the opening of Perth High School. ✓ Support any further planning for any new schools. ✓ Work with the Property service to inform the Learning Estate Strategy ✓ Develop the ASN Transformation workstream to inform decision-making on the location and profile of Intensive Support Provisions to improve locality access and range of ASN able to be supported. 2) The ASN Transformation Programme will include a workstream to ensure the School Estate Strategy plans effectively for current and projected additional support needs, including disability. Children and young people with ASD, sensory and/or communication processing needs are supported through appropriate images, signage, and visual references. 3) Guidance will be developed to support ELC settings and schools to effectively use images, signage, and visual references to appropriately support children and young people. October 2023 ✓ All Outreach Teachers are actively using visuals to support learners across PKC primary schools they are supporting ✓ A few primary schools across PKC have introduced visual timetables within their settings as part of ongoing universal support for all learners ✓ Inclusion Teams, ie PPSTs/Outreach Teachers are further building their confidence and understanding of the importance of the effective use of visuals at universal and additional stages of support to develop increased use across PKC schools ✓ Majority of primary schools across PKC are becoming more familiar with the use of the visual supports section within the Physical Environment Universal Springboard. This includes PPSTs supporting school SLT and practitioner teams to look at their physical environments across the school setting and implementing visual supports and aids to meet the learning needs of all. Key Page 43 of 78
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14 aspects focus on visuals in use; consistent format; visual cues; cultural diversity; labelling; visual timetable and visual clutter. ✓ Almost all schools that have actively been using the universal springboard has reported to PPSTs that it has been well received and keen for other aspects to be implemented, ie Structures & Routines and Social Environment March 2024 ✓ Universal Springboard working group has delivered the Physical Environment Springboard to PKC secondary PSTs with positive feedback and acknowledgement for something similar to be produced to support secondary schools with the implementation of their universal offer ✓ All Headteachers received a presentation on understanding the ASN profile of your school and building a universal support offer to meet the predominant needs identified in the profile. ✓ Universal Springboard Working Group have now completed the documentation and visual prompts for both the Social Environment and Structures & Routines areas from CIRCLE and is currently out for consultation with the wider Inclusion Team and PKC HTs/QIOs Next Steps ✓ More Primary schools will be supported to embed use of the Physical Environment Universal Springboard and a similar Secondary resource will be developed. ✓ All school will be supported to increase their use of visuals to aid communication through the use of Boardmaker following the agreement of a 5-year license that will extend to all schools. Pupils from equality-protected groups will have a positive school experience and will feel safe and respected in school and when online 4) Schools will be provided with information on action days to improve equality and encouraged to support activity to raise awareness in their school or ELC setting, i.e. • Show Racism the Red Card • Autism Acceptance Month • Pride October 2023 ✓ Equalities TEAM in PKC have now contacted all secondary schools to embed Place Standard conversations as a starting point to create equality networks or link into school networks already in place. This is to ensure that the voices of all pupils are heard and that everyone feels they can contribute to the life and work of the school. These conversations have helped to identify and determine what each school network would like to work on or what area the Equalities Team can help with, ie leading on activities with the school on key dates in the calendar, help with raising awareness, and sharing lived experiences. Page 44 of 78
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15 ✓ 3 Secondary Schools requested the Equalities team be an active part of their conversations, 2 of the schools had the team take part and identify next steps in moving this forward with 181 young peoples’ voices being heard ✓ Equalities team were represented on the working group at Crieff High School to draft the schools revised Anti-bullying policy ✓ Next steps are to make contact with a further 8 high schools to set up and hold Place Standard conversations with pupil groups ✓ The Equalities team is also now represented on the Relationship Steering Group to support with concerns being highlighted around pupil social and emotional learning ✓ In session 2022-23, 39 schools, 1147 children and young people, participated in Show Racism the Red Card workshops ✓ The Scottish Ballet worked with Perth Academy to deliver the Safe to be Me programme for 30 pupils from S1. March 2024 ✓ Work by the Equalities team with 3 further secondary schools has been delayed due to staff sickness ✓ 17 primary schools have participated Show Racism the Red Card partnership within 367 pupils attending educational workshops this year; in total 13,708 children and young people in schools have received some form of anti-racism education in PKC over the past 15 years Next Steps ✓ In collaboration with children and young people from equality-protected groups Education staff will develop resources to support awareness raising of prejudiced-based bullying following the launch of the Anti-bullying Strategy for PKC ELC settings and schools. 5) Anti-bullying Strategy will be reviewed October 2023 ✓ This has been updated following a series of engagement sessions with children, young people, parents and school staff. Strategy and operational guidance will be launched for a final consultation in term 2. March 2024 ✓ The final draft Strategy and operational guidance have been circulated to all schools and a presentation shared with Parent Council Chairs. Page 45 of 78
