Agenda Document Pack - Learning and Families Committee - 28/08/2024
Perth and Kinross Council · 28 August 2024
Back to Learning and Families Committee — 28 August 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 21/08/2024 A hybrid Meeting of the Learning and Families Committee will be held in the Council Chamber on Wednesday, 28 August 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 Iain MacPherson Councillor Ian Massie Provost Xander McDade Councillor Caroline Shiers Councillor Grant Stewart Mrs Margaret Conroy Mr Adrian Ferguson Ms Susan MacLagan Ms Miranda Powell Page 1 of 150
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Learning and Families Committee Wednesday, 28 August 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 29 MAY 2024 FOR APPROVAL (copy herewith) 5 - 8 3(ii) MINUTE OF MEETING OF THE EXECUTIVE SUB-COMMITTEE OF 22 APRIL 2024 FOR NOTING (copy herewith) 9 - 10 3(iii) MINUTE OF MEETING OF THE CHILDREN, YOUNG PEOPLE AND FAMILIES PARTNERSHIP OF 1 MARCH 2024 FOR NOTING (copy herewith) 11 - 16 3(iv) MINUTE OF MEETING OF THE JOINT NEGOTIATING COMMITTEE FOR TEACHING STAFF OF 4 MARCH 2024 FOR NOTING (copy herewith) 17 - 20 4 OUTSTANDING BUSINESS STATEMENT (copy herewith 24/236) 21 - 22 5 APPOINTMENT OF PARENT COUNCIL REPRESENTATIVES (copy herewith) 23 - 24 6 PERTH AND KINROSS EDUCATION IMPROVEMENT PLAN 2024/2025 Report by Strategic Lead - Education and Learning (copy herewith 24/237) 25 - 80 Page 3 of 150
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7 PERTH AND KINROSS COMMUNITY LEARNING AND DEVELOPMENT PLAN 2021-24 - PHASE 2 UPDATE REPORT Report by Strategic Lead - Housing and Communities (copy herewith 24/238) 81 - 134 8 SCHOOL TERMS AND HOLIDAY DATES 2025/26 AND 2026/27 Report by Strategic Lead - Education and Learning (copy herewith 24/239) 135 - 150 Page 4 of 150
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DRAFT LEARNING AND FAMILIES COMMITTEE Minute of hybrid meeting of the Learning and Families Committee held in the Council Chambers, 2 High Street, Perth on Wednesday 29 May 2024 at 1.00pm. Present: Councillors J Rebbeck, M Frampton, S Carr, Bailie C Ahern, L Barrett, B Brawn (substituting for N Khogali), D Cuthbert, J Duff, N Freshwater, B Leishman, Provost X McDade, I MacPherson, C Shiers, G Stewart and J Welch (substituting for I Massie); Mr A Ferguson. In attendance: Alison Williams, Director – Economy, Place and Learning; S Devlin, Strategic Lead – Education and Learning; F MacKay, G Doogan (all Economy, Place and Learning); S Hendry, W Hacuma, A Brown, M Pasternak, and S Dockerill (all Strategy, People and Resources). Apologies: Councillors N Khogali, I Massie. Councillor J Rebbeck, Convener, Presiding. 1. WELCOME AND APOLOGIES The Convener welcomed all those present to the meeting. Apologies for absence were noted as above. 2. DECLARATIONS OF INTEREST There were no declarations of interest made in terms of the Councillors’ Code of Conduct. 3. MINUTES (i) Learning and Families Committee of 11 March 2024 The minute of meeting of the Learning and Families Committee of 11 March 2024 was submitted, approved as a correct record, and authorised for signature. (ii) Executive Sub-Committee of Learning and Families Committee of 28 August 2028 The minute of the Executive Sub-Committee of Learning and Families Committee of 28 August 2024 (iii) Joint Negotiating Committee for Teaching Staff of 20 November 2023 The minute of meeting of the Joint Negotiating Committee for Teaching Staff of 20 November 2023 was submitted and noted. 3(i) Page 5 of 150
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DRAFT (iii) Children, Young People and Families Partnership of 1 December 2023 The minute of meeting of the Children, Young People and Families Partnership of 1 December 2023 was submitted and noted. 4. OUTSTANDING BUSINESS STATEMENT With regards to the Outstanding Business Statement (24/163) S Hendry, Democratic Services Manager, gave a verbal update in relation to appointments of youth and parent representation on the Committee. It was reported that under the Council's Scheme of Administration, the Learning and Families Committee has two representatives of children and young people from the Perth and Kinross Youth Forum. In terms of the Council's obligations under the UNCRC, statutory engagement already takes place with young people on a number of issues. Following discussions with the Youth Forum it was felt that attending the format of a committee meeting during school hours was not the best form of engagement and participation. The Perth and Kinross Youth Forum are currently looking at the best ways and platforms for meaningful youth engagement. Following discussions with staff in Children, Families and Justice, Economy and Learning together with the Convener and Vice-Conveners, it was proposed that there is an engagement plan worked up to allow regular meetings and an opportunity for feedback between representatives of the Youth Forum and the Convener/Vice-Conveners. This would be at a time and format that would best suit the young people and wouldn't just include the business and reports going to this committee but would also be to discuss general topics of interest. The Convener would then regularly report back to the committee with updates on the outcomes of the meetings. If the committee was in agreement with these proposals then Council would be asked to update the Scheme of Administration accordingly. In relation to the vacancies for parent representatives, Parent Councils have been contacted again and some nominations have come forward. It is hoped that candidates would be brought forward for approval at the next meeting of the committee in August. Resolved: The committee endorsed the proposals in terms of stakeholder engagement with youth representatives but also asked that further investigations should take place in terms of the timings and location of the committee meetings with a further update to come back to committee. 5. PERTH AND KINROSS EDUCATION AND CHILDREN’S SERVICES ACCESSIBILITY STRATEGY AND ACTION PLAN PROGRESS REPORT AT MARCH 2024 There was submitted a report by Strategic Lead – Education and Learning (24/164) providing 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. Page 6 of 150
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DRAFT Resolved: The progress being made in the delivery of the Accessibility Strategy Action Plan 2022 – 2025, be noted. 6. FUTURE TRIC PLANS/TAYSIDE PLAN FOR CHILDREN, YOUNG PEOPLE AND FAMILIES - GRANT FUND UPDATE There was submitted a report by Strategic Lead – Education and Learning (24/165) (1) providing 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, and (2) highlighting amended improvement priorities made considering the reduction in funding. Resolved: (i) The amended reduction in funding and the realigned improvement priorities for 2024/25; be noted. (ii) It be requested 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. Page 7 of 150
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EXECUTIVE SUB-COMMITTEE OF THE LEARNING AND FAMILIES COMMITTEE Minute of Hybrid Meeting of the Executive Sub-Committee of the Learning and Families Committee held on Monday 22 April 2024 at 1.00pm. Present: Councillors J Rebbeck, S Carr, Bailie C Ahern, M Frampton, L Barrett, D Cuthbert and C Shiers. In Attendance: S Devlin, G Doogan, D Macluskey, E Paul, J Clark, V Donaldson, H Freeland and J Chiles (all Education and Learning) and S Hendry, W Hacuma, A Brown and M Pasternak (all Legal and Governance). 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 28 August 2023 was submitted, approved as a correct record. 4. STANDARDS AND QUALITY IN SCHOOLS, LEARNING COMMUNITIES AND PRE-SCHOOL CENTRES/DAY CARE OF CHILDREN There was submitted a report by the Strategic Lead – Education and Learning (24/119 Revised) setting out the key findings following inspections of schools and 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 28 August 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 24/119 (Revised) and its appendices, be noted. 3(ii) Page 9 of 150
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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 March 2024 at 10.00am in the Council Chambers, Council Building, 2 High Street, Perth. Present: Councillor L Barrett Councillor M Frampton S Devlin, Strategic Lead – Education and Learning, PKC A Singh, Strategic Lead – Children, Families and Justice, PKC H Robertson, Head of Services for Children, Young People and Families, PKC B Atkinson, Independent Chair, Perth and Kinross Child Protection Committee J Cunningham, Scottish Childrens Reporter Administrator E Cruickshank, Child Health Commissioner, NHS Tayside Z Pullar (substituting for L Sharkey), NHS Tayside Apologies: Councillor C Shiers L Sharkey, NHS Tayside In Attendance: J Chiles, S Cooper, R Drummond, L Johnston, C McAuley, L Richards 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. S Devlin formally welcomed Arun Singh, Strategic Lead – Children, Families and Justice, Perth and Kinross Council, as a member of the Partnership. 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 1 December 2023 was submitted and noted as a correct record. 3(iii) Page 11 of 150
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4. MATTERS ARISING There were no matters arising from the minute of the previous meeting. 5. PRESENTATION BY JOHN CUNNINGHAM AND LISA SUTHERLAND – SCOTTISH CHILDRENS REPORTERS ADMINISTRATION J Cunningham and L Sutherland, Scottish Childrens Reporters Administration (SCRA), delivered a slide-based presentation to the Partnership, with a copy of the slides attached as separate copy. In response to a query from H Robertson regarding what form the enhanced role of the Reporter would take, J Cunningham advised that there had been no indication from Scottish Government on what form this would take, SCRA would be looking to take this forward in the next year, with a view to pilots of an enhanced role taking place. 6. PERTH AND KINROSS LOCAL MENTAL HEALTH PATHWAY FOR CHILDREN AND YOUNG PEOPLE L Johnson provided a verbal update to the Partnership on the Local Mental Health Pathway for Children and Young People. In presenting, L Johnston advised partners that at the meeting of the Partnership of 4 March 2022, it was agreed between partners in Perth and Kinross Council and NHS Tayside to create a digital resource for children and young people with regards to mental health. L Johnson advised members that, with the help of young people, this digital resource was now starting to take shape by way of an app, with the hope being that fewer young people would require mental health support from CAHMS. L Johnson further highlighted the use of the five ways to wellbeing approach, and that contact had been made from Dr Julie Smith in this regard. In response to a query from S Devlin regarding previous online resource through Togetherall, L Johnson advised that this resource had been for those aged over 16, whereas this resource was aimed at those younger. In response to further queries from S Devlin, L Johnson advised that it was hoped that there would be access to community mental health funding to help develop the app, and that there was a view to designating a mental health ambassador. In response to a query from A Singh, L Johnson advised that Dr Smith had been recommended through a number of professional bodies. 7. PERTH AND KINROSS CHILD PROTECTION COMMITTEE BUSINESS ACTIVITY REPORT SINCE 1 DECEMBER 2023 There was submitted a report by the Independent Chair of the Perth and Kinross Child Protection Committee (CPC) since the last meeting of the Children, Young People and Families Partnership on 1 December 2023. Page 12 of 150
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In presenting, B Atkinson highlighted the work between the CPC and the Child Poverty Action Group, with a workshop having taken place on 7 February 2024. The Partnership noted the contents of the Report. 8. CARERS STRATEGY 2023-26 FOR YOUNG AND ADULT CARERS There was submitted a report (G/24/10) by the Strategic Lead – Children, Families and Justice, providing an update to the Children, Young People and Families Partnership on the progress towards the identified outcomes in relation to supporting Young Carers in Perth and Kinross. In introducing the report, S Cooper advised that the report was an update on the past year, with a bit more of a focus on parent carers. S Cooper advised that there was a significant increase in the number of young carers presenting, with these being identified by PKAVS Young Carers and within schools. S Cooper added that a significant theme amongst Young Carers is mental health. H Robertson advised partners that the identification of young carers was a key part of the partnership with PKAVS, adding that over sixty schools in Perth and Kinross now had Young Carers Champions. E Cruickshank advised that work had also been ongoing between NHS Tayside and the Council. Councillor Barrett expressed her appreciation for the work being undertaken, and hailed the achievements outlined in the report. The Partnership noted the contents of the Report. THERE FOLLOWED A SHORT RECESS 9. WHOLE FAMILY WELLBEING FUND UPDATE There was submitted a report (G/24/11) by the Strategic Lead – Children, Families and Justice, providing a summary of recent progress in the development and implementation of the Whole Family Wellbeing Fund (WFWF) and including details on the steps taken to transform holistic, whole family support services across Perth and Kinross. The Children, Young People and Families Partnership hold collective responsibility to build transformational capacity which will help keep commitments to The Promise and address child poverty. In presenting, C McAuley advised that there had been a slight change in structure, with a move from a steering group to workstreams, and the steering group in turn moving into more of an oversight role. C McAuley also advised that a communications strategy was being developed with the Council’s Communications Team, and that work had already been undertaken with the Council’s IT department. Page 13 of 150
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C McAuley further advised that a workshop was to be held at the end of March 2024 around messaging, and that notification of funding had been received from Scottish Government, allowing spending plans to be firmed up for the next two years, with a number of areas for spending identified. In response to a query from Councillor Barrett regarding whether four meetings of the steering group per year was sufficient, C McAuley advised that the workstreams would be meeting more frequently. In response to a query from E Cruickshank as to whether the directory of services was live, C McAuley confirmed that it was, but at this stage mainly to test and that it had not been published. C McAuley added that work was ongoing with the Council’s Communications Team in order to produce posters for various settings, and QR codes were being developed to take users to the directory. The Partnership noted the contents of the Report. 10. CORPORATE PARENTING UPDATE There was submitted a report (G/24/12) by the Strategic Lead – Children, Families and Justice, regarding the progress of the actions contained within the Perth and Kinross Corporate Parenting Plan 2021-2024, which was submitted to full Council on 9 March 2022. The Perth and Kinross Corporate Parenting Plan 2021-2024: Our Promise to You and Our Action Plan 2021- 2024 (Progress Report) were appended to this report. In presenting, L Richards advised that this was the last update for the current plan, and was linked to the Promise Plan. L Richards advised that the next Promise Plan would be longer term, and consultation was presently ongoing. L Richards advised that this was a positive report and the plan was well- monitored, with no exclusions in the time of this report for care-experienced young people. L Richards highlighted the importance of who is important in a young person’s life to keep in contact with, and a large aspect of The Promise was to accommodate brothers and sisters together. L Richards advised that a good partnership with the Council’s Housing department had been established around suitability of housing, and S Devlin added that work was ongoing with former care-experienced young people, highlighting work ongoing on Community Futures Funding. The Partnership noted the contents of the Report. 11. GIRFEC UPDATE S Devlin delivered a verbal update on GIRFEC. S Devlin advised partners that following the retirement of S Johnston, she had taken over as Chair of the GIRFEC refresh steering group, alongside A Rhind. Page 14 of 150
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S Devlin advised partners that she would provide a further update at the next meeting of the Partnership. 12. THEMATIC APPROACH TO PERFORMANCE REPORTING There was submitted a report (G/24/13) by Strategic Lead – Education and Learning, 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 the first of the themes, for consideration and scrutiny by the Partnership. With reference to the report, E Cruickshank highlighted the ongoing plan around Tayside to promote and increase immunisations, with Z Pullar adding that there had been a significant rise in the number of measles cases in England, adding that she hoped to see more national messaging in this regard. S Devlin advised that work was ongoing on a range of issues around children who had not taken the usual route into P1, including work around speech, language and social skills. 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. 13. ANY OTHER COMPETENT BUSINESS S Devlin paid tribute to Ross Drummond upon his retirement, thanking Ross for all his work over many years, and on behalf of the Partnership wishing him well for the future. Ross thanked the Partnership for the support he had received over the past fifteen years, and offered specific thanks to S Devlin, B Atkinson and H Robertson. S Devlin also paid tribute to Hazel Robertson upon her retirement, thanking her for her work over the years, wishing her the best for the future on behalf of the Partnership, paying tribute to her dedication to children, young people and families, and also her dedication to her colleagues. Hazel thanked S Devlin for her kind words, and thanked the Partnership for all their support over the years. 14. DATE OF NEXT MEETING 14 June 2024 Page 15 of 150
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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 4 March 2024 at 2.30pm. Present: Representing Perth and Kinross Council Councillors J Rebbeck and C Shiers; S Devlin, J Donnelly, L Gordon, G Doogan and D Macluskey (all Economy Place and Learning); P Johnstone (Strategy, People and Resources). Representing Teachers’ Associations S Dowling (substituting for A Dickinson), J Leslie, L Gibb, L.J. Grant, M Laurie and C Weston (all EIS); M Mackie (SSTA); Shaun Topen-Cooper (NASUWT) In Attendance: J Martin (Economy, Place and Learning); A McAuley, Joint Secretary (Teachers’ Side); D Williams for Joint Secretary (Management Side). Apologies: Councillor S Carr, A Dickinson, C Rose and M Taylor. 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 20 November 2023 was submitted and approved as a correct record, subject to the following addition under Item 7: “M Mackie advised that there was presently a study being undertaken by Aberdeen University, ‘Faculty Structures 20 Years On’, which is the first study of its kind on these matters.” 4. MATTERS ARISING S Devlin advised that, in relation to removable devices, the Council’s IT department had agreed to set up ‘amnesty bins’ in Council buildings in which to dispose of removable devices. 3(iv) Page 17 of 150