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16 Next Steps ✓ PKC Anti-bullying Strategy will be launched. This promotes prevention of bullying through the development of respectful relationships within school communities and provides a clear framework to address bullying, including prejudiced based bullying should incidents occur. Duty 3: Improve communication with pupils with disability along with communicating to them information that is provided in writing for pupils who are not disabled, in appropriate alternative formats and taking account of any preferences expressed by them and their parents National Improvement Framework Priority – Placing the human rights and needs of every child and young person at the centre of education HGIOS Qis 3.1, 3.3 Outcome (What the improvement will be for children and young people) Actions (What we will do to achieve this improvement) Year 1 Progress All children/young people will feel included in communication about their learning and life of the school/ELC setting 1) Staff training and guidance materials will improve staff awareness, knowledge and skills in best practice and tools to facilitate communication and understanding of children and young people with a disability, i.e.: • Makaton signing • Communication passports • Visual timetables • Talking mats • Symbolised environment • Augmentative and Alternative Communication • signage October 2023 ✓ NHS Tayside Speech and Language Therapy team have provided a variety of CLPL Training opportunities for all PKC practitioners to access. Overall ratings of how informative these were on average has been 98%. ✓ Most Early Years settings have a Communication Champion to support how their setting is meeting the communication needs of all learners ✓ A recent survey of PSAs in Early Years settings highlighted the following: o 22 PSAs across PKC Early Years Settings had been trained in a signing communication system o 21 PSA were actively using Makaton within their settings o 1 PSA was actively using British Sign Language – Level 2 o 14 PSAs were actively using a communication aid with learners March 2024 ✓ Inclusion team have delivered 2 successful Support Staff In-service days offering a wide range of development training opportunities, with over 180 support staff members attending each day. November’s day focused on ‘Knowing our Learners’ and offered six training workshops, with January’s day focusing on ‘Knowing yourself in supporting our Learners’ and offered fourteen training workshops. Feedback was positive with 0ver 90% strongly Page 46 of 78
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17 agreeing or agreeing that the day was valuable and would have a positive impact on their practice. Next Steps ✓ All In-service days will continue to have a training offer to support inclusive practice, with a particular focus on improving relationships and behaviour and effective assessment and planning to meet the needs of children and young people with additional support needs. ✓ Two members of staff will attend a Train the Trainer CLPL for Talking Mats so that they can deliver training for ELC settings and school, including key Inclusion staff such as PPSTs and Outreach Teachers, who can then cascade and use with in the schools they support. All children beginning ELC will transition in successfully 2) Continue to develop and embed the pathway supporting children with complex additional support needs/disability to access ELC. October 2023 ✓ TRIC have developed 4 pathways to support understanding of roles and responsibilities to ensure clear planning for children with complex needs ✓ 0-3 PPG continues to meet 4 x year to discuss children with complex needs ✓ 0-3 ECP links with Health and Parent to Parent to ensure that transition planning is robust for children starting nursery March 2024 ✓ Pathways have been distributed. Next Steps ✓ Further develop paperwork at transition and move from care coordinator - ELC have been agreed ✓ Implement the revised Child’s Plan paperwork in ELC settings to provide consistency in information across ELC settings and schools ✓ Work with Early Years to ensure clear pathway for ELC staff supporting children with ASN's All communications are accessible for children and young people with ASN/ disability 3) Complete an audit of printed and electronic information (leaflets, template letters, website) that is available to all children and young people ✓ Exclusion letters have been revised to increase accessibility. An easy read summary of the policy is also available. March 2024 Page 47 of 78
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18 across ECS to inform improvement actions to improve accessibility. ✓ Anti-bullying Strategy is supported by a summarised version to provide easily read information on the key messages. In addition to this written information a short key information video is available. ✓ Attendance Guidance is in final draft form and will include revised letters to increase their accessibility. ✓ A group of parents from the ASN Parent Network are supporting the development of guidance for parents on CIRCLE and the Child/Young Person’s Plan Next Steps ✓ The revised Child/Young Person’s Plan paperwork will be launched, this supports clearer understanding of the needs of children and young people with additional support needs and the supports that should be provided. ✓ The revised paperwork will be available in accessible formats. Children and young people with ASN/disability and their parents inform development of inclusion policy and relevant actions. 4) Establish a Perth and Kinross Children and Young People Inclusion Ambassadors network and enable them to support engagement of other children and young people with ASN in policy and service developments. October 2023 ✓ We now have 2 Inclusion Ambassador pilot groups. Strathearn which is currently Crieff LMG. We hope to include Auchterarder LMG this session. The Perth Group is Fairview and Perth High LMG. We hope to extend this to include Perth Academy. ✓ Both groups have had very successful first meetings and their second is in late November. ✓ The groups are very much led by the young people and both groups interestingly brought up the following topics to take forward. ✓ Classroom Environment (hoping to work with EPS as they are producing a child friendly CIRCLE environmental checklist) ✓ Adults that work in schools’ understanding of children and young persons’ additional support need (suggestions included being involved in interviewing new staff) ✓ Peer relationships and understanding of their additional support need. (projects such as ‘LEANS’ were briefly discussed) March 2024 Page 48 of 78
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19 ✓ The Inclusion Ambassadors continue to meet regularly, providing invaluable feedback and ideas to inform the ASN Transformation Programme. ✓ We are actively working to expand the Inclusion Ambassadors Groups to ensure wider representation from all PKC schools. ✓ Our new ASN Transformation Programme Manager, Jaclyn Meikle, has been introduced to the children and young people, and will be working closely with the group moving forward. ✓ This term, the ambassadors are focusing on ‘Raising Awareness’. Discussions are currently underway to organise an awareness event/day/week for all pupils and staff within. ✓ The Crieff LMG ambassadors shared their views on priorities for improvement with the Service Manager Inclusion and Additional Support and the Convenor for the Learning and Families Committee, at their sessions in December 2023 and March 2024. Next Steps ✓ Volunteers from the existing Inclusion Ambassador groups will assist the ASN Transformation Programme during upcoming ISP environment audits. Their input will provide an essential pupil perspective during the review of these learning environments, helping us identify areas for improvement. ✓ The ambassadors will work with an Inclusion QIO to review and provide feedback on the revised Child Plan paperwork before it’s rolled out across PKC schools. ✓ Members of the group have been capturing aspects of their ‘lived experiences’ through various mediums such as drawings and essays. This work will be shared via a ‘Padlet’ to increase awareness of additional support needs by staff and peer. 5) Establish a Parents Forum for parents of children and young people with ASN. October 2023 ✓ Initial meeting with reps from Parent Councils to collect views of Parents as Part of the Parent Engagement Strategy ✓ Linked with Chair of PIE strategy to ensure that actions moving forward link with the actions from strategy ✓ The project started in February 2023 when a group of interested teachers/ PSAs and senior learners were invited to meet with a representative with Page 49 of 78
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20 Enquire and Children in Scotland to discuss the formation of a group of inclusion ambassadors. ✓ Through these discussions it was decided that the best approach would be to have a few pilot groups within the authority and build upon it from there. ✓ Crieff and Auchterarder LMGs joined together and Perth High LMG and Fairview joined together. We had hoped Pitlochry and Breadalbane would also have a pilot group however this did not work out, mainly due to staff availability. ✓ From there the two pilot groups worked together and in April shared a presentation with CYP and information with schools and parents to encourage CYP to apply for an inclusion ambassador position. By June we had formed two groups and October was the first Crieff meeting at Strathearn art space. A further is planned for the first Perth meeting. The aim is to meet again in November. March 2024 ✓ Group have met 4 times and looked at parent’s thoughts re: o visibility of ASN in schools o Understanding CIRCLE o Understanding new CYP Planning ✓ There have been parent sessions offered at key points of transition in collaboration with Parent2Parent and Perth Autism Support o Starting Nursery o Nursery - P1 o P7- Secondary ✓ These sessions have focused on answering parent questions and providing information about transition/assessment and planning and parent rights ✓ All sessions have been well attended and evaluated Next Steps The ASN Parent Network will ✓ support a review of the Additional Support Needs section of the School Handbook. ✓ Collaborate on the development of information for parents on the new ASN Child’s Young Person’s Plan paperwork and process. ✓ Support aspects of the ASN Transformation Programme. Page 50 of 78
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21 Appendix 1 Crieff Primary School - Circle Implementation At Crieff Primary, Janet Copland the Principal teacher had worked with staff on making the school communication friendly for all prior to the introduction of CIRCLE. Through the introduction of CIRCLE, all staff have worked hard to ensure their classrooms are inclusive for all pupils. They have focused on physical environment, social environment, and routines of the class. Staff carry out circle participation scales for specific children, to ensure all needs are met. To ensure a consistent approach across the school every classroom has, quiet areas, self-regulation areas and fix it folders. Visuals, using the Boardmaker symbols are displayed on each classroom wall including, self-regulation soundbites and visual timetables. Emotion works is also embedded at every stage of the school to ensure consistency for all pupils. Page 51 of 78
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24 Appendix 2 Perth Grammar ISP – CIRCLE Implementation: Use of Visual Aids as part of Universal Offer Page 54 of 78
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25 Appendix 3 PKC Digital Learning Team CLPL Calendar Page 55 of 78
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31 Appendix 4 Kinross High School Marketplace Event – Parental Engagement Event to inform parents of allied agency supports. Supporting Dyslexic Learners Page 61 of 78
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32 Appendix 5 Sensory Services – examples for Accessibility Strategy Children and young people fully engage in learning through an inclusive environment which includes appropriate differentiation, and inclusive attitudes that help them to enjoy learning and build a sense of confidence and resilience. A pupil at D Primary School benefits from a school team who have worked with the Hearing Support Service to understand the nature of the pupil’s deafness and the impact it has on his ability to access the curriculum. The pupil wears two hearing aids. In his early years the Teacher of the Deaf (ToD) installed a soundfield system in the classroom which, via a mic worn by the teacher, elevated the speaker’s voice above background noise. More recently John has begun using a Radio Aid which links a mic directly to his hearing aids. This overcomes noise and distance. These adaptations enable the pupil to hear speech. His condition also impacts on processing and understanding. To augment his understanding a PSA fluent in Makaton signs much of his day. This not only enables the pupil to understand and join in with the learning, it helps remove the frustration felt from not understanding. Collaboration between the school team and the service has removed barriers and deepened knowledge of deaf awareness strategies such as getting a child’s attention before speaking and not standing with a window or light behind you as this obscures the face and the opportunity to watch lips and read facial clues. Children and young people’s learning experiences and achievement is improved through increased staff awareness, knowledge and understanding of needs and the strategies, resources, equipment, and technology that support participation in the curriculum. A pupil at Primary has a dual impairment. The Qualified Teacher of the Deaf (QToD)successfully trialled a Radio Aid to enable him to hear the teacher’s voice above background noise and at a distance. The Qualified Teacher for Visual Impairment (QTVI) The pupil also has a Kodak SL25 smart lens (camera) which wirelessly links to a large iPad. The smart lens enables him to see more clearly things at a distance such as the board, the body language of the teacher, wall displays etc. The Radio Aid and the smart lens offer the pupil the freedom to sit anywhere in the class, rather than having to sit near the front to see and hear the teacher. He also has a task lamp so when the lights are dimmed (to help relaxation), he is still able to read. At transition points new staff are trained on how to use this equipment. There is close and effective liaison with the school Pupil Support Teacher who proactively contacts the service to address any technical difficulties. Regular conversations with the pupil have evidenced that the equipment enables access to the curriculum and moreover has a positive impact on the pupil’s feeling of being included in class lessons. These conversations between pupil and QToD/QTVI have also help increase the pupil’s self-advocacy skills as he understands and articulates the classroom challenges and the support he requires. Page 62 of 78