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M Mackie advised that he had been in contact with the Council’s HR team regarding ‘Faculty Structures 20 Years On’ mentioned, adding that he would be happy to circulate. 5. UPDATE ON VIOLENCE AND AGGRESSION J Martin delivered an update to members on violence and aggression. In presenting, J Martin advised those present that she had attended the third national summit on violence and aggression, and that the first research since 2016 was being conducted into this issue. J Martin further advised that staff reporting of incidents had been generally positive, although more so in the primary sector than secondary. J Martin advised those present that there had been a rise in a number of areas, including an increase in the most serious areas of disruptive behaviour, with physical violence prevalent from P1 to P3. J Martin also advised of new areas which had developed since 2016, including vaping, misogyny, use of smart phones in a negative manner and in-school truancy. J Martin also advised those present that J Gilruth, Cabinet Secretary, was in attendance at the summit and spoke of a national strategy, to be implemented at a local level. M Mackie advised that there are cost free solutions through adopting effective policies and applying them consistently. C Weston raised a query regarding the extra supports that would be required in terms of budgetary issues. Councillor Rebbeck acknowledged that there were challenges in this regard in terms of budget, but advised that a Promise Delivery Lead had been invested in. S Devlin further advised that there was a view to maximising the use of the staff training budget. The committee noted the update. 6. UPDATE ON EDUCATION REFORM There was submitted an update (G/24/14) regarding Education Reform. In presenting, D Macluskey advised that the update was on ongoing reform, and advised that, whilst much of the information would already be known to members of the Committee, the purposes of this update was to give a view on the whole picture. D Macluskey also advised that post-school reform was largely waiting on the outcomes of the Hayward Review. With regards to PISA results, S Devlin expressed caution with these due to the difficulties in comparing different education system, and advised that there was presently no suggestion of introducing a standardised national system. S Devlin highlighted the importance of knowing the end vision, in order to be able to take planned steps towards that over a period of time. The Committee noted the contents of G/24/14. Page 18 of 150
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7. BUDGET UPDATE S Devlin, Strategic Lead – Education and Learning, delivered a verbal update, with accompanying slide-based presentation, on the Budget. The slides were sent to members as separate copy. In presenting, S Devlin covered areas such as Expenditure Pressures, Education and Learning Central Savings, Education and Learning DSM Savings, Education and Learning Whole Service Savings and Budget Motion Funding. In response to a query from M Mackie on the rationalisation of staff from across Education and Learning, and what form this could take, S Devlin advised that this could include any staff from across Education and Learning. The Committee noted the update. 8. STUDENT PLACEMENT SYSTEM BRIEFING FEBRUARY 2024 There was submitted a Briefing Note (G/24/15), providing an update on the student placement system. In introducing the briefing, G Doogan highlighted the importance of ensuring a smoothness in the transition year between student and qualified teacher. In response to a query from C Weston regarding the potential increased workload for headteachers in this regard, G Doogan advised that contact would be made with headteachers and support provided. The Committee noted the contents of G/24/15. 9. ANY OTHER COMPETENT BUSINESS S Devlin advised that this would be L Gordon’s last meeting of the Committee before moving onto a new role and leaving her role on the Committee. S Devlin thanked L Gordon for her contributions to the Committee and wished her all the best for the future. 10. DATE OF NEXT MEETING The date of the next meeting of the Joint Negotiating Committee for Teaching Staff will be 10 June 2024. Page 19 of 150
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NAME OF COMMITTEE / SUB-COMMITTEE: LEARNING AND FAMILIES COMMITTEE OUTSTANDING BUSINESS STATEMENT (OBS) (Report No. 24/236) 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. COMPLETED 29 May 2024. 8. 29 May 2023. 23/279. Appointment of non -elected members of the Learning and Families Committee. Further investigations around timings and location of committee meetings to accommodate participating youth representatives. Provide update at the Learning and Families Committee on 28 August 2024 by Democratic Services Manager in relation to youth and teacher representation on the committee. Democratic Services Due 28 August 2024 4 Page 21 of 150
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Parent Representatives Appointments Nominations were sought from both Primary and Secondary School Parent Councils to fill two vacancies on the Committee, one for a representative from the primary sector and one from the secondary sector. Nominations were received from Parent Councils from one primary school and two secondary schools as follows: Primary School Nominee Meigle Primary School – Ms A Laverty Secondary School Nominee Perth Academy – Dr E Barron-Majerik Breadalbane Academy – Mr R Stubbs On August 14, 2024, Councillor Rebbeck, Convener of the Learning and Families Committee, Councillor Shiers as opposition spokesperson on the committee, and the Democratic Governance Officer from Legal and Governance held individual discussions with each candidate. After careful consideration, Ms A Laverty (Meigle Primary School) and Mr R Stubbs (Breadalbane Academy) were identified as the preferred candidates for approval by the Committee. The committee is asked to agree the appointment of Ms A Laverty as the Primary School Parent Council Representative and Mr R Stubbs as the Secondary School Parent Council Representative on the Learning and Families Committee. 5 Page 23 of 150
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Perth and Kinross Council Learning and Families Committee 28 August 2024 PERTH AND KINROSS EDUCATION IMPROVEMENT PLAN 2024/2025 Report by Strategic Lead - Education and Learning (Report No. 24/237) 1. PURPOSE 1.1 The purpose of this report is to provide an update on progress against the Perth and Kinross Education Improvement Plan 2023-2024 (Report No. 23/224 refers), and to provide detail on the priorities set within the Education Improvement Plan 2024-2025 (the Plan). The new Plan covers the academic year from August 2024 to June 2025 and requires to be submitted to the Scottish Government by 30 September 2024. 2. RECOMMENDATION 2.1 It is recommended that the Committee: Approves the Education Improvement Plan 2024/2025; and Requests the Strategic Lead (Education and Learning) submits the Plan to the Scottish Government by 30 September 2024. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: Section 4: Background Section 5: Proposals Section 6: Further Considerations Appendices 4. BACKGROUND 4.1 The statutory guidance ‘Standards in Scotland’s Schools etc Act 2000’ (as amended 2016), states that education authorities must prepare and publish annual plans describing the steps they intend to take to enhance equity and support school improvement, with a view to achieving the strategic priorities of the Education: National Improvement Framework (NIF) and improvement plan 2024. 4.2 It is a duty under the Education (Scotland) Act 2016 to submit this plan to Scottish Ministers each year. The Plan for 2024-2025 must be submitted by 30 September 2024. 6 Page 25 of 150
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4.3 Guidance from the Scottish Government and Education Scotland identified that schools and local authorities should: Complete annual reporting as a record of progress towards meeting improvement priorities; Collaborate with stakeholders – learners, parents, carers, communities and partners including local learning communities, to inform self- evaluation and identify priorities; Consider local context and circumstances when identifying priorities; these might include: Supporting pupil and staff health and wellbeing; Transitions at all levels; The impact of trauma in communities; Identifying potential gaps in learning; A renewed focus on closing the poverty related attainment gap and addressing any widening of inequalities of outcome experienced by children and young people; and Any steps taken to make the provision of education more resilient and quickly adaptable to future crises. 4.4 The ‘Achieving Excellence and Equity: National Improvement Framework and improvement plan 2024’ was published in December 2023 and set out the key priorities for education in the year ahead. These are: Placing the human rights and needs of every child and young person at the centre of education; Improvement in children and young people’s health and wellbeing; Closing the attainment gap between the most and least disadvantaged children and young people; Improvement in skills and sustained, positive school-leaver destinations for all young people; and Improvement in attainment, particularly in literacy and numeracy. 5. PROPOSALS 5.1 The Education and Learning Improvement Plan 2024-25 (Appendix 1) outlines the high-level areas for improvement for all education services. It supports delivery of the five key priorities of the NIF 2024. 5.2 Scottish Government guidance highlights that self-evaluations by schools and Early Learning and Childcare (ELC) settings, and the views of stakeholders, should inform the actions agreed. 5.3 The Perth and Kinross Council (PKC) Education Improvement Plan 2024-25 also aligns with the PKC Corporate Plan 2022-2027 and the Tayside Regional Improvement Plan 2023-2026. 5.4 The improvement actions support the commitments contained in the PKC Corporate Delivery and Improvement Plan 2024/25 (CDIP). Page 26 of 150
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5.5 The Plan reflects PKC’s vision for our children and young people ‘Improving Lives Together’ and will be delivered in alignment with Education and Learning core values of Ambition, Compassion and Integrity. It sets out the ambition of PKC’s Education Service to improving attainment and achievement and reducing inequity by prioritising improvement in: Learning and teaching alongside our curriculum. Inclusive practice and transformation around Additional Support Needs. Leadership of change and improvement. 5.6 This Plan is underpinned by the PKC Raising Attainment Strategy 2024 - 2027. 5.7 Some key achievements and performance against the commitments in the Education Improvement Plan 2023-2024 are outlined below. Positive progress towards our attainment stretch aims in leavers achieving one qualification at SCQF Level 5 and the proportion of 16-19 year olds participating in education, employment or training. Exceeding our 2023/24 stretch aim target in primary literacy and numeracy and closing the poverty related attainment gap for leavers achieving one qualification at Level 5 and Level 6 as well as their total tariff points. The Literacy Framework has been implemented supported by a programme of professional learning including Explicitly Teaching Text Types and the National Improving Writing Programme, which are demonstrating significant improvements. Writing across Primary 1, Primary 4 and Primary 7 has increased by 2% in 2024. Headteachers are using a self-evaluation tool to audit their practice in relation to parental involvement and engagement. This is encouraging self-reflection and supporting the identification of good practice case studies with Headteachers having heightened awareness of national documents which support parental involvement and engagement. 1,615 children are currently registered to use ‘kids clubs’ and ‘Wrap- around Care (WAC)’, an increase of 118 (8%) on 2022/23, supporting parents and carers to work or take up training. 5.8 Priorities for improvement for the academic year 2023-2024 were developed following analysis of attainment performance, data on equity gaps, information from parents, pupils and staff, and evidence of impact against the actions set out in the 2023-2024 Plan. These are referenced against the NIF priorities. 5.9 The overarching priority is to raise attainment and achievement and close the equity gap as set out in the PKC Raising Attainment Strategy 2024 - 2027. Some of the actions to achieve this are to: Create guidance around improvement of Quality of Teaching in a secondary context. Page 27 of 150
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Improve recruitment and retention in Early Years through a co-ordinated approach to developing the workforce, including the young workforce. Ensure 60 schools will have achieved their Digital Schools Award, therefore ensuring that Digital Learning is at the forefront of classroom practice and will positively impact learners’ attainment. Consider the requirement for Intensive Support Provisions (ISPs) in all Local Management Groups. Increase capacity for Quality Improvement Reviews over the year (8 primary schools identified and 3 secondary schools). Develop and launch GIRFEC (Getting it Right for Every Child) Guidance. 6. FURTHER CONSIDERATIONS 6.1 Progress in delivery of the Education Improvement Plan 2024/2025 will be monitored quarterly by the Raising Attainment Board and by the Education and Learning Senior Management Team. Author Name Designation Contact Details Rhona Munro SAC and PEF Project Leader FBSCommittee@ pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead - Education and Learning 17 August 2024 Page 28 of 150
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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 Yes Workforce Yes Asset Management (land, property, IST) N/A 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. (i) and (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 29 of 150
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(v) Creating a safe and sustainable place for future generations. This report relates to Objective No. (i) and (ii). 1.3 The report also links to the Education and Learning Service`s Vision, Values and Priorities in respect of the following key Priority area: Learning and Achievement 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 revenue budget. Workforce 2.2 The Head of Human Resources (HR) has been consulted, and HR colleagues work with the service to deliver on the ambitions contained within the Plan. Asset Management (land, property, IT) 2.3 The Strategic Lead for Information Technology (IT) has been consulted on any relevant IT Asset Management requirements. 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 report is available as Appendix 2 and can also be viewed by clicking here. 3.3.1 The proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: (i) Assessed as relevant and the following positive outcomes expected following implementation: Raise attainment and reduce equity gap. Improve health and wellbeing. Improve inclusion. Improve positive destinations. Page 30 of 150
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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 Not applicable. Legal and Governance 3.4 N/A 3.5 N/A Risk 3.6 A risk register is being compiled to support this Plan. 4. Consultation Internal 4.1 Consultation and engagement has taken place with Headteachers, Trade Unions and professional associations, parents and carers, over the course of the year. Their views have been sought on the main aspects of the Plan. The full Plan will be shared with key stakeholders in Term 1 of the next academic session in August 2024. External 4.2 This report will be shared with the Scottish Government for review. This report will also be shared with the Senior Regional Advisor from Education Scotland. Page 31 of 150
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5. Communication 5.1 A communication plan has been developed to support the engagement of key stakeholders and to communicate key messages to the wider public. This plan includes a mix of network and parent forums, sending out to all schools and settings, 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: • Change programme - The Promise • Additional Support for Learning review: action plan - November 2022 update - gov.scot (www.gov.scot) Education: National Improvement Framework and improvement plan 2024 - Scottish Government • Putting Learners at the Centre: Towards a Future Vision for Scottish Education - Scottish Government • Realising the Ambition - Education Scotland • Best Start, Bright Futures: tackling child poverty delivery plan 2022 to 2026 - Scottish Government • Cost of the School Day - Child Poverty Action Group • Scottish Attainment Challenge: framework for recovery and accelerating progress - gov.scot • Care Experienced Children and Young People Fund: operational guidance 2023 to 2024 - gov.scot (www.gov.scot) 3. APPENDICES 3.1 Appendix 1 - Education and Learning Improvement Plan 2024-2025 Page 32 of 150
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Improving Lives Together Ambition Compassion Integrity Education Service Improvement Plan 2024/25 Education and Learning Appendix 1 6 Page 33 of 150