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33 Case Study 1 Perth Primary and Secondary School – Supporting Learners with English as an Additional Language The EAL service has supported both a Primary school and Secondary school in Perth city in the transition of a refugee family into the authority. The family were originally from Ukrainian and moved to Perth from another local authority, where they had spent several months following moving to Scotland as refugees. The children ranged in age from 8 to 17, they were care-experienced and had experienced significant trauma, both during and before the war in their home country. They also had a range of additional support needs. However, limited information about past experiences and the children’s needs had been shared by the family. The children left behind a close group of friends, familiar teachers and support network that they had built up in their initial months in Scotland when they moved to Perth. The transition to Perth was carefully planned with a range of services, including housing, health, social work and education. Meetings with previous schools were organised, providing clear information about initial assessments and progress made in school and support strategies which had been helpful. Before the move to Perth, a member of the EAL Service travelled to meet the family and start to build a relationship. School staff from the Perth schools and the previous local authority met on Teams to share relevant information. Teachers from the primary and secondary schools in the other local authority also visited the Perth schools to support the transition when the children and young people started their new schools. Uniform and welcome packs were provided to the family for all the children. In school, the children and young people have been supported by pupil support assistants who speak their first language. Bilingual support in class allows the pupils to participate with their peers. Pupils can be supported to take part in group work with their English-speaking classmates, where they are beginning to learn the English that they need to access the curriculum. The pupil support assistants encourage friendships with other children and young people, to build a supportive community. A Pupil Support Teacher with EAL expertise was appointed to work with the primary school to support the children, to continue the assessment process which had been started in their previous school, to provide specialist EAL support and to advise class teachers of appropriate strategies. There is now a much clearer plan for these pupils. A trusting relationship is building with the family, and they are now providing more information with the school about the children, which informs decisions and plans, leading to better outcomes. The children attend a weekly homework club at school run by the bilingual PSA and a bilingual community learning assistant. They are encouraged to attend events organised in the community to meet other children from their country. The young people in high school have benefited from EAL support, and for senior pupils, access to ESOL classes in school. The bilingual community learning assistant runs a weekly lunchtime drop- in session where the young people can ask for help and advice with school-related issues. This was a challenging transition process for everyone involved, but the EAL team has provided additional supported to the schools to reduce language and culture barriers, improving inclusion of the children and young people in the school community and ensuring the children and young people are attending well, happy in school and making progress in learning, and learning English. Page 63 of 78
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34 Case Study 2 Oakbank Primary School – Implementation of CIRCLE across setting and P1 Enhanced Support Provision Oakbank Primary School has successfully implemented the use of CIRCLE across their whole school setting. Supported by the Senior Leadership Team, staff from Nursery to Primary 7 are familiar with and access both Up, Up and Away and CIRCLE resources to support the embedding of universal supports to make learning environments accessible and inclusive for all children. Within the nursery setting ECPs identify an area they wish to focus on within the Up, Up and Away document that will be supportive to the continued development of the inclusive environment in meeting learners needs. ECPs carry out observations and identify what next steps will be in partnership with parents and other staff members. The utilisation of the parent postcards has been found to be helpful in providing a good communication tool in partnership with parents and supporting the journey of identifying any barriers and supports needed in the future. Nursery staff have found the format and layout very user friendly and a useful tool in bridging this communication gap. It has also helped to facilitate open conversations with parents around any barriers their child may be facing and finding supports and strategies to meet the individual needs in accessing nursery. Within the school setting CIRCLE and Up, Up and Away are used in supporting transition from Nursery to Primary 1 for identified learners along with the looking at and adapting the P1 learning environment to make it as accessible as they can to meet upcoming learners needs. Across the whole school an Environmental Audit is completed at the beginning of every year and this year Oakbank Primary School has teamed up with Inchview Primary School as part of their school’s improvement plans to collaborate together to carry out follow up environmental observations from their environmental audit to share good practice and provide a different external perspective. The impact of the embedding of Up, Up and Away and CIRCLE has provided practitioners with an opportunity to reflect on their learning environments with a fellow peer through valuable professional dialogue sessions and set themselves targets from this to support moving forward. Senior Leaders direct staff to the Circle Participation Scale initially when concerns above universal offer are being raised to look at any further adjustments or adaptations needing to be made. They have also found it has provided a bit more autonomy for their staff especially when making those early observations, identifying a barrier and need and seeking supports and strategies to meet that need. Oakbank Primary School have also been part of PKC’s P1 Enhanced Support Provision this session around two identified learners currently within their Primary 1 stage. The P1 Enhanced Support Provision is a model designed to support identified learners who had previously been to the transition panel to look for alternative provision, ie Intensive Support Provision Placement but was not granted. The schools DHT has led the Early Years Team and has highlighted the following successes and impact as well as the challenges: Key Successes & Impact: School enhanced transition Successes: ✓ Regular meetings between nursery and P1 staff ✓ Regularly organised visits for identified children to classroom spaces as part of enhanced transition planning, ie additional visits during summer holidays (nursery 45 week opening) and visits during in-service day Page 64 of 78
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35 ✓ Class teachers utilised RCCT to visit nursery, spend time in same space as identified children and begin initial interactions ✓ Class teachers released from class to attend child plan meetings and build awareness of all transition documentation, ie All About Me, How to help Me, Transition Passport etc ✓ Medical Training organized and attended by all P1 staff members to support identified child ✓ ECP from nursery setting identified to support transition into P1 Impact: ✓ P1 staff team well-informed of needs and supports for identified children ✓ Information shared in variety of formats to enable P1 staff team to gain sound knowledge and understanding ✓ Children had time to become familiar with the new environment and surroundings in a supported way ✓ Children had time to become familiar with new faces and begin to develop initial relationships with key staff members, where possible ✓ Families could reinforce and support transition at home and during summer holidays, using documentation provided ✓ ECP provided familiar face for the children and supported P1 staff team with behaviours, strategies, etc ✓ ECP played vital role in settling the children into their new environment and routines which provided security for parents reducing anxiety a little Environment Successes: ✓ Fence built to create safe and secure space, directly accessible from P1 classrooms ✓ School changing room modified by janitor into quiet space in P1 area ✓ Fob inserted on P1 corridor ✓ Open Plan P1 class area ✓ Access to nearby toilet area for identified child to be changed Impact: ✓ Identified children are able to engage in outdoor break and lunch and access outdoor play as part of their learning in a safe and secure environment ✓ Increased possibility of free flow play between indoor and outdoor space allowing children from both classes to access and share the activities set up in the break-out and access a safe outdoor area and access outdoor play as part of their learning directly from their classroom ✓ Identified safe space for identified children to regulate and escape the busy and noisy P1 environment (Quiet room only accessed by 2 children, allowing lots of flexibility and can be set up specifically to meet their needs) ✓ Identified children can explore, investigate and utilize resources, activities and play in both P1 classes ✓ Children are all becoming more familiar with one another, enhancing relationships and friendships with P1 staffing team having strong positive relationships with all children across P1 ✓ Individual toilet is near P1 area which is large enough to allow identified child to be changed by supporting adult safely Team/Staffing Page 65 of 78
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36 Success: ✓ School allocation of ECP from nursery to support transition and highly skilled PSA joined the P1 team, with personality and characteristics ideally matched to our identified children and staff team and led to Collaborative approach of all members of P1 team ✓ Additional meetings with PPST, different members of support team and partner professionals, etc enhanced the collaborative process in supporting and meeting learners needs ✓ One PSA identified for two children in different classes ✓ Support from Inclusion Teacher: o time taken at the start of term to clarify roles, responsibilities and expectations; fitted in really well as part of the team, from the start; demonstrates the same desire to do the best for the children; contributions valued by members of the P1 team; recognizes the strengths of the team and individuals within it ✓ Commitment from DHT: o dedicated to do best for children and P1 team; clarification of roles, responsibilities and expectations of each member of P1 support package; communicating with various partner professionals; support to build collaborative team in P1; continuous discussions and dialogue with class teachers; regular check-ins with PSA and ECP; meetings with Outreach Teacher to clarify roles and responsibilities and plan effectively in order to best support team and children; hands on support during breaks and lunches; dedicated time to support P1 team and children; communication with parents and recent review of transition and term 1; continual problem solving with team ✓ Access to expertise support and advice from a range of partner professionals Impact: ✓ ECP has played a vital role in the positive transition and progress for the children and families in providing huge support for class teacher and staff working in P1, provided familiar face and approach for children as they transitioned into P1 and provided element of security and reassurance for parents and brought essential prior knowledge and understanding of the children to the team as well as knowledge of playbased pedagogy. ✓ PSA became part of the P1 team and had an immediate positive response from identified children which supported their responsiveness to their needs and developed a strong, positive relationships with identified children, especially with one in particular supporting children settling in well to P1 environment and routines ✓ Initial learning routines were established and implemented where appropriate and possible and thus progress of identified children was made possible ✓ Inclusion Teacher support really helped to ensure all P1 team members had a shared understanding and they fitted into the team really well showing commitment to doing the best for the children and team. This played a key role in the support by sharing expertise, ideas and strategies, signposting when necessary and making a really positive impact to the supports in place. Genuine partnership/collaborative working building positive and supportive relationships as a team was formed. ✓ DHT support meant a really successful and supportive team around the children leading to Staff members were well-informed where possible and were fully part of decision making, problem solving, etc. All members of the team were made to feel welcome and highly valued and ensured roles and responsibilities were clear and understood and if not able to discuss, share and resolve Page 66 of 78