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Contents Introduction ...........................................................................................................................................................................1 Planning for 2024/25 .......................................................................................................................................................1 Perth and Kinross Council Planning 2024/25 ..............................................................................................................1 National Context ...............................................................................................................................................................2 Local Context Informing this Plan ..................................................................................................................................3 Report on Progress 2023/24 ..............................................................................................................................................6 What does our data tell us? ............................................................................................................................................6 How well are we delivering high quality education provision? ..................................................................................6 Inspection Summary and Feedback from Care Inspectorate and Education Scotland .........................................6 Feedback from Education Scotland Attainment Advisor reports ..............................................................................7 Internal Evaluation ............................................................................................................................................................7 Parental Involvement, Engagement and Family Learning ..........................................................................................8 ASN Transformation Project ...........................................................................................................................................8 School Level National Accreditation in Perth and Kinross .........................................................................................9 ELC and School Quality Improvement Plans ............................................................................................................ 10 Progress towards Stretch Aims 2025/26 ....................................................................................................................... 12 Core Stretch Aims ......................................................................................................................................................... 12 Core Plus Stretch Aims ................................................................................................................................................ 13 Improvement Plan 2024/25 .............................................................................................................................................. 15 Improvement Theme 1 – Learning and Teaching/Curriculum ................................................................................ 15 Improvement Theme 2 – Inclusive Practice / ASN Transformation........................................................................ 18 Improvement Theme 3 – Leadership of Change and Improvement ...................................................................... 20 Appendix 1 - Perth and Kinross Strategic Planning Framework ................................................................................ 22 Appendix 2 – Key Achievements and Performance 2023/24 ...................................................................................... 23 Progress on Education Plan 2023/24 ......................................................................................................................... 23 Appendix 3 – ASN Transformation Programme Key Performance Indicators .......................................................... 42 Appendix 4 – Glossary of Terms ..................................................................................................................................... 45 Page 34 of 150
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1 Introduction The statutory guidance Standards in Scotland’s Schools etc Act 2000 (as amended 2016), states that education authorities must prepare and publish an annual plan for the year ahead taking account of the requirements of the current National Improvement Framework (NIF) and an annual report on the progress made against the previous year’s plan. This Education Improvement Plan must describe the steps local authorities intend to take to enhance equity and support school improvement, during the year ahead: • with a view to reducing inequalities of outcome experienced by pupils as a result of socio-economic disadvantage. • to comply with the duties imposed on it to seek and have regard to the views of relevant stakeholders. • in pursuance of the NIF for Scottish education. It is a duty under the Education (Scotland) Act 2016 to submit this plan to Scottish Ministers each year. Planning for 2024/25 There is a well-established quality improvement process in Perth and Kinross schools. The Quality Improvement Framework supports effective evaluation, planning and reporting at establishment and department level. There is a structured model of quality assurance activity which includes data analysis, self- evaluation, professional discussion and a planned programme of school visits. Each school and Early Learning and Childcare (ELC) setting prepared and published their individual School or ELC Setting Improvement Plan for 2024/25 in collaboration with their children and young people, parents/carers, and partners. These school and establishment-level plans have informed this Annual Education Service Improvement Plan. Perth and Kinross Council Planning 2024/25 The 2024/25 Education Service Improvement Plan outlines the high-level areas for improvement for all education services and schools and is aligned to the Perth and Kinross Community and Corporate plans and the Tayside Regional Improvement Plan. The latter encompasses the Children’s Services Plan for all three Tayside Local Authorities. The Perth and Kinross Corporate Plan vision is for “a Perth and Kinross where everyone can live life well, free from poverty and inequality.” The Education Service Improvement Plan reflects this vision and the Council’s core values of Integrity, Compassion and Ambition. This plan sets out the ambition of Perth and Kinross Council Education and Learning Service to improve attainment and achievement and reduce inequity by prioritising improvement in: • Learning and Teaching / Curriculum • Inclusive Practice / Additional Support Needs (ASN) Transformation • Leadership of Change and Improvement It focuses on supporting delivery of national legislation, policy, strategic priorities for education, including ‘Support for Learning: all Our Children and all their potential’, Getting it right for every child’ (GIRFEC), ‘Best Start, Bright Future; tackling child poverty delivery plan’ and ‘Best Start - strategic early learning and school age childcare plan 2022 to 2026’. The improvement actions have been referenced with the key priorities of the NIF. The Education Service Improvement Plan uses our analysis of performance in delivery of attainment and achievement, considers data on equity gaps, information on future risks and pressures, and evidence of impact against the actions set out in the 2023/24 Plan to identify areas for improvement. It has a focus on what needs Page 35 of 150
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2 to improve in both excellence and equity to deliver against the priorities in the NIF, using self-evaluation activity drawn from across the service and schools, feedback from stakeholders, and learning from improvement processes, to inform the priorities for the year ahead. This process has ensured that our plan reflects where our schools, ELC settings and stakeholders wish to see improvement; is based on evaluation of current performance and is focussed on building on our culture of empowerment and collaboration. More detail on the strategic landscape that informs and supports delivery of the Education Service Improvement Plan is illustrated in the diagram in Appendix 1. The planning landscape includes the delivery role of individual nurseries, schools and services and will support each to secure improvement relevant to their context. National Context ‘Achieving Excellence and Equity: 2024 National Improvement Framework and Improvement Plan’ (NIF) was published in December 2023 and set out the key priorities for Education in the year ahead. These are the same as previous years: • Placing the human rights and needs of every child and young person at the centre of education. • Improvement in children and young people’s health and wellbeing. • Closing the attainment gap between the most and least disadvantaged children and young people. • Improvement in skills and sustained, positive school-leaver destinations for all young people. • Improvement in attainment, particularly in literacy and numeracy. The NIF 2024 plan recognises that ‘schools and education settings have faced unprecedented upheaval over the last three years, largely as a result of the pandemic, but also due to the cost-of-living crisis which has had a disproportionate impact on communities which were already disadvantaged'. Quoting the Verity House Agreement, it states that, “Education remains by far the most effective means we have to improve the life chances of all children and young people. High quality, affordable, and flexible childcare, is also vital to giving children the best possible start in life, and to ensuring that parents and carers can work, train or study.” The focus of the NIF and Improvement Plan is therefore on tackling child poverty, reinforcing the commitment to equity, mitigating the impact of poverty on children's outcomes, and tackling the poverty-related attainment gap. The ‘Scottish Attainment Challenge: framework for recovery and accelerating progress’ published in May 2023 sets out the aims of the use of national funding to ensure equity in education and mitigate the impact of poverty on children and young people’s outcomes and tackle the poverty related attainment gap. Stretch aims have been set over a three-year period, with annual targets to measure improvements in a range of key indicators. The delivery of education in Perth and Kinross in 2024/25 will be guided by these themes and by several recent reports. The most influential of these are listed below: Education: National Improvement Framework and improvement plan 2024 Improving Attendance: Understanding the Issues Programme for International Student Assessment (PISA 2022): Highlights from Scotland’s Results Behaviour in Scottish schools: research report 2023 Approaches to recording and monitoring incidents of bullying in schools It's Our Future - Independent Review of Qualications and Assessment: report Fit for the Future: developing a post-school learning system to fuel economic transformation Page 36 of 150
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3 Learning to inform Scotland’s recovery from COVID-19 The State of Play in Scotland 2023 Best Start, Bright Futures: tackling child poverty delivery plan 2022 to 2026 Best Start Strategic Early Learning School Age Childcare Plan Scotland 2022 to 2026 Local Context Informing this Plan About Perth and Kinross Perth and Kinross is home to approximately 30,000 children and young people up to the age of 18. Around 3,000 children attend publicly funded early learning and childcare settings (local authority, private, third sector and not for prot ELC providers and childminders),10,000 children are in Perth and Kinross Council (PKC) primary schools and just over 8,000 young people attend PKC secondary schools. Around one third of these children and young people are in Perth City with the remainder distributed across small rural towns and a large rural area, the fth largest in Scotland. Over 6,000 children and young people, 35% of all those in schools are recorded as having an additional support need. Sixty-ve children and young people attend Fairview Special School, and 309 children and young people attend Intensive Support or Social, Emotional and Behavioural Needs (SEBN) Provisions (137 primary/172 Secondary). 30,000 children <18 in PKC 3,000 children in ELC Settings 10,000 children in PKC Primary Schools 8,000 young people in PKC Secondary Schools 6,000 children and young people with ASN Page 37 of 150
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4 At the point of the 2023 census 1421 FTE teachers were employed by Perth and Kinross Council and partners across all education sectors and the overall pupil to teacher ratio (schools) was 13.2:1, the same as the national gure. In addition, there are around 350 FTE support staff working in schools. Economy In Perth and Kinross in 2022, the motor trade (wholesale and retail) and associated garage services is the largest employment sector with a total of 9,000 employees. Accommodation and food services are the next largest accounting for 8,000 jobs, with health and social care accounting for a further 7,000.1 1 Source Nomis, Ofcial Census and Labour Market Statistics. Labour Market Prole - Nomis - Ofcial Census and Labour Market Statistics (nomisweb.co.uk) 7 Secondary Schools 65 Primary Schools 1 Special School 4 All- through Schools 95 ELC Settings 1421 Teachers 350 FTE Support Staff 7.40% 5.70% 6.60% 14.80% 13.10% 2.90%5.70% 4.90% 6.60% 8.20% 11.50% 3.30% 9.30% Employee Jobs by Industry in PKC Manufacturing Electricity and Gas Construction Motor Trade Hospitality Finance and Insurance Professional, Scientific and Technical Administrative Public Administration Education Health and Social Care Arts, Entertainment and Recreation Other Source Nomis, Official Census and Labour Market Statistics Page 38 of 150
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5 Of a total of 61,000 jobs available across Perth and Kinross in 2022, 42,000 (68.9%) are full time which is slightly higher than the national average of 67.3%. The number of claimants of out-of-work benets in June 2024 is 2,130 which equates to 2.3% of the total population, lower than the Scottish national average of 3.1% and the UK average of 4%. Poverty Around 10% of children and young people in Perth and Kinross are classied as being among the 30% most deprived in Scotland based on SIMD (Scottish Index of Multiple Deprivation) data. However, the SIMD does not always accurately represent deprivation in a rural setting. Therefore, PKC also uses ACORN segmentation to understand the impact of poverty in the area. This indicates that over a third (35%) of children and young people on our primary and secondary school roll (6,925 pupils) are in households subject to some level of deprivation (ACORN 4/5). In 2023/24, 1325 pupils (P6 and older) were registered for free school meals. This is an increase of 137 (11.5%) on 2022/23 and by the end of 2023/24, 2319 pupils received a clothing grant (around 12% of the roll), a decrease of 184 (-7.4%) on 2022/23. The 2020 estimate of the number of children (under 16) in relative low-income families was just over 4,000 (16.4%), compared to 2,900 in 2015 (11.9%). The ONS Annual Population Survey indicates around 7,300 households in Perth and Kinross (16.5%)2 are workless, and for those in work, low pay remains an issue in some sectors of the local economy: service and hospitality/tourism. Although inflation has decreased from its high of 9.6% in October 20223, family budgets are still being impacted by higher food, household energy and transport costs. Children and young people with additional support needs Within Perth and Kinross Council schools and ELC settings, the number of children and young people with additional support needs has increased over recent years. At the time of the 2023 Pupil Census, 35% of all children and young people in schools were recorded as having an additional support need (ASN), and ongoing monitoring over the course of the 2023/24 session indicates that this may be increasing. 2 Labour Market Prole - Nomis - Ofcial Census and Labour Market Statistics (nomisweb.co.uk) 3 CPIH ANNUAL RATE 00: ALL ITEMS 2015=100 - Ofce for National Statistics (ons.gov.uk) 42000, 69% 19000, 31% Full-time vs Part Time Employment in PKC Part Time Full time Source Nomis, Official Census and Labour Market Statistics Page 39 of 150
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6 Between 2016 and 2023 there were signicant increases in the number of children and young people with autism (21 to 31 children per 1000 pupils), communication support (7 to 22 children per 1000 pupils), mental health concerns (16 to 20 children per 1000 pupils) and family issues (33 to 42 children per 1000 pupils). Social, emotional or behavioural needs remains the most frequently recorded reason for support, (103 children per 1000 pupils). To meet the growing level and complexity of need, schools are enhancing the skills of staff and strategies used to meet needs in all classrooms. Increasingly, a multi-agency GIRFEC approach is required to meet the needs of specic children and young people and their parents. This has been supported by a refresh of the local GIRFEC arrangements and the development of supports through the Whole Family Wellbeing Fund (WFWF) and Strategic Equity Fund (SEF) during 2023/24. The numbers of children and young people with English as an Additional Language (EAL) has increased over the last six years to over 1,600 Perth and Kinross children and young people (9% of the school population). In total, 49 home languages are experienced by these children and young people, with Polish and Romanian the most common. Over the past two years many Ukrainian families have settled in Perth and Kinross which led to more than 125 children and young people joining our schools and ELC settings. The number of care experienced children and young people (CECYP) supported by PKC at census date in 2023 was 284. This is similar to the comparator local authority average rate and less than the Scotland average rate. This number includes 161 children and young people who access education in PKC schools and ELC settings. The increasing levels and complexity of need outlined above is driving the review of policy, processes, resources, partnerships and built environment that will form the ASN Transformation Programme to be completed over the next four years. Report on Progress 2023/24 What does our data tell us? A range of data and feedback is collated and analysed to review progress against our planned outcomes from last session, and to inform our actions for improvement for this academic session. How well are we delivering high quality education provision? Inspection Summary and Feedback from Care Inspectorate and Education Scotland Overall, schools and ELC settings in PKC perform well and deliver high quality education. Inspection data shows that ELC settings and primary schools achieve evaluations above both comparator authorities and the 0 10 20 30 40 50 Autism Communication Support Mental Health Concerns Family issues Number per 1000 pupils Increases in ASN over Time 2016 2023 Page 40 of 150
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7 national average. Care Inspectorate inspection data shows a similar picture, with PKC outperforming comparator and national benchmarks. There have been 23 Care Inspectorate and three Education Scotland inspections of ELC settings during 2023/24. The proportion of ELC settings graded Good, Very Good or Excellent has increased since last year on every Quality Indicator (how good is our care and learning increasing from 94% to 97%; how good is our setting increasing from 96% to 99%; how good is our leadership from 94% to 97% and how good is our staff team increasing from 94% to 97%). Over the course of the year, Education Scotland also inspected one secondary and four primary schools. Of the two primary reports published to date, all quality indicators were reported as either good (four out of eight) or very good (four out of eight). The secondary school report had two satisfactory and two weak quality indicators. Work is underway to address these prior to a return visit by Education Scotland in November 2024. One follow-up visit was also undertaken by Education Scotland during 2023/24 which highlighted that the school and nursery class concerned had made very strong progress since the original inspection undertaken in February 2023. PKC Ofcers made follow-up visits to a further six settings, ve primaries and one all-through school. These highlight that action plans which have been put in place following Education Scotland inspections to address identied areas for improvement evidence good progress being made across all quality indicators. A full summary of Education Scotland Inspections detailing national and comparator authority benchmarking from 2016/17 to 2023/24 is available here. Feedback from Education Scotland Attainment Advisor reports Over the past academic session, Education Scotland have provided feedback on the following key themes in implementing the Scottish Attainment Challenge programme: Families and communities Evidence-based approaches Impact of Scottish Attainment Challenge funding The reports indicate that PKC works effectively with a wide range of partners to provide children and young people with additional experiences and opportunities with headteachers being proactive in developing partnership arrangements, particularly in relation to closing the poverty-related attainment gap. The work of the parenting and family learning team was also highlighted as offering a broad range of services for parents and carers, including those affected by poverty; as well as Cost of the School Day initiatives across many schools and settings which are having an impact on children, young people and their families. It was recognised that across PKC evidenced-based approaches are being embedded across the system through training and signposting to evidenced-based Pupil Equity Fund interventions, sharing improvement case studies, using evidence and research to inform improvement approaches and in the implementation of improvement methodology. Reporting has also highlighted highly effective quality assurance processes with consistent planning support and information sharing to effect improvement. Internal Evaluation There were over 200 quality improvement visits to ELC settings and childminders to provide support and challenge. These visits are tailored to the settings’ ability to meet national standards and have a focus on planned improvement. Areas of focus for many of these visits included planning, tracking and monitoring of children’s progress, communication and language, supporting children with ASN, children's emotional development and language and communication. Page 41 of 150
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8 Across primary, there were 69 formal visits to schools during term one. Areas of focus for these visits included self-evaluation, attendance and achievement data, quality improvement plan priorities and the identication of gaps and approaches to addressing these gaps. In addition, over 200 quality assurance visits took place across the year, which were tailored to the context of the school and progress made against key priorities. There were 44 formal term visits to secondary schools during the year. Common themes addressed during these quality assurance and scrutiny visits included: tracking, monitoring and interventions relating to attendance and attainment and a focus on learning and teaching approaches. Over the course of 2023/24, ve Quality Improvement Reviews (QIR) have been undertaken, three in primary schools two of which included ELC and one included School Aged childcare and two in all-through schools. During these reviews evaluations of quality indicators were arrived at based on school self-evaluation processes and a range of evidence considered as part of the process. Parental Involvement, Engagement and Family Learning To progress the Parental Involvement and Engagement Strategy launched in August 2023, a Parental Involvement and Engagement (PIE) Steering group has been established to oversee the implementation of the PIE Strategy. Its remit includes promoting and raising awareness of the PIE strategy and associated workstreams to ensure the strategy is fully understood by and embedded in the work of all sectors (early years, primary and secondary). Initial workstreams include the co-ordination and gathering of good-practice case studies in relation to family learning, parental involvement and engagement, for promotion through a range of channels and the establishment of a volunteering sub-group. In response to feedback within the 2021/22 Health and Wellbeing census, the Parenting and Family Learning team delivered two new programmes to support young people and families. Seven Fear-Less groups have been delivered between August 2023 and June 2024. This parenting programme aimed at supporting parents with children experiencing anxiety helps parents set a good example of coping with anxiety, coaching children to become more emotionally resilient and developing their own toolbox of strategies. 37 parents have completed the programme, with eight families attending the additional family sessions made up of eight parents and 16 children. Parents reported increased condence in dealing with their child’s anxiety as well as improvements in their child’s and their families’ overall wellbeing. Five Teen Triple P groups have been delivered between August 2023 and June 2024. This programme supports parents to build better relationships with their teenagers, reducing conflict and keeping teenagers safe. 28 parents have completed the programme. The recent Education Scotland Community Learning and Development Progress Visit Report published in June 2024 highlighted the intergenerational Peep (Peers Early Education Partnership) learning together programme delivered within sheltered housing as highly effective practice leading to very positive benets for participants. Older adults are increasingly motivated to attend and get involved in all Peep activities, beneting from the social interaction with children and their parents. Older adults recognise the positive development of the children, including increases in their condence levels. They look forward to the weekly social interaction and are using what they have learned with their own grandchildren. Parents are learning new ways to interact with their children and are less anxious being amongst older adults. All parents recognise their children’s increase in condence, their use of ne motor skills and their positive engagement in rhyme time. ASN Transformation Project The 5-year programme to deliver ASN Transformation is part of the corporate transformation programme of Perth and Kinross Council. Over the course of 2023/24, a range of stakeholder events were delivered to identify the priority areas of focus. Participants in these events included internal colleagues from schools, support teams and other services, partners, and third sector organisations. All those involved had responsibility for areas of service delivery that Page 42 of 150
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9 were impacted by challenges relating to the growing numbers and complexity of need of children and young people with additional support needs. This stakeholder engagement informed the following aim for the programme: To transform the experience children, young people with additional support needs and their families have when accessing education and learning so that they thrive, maximising their knowledge, skills and condence to increase independent living, contribute to society and lead a fullling adult life. The three most common themes identied as a result of this consultation were: 1. Training / Development and Professional Learning 2. Staffing / Resource / Retention and Recruitment 3. Increased Need / Changing Priorities Following the establishment of a governance board, programme management, project documentation and identication of specic workstreams (4 x Ps – Policy, People, Place and Partnerships), work is now underway to implement the priority projects for year two and identify the resources to support their delivery. Project sponsors for each of the workstreams have been identied along with leads for specic pieces of work within them. The focus will now move towards project implementation; monitoring, evaluation and reporting; and ensuring effective communication. A suite of measures which will monitor the progress made during the transformation programme can be found in Appendix 3. School Level National Accreditation in Perth and Kinross There has been a continued focus on Learning for Sustainability with 27 schools and ELC settings currently having Green Flags through Keep Scotland Beautiful’s Eco-Schools, and six schools registered for Climate Ready Classrooms. Through this programme, young people can navigate the science behind climate change and reducing their carbon footprint while gaining an understanding of the climate emergency and biodiversity crisis and taking action to address these issues. Our focus on our digital strategy is evidenced through a total of 34 schools having now achieved the ‘Digital Schools Award’, with a further eight schools ready for validation. This is a 100% increase on 2022/23. There are a further 36 schools registered for the award with the majority of these making good progress towards formal accreditation. Page 43 of 150
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10 26 schools have achieved their Bronze Rights Respecting Schools Award, with 23 achieving Silver and 12 Gold. Seven schools are awaiting accreditation visits, ve for Gold and two for Silver. As part of our curricular enhancement, ten of our secondary or all through schools have received accreditation through the Scottish Credit and Qualication Framework (SCQF) School Ambassador Programme, an increase of one from 2022/23. Through our commitment to Physical Education, Physical Activity and Sport (PEPAS), and working in partnership with a range of other organisations (eg Live Active Leisure, Perth UHI, sportscotland and community clubs), participation in extracurricular sport activities has continued to improve with a 42% participation rate in 2023/24. This equates to 7772 primary and secondary pupils taking part in extracurricular sport and physical activity, a 3% increase on the 2022/23 academic year. This data can be further broken down to show improvements across a number of targeted areas: • SIMD 1-2 overall participation = 35% (+1%) • Secondary Girls overall participation = 40% (+2%) • Young Carers overall participation = 38% (+ 8%) • Pupils looked after at home and away from home participation = 37% (+2%) A number of opportunities have been delivered through the LEAD Sport programme which supports young people to develop leadership skills. In May, the Activate leadership programme was delivered to S4 pupils who were not eligible for exam leave resulting in 28 young people achieving a qualication. 96 pupils took part in the 2023/24 Aspiring Coaches programme which is an increase of 30 on last year. 11 young people have also been recruited to the Perth and Kinross Young People's Sport panel. All PKC secondary schools had young people attending the sportscotland Young Ambassadors conference in September. Over 20 Young Ambassadors were supported by P.E. staff and Active Schools Coordinators to take forward projects and initiatives with their schools. 278 secondary pupils have supported the delivery of extracurricular activity in PKC schools in 2023/24 (180 in 2022/23) and of this total 79 young people have gained a qualication in sports coaching or ofciating. ELC and School Quality Improvement Plans Analysis of improvement documentation illustrates common themes across ELC settings, primaries and secondaries. In ELC settings these include the quality of learning and teaching; assessment and moderation; numeracy and mathematics (including STEM); planning, tracking and monitoring of children's progress; communication, language and literacy; emotional development and wellbeing; and parental engagement. Page 44 of 150
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11 For primary and secondary schools, common themes include improvement in the quality of learning and teaching, raising attainment in literacy and numeracy, assessment and moderation, inclusive practices, relationships and behaviour and digital technologies. Staff reporting of behaviours in schools Our data shows that since term one of 2020/21 there has been an increasing number of reports by staff members of incidents of distressed, challenging, violent or aggressive behaviour in schools and other educational settings which they felt had result in an emotional or physical impact on them. Over the course of 2023/24 the number of incidents reported in most terms was relatively stable with 395 incidents in term one, 374 reports in term two and 361 incidents in term four. Although overall this demonstrates a slight decrease in incidents over time, there was a spike in incidents reported in term three with 513 incidents reported. Reports of incidents relate to 44 of the 69 Primary schools (includes ELC settings and ISPs), 10 of the 11 Secondary schools (includes ISPs), the Primary SEBN provision and Fairview Special School. The number of children and young people involved equates to just under 1% of the school population with 83% of the children and young people involved having additional support needs. Primary sector staff most frequently report incidents and are more likely to experience an incident that they identify as a physical assault; whilst two-thirds of the incidents reported by Secondary school staff relate to verbal aggression, swearing or threatening behaviour. A working group of Trade Union representatives and Education and Learning staff meet monthly to monitor data and drive forward actions to prevent and reduce distressed, challenging, violent or aggressive behaviours by children and young people that might lead to incidents that impact on staff members. Word cloud created from Quality Improvement Plans, June 2024 Page 45 of 150
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12 Progress towards Stretch Aims 2025/26 In setting Stretch Aims, we have used the “core plus” model stipulated by the Scottish Government: the "core" sets a minimum requirement for aims measurable by a subset of the National Improvement Framework key measures based on national data and Insight data4, and local data for health and wellbeing, which in PKC is attendance and exclusion data. The "plus" reflects our additional local priorities, such as developmental milestones for children starting P1, literacy and numeracy at the end of BGE5 and aims for improved outcomes for children and young people who have experienced care. Core Stretch Aims6 4 Data presented is the latest available. (Leaver data 2023. 2024 leaver data due for publication in February 2025). Comparison of data with 19/20 and 20/21 should be undertaken with caution due to impact of COVID-19 assessment changes. 5 ACEL data reported as at July 2024. All ACEL measures subject to nal conrmation. 6 Where the 2024 Stretch column is green, this indicates that the Stretch Aim has been achieved or surpassed. Amber indicates that it has not been achieved. 77% 77% 79% 79% 81% % of P1,4 & 7 pupils achieving expected level in numeracy Primary Numeracy 2022 2023 2024 2024 Stretch 2026 Stretch 89% 89% 90% 90% 93% % of leavers attaining 1 or more pass at SCQF Level 5 Senior Phase Attainment 1@5 2021 2022 2023 2023 Stretch 2026 Stretch 68% 71% 73% 72% 75% % of P1,4 & 7 pupils achieving expected level in literacy Primary Literacy 2022 2023 2024 2024 Stretch 2026 Stretch 93.6% 93.7% 94.7% 96% 97% % of 16-19 year olds participating in education, employment or training Participation Measure 2021 2022 2023 2023 Stretch 2026 Stretch 71% 66% 66% 70% 69% % of leavers attaining 1 or more pass at SCQF Level 6 Senior Phase Attainment 1@6 2021 2022 2023 2023 Stretch 2026 Stretch Page 46 of 150
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13 Core Plus Stretch Aims 83% 80% 75% 81% 83% % of children starting P1 who meet all expected development milestones Developmental Milestones 2022 2023 2024 2024 Stretch 2026 Stretch 87.8% 86.9% 86.9% 89% 92% Secondary attendance Secondary Attendance 2022 2023 2024 2024 Stretch 2026 Stretch 92.5% 92.7% 93.1% 94% 95% Primary attendance Primary Attendance 2022 2023 2024 2024 Stretch 2026 Stretch 3.2 3.5 6 3 2 Rate of incidents per 1000 Pupils Primary Exclusions 2022 2023 2024 2024 Stretch 2026 Stretch 34.2 42.9 28.3 37 25 Exclusion incidents per 1000 Secondary Pupils Secondary Exclusions 2022 2023 2024 2024 Stretch 2026 Stretch 304 290 353 390 450 Total Tariff Points for CEYP School Leavers CECYP Leaver Tariff Points 2021 2022 2023 2023 Stretch 2026 Stretch Page 47 of 150
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14 91.0% 90.0% 91.0% 91% 93% S3 L3 Attainment in Literacy and Numeracy combined BGE Attainment 2022 2023 2024 2024 Stretch 2026 Stretch 1029 994 942 1060 1000 Average total tariff points (Leavers) Leaver Tariff Points 2021 2022 2023 2023 Stretch 2026 Stretch 36.0% 50.0% 38.5% 52% 56% ACEL P1, 4, 7 Literacy and Numeracy combined CEYP CECYP P1, 4 and 7 Attainment 2022 2023 2024 2024 Stretch 2026 Stretch Page 48 of 150
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15 Improvement Plan 2024/25 Our planned outcomes focus on three key themes – Learning and Teaching / Curriculum; Inclusive Practice / ASN Transformation; and Leadership of Change and Improvement. These are linked to the drivers of improvement set out in the Scottish Government’s National Improvement Framework School and ELC leadership Teacher and practitioner professionalism Parent/carer involvement and family learning Curriculum and assessment School and ELC improvement Performance information Our outcomes are cross-referenced with the National Improvement Priorities listed below: 1. Placing the human rights and needs of every child and young person at the centre of education 2. Improvement in children and young people’s health and wellbeing 3. Closing the attainment gap between the most and least disadvantaged children and young people 4. Improvement in skills and sustained, positive school-leaver destinations for all young people 5. Improvement in achievement, particularly in literacy and numeracy. Improvement Theme 1 – Learning and Teaching/Curriculum Planned Outcome Planned Action Timescale How will we know? NIF Priority Ref By May 2025, almost all schools and ELC settings will have identied improvements to practice in Learning and Teaching. This will impact positively on engagement, attainment and achievement. Provide support to schools and ELC settings at either a universal, tailored or intensive level in improving approaches to learning and teaching. This will include the use of the PKC Learning and Teaching Framework. Deliver whole school learning and teaching professional learning programmes – Inspiring Schools – Model of a Learning Experience and Assessment to Improve Learning and Teaching. Develop and share with school leaders a ‘Toolkit for Leading Change and Improvement in Learning and Teaching’. Embed consistent approaches to planning across all ELC settings to ensure robust systems for planning cycle including assessment tracking and moderation. Develop and launch a framework for the delivery of learning in health and June 2025 September 2024 June 2025 March 2025 December 2024 Collation of evidence gathered through Quality Improvement Reviews, Inspections, school self- evaluation, including NIF evaluations, identies improvements in quality of teaching. Improvement activity shows increased levels of engagement with new with guidance, Framework in place and QI activity shows ELC and schools’ engagement. 2, 5 Page 49 of 150