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37 ✓ Parents were kept informed and part of the children’s educational journey Highlighted Challenges were as follows: • Staff allocation timings meant that the full Team Around the Child was not in place until after the summer holidays which meant that key training and enhanced transition opportunities were missed • Staff training was delivered on the August inset days meaning new staff were not part of school development days and enhanced transition for learners • Staff numbers in being able to support learners during unstructured parts of the day, ie break and lunchtime • Environmental factors lead to different barriers in being able to effectively support the identified P1 learners, ie only one classroom being used as part of transition which has led to one learner always reverting back to that classroom; limited learning opportunities due to restricted space for free-flow play • Budget constraints meant that some planned adaptations and resourcing were not able to be in place, ie sensory room Page 67 of 78
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38 Case Study 3 Riverside Primary School Building Planning – Planning for Accessibility in collaboration with Senior Leadership Team and PKC ECS Central Team Planning Department During Session 2022-23 development was near completion of a new primary school merging North Muirton and Balhousie Primary Schools. As part of the standard process for ECS projects extensive consultation is undertaken with all appropriate stakeholders, including but not limited to, the ECS senior leadership team, ECS central teams, and school SLT and, throughout the scoping and design phases. Feedback is incorporated where agreed by all relevant parties. As the project progressed these detailed designs were reviewed with relevant stakeholders for input to ensure they were fit for purpose and any necessary amendments made. Any required changes are made to the design when agreed. For example, at the initial consultations during scoping changes made could be to the schedule of accommodation based on provision type and anticipated pupil numbers. At later stages it will relate to areas including landscaping and furniture and fittings to ensure they are suitable. At the scoping stage of a project there is liaison with the central ECS team regarding the requirements for the project, depending on the level of provision. It was decided that Riverside would have an ISP so the design reflected the standard requirements for that type of provision e.g. separate entrance, secure zone, quiet rooms, snoozelen. The provision of snack prep areas and sinks within each of the rooms is an example of one change that was made during the later stages of the project to support the operational staffing needs of the provision which would not always allow staff to take pupils to other areas of the school for this purpose. Collaboration is a core part of the scoping and design process for any ECS project to ensure that a fit for purpose facility is provided for end users. During the lifetime of a project, which is over a number of years, numerous factors can influence or impact the requirements for the project e.g. SFT/Government requirements, staff changes within senior roles which can result in changing requirements and the evolving landscape of what a provision needs to offer to meets its pupils needs. Ongoing collaboration and consultation is critical to ensure any necessary changes are made. School/Central Team The Central Team Leads, schools Headteacher and Business Change Teacher were involved from the start of the planning stage back in June 2020, this was at the stage of architect drawings and provided the opportunity for views to be shared on the pre-planning of the school from this point onwards. One aspect that was taken on board was the inclusion of enclosed learning spaces, due to the high level of sensory difficulties the school were aware of around their Page 68 of 78
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39 learners that would be accessing the new school as they felt open plan would not be the best fit in their meeting learners needs. This took several discussions and compromise resulting in 6 classes downstairs and 8 upstairs being enclosed rooms with the P1 area being semi-open plan and a further 4 classes open plan which are not currently being used but will support meeting learners needs as the school continues their inclusive practice journey. Learning from Covid the school team shared that having smaller spaces to allow smaller groups in nursery would benefit and this led to more secure small spaces within the nursery environment also being enclosed. This has supported the high level of ASN learners currently within the nursery. This also supported the transitioning of learners from going from and open plan school to a closed plan school at Balhousie PS and avoiding having to transition back to an open plan school, due to the level of challenge this would cause. In discussions around the school grounds, the ISP playground was changed to have their own enclosed area and the school team had influence over the resources that were made available, there was also a further change made to have the fencing screened off to ensure supporting learners’ dignity for those with sensory needs. The main playground, whilst still not currently fully accessible for use was designed to support sensory needs, i.e. for movement breaks facilitation as well as providing experiences for learners they have not experienced before, i.e. trim trail, outside stage and quiet areas. Throughout the process there was regular meetings with architects and the wider planning team where ideas were discussed, and school team felt they were receptive to changes being made to meet learners needs. School Team worked with Rachel Sims around visual hygiene and creation of natural pallet across the school to ensure low stimulus environment and research was completed around