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16 wellbeing for schools and ELC settings. Finalise and launch the Learner Participation Framework 2 – 18 to outline expectations and recommendations for all schools and ELC settings. Provide supporting guidance to schools in the implementation of relevant elements of the UNCRC Act 2024. Develop a Play Framework to support school approaches to learning through play across BGE. Heighten the prole of the importance of family learning (that will positively impact on children and young people’s achievement) through staff development opportunities and the creation and promotion of a directory of effective family learning experiences. June 2025 June 2025 June 2025 By June 2025, attainment in literacy will have improved across the BGE. Continue to support schools in implementing expectations and recommendations within the Literacy 2-18 framework. Provide support and professional learning in elements of reading, writing and listening and talking. This will include participation in the National Improving Writing programme, the use of Explicitly Teaching Text Types and support to implement the revised Dyslexia Identication Pathway. Continue to support ELC settings to ensure progress in learning in speech and language, ne and gross motor and social and emotional developmental milestones. June 2025 June 2025 February 2025 Increase in ACEL data for literacy. Improved levels of achievement in developmental milestone data 5 Page 50 of 150
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17 By June 2025, attainment in numeracy will have improved across the BGE. Continue to support schools in implementing expectations and recommendations within the Numeracy 2-18 framework. Provide support and professional learning in elements of Numeracy. This will include the ELC Education Scotland/ PKC maths improvement programme and the improving numeracy pilot. March 2025 December 2024 Increase in ACEL data for numeracy Staff condence levels increased in supporting the delivery of numeracy 5 By August 2025 key interventions will have improved attainment in core areas for identied vulnerable leaver groups. Monitor attainment of all looked after children and young people and support schools to improve levels where appropriate. Through use of data on Developmental Milestones and achievement of Curriculum of Excellence levels at P1, P4, P7 and S3 and of National 1-3, support schools to target improvement of children and young people with additional support needs. As part of the PKC poverty action plan, pilot the use of new diagnostic tool to enable relevant school staff to quickly identify the most appropriate referral pathway to connect parents to the help and support best suited to their needs. August 2025 July 2025 June 2025 Positive progress in all relevant Stretch Aims Positive progress in achievement of levels for literacy and numeracy for key groups of children and young people with additional support needs. Improved levels of uptake of relevant benets. 1, 2, 3, 5 By August 2025, there will be an increase in positive post school destinations and outcomes for all young people. Increase recruitment in Early Years and Childcare sector (and support parents into employment) through a co-ordinated approach to developing the workforce, including the young workforce. Implement development structures, processes and networks to create better and more positive post 16 outcomes for young people. Develop guidance and a programme of support to roll out use of the Compass App across secondary June 2025 May 2025 June 2025 Increased levels of parents and young people working towards moving into childcare sector. Positive progress in 16-19 Annual Participation Measure Stretch Aim. Increased staff condence in leading effective transition planning. 3, 4 Page 51 of 150
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18 schools to improve early and effective transition planning for young people with additional support needs. Increased satisfaction of parents, carers and young people. By May 2025, digital learning will be a key feature in every school and ELC setting’s learning and teaching framework. Incorporate digital learning skills and pedagogy as an explicit feature within the PKC Learning Teaching and Assessment Framework 2- 18 to ensure practitioners recognise the enhancement digital technologies can provide to learning and teaching approaches. Ensure all settings have examples of digital learning approaches within their own Learning and Teaching guidance. Provide resources and deliver a suite of professional learning and training opportunities to increase practitioner condence and expertise in using technology to enhance the quality of learning, teaching and assessment. December 2024 March 2025 June 2025 Practitioners will understand how learning and teaching can be enhanced through use of digital technology. Increased uptake of professional learning opportunities. Corresponding increase in certication and accreditation. 3, 4, 5 Improvement Theme 2 – Inclusive Practice / ASN Transformation Planned Outcome Planned Action Timescale How will we know? NIF Priority Ref By June 2025, the strategic policy framework for Education will be strengthened through review, development and support for implementation of four key guidance documents that inform practice in schools and ELC settings in respect of their statutory duties. Review and develop guidance to support ELC settings and schools to effectively implement key aspects of inclusive practice in line with legislative duties and national guidance. All documents to be co- produced with children, young people and parents with experience of additional support needs June 2025 Guidance complete and shared. 1, 2 By June 2025, 100% of LMGs will have clear plans informed by children, young people and parents with experience of additional support needs, for the delivery of intensive level learning and support for children and young people in their catchment with assessed Consider the requirement for Intensive Support Provisions (ISPs) in all LMGs. Where agreed as required, Statutory Consultations will be completed to inform next steps and actions October 2024 Reports to Learning and Families Committee and Statutory consultations complete 1, 3 Page 52 of 150
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19 additional support needs that require this level of provision. progressed to establish ISPs where appropriate. Further develop the pathway for neurodivergent children and young people, including producing guidance on Pathological Demand Avoidance (PDA) and identication of appropriate supports June 2025 Agreed ISPs ready to be operational by August 2025 Literature review on PDA and best practice Co-produced pathway By June 2025 the ‘Nurturing Relationships’ steering group will have collated all PKC related actions into an accessible action plan and disseminated and promoted to all staff. Collate and review actions as a result of feedback from schools (June 2024 audit). Develop an overarching CLPL introduction and complete video media tool for the Nurturing Relationships infographic. Develop Personal and Social Education (PSE) good practice guide and promote social and emotional learning tool kit. Provide support for the reducing challenging behaviour pilot work. Undertake a needs analysis of PKC approaches and interventions relating to relationships and behaviour. September 2024 December 2024 June 2025 June 2025 December 2024 June 2025 audit will demonstrate increased usage of and satisfaction with PKC resources. Reduction in staff reports of incidents of distressed, challenging, violent or aggressive behaviour in schools and ELC settings 1, 2 By June 2025, staff in all Perth and Kinross Council schools and ELC settings will have a good understanding of the Staged Intervention Framework and will appropriately support children and young people with additional support needs through use of the associated Child/Young Person’s Plan guidance. Support schools to embed use of universal assessment, planning and support through implementation and further development of resources (including the Universal Springboard and Boardmaker). Deliver a series of learning events to support embedding of the ASN Assessment Framework and guidance on implementation of the CYP Plan paperwork. June 2025 June 2025 Number of schools implementing the Universal Springboard. Reduced reports of incidents of distressed, challenging, violent or aggressive behaviour in schools and ELC settings. % schools using new CYPP. 1, 3 By April 2025, practitioners across schools, ELC settings, services and partner agencies will have enhanced their understanding of the GIRFEC Develop and launch GIRFEC Guidance November 2024 Guidance complete and shared 1, 2 Page 53 of 150
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20 principles, values and core components as set out in the new guidance for Perth and Kinross and school and team leaders will know how to access the right support, at the right time, from the right people across the partnership of services for children, young people and families. Support implementation of guidance through engagement sessions in all localities Develop a suite of training that can be accessed by partnership staff February 2025 January 2025 Number and attendance of engagement sessions Uptake of training By June 2025, training and resourcing to provide co-ordinated enhanced level support by teaching and support staff in 19 Primary schools will have enabled the children with additional support needs in their P1 or P2 year to be included in their mainstream setting and have meet their agreed learning targets. Provide training for additional staff delivering enhanced support. Review P1/P2 classroom environments and make reasonable adjustments. Provide support for Team around the School as required Ongoing throughout year October 2024 Ongoing throughout year Uptake of training Audit of P1/P2 classroom environments Progress of children Staff reports of dysregulated behaviour 1, 2, 3 By March 2025, a review of support staff in schools and ELC settings will have delivered a stafng structure that will provide schools with clarity on the core allocation of support staff allocated to each establishment and the process for any exceptional allocations from August 2025. Develop a Stafng Standard for support staff in schools, simplifying structure and revising allocation process to reflect current context. Provide clarity on roles and responsibilities of support staff. Review allocations of support staff in schools against new Stafng Standard and conrm for period from August 2025 – 2028. February 2025 February 2025 March 2025 Stafng Standard complete and shared Roles and responsibilities for each staff group clear and shared Allocations to schools conrmed 1, 2, 3 Improvement Theme 3 – Leadership of Change and Improvement Planned Outcome Planned Action Timescale How will we know? NIF Priority Ref By June 2025, all schools and ELC settings will consistently record, analyse and make use of data to secure better outcomes for children, young people and their families. Through the provision of support and training, and through the data workstream of the ASN transformation project, ensure greater consistency in the recording and use of data in core business systems. Using interactive data analysis tools, develop a suite of reports with key data indicators such as the October 2024 June 2025 Condence in pupil census Revised Analysis Suite with interactive dashboards 1, 3, 5 Page 54 of 150
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21 data on a page approach enabling all schools and ELC settings to understand and effectively analyse their data, identify gaps and track and monitor progress. Provide support to schools and ELC settings to develop their universal level support based on data on additional support needs within their setting. June 2025 supporting data- informed planning % schools and ELC settings with universal support in place By June 2025, the professional learning offer will reflect the evolving needs of the workforce to support improvement of leadership at all levels. E&L teams will work to streamline the professional learning opportunities offered to ELC and school staff to ensure that almost all meet the criteria for high quality professional development Through a variety of leadership forums, support school leaders to further develop skills in effective leadership of change and improvement. June 2025 June 2025 Improved inspection evaluations Quality Improvement Review evidence and feedback on identied Quality Indicators Professional learning evaluations 1, 2, 3, 4, 5 By June 2025, the school improvement framework will be applied consistently and with rigour to ensure improvement in schools and ELC Settings. Further review and develop tailored and intensive approaches for quality improvement work with schools. Continue to provide inspection support and preparation including post- inspection follow-up visits for relevant schools and ELC settings Increase number of school Quality Improvement Reviews over the year (10 primary schools, three secondary schools and two ISPs) Provide quality assurance and support in schools and Intensive Support Provisions through targeted visits and action planning, prioritising tailored/intensive support. September 2025 Shift all “Satisfactory” QI Ratings to “Good” within three years. This level of improvement in ve this session 3, 5 Page 55 of 150
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22 Appendix 1 - Perth and Kinross Strategic Planning Framework Perth and Kinross Community Plan “for our area to be the best place in Scotland for everyone to live life well, free from poverty and inequality.” Perth and Kinross Council Corporate Plan Working in partnership with communities Tackling poverty Tackling climate change & supporting sustainable places Developing a resilient, stronger & greener economy Enabling children & young people to achieve their full potential Protecting and caring for our most vulnerable people Supporting & promoting physical and mental wellbeing Education and Learning Service CDIP Improving Lives Together Ambition; Compassion; Integrity Tayside Plan Best start in life Meaningful engagement with high quality learning Healthy, confident and resilient Improved life chances Safe from harm Annual Education Improvement Plan School Improvement Plans Divisional/Team Plans Page 56 of 150
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23 Appendix 2 – Key Achievements and Performance 2023/24 Progress on Education Plan 2023/24 National Priority: Placing the human rights and needs of every child and young person at the centre of education Good progress has been made in improving our ability to ensure that children and young people actively participate and contribute to decisions that affect them in their learning. The PKC Youth Forum has been established and a range of other initiatives are being taken forward to ensure that children and young people are being supported to engage in all aspects of school life. Progress against Intended Outcomes Intended Outcome Planned Action Progress All children and young people are supported to contribute to and be engaged in all aspects of school life. Support opportunities for children and young people to participate in the work of their schools and the local authority, including a pilot of the Inclusion Ambassadors programme, promotion of Care Experienced Champions and development of the Young Voice of Perth. By when? June 2024 Two groups of inclusion ambassadors have been established and are meeting regularly to discuss their priorities. Areas of focus have included environmental improvements, staff training and raising ASN awareness. Young people on the Care Experienced Champions Board have been engaged in the development of local Stretch Aims for care experienced children and young people focussing on condence, motivation and the voice of the young people. Bold Girls Ken, the PKC group established as part of the youth-led Young Women Know campaign, has been involved in the creation of resources around healthy relationships, creating safe spaces, developing an understanding of consent and signposting to support. These will be rolled out and tested across Scotland in 2024. Young Voice of Perth (from Learner Participation Framework) – ongoing and carried forward to session 2024- 2025 Co-design resources with children and young people for use by schools and groups of children and young people and parents to highlight Children’s Rights and support participation. By when? June 2024 Carry forward to 2024/25 Page 57 of 150
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24 Gaelic Medium Education is recognised and valued by school communities with equal status. Increase prole of Gaelic Medium Education including providing language learning opportunities and celebrating achievement with all staff and families. By when? June 2024 There is an increased range of wider achievement opportunities available to young people in Gaelic Medium Education (GME) Six FilmG lms produced with all GME primary and secondary schools involved. Breadalbane Secondary lm nominated for two awards. Two social enterprises up and running. All young people in GME P6-S6 provided with re-purposed iPads providing enhanced digital learning and opportunity for engagement with Gaelic. Increased participation from all GME schools, as well as Gaelic learners, in local and national Mod events and Perform in Perth.) Language learning classes been provided to parents of GME pupils at Breadalbane in 2023/24 and will be rolled out to Perth parent in 2024/25. Partnership work has been undertaken with Culture Perth & Kinross on the expansion and promotion of Gaelic language library stock. 45 Gaelic eBooks and 50 other texts have been added to their current stock of Gaelic materials that can be borrowed from any library in Perth and Kinross. Children and young people have increased opportunities to receive their entitlement to Learning for Sustainability. Schools to implement relevant actions from the PKC Climate Change Strategy Action Plan. Increase the number of schools engaging in Climate Change Accredited Learning Programmes e.g. Eco Schools Scotland and Climate Ready Classrooms. By when? June 2024 27 schools and ELC settings currently have Green Flags, with six schools registered for Climate Ready Classrooms. This is a reduction on previous years. Good progress has been made with a 7% reduction in energy consumption in the primary schools for which accurate data is available. Next Steps As a result of the progress made in relation to this priority, next steps will include: Co-design resources with children and young people for use by schools and groups of children and young people and parents to highlight Children’s Rights and support participation. Increase focus on Learning for Sustainability. Page 58 of 150
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25 Language learning classes for parents of GME pupils will be rolled out in 2024/25. National Priority: Improvement in attainment, particularly in literacy and numeracy Initial achievement of a level data for literacy and numeracy in the Broad General Education (BGE) is indicating that this has continued to improve over 2023/24. National comparator data from 2023 saw Perth and Kinross performance improving to 78% overall at P1, P4 and P7 combined, which was a 1% improvement on the previous year. Early indications are that this will be maintained or increased for session 2023/24. S3 performance has remained steady at 91%, with Perth and Kinross performing slightly above the national average of 90% and ahead of all comparator authorities with the exception of Stirling at 92%. Senior Phase data for 2024 will not be published nationally until February 2025 but data published in February 2024 indicates that continued progress is being made with the percentage of young people leaving school having achieved literacy at Levels 4 and 5 increasing over time. Progress against Intended Outcomes Intended Outcome Planned Action Progress The quality of educational provision is improved in all schools and ELC settings. Undertake planned quality improvement activity at a universal, tailored and intensive level using a risk-based approach. By when? May 2024 Planned quality improvement activity has been undertaken in a range of settings using a risk-based approach to identify those requiring universal, tailored or intensive support. This is providing more detailed information on required improvement which is the focus of this year’s plan. In ELC settings where tailored or intensive support was identied as being required, improvement actions have been tracked through programmes of visits. As a result of this support, the one setting who had a return inspection from Care Inspectorate had improved grades. All 11 secondary and all-through schools have participated in four term visits each. Two all-through schools and three primaries have had full Quality Improvement Reviews. Where intensive support has been provided for some primary schools, improvements have been evident, and level of support has now been reduced for half of the schools. Tailored support has been provided to 18 schools with the majority of school leaders benetting from training in Improvement Methodology and the Effective Use of Data for Improvement. This has improved approaches to quality improvement planning and effective targeting of Page 59 of 150
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26 interventions to address identied need. Probationary teachers received training in Pedagogy for Equity as part of their CLPL programme. Intended Outcome Planned Action Progress Attainment in literacy is raised for all children and young people. Support the implementation of the Literacy Framework 2-18 through a programme of professional learning. By when? May 2024 Year-on-year increases in literacy Achievement of Curriculum for Excellence Levels (ACEL) have been achieved over the last three years in both primary and secondary. The Literacy Framework has been implemented supported by a programme of professional learning including Explicitly Teaching Text Types (ETTT) and the National Improving Writing Programme, which are demonstrating signicant improvements. Early indications show that writing across P1, 4 and 7 has increased by 2% in 2024 The majority of schools who have implemented ETTT approaches have demonstrated improvements in their whole school writing attainment. All ELC settings have access to Communication and Language Padlet with a comprehensive suite of resources and training materials to support practitioners to develop their skills and condence to improve children’s language development. 85% of our settings have continued the work of the Communication Champions with 83% of LA settings reporting they have fully embedded Word Aware and a range of strategies to improve speech, language and communications. Work has been undertaken with the Speech and Language Therapy Service within 65% 68% 71% 67% 71% 73% 60% 65% 70% 75% 2020/21 2021/22 2022/23 Literacy; P1,4 & 7 Combined PKC vs National PKC Scotland Linear (PKC) 79% 89% 91%88% 86% 88% 70% 80% 90% 100% 2018/19 2021/22 2022/23 Literacy; S3 PKC vs National PKC Scotland Linear (PKC) Page 60 of 150
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27 NHS Tayside and 13 settings have undertaken tests of change, targeting speech and language statements to improve outcomes for learners. All settings have reported this targeted work has further increased practitioner condence and most reported evidence of progress against meeting the speech and language milestone. Intended Outcome Planned Action Progress Attainment in numeracy is raised for all children and young people. Support the implementation of the Numeracy Framework 2-18 through a programme of professional learning. By when? May 2024 Year-on-year increases in numeracy attainment have been achieved over the last three years in primary, with a 1.2% increase in 2023/24. The Numeracy Framework has been implemented across schools supported by a range of professional learning opportunities including, Principles of Counting, the PKC numeracy programme and the ELC Maths Improvement Programme, both of which are supported by Education Scotland. The majority of schools undertaking the PKC numeracy schools programme this session have increased whole school numeracy attainment this year. 88% 89% 90%90% 90% 89% 87% 88% 89% 90% 91% 2021 2022 2023 % of Leavers Achieving Level 4 Literacy and Numeracy PKC Scotland Linear (PKC) 69% 68% 69% 71% 68% 68% 66% 68% 70% 72% 2021 2022 2023 % of Leavers Achieving Level 5 Literacy and Numeracy PKC Scotland Linear (PKC) 82% 91% 91%90% 89% 90% 75% 80% 85% 90% 95% 2018/19 2021/22 2022/23 Numeracy; S3 PKC vs National PKC Scotland Linear (PKC) 72% 76% 77% 67% 78% 80% 60% 70% 80% 90% 2020/21 2021/22 2022/23 Numeracy; P1,4 & 7 Combined PKC vs National PKC Scotland Linear (PKC) Page 61 of 150
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28 Children and young people in Gaelic Medium Education experience a more coherent curricular pathway throughout the BGE and into the Senior Phase. Develop a framework to support an effective learning and teaching continuum in GME BGE to S3. By when? June 2024 Expand the achievement and attainment opportunities for certication and accreditation into the Senior Phase. By when? June 2024 There is coherent curriculum planning in both secondary schools with all teachers. Planning undertaken by the two departments and three Gaelic teachers on achievable and realistic targets for session 2024/25, supported by Education Scotland visit to Perth Academy. GME curriculum is being developed with the introduction of Social Subjects at Perth Academy and RMPS at Breadalbane Academy. Tutor time and PSE has been provided to both schools in 2024/25. Children and young people will benet from their parents and carers being involved in the life and work of their school. Create a self-evaluation tool to support planning for parental engagement including case studies of highly effective practice. By when? May 2024 The PIE Service Level Improvement Partnership (SLIP) group have created executive summaries from Education Scotland’s Engaging Parents and Families Toolkit to support school leaders to develop they and their school communities understanding of Parental Involvement and Engagement. Headteachers are using a self- evaluation tool to audit their practice in relation to parental involvement and engagement. This is encouraging self- reflection and supporting the identication of good practice case studies with headteachers having heightened awareness of national documents which support parental involvement and engagement. Attainment and achievement are raised through improved quality of teaching and learning and a shared understanding of highly effective practice. Establish an approach to planning for progression in learning within ELC and provide a programme of professional learning to support implementation. By when? June 2024 Develop a framework to support effective learning and teaching and play pedagogy throughout the curriculum and provide a programme of professional learning. By when? June 2024 Support the implementation of the Learning and Teaching Framework through professional learning and resources, improving approaches to self-evaluation and practice in learning, teaching, assessment and moderation. By when? June 2024 All ELC settings are now engaging with the Consistent Approaches to Planning tool with staff condence in planning for progression increasing as a result of supporting training. The Learning, Teaching, Assessment and Moderation Framework has been shared with colleagues across all sectors with Inspiring Schools sessions in Support and Challenge and Assessment and Moderation offered to class teachers. Individual tailored support has been provided to six schools. 147 practitioners from 20 different schools engaged across both programmes. Almost all practitioners reported that the programme strengthened their knowledge, understanding, condence and/or skills. Guidance on Progression Pathways has been shared, including a pupil friendly pathway for literacy which Page 62 of 150
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29 was developed by practitioners across Tayside. Consistent use of these in session 2024/25 will result in learning being delivered in a more consistent and progressive way. Curriculum Rationale/Design event has been delivered in partnership with Education Scotland sharing good practice. Work is underway to create guidance for Headteachers to support the process of reviewing the curriculum. Young people experience a Senior Phase curriculum that is personalised and creative, and responsive to national and local demands. Create a refreshed PKC senior phase offer with every school developing their own rationale across the curriculum. By when? January 2024 Respond to identied demand from young people in their senior phase certicate choices by increasing the PKC virtual learning and online offer. By when? April 2024 Guidance on a data-informed senior phase curriculum is progressing. A framework to maximise attainment at level 5 and level 6 has already been implemented with school leaders. In September, this will form part of guidance around a data informed senior phase curriculum. Two new virtual courses have been developed over the course of the year and will be ready for delivery in 2024/25, with an online Science Baccalaureate offer currently being considered. All children and young people have improved access to digital learning and technology. Collaborate with IT colleagues, schools and other key stakeholders to establish an infrastructure improvement plan to ensure readiness of the roll out of 1:1 devices. By when? November 2023 Provide a range of resources and professional learning to support staff to increase skills and knowledge in digital learning and technology. By when? February 2024 A range of digital learning resources to increase practitioners' skills and knowledge will be made available to all ELC settings. By When? January 2024 Identied ELC settings will undertake improvement methodology training programme to focus on developing digital literacy. By When? June 2024 Good progress has been made on improved digital infrastructure with the trial of a Microsoft Education tenancy approved and the roll out of one-to-one devices to two further pilot schools. An extensive programme of professional learning has been delivered through the Digital Improvement Programme, webinars and collegiate sessions. 22 in person training sessions were delivered to 368 attendees, with a further 684 people attending online CLPL sessions. As well as the TRIC Digi Fest in November 2023 and XMA Future Ready Education Event hosted in June 2024. In addition, support has been provided to Probationer Teachers, Pupil Support Teachers, Numeracy and Literacy Leaders and Digital Champions, with improvements in condence, knowledge and understanding of digital literacy. Across the local authority, all ELC settings were provided with an Introduction to What does Digital Learning look like in ELC. To further Page 63 of 150
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30 enhance the suite of resources a Digital Learning Padlet was created to provide easier access to early years specic resources and guidance. 60 practitioners attended ELC Community networks held across our 11 ELC Communities with a spotlight on digital learning in ELC which allowed for key learning themes for digital learning to be shared with a particular focus on Computational Thinking and unplugged learning. Early Years team have collaborated with the digital improvement team to ensure up-dated digital learning is shared and links to PKC Digital Strategy. The rst cohort of the Improvement Methodology Improvement programme was delivered in collaboration with the Digital ESO. 6 ELC settings signed up for this programme who had this on their improvement plan for the academic year. The programme involved attendance at 3 sessions with the ask to undertake a PDSA in their setting on an identied aspect of digital learning. The nal session allowed for the sharing of their learning and evidencing the impact for the staff team and learners. Next Steps As a result of the progress made in relation to this priority, next steps will include: Publication of guidance on developing the rationale for curriculum in ELC, schools and intensive support provisions. National Priority: Closing the attainment gap between the most and least disadvantaged children and young people. All schools have identied their own stretch aims for 2023/24 in terms of reducing the gap between the attainment of the most and least deprived, and for the gaps that are most relevant to them. There is a particular focus on improving outcomes for care experienced children and young people. Particular progress has been made in senior phase where we have achieved the three 2025/26 closing the gap Stretch Aims for leavers achieving one qualication at SCQF Level 5, one qualication at SCQF Level 6, and Total Tariff Points. Progress against Intended Outcomes Intended Outcome Planned Action Progress Page 64 of 150
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31 The attainment gap is narrowed through effective identication of gaps and implementation of effective interventions. Through improvement activity and professional learning, support school and ELC leaders to effectively analyse data to ensure identied cohorts children and young people make appropriate progress in learning. By when? June 2024 Support and monitor the delivery of the targeted National Improving Writing Programme By when? June 2024 Support and monitor the delivery of a range of appropriate interventions to support narrowing the poverty related attainment gap in literacy and numeracy. By when? June 2024 Implement PKC Intervention Mapping tool for evidence-based approaches through a programme of professional learning and improvement activity. By when? May 2024 Review the impact of the Care Experienced Children and Young People Fund CECYPF) and consider evidence for further approaches to supporting attendance and improved attainment, with a specic focus on those looked after at home. By when? December 2023 Support and feedback have been provided to all schools on their planning and data analysis needs with universal support offered through online webinars and equity support sessions. More tailored support has also been provided to identied settings on a risk-assessed basis. 21 schools have taken part in the National Improving Writing programme this session. The schools taking part have achieved a mean of 77% in First Level writing at P4. This is signicantly above the Perth and Kinross average and is an average 9% increase in what these schools were predicting based on prior pupil performance. The PKC 2024 P4 1st level writing attainment is 72.6% a 1.6% increase on last year. All schools have noted improvements in children’s engagement and enjoyment of writing along with increased teacher condence in the teaching and assessment of writing. Evidence-based interventions for literacy, numeracy and health and wellbeing are being promoted to all settings through the PKC Education Interventions Tool. Support has been provided for this at Headteacher and Senior Leader days, with usage monitored on an ongoing basis. The tool has been accessed 521 times with schools accessing information on research-based interventions supporting literacy, numeracy and health and wellbeing. The Raising Attainment Board has formed a sub-group which is reviewing the impact of the CECYPF and will provide recommendation to the Chief Social Work Ofcer to inform future allocations. The CECYPF is contributing to funding of a Promise Implementation Lead who has been appointed to improve attainment and attendance for care-experienced children and young people with a specic focus on those looked after at home. Impact of this role is likely to be seen in improved outcomes in 2024/25. Children and young people whose households experience poverty do not face any barriers to participation associated with the Cost of the School Day (COSD). Support increased awareness of the Cost of the School Day Toolkit and support each school to take forward their own identied actions. By when? COSD resources have been provided to all schools to enable consideration and inclusion as part of Quality Improvement Panning for 2024/25. This includes training materials Page 65 of 150
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32 March 2024 provided by the Child Poverty Action Group (CPAG) as well as exemplar action plans and checklists based on the CPAG Cost of the School Day toolkit. Improve access and availability of registered, quality childcare. The LA and partners (including third sector) will enhance the school holiday activity/childcare offer to parents. Expand school aged childcare through a review of Wraparound Care (WAC) Services. By when? June 2024 120 new registered childcare places have been created in two wrap- around care (WAC) settings. 2667 children and young people benetted from a range of summer holiday activities and food projects. 23 children accessed free childcare with a meal and snacks over the summer in Kids Clubs and WAC. 479 children and 37 families betted from a range of Easter Holiday activities and food projects. Additional safe start and WAC provision is being established in a number of settings in response to identied demand. 1,615 children are currently registered to use Kids Clubs and WAC, an increase of 118 (8%) on 2022/23, supporting parents and carers to work or take up training. Narrow the wellbeing gap between least and most deprived S3 and S4 females. Support schools to analyse their poverty related gaps in this area and devise plans to address. By when? June 2024 Consultation exercise underway in partnership with Youth Services. Agreement with Headteachers on wellbeing measurement tool for use from 2024/25. This outcome will be completed during 2024/25. Children and young people with additional support needs are supported within their local communities and experience success in learning. Develop Year one of the ASN transformation programme to establish a shared vision and understanding of the barriers and identify evidence to inform an agreed future delivery plan. Review and enhance Intensive Support Provision learning environments. Review continuum of support for children and young people with SEBN. Implement the revised staged intervention framework and accompanying guidance on assessment and Children and Young People's planning processes. As part of the ASN Transformation Project, stakeholder sessions have been undertaken with Inclusion Ambassadors, elected members, partners and Headteachers. Improvement projects have been initiated with regular reporting to the Corporate Programme board. An audit of the environment of each Intensive Support Provision base has been completed and, through the ASN Transformation Project, further work will be undertaken to establish a standard for all ISPs and actions required to bring every PKC setting up to this level. The SEBA (Signicant Emotionally Based Absence) project has Page 66 of 150