alternative/flexible seating environments to allow not a chair per child but different seating for children. Fobbed doors were introduced when school was closer to completion and walk throughs were completed with the school and planning teams to look at the school from the learner’s lens to ensure that the space would meet their learning needs. Further additional fobs were installed to ensure full health and safety aspects were changed and included as part of the completed walk throughs. Similarly, another thing that was identified was the suggestion that the GP room, Nurture room and ISP rooms had worktops that were height adjustable which was installed. It was felt that the collaboration between the school and planning team worked well and was a positive process. The school team felt they were able to discuss the why behind their change requests, which they backed with robust needs analysis of their learners and research and if original request was not possible the planning team would come in with an alternative where feasible. Page 69 of 78
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40 Case Study 4 Habilitation Service Perth and Kinross contracts out its Habilitation Service to Guide Dogs for the Blind. With close liaison with the VI Teachers the qualified Habilitation Specialist supports children and young people with a visual impairment to develop personal mobility, navigation and independent living skills in school and in their local community. At whatever age the training is started, the overriding goal is to maximise the child or young person’s independence, opening the way in the future, to further study, employment and an independent life. A secondary pupil significant with very reduced near and distance vision has ongoing habilitation support to enable to do things such as going to the shops during school lunchtime. This is an everyday activity for his seeing peers. Habilitation focused on the skills, strategies and confidence in finding safe routes, catching correct buses, using cash and cards, and finding and paying for items in the shops. The pupil learned new strategies to increase his independence, such as using a phone to take photos and enlarging them to be able to read bus numbers and road names, to use accessibility features such as speech and o look at online train timetables, to use maps, as well as gaining the confidence and the knowledge to locate and use the intercom system at the station help point to ask for help. The pupil has shared with his QTVI that he feels his life has been transformed with Habilitation. With her knowledge of the pupil’s interests the QTVI worked collaboratively with the Habilitation Specialist to enable the pupil to pursue his lifelong love of trains. The Habilitation Specialist supported the pupil with travel to, and orientation around, the train station. This year he got the bus by himself and went train spotting! Page 70 of 78
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Perth and Kinross Council Learning and Families Committee 29 May 2024 FUTURE TRIC PLANS/TAYSIDE PLAN FOR CHILDREN, YOUNG PEOPLE AND FAMILIES - GRANT FUND UPDATE Report by Strategic Lead – Education and Learning (Report No. 24/165) 1. PURPOSE 1.1 This report provides an update on the implications of the Scottish Government tapered funding model for Regional Improvement Collaboratives (RICs), including in respect of the Tayside Plan for Children, Young People and Families 2023-26. The report highlights amended improvement priorities made considering the reduction in funding. 2. RECOMMENDATION 2.1 It is recommended that the Committee: • Notes the amended reduction in funding and the realigned improvement priorities for 2024/25; and • Requests the Strategic Lead – Education and Learning to provide a progress report in Autumn 2024 in line with statutory annual reporting requirements for integrated children’s service plans. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: • Section 4: Background • Section 5: Financial Implications • Section 6: Proposals • Appendices 4. BACKGROUND 4.1 The Scottish Government stated on 30 January 2024 that they will provide a total of £3m funding support nationally to the RICs for financial year 2024/25. This is in line with the Cabinet Secretary for Education and Skills’ statement to the Scottish Parliament in November 2023, confirming that RIC funding would be tapered. 4.2 The tapered funding for the period April 2024 - March 2025 has meant that the Tayside Regional Improvement Collaborative (TRIC) leadership group have 6 Page 71 of 78
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reviewed original priorities and areas of improvement highlighted in the Tayside Plan. The Leadership group have identified priorities that continue to add value to the work that we do in our individual local authorities, avoid duplication and impact positively on the outcomes for our children and young people across Tayside. 4.3 As part of the ongoing Reform of Scottish Education, Education Scotland’s (ES) role in the future of regional working is still unclear. Currently, the Regional Improvement Teams from ES have been removed and are not providing support to RICs 4.4 In relation to education, it has been agreed that the main identified priority will be to continue to deliver the Tayside Virtual Campus. This online virtual campus currently enables 150 learners from across all three local authorities to study Highers and Advanced Higher qualifications. This resource costs £220,000 per school session to operate. Future costs will be dependent on the number of subjects offered and learners enrolled. There are proposals currently being considered for the future upscaling and funding of the Tayside Virtual Campus to ensure sustainability when the grant funding ceases in March 2025. 5. FINANCIAL IMPLICATIONS 5.1 To support delivery of the aims of the Tayside Plan and the TRIC, funding was granted by the Scottish Government. The annual allocation for the period 1 April 2023 to 31 March 2024 was £758,726. 5.2 On 30 January 2024, the Scottish Government announced that the RICs funding for April 2024 - March 25 would be 50% of the original grant fund, and that thereafter, there would be no further funding. The TRIC will therefore now receive circa £380,000 for the financial year April 2024 - March 2025. Currently, Council Officers are yet to receive formal notification of the funding amount. 5.3 For the period April 2024 - March 2025, approximately £220,000 of the funding will be allocated to the Tayside Virtual Campus. The remaining budget will be used to fund a part-time Project Officer and some of the priorities listed in Table 1 at Section 6 below. 5.4 The TRIC leadership group are also considering where small amounts of funding might be needed to continue to support professional learning and workforce development across some of the ongoing workstreams. 6. PROPOSALS 6.1 The revised priorities for the tapered funding period 2024 - 2025 are as follows: Page 72 of 78