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33 By when? June 2024 completed a pilot period, involving 11 young people. During term four, with some completions, a further three young people were engaged with. Young people have been supported to attend community activities, to participate in graded exposure to school buildings and to commence National 3 and 4 courses. The work has shown the intensity of support and length of time required to support change and the clear need to be working with families and providing related support to parents. The young people have been willing to engage with learning but need a relationship to be able to take this forward. The Staged Intervention Framework has been nalised and shared with schools, along with a ASN Assessment Framework and guidance on the revised Children and Young Person’s planning process for implementation by all schools in 2024/25. All schools can evidence impact of CIRCLE at universal and additional levels. Develop materials for parents and carers on CIRCLE approaches. By when? June 2024 At universal level, almost all staff (97%) have received training in the Inclusive Classroom Scale (CICS), have had the opportunity to complete the scale and make an associated plan. Over 70% of schools indicated that CICS had become embedded in school processes; 70% indicated a positive impact with a further 20% indicating that it was too early for impact to be noted. At additional level, the majority of staff (80%) have received training in the Participation Scale (CPS) have had the opportunity to complete the scale and make an associated plan. 62% of schools indicated that CPS had become embedded in school processes; 62% indicated a positive impact with a further 20% indicating that it was too early for impact to be noted. Materials for parents and carers on CIRCLE approaches have been developed and shared with the ASN Parent Forum. Finalised text will be included in a wider suite of communications for parents and families around inclusion. All schools and settings have a positive culture, supported by a refreshed Inclusive Practice Policy Framework that supports children, A programme of professional learning for school leaders and practitioners will support schools to have a clear A programme of CLPL has been delivered including collaborative conversations and sharing effective practice. This had included involving Page 67 of 150
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34 young people and staff to feel safe and respected. understanding of universal inclusive practice. Support for use of resources to help schools and practitioners to evaluate their inclusive practice and identify areas for improvement. By when? June 2024 children and young people in the evaluation of inclusive practice with two settings identied to develop and pilot processes. The Service Level Improvement Partnership (SLIP) for Inclusive Practice is focussing improvement activity on “supporting the development of a consistent approach to inclusive practice and consistent knowledge for all staff leading to better outcomes for the children and young people of PKC.” The Universal Springboard for Primary schools has been completed and shared with all schools. All Headteachers were supported to develop understanding of how to use data to inform planning to meet additional support needs. Next Steps As a result of the progress made in relation to this priority, next steps will include: Complete consultation and agree plans to narrow the wellbeing gap between least and most deprived S3 and S4 females. Continue work of SLIP in relation to consistent approach to universal level inclusive practice. National Priority: Improvement in skills and sustained, positive school-leaver destinations for all young people. Our 2023 school leavers positive destination gure currently sits at 95.97% compared to 95.34% in Tayside and 95.87% nationally. Partnership working with Skills Development Scotland (SDS); the Developing Young Workforce (DYW) Tay Cities Board, local employers and UHI Perth has helped to direct targeted support where most needed and influence the local Perth and Kinross effort at a strategic level through the Local Employability Partnership. Progress against Intended Outcomes 93.6% 93.7% 94.7% 92.2% 92.4% 94.3% 90.0% 91.0% 92.0% 93.0% 94.0% 95.0% 2021 2022 2023 Annual Participation Measure 16-19 year olds PKC Scotland Linear (PKC) Page 68 of 150
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35 Intended Outcome Planned Action Progress The proportion of young people achieving a sustained positive destination is improved to achieve our stretch aim for this measure. Support the implementation of 16+ Framework through partnership working and provide professional learning opportunities. By when? October 2024 Increase the proportion of pupils who take part in planned work experience placements. By when? June 2024 The percentage of young people (16– 19-year-olds) participating in education, training or employment has increased year-on-year over the last three years and remains ahead of the national average. Good progress is being made towards the Stretch Aim for 2025/26 of 97%. During 2023/24 the 16+ Framework has been implemented in all schools, supported with a range of professional learning. The impact of this has been consistency of approach and expectations in all schools, enhanced collaboration between partners and improved communication channels to share good practice and identify areas for improvement, which will in turn improve experiences and outcomes for young people. Figures for young people participating in work experience have improved year on year since the pandemic. Next Steps As a result of the progress made in relation to this priority, next steps will include: Focus on increasing positive post-school destinations and outcomes for all young people. National Priority: Improvement in children and young people’s health and wellbeing. The impacts of the pandemic are still evident in the health and wellbeing of children and young people. Signicant work has been undertaken in the areas of relationships and behaviour, nurture, restorative practices and in the provision of CLPL for staff supporting children and young people. 264 450 527 0 200 400 600 2021/22 2022/23 2023/24 Number of Pupils Undertaking Work Experience Placements Total Pupils Page 69 of 150
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36 There are still on-going concerns regarding pupil attendance, particularly in secondary, where further work needs to take place to ensure improvements are consistent across all schools. Progress against Intended Outcomes Intended Outcome Planned Action Progress Children and Young People report improvements in their health and wellbeing. Through the ‘Strategic Equity Fund’ plan, work with Headteachers to implement relationships and behaviour guidance, and supported by professional development in Building Relationships in Practice programme and Restorative Approaches. By when? June 2024 Devise Health and Wellbeing measures linked to stretch aims. By when? March 2024 Support schools to implement interventions based on outcomes of health and wellbeing census. By when? June 2024 Complete phase three and launch phase four of the Nurturing Relationships whole school programme. By when? June 2024 Extend the reach of the Solihull foundation training programme and facilitate year one roll out for school staff in the whole school Solihull approach. By when? June 2024 Extend the parenting and family learning support including delivery of the Fear-less Teen Triple Programme for parents of 11+ age and Fear-less wellbeing workshop and family session for Primary 7 and S1. By when? February 2024 An extensive range of guidance and professional learning has been delivered to school staff in respect of Relationships and Behaviour. This has included the provision of a statement of approach, promotion materials for school communities, professional learning relating to Building Relationships in Practice and training for senior leaders in Restorative Practices. Pupil Support Assistants evaluating self-regulation training indicated the tools provided would positively influence their professional interactions and the behavioural management of children in their care. Following consultation with schools, agreement has been reached to use the Glasgow Motivation and Mental Wellbeing Scale from 2024/25 enabling a consistent approach across all schools in the development of an authority-wide measure of well- being. A needs analysis is being undertaken to identify any gaps in PKC interventions and approaches and related CLPL programmes by November 2024. Consultation is underway with young people in relation to their wellbeing in school with a particular focus on S3/4 girls from areas of deprivation. The Nurturing Relationships whole school programme has been rolled out to a further 13 schools in phase 4. Good practice for phase 1-3 schools has been shared with impact reported across several areas of children and young people’s wellbeing, including increased readiness to learn, afliation, autonomy and emotional literacy. Five Solihull courses have been delivered over the course of the year. Participants felt more condent in building relationships and think differently about the challenges they Page 70 of 150
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37 encounter when working with children and families. Seven Fear-Less groups have been delivered between August 2023 and June 2024. 37 parents have completed the programme, with eight families attending the additional family sessions. Parents condence in dealing with their child’s anxiety has increased with parents reporting an improvement in their child’s and their family's overall wellbeing. Five Teen Triple P groups have been delivered between August 2023 and June 2024. 28 parents have completed the programme. All schools have robust approaches to reducing bullying and improving relationships. Launch and support implementation of the Anti-Bullying Strategy and Operational Guidance with related professional learning. By when? March 2024 Anti-Bullying Strategy guidance stakeholder activity was undertaken and informed the completed strategy and operational guidance which has been shared with all schools and ELC settings for implementation from August 2024. Training videos and other support tools are under development. Schools report less challenging behaviour and improved relationships that support engagement in learning. Review and refresh the working group including trade unions, professional body, Health and Safety and staff representation, to identify and implement clear actions to reduce incidents. By when? March 2024 There was an increase in the number of reported incidents of challenging behaviour over terms one to three, although term four showed decreased incidents reported. Positive outcomes are evident in the implementation of a low-arousal approach within Fairview school, with signicant reductions in reported incidents. Analysis of data has been completed and projects agreed which will be piloted in one Secondary school and four Primary schools during 2024/25 which have the highest levels of reports. School attendance levels across all Perth and Kinross sectors are increased. An attendance summit will identify and agree on key themes for further ‘test of change’ improvement activity, planned into Strategic Equity Fund work. By when? December 2023 Ensure the implementation of the revised attendance procedures and all supporting frameworks and resources and a plan for further improvement actions. By when? There has been a signicant focus on attendance over the course of the year with three attendance fora held where good practice has been shared and attendance guidance launched. Challenging areas have been identied which will be the focus of improvement work in the coming year. Updated Attendance Policy and Guidance for Education and ELC Settings has been published and shared with all schools. This has included additions following Page 71 of 150
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38 May 2024 consultation and review of the evidence base, to the Staged Intervention Framework for Attendance materials, including an intervention guide for schools and scripts and video clips for parents wishing to support anxiety-based responses. There are ongoing concerns around attendance particularly in the secondary sector with inconsistency in the improvement picture between schools. Intended Outcome Planned Action Progress Condence of all staff involved in supporting mental health in schools is improved. Implement suicide prevention risk management framework with related professional learning. By when? October 2023 The Risk Management Framework for suicide prevention has been launched with supporting professional learning provided. Work across Tayside, led by PKC, has develop a pilot aiming to ensure good practice information sharing from health to education in respect of any hospitalisations. A needs analysis is underway with each secondary school to identify their training needs in relation to suicide prevention and supporting young people’s mental health. A range of training including ASIST and NHS Decider Skills has been offered to staff in schools. Nine secondary staff completed ASIST training in 2023/24 with a further nine scheduled to undertake it in 2024/25. Children and young people have their needs identied, assessed and met by skilled and condent Refresh the local implementation of GIRFEC to reflect the revised national guidance. By when? The local GIRFEC guidance is being updated to reflect national guidance; steering and sub-groups with multi- agency representation have been 86.5% 87.0% 87.5% 88.0% 2021/22 2022/23 2023/24 Secondary Attendance Secondary Attendance Linear (Secondary Attendance) 92.0% 92.5% 93.0% 93.5% 2021/22 2022/23 2023/24 Primary Attendance Primary Attendance Linear (Primary Attendance) Page 72 of 150
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39 staff working in effective multi- agency collaboration. June 2024 formed to take forward the development of guidance, planning, integrated working and training materials. The number of children and young people taking part in physical activity and sport is increased. Work with schools and local Physical Education, Physical Activity and Sport (PEPAS) groups to increase the number of volunteers delivering and number of children and young people accessing extra-curricular opportunities. By when? January 2024 The percentage of pupils participating in physical activity and sport has increased on previous years (3% increase on 2022/23) as has the number of pupils who are undertaking volunteering and sports leadership opportunities – Aspiring Coaches Programme (45% increase on 2022/23). Feedback from pupils demonstrated an increase in skills for life and work such as teamwork, communication, leadership and social skills The number of children achieving emotional development milestones is increased. Embed work to support emotional development in all ELC settings through a programme of professional learning. By when? June 2024 Mindfulness in ELC - Provide professional learning and support for staff and children in four identied ELC settings. ‘Embedding Wellbeing in Early Years’ By when? June 2024 75% of N5 and N6 children met their social and emotional development milestones (stretch aim is 81%). This is a reduction of 4% on 2022/23. 82% of ELC settings have a designated Wellbeing Champion in place, with 74% of ELC settings either embedding in full / in part / or are beginning to embed the Emotion Works resource and use strategies to promote children’s emotional development. Professional learning delivered by Do Be Mindful in February 2024 to over 80 practitioners. Staff are currently working through the ve online modules, with a current completion rate of 58%. Next Steps As a result of the progress made in relation to this priority, next steps will include: Needs analysis to identify any gaps in our approaches and CLPL programmes Develop supporting materials for Anti-bullying Strategy Local Priority: Leadership, Learning and Development Strong progress has been made on the planned actions in this area of work to support progress in all national priorities. Staff have engaged in a wide range of professional learning to enhance their knowledge and skills including meeting statutory training requirements, raising awareness of meeting learner needs and supporting the delivery of universal and targeted interventions for children and young people with additional support needs. Page 73 of 150
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40 Progress against Intended Outcomes Intended Outcome Planned Action Progress Career-long professional growth and development of collaborative leadership skills is supported at all levels of the system. Strengthen the induction processes for all staff. Identify and implement processes to recognise staff achievements within professional learning pathways. Embed PKC Professional Review and Development (PRD) processes and approaches in line with reviewed guidance. By when? June 2024 A wide range of leadership programmes have been delivered to all school leaders over the year including the PKC Middle Leader programme, Leading in Changing Times, PKC Headteacher Induction and Into Headship. Engagement in leadership programmes has been recognised through ECS Learning Hub processes. Staff achievements are being recognised via the ‘celebrating success’ area of the website. Schools have access to a wider range of resources to support Professional Review and Development (PRD) and Professional Update (PU) processes. Almost all (94%) ve-yearly PU signoffs have been completed within the GTCS timescale this session. This compares to 70% for session 2022/23. Children and young people’s outcomes are improved through further development of the knowledge, understanding and skills of school leaders, teachers and practitioners. Review and improve professional learning for all education staff aligned to the career pathways including ASN and GME Implement new School Leaders Forums including Service Level Improvement Partnerships. Practitioners will have access to professional learning to support in developing parental involvement, engagement and family learning including ASN and GME. By when? June 2024 Professional learning opportunities have been offered across the year including on in-service days with increased rates of participation. Over 4000 staff have attended events over the course of the year. Overall, the central professional learning offer has been rated by 96%+ participants as good or excellent. Service Level improvement Partnerships made up of Headteachers and Central Ofcers have been established and plans identied are progressing. Next Steps As a result of the progress made in relation to this priority, next steps will include: Improving the coordination of the CLPL offer and focussing on understanding the impact of activity on learners, staff and families. Roll out Performance and Development Discussions (PDD) to all single status staff to ensure structured conversations around individual performance and support needs. Page 74 of 150