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Priority 1: Pre-birth and Early Years Workstream Actions for 2024-2025 Early Learning Centre The current Early Learning Centre group will continue its work and report accordingly. Activities relating to 0-5s at risk of harm will continue to be progressed at a local level with updates provided to the Regional Co-ordinator. Priority 2: Learning and Attainment Workstream Actions for 2024-2025 Digital Learning Widening of curriculum offer through Tayside Virtual Campus model. Full funding in place for one year. Proposals currently being considered for future funding models to ensure longer term sustainability of the campus. Approximately £220,000 funding required. This is dependent on number of subjects offered and learners enrolled. Leadership Continuation of professional learning and induction programme for newly appointed school leaders across Tayside. Exact amounts to be confirmed, some funding required. Curriculum Review of the Senior Phase curriculum to be continued. Priority 3: Health and Wellbeing Workstream Actions for 2024-2025 Mental health and wellbeing There are existing groups for the actions under this priority and they will continue to embed the work which has already progressed. Child Healthy weight This workstream is under review and consideration given to progressing this work across all three local areas. Connected Tayside Continue to embed this work. Page 73 of 78
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Priority 4: Care Experienced Children and Young People Workstream Actions for 2024-2025 Children’s Rights This shared priority focuses on the provision of advocacy, listening, brothers and sisters, housing, and The United Nations Convention on the Rights of the Child (UNCRC), which are implemented separately at a local level. No funding required from the TRIC. The UNCRC enactment may invite further opportunities for joint activity but there will be no need for regional reporting. Priority 5: Safeguarding and Child Protection Workstream Actions for 2024-2025 Safeguarding There is a group being re-established to co-ordinate Bairns Hoose and Scottish Child Interview Model (SCIM) as well as, potentially, an overview of Care and Risk Management (CARM) and vulnerable adolescents. Discussions are underway with partners to agree which actions would be in or out of scope and where these actions will sit for reporting purposes. Author Name Designation Contact Details Audrey May TRIC Lead Officer ECSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead – Education and Learning 17 May 2024 Page 74 of 78
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ANNEX 1. IMPLICATIONS, ASSESSMENTS, CONSULTATION AND COMMUNICATION Strategic Implications Yes/None Community Plan/Single Outcome Agreement None Corporate Plan None Resource Implications Financial None Workforce None Asset Management (land, property, IST) None Assessments Equality Impact Assessment None Strategic Environmental Assessment None Sustainability (community, economic, environmental) None Legal and Governance None Risk None Consultation Internal Yes External Yes Communication Communications Plan Yes 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This section sets out how the proposals relate to the delivery of the Perth and Kinross Community Plan/Single Outcome Agreement in terms of the following priorities: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and (v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii) Corporate Plan 1.2 This section sets out how the proposals relate to the achievement of the Council’s Corporate Plan Objectives: (i) Giving every child the best start in life; (ii) Developing educated, responsible and informed citizens; (iii) Promoting a prosperous, inclusive and sustainable economy; (iv) Supporting people to lead independent, healthy and active lives; and Page 75 of 78
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(v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (ii). 1.3 The report also links to the Education & Children’s Services Vision, Values and Priorities in respect of the following key Priority area: • Learning and Achievement 2. Resource Implications Financial 2.1 There are no financial implications arising from this report other than those outlined previously. Workforce 2.2 There are no workforce implications arising from this report. Asset Management (land, property, IT) 2.3 N/A. 3. Assessments Equality Impact Assessment 3.1 Under the Equality Act 2010, the Council is required to eliminate discrimination, advance equality of opportunity, and foster good relations between equality groups. Carrying out Equality Impact Assessments for plans and policies allows the Council to demonstrate that it is meeting these duties. 3.1.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: (i) Assessed as not relevant for the purposes of EqIA. Strategic Environmental Assessment 3.2 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.2.1 The proposals have been considered under the Act; however, no action is required as the Act does not apply to the matters presented in this report. This is because the Committee are requested to note the contents of the report only and the Committee are not being requested to approve, adopt or agree to an action or to set the framework for future decisions. Page 76 of 78
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Sustainability 3.3 Under the provisions of the Local Government in Scotland Act 2003, the Council has to discharge its duties in a way which contributes to the achievement of sustainable development. Under the Climate Change (Scotland) Act 2009 the Council also has a duty relating to climate change and, in exercising its functions must act: • In the way best calculated to delivery of the Act’s emissions reduction targets. • In the way best calculated to deliver any statutory adaption programmes. • In a way that it considers most sustainable. 3.3.1 N/A. Legal and Governance 3.4 N/A. 3.5 N/A Risk 3.6 N/A. 4. Consultation Internal 4.1 The Strategic Lead – Education and Learning has been consulted in the preparation of this report. External 4.2 The content of this report has been consulted on with colleagues in Angus Council and Dundee City Council. 5. Communication 5.1 The communication of this report content is being arranged via the TRIC. 2. BACKGROUND PAPERS 2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (and not containing confidential or exempt information) were relied on to a material extent in preparing the above report: 3. APPENDICES 3.1 None. Page 77 of 78
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