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42 Appendix 3 – ASN Transformation Programme Key Performance Indicators In order to monitor the progress of the ASN Transformation Programme we will report on a range of key performance indicators which are based on our core Stretch Aims of attendance, exclusion and attainment with the addition of the measure of the number of reports by staff of incidents of Distressed, Challenging, Violent and Aggressive (DCVA) behaviour which they have felt impacted them. These key performance indicators will report on the gaps between children and young people who have additional support needs or who have experience of care, and their peers. These indicators will reflect the latest available data (leaver data will necessarily be for the previous school year due the current year’s information not being published until February of the following year). Where the term LAC is used, this reflects children and young people who are recorded as Looked After at Home and Looked After away from Home. The term CECYP (care experienced children and young people) includes those two categories with the addition of children and young people who are Previously Looked After. Attendance Exclusions – Number of Incidents per 1000 Pupils Whole Cohort ASN No ASN CECYP Primary Attendance 93.1% 90.4% 94.4% 90.4% Secondary Attendance 86.9% 83.20% 89.3% 78.2% 0.0% 10.0% 20.0% 30.0% 40.0% 50.0% 60.0% 70.0% 80.0% 90.0% 100.0% Attendance 2023/24 Primary Attendance Secondary Attendance Whole Cohort ASN No ASN CECYP Primary Exclusions 6.0 15.6 0.7 50.7 Secondary Exclusions 28.3 49.0 12.2 129.9 0.0 20.0 40.0 60.0 80.0 100.0 120.0 140.0 Exclusions 2023/24 Primary Exclusions Secondary Exclusions Page 76 of 150
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43 Attainment - % of Children and Young People achieving expected Curriculum for Excellence Levels Leaver Data 2023 - % of leavers achieving one or more awards at SCQF Levels 1 to 6 Whole Cohort ASN No ASN CECYP P1,4 & 7 Literacy 72.1% P1,4 & 7 Numeracy 78.2% S3 Literacy 91.2% 86.1% 95.8% S3 Numeracy 90.4% 84.4% 95.8% 62.8% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% Attainment 2023/24 - Achievement of CfE Levels P1,4 & 7 Literacy P1,4 & 7 Numeracy S3 Literacy S3 Numeracy 1@1 1@2 1@3 1@4 1@5 1@6 Whole Cohort 99.0% 98.9% 98.7% 97.0% 89.8% 65.7% ASN 98.4% 98.2% 97.6% 94.4% 81.1% 48.4% No ASN 99.4% 99.4% 99.4% 99.0% 95.8% 77.8% LAC 94.1% 94.1% 94.1% 94.1% 52.9% 17.7% 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% Leaver Attainment 2023 Whole Cohort ASN No ASN LAC Page 77 of 150
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44 Leaver Data 2023 – Average Total Tariff Points Incidents of Distressed, Challenging, Violent or Aggressive Behaviour Whole Cohort ASN No ASN LAC Lowest 20% 151 87 260 30 Middle 60% 878 529 1135 230 Highest 20% 1919 1650 2000 904 0 500 1000 1500 2000 2500 Leaver Attainment 2023 Lowest 20% Middle 60% Highest 20% Whole Cohort ASN No ASN Primary DCVA 1123 1016 107 Secondary DCVA 373 329 46 0 200 400 600 800 1000 1200 Incidents of DCVA 2023/24 Primary DCVA Secondary DCVA Page 78 of 150
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45 Appendix 4 – Glossary of Terms Acronym Meaning ACEL Achievement of Curriculum for Excellence Levels ACORN CACI Demographic Segmentation Tool ASIST Applied Suicide Intervention Skills Training ASN Additional Support Needs BGE Broad General Education CECYP Care-experienced Children and Young People CECYPF Care Experienced Children and Young People Fund CfE Curriculum for Excellence CICS CIRCLE Inclusive Classroom Scale CIRCLE Child Inclusion: Research into Curriculum, Learning and Education CLPL Career Long Professional Learning COSD Cost of the School Day CPAG Child Poverty Action Group CPS CIRCLE Participation Scale CYPIC Children and Young People Improvement Collaborative DCVA Distressed, Challenging, Violent or Aggressive Behaviour DYW Developing the Young Workforce E&L Education and Learning EAL English as an Additional Language ELC Early Learning and Childcare ESO Education Support Ofcer EY Early Years EYP Early Years Practitioner FTE Full-time Equivalent GIRFEC Getting it Right for Every Child GME Gaelic Medium Education GTCS General Teaching Council for Scotland HWB Health and Wellbeing IEI Included, Engaged and Involved ISP Intensive Support Provision IT Information Technology LAC Looked After Child LMG Local Management Group LMG Local Management Group NHS National Health Service NIF National Improvement Framework ONS Ofce for National Statistics PDA Pathological Demand Avoidance PDSA Plan, Do, Study, Act Cycle, Model for Improvement PEPAS Physical Education, Physical Activity and Sport Page 79 of 150
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46 PIE Parental Involvement and Engagement PKC Perth & Kinross Council PRD Professional Review and Development PSE Personal and Social Education PU Professional Update QI Quality Indicators QIO Quality Improvement Ofcer QIR Quality Improvement Review RMPS Religious, Moral and Philosophical Studies SCQF Scottish Credit and Qualication Framework SDS Skills Development Scotland SEBA Signicant Emotionally Based Absence SEBN Social, Emotional and Behavioural Needs SEF Strategic Equity Fund SEL Social and Emotional Learning SIMD Scottish Index of Multiple Deprivation SLIP Service Level Improvement Partnership STEM Science, Technology, Engineering and Mathematics TRIC Tayside Regional Improvement Collaborative UHI University of the Highlands and Islands UNCRC United Nations Convention on the Rights of the Child WAC Wraparound Care WFWF Whole Family Wellbeing Fund Page 80 of 150
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PERTH AND KINROSS COUNCIL LEARNING AND FAMILIES COMMITTEE 28 AUGUST 2024 PERTH AND KINROSS COMMUNITY LEARNING AND DEVELOPMENT PLAN 2021-24 - YEAR 2 UPDATE REPORT Report by Elaine Ritchie, Strategic Lead - Housing & Communities (Report No. 24/238) 1. PURPOSE 1.1 The purpose of this report is to provide Committee with an update on Community Learning and Development (CLD) work completed in year 2 of the CLD Plan, April 2023 to March 2024. 2. RECOMMENDATIONS 2.1 It is recommended that Committee: Notes the progress made in delivering Year 2 of the Statutory Community Learning and Development Plan, the outcome of the Education Scotland Progress Visit and plans for the new CLD Plan 2024-2027. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: Section 4: Background/Main Issues Section 5: CLD Plan Year 2 Performance Report Section 6: Areas for Improvement Section 7: Education Scotland Progress Visit Section 8: CLD Plan 2024-2027 Section 9: Independent Review of CLD Section 10: Conclusion Appendices 4. BACKGROUND / MAIN ISSUES 4.1 Community Learning and Development (CLD) provides individual, family and group learning in community settings, in ways which enable and equip people to improve their lives. 4.2 Education Scotland holds the statutory inspection and regulatory role for CLD in Scotland. The regulatory framework includes The Requirements for Community Learning and Development (Scotland) Regulations 2013, the Strategic Guidance for Community Planning Partnerships: Community 7 Page 81 of 150
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Learning and Development (2012) and Section 2 of the Education (Scotland) Act 1980. 4.3 Under the 2013 Regulations, Councils must identify the CLD needs of target individuals and groups within their Local Authority Area and prepare and publish a 3-year CLD Plan setting out strategic aims for CLD services delivered by all Community Planning Partners. This Plan sets out the commitments of Perth & Kinross Council (PKC), its partners in the Community Planning Partnership (CPP) and wider CLD agencies to deliver CLD which enables better outcomes for all and tackles stubborn inequality. 4.4 PKC has a statutory duty to coordinate and produce a CLD Plan which contributes to achieving the objectives of the CPP to address inequalities. The CLD approach is founded on working alongside people and communities to improve their lives. It uses early intervention and prevention to address the root causes, not just the symptoms, of inequality. It is about building strong, resilient, influential and inclusive communities, and improving life chances for everyone through learning, employability, personal development and active citizenship. 4.5 The Plan is a strategic framework for all Council services and wider CLD delivery partners. Within PKC CLD is delivered by a range of core teams embedded in key services and overseen by the Community Learning and Development Leadership Group. The group comprises of Service Managers and Senior Team Leaders from PKC services delivering community work plus key partners, Perth and Kinross Association of Voluntary Service (PKAVS), Live Active Leisure (LAL) and Culture Perth and Kinross (CPK). 4.6 The CLD Strategic Plan covers the period October 2021-September 2024. The Year 2 Action Plan was produced in line with the new Council Corporate Objectives and covers the period April 2023 to March 2024. 5. CLD PLAN YEAR 2 PERFORMANCE REPORT 5.1 Key Achievements from Year 2 Enabling our children and young people to achieve their full potential. 5.1.1 CLD functions and partner organisations provide a range of projects, activities and targeted interventions to support vulnerable children and young people. CLD supports parents to increase their parenting skills and confidence, including access to accredited training. Young people are supported to develop their digital skills, participate in youth achievement awards and move into positive destinations. 5.1.2 The Parenting and Family Learning Team delivered 59 Peep groups, which included 336 Children and 312 Parents/carers. This included 47 male carers. 81 of the families had English as an additional language, 6 parents and 31 children who had an Additional Support Need (ASN). These groups helped parents develop their parenting skills and confidence, improving outcomes for Page 82 of 150
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their children with 94% of parents reporting increased confidence in dealing with their child’s anxiety. 5.1.3 3 Fear-Less Groups have been delivered and 20 parents have completed the programme. 90% of parents attending the first two groups reported an increase in confidence in dealing with their child’s anxiety. 90% of parents reported an improvement in their child’s overall wellbeing since participating in the programme. 80% of parents attending the group reported positive changes in their families overall wellbeing since attending the fear-less triple p group. One parent highlighted the change, “There is less shouting and calmer responses to difficult situations. There is more talking about emotions and strategies to deal with them.” 5.1.4 During the Summer of 2023 a range of play opportunities were provided to children and their families in Davie Park, Rattray, North and South Inch, Perth, MacRostie Park, Crieff and Aberfeldy. Over 1,069 children attended with their families. Feedback from families highlighted that these sessions supported the health and wellbeing of the whole family. Families reported they were able to take part in games, learn new activities, play with other families and form new friendships. Activities were free and helped enable positive social interaction and routines during the school holiday periods. 5.1.5 Schools, community groups and Services for Young People (SfYP) enabled 467 young people to achieve a variety of youth work awards. These awards help young people develop their wider skills and confidence outside of formal education. 5.1.6 909 children and young people were referred to the Community Link Worker Service for individual support. 136 groups were also delivered, providing a positive impact to pupil’s sense of health and wellbeing and increasing school engagement and participation. 5.1.7 Using a CLD approach the Inclusion Service Community Learning Assistants (CLA) provided support to primary aged children to help improve participation in learning with a focus on health and wellbeing. In the academic year 2023- 2024, the CLA team supported over 300 primary school children, leading to improvements in self-regulation, communication and relationship skills, and participation in learning. The CLAs also delivered 146 group sessions for 845 pupils, focusing on health, wellbeing, relationships, and self-regulation, which enhanced communication skills, social interactions, readiness to learn, and a reduction in negative incidents affecting learning. 5.2 Tackling poverty 5.2.1 The primary purpose of CLD is to target inequalities and support the most vulnerable individuals, families and communities. CLD actively supports community projects addressing food insecurity and providing welcoming spaces and activities for those most in need. Community groups have benefited from a range of PKC led community grants programmes targeting socio economic inequalities and building community capacity and resilience. Page 83 of 150
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5.2.2 The Parenting and Family Learning Team Delivered 20 Eat Well Play Well groups which included 90 children and 80 parents/carers. This included 13 male carers. 12 of the families had English as an additional language. 15 parents and 17 children had an ASN. Sessions were tailored to accommodate family's needs. Evaluations highlighted the positive impact for families attending the programme. 5.2.3 The Good Food Fund aimed to take a more dignified approach to tackling food insecurity and supported 25 different projects across Perth and Kinross tackling food insecurity, promoting healthy and sustainable food, and building community food knowledge, skills, and resources. The development of a Perth and Kinross wide Community Food Network including foodbanks, larders, community food / cooking projects and community growing initiatives continued, with groups looking to identify ways to collaborate and take a collective approach to tackling food insecurity. 5.2.4 94 community groups provided a Warm Welcome Project over the winter of 23/24, providing activities and warm home packs for local people to address the cost-of-living pressures and social isolation. 4511 people benefited from this with 33,743 attendances at warm spaces and 1837 warm packs distributed. In addition, 104 community groups benefitted from Community Investment Funding (CIF) to deliver projects in their communities to address cost of living issues. 5.3 Developing a resilient, stronger and greener local economy 5.3.1 CLD functions have provided a range of accredited learning opportunities for adults seeking to improve their literacy, digital or language skills. Apprenticeships, volunteering and work experience opportunities are also offered by CLD functions alongside employability support programmes, helping those furthest from the job market to improve their skills and confidence. 5.3.2 901 adult learners achieved their learning outcomes, including SQA qualifications in Communication and Numeracy, Food Hygiene, Employability, Life Skills and English for Speakers of other Languages (ESOL). This included supporting 233 refugees and adults seeking asylum with some progressing onto Perth University of Highlands and Islands (UHI) courses. Adult learning opportunities are delivered by PKC Community Learning and Development Team and the Adult Learning Partnership, which includes Church Action for the Homeless (CATH) and Perth UHI. 5.3.3 Services for Young People (SfYP) offer intensive ESOL and youth work support to newly arrived CASA (Children Alone Seeking Asylum) young people who arrive in the care of Perth and Kinross Council. When a new CASA young person arrives and to give them the Best Start to Life in Perth and Kinross SfYP provide diverse, nurturing, and barrier-free support to improve their English and their personal and social development. In line with the Promise, once a young person has been supported into a positive destination such as college or school, SfYP offer ongoing personal, social, and study support until their 26th birthday. Within the reporting period of April Page 84 of 150
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2023-March 2024, 49 young people arrived in Perth and SfYP supported 11 young people to move on to college and 2 more young people started a school placement. 1 Dynamic Youth Award was achieved with 9 awards pending. 8 young people are on track to achieve Duke of Edinburgh sectional certificates. 5 young people have gained First Aid certificate. 2 young people have moved into employment. 5.4 Support and promote physical and mental wellbeing. 5.4.1 Mental wellbeing of children, young people and adults continues to be a key area of work for CLD functions. Providing counselling to children, young people and adults, promoting good physical and mental health and providing a range of activities for individuals and families to participate in are all key to supporting our communities. 5.4.2 A range of third sector Mental Health Providers continue to be commissioned across Perth and Kinross by the HSCP and Education and Learning. Mindspace offer counselling to adults and young people, peer support, a recovery college and tailored services for young people aged 8 – 18. Mindspace, along with Place2Be and Lifelink continue to deliver the Counselling in Schools programme. The Neuk provides a one stop, crisis centre dealing with all realms of mental health and staff are involved in delivering Suicide intervention and Prevention Training (SIPPS) across Perth and Kinross. The Lighthouse Service continues to deliver Mental Health support and promotion of Mental Wellbeing to Young People across Perth and Kinross. This service works closely with other 3rd sector organisations as well as statutory services to ensure a collaborative response. 5.4.3 The Speakeasy programme and stand-alone sessions were delivered to support parents in communicating with children and young people with regards to relationships and sexual health. Speakeasy is an 8-week programme and 4 parents successfully completed the programme. 20% of parents are more confident talking to their child/young person about sex and relationships. Participants were asked to what extent they agreed or disagreed with various statements before and after they completed the course. 3 strongly agreed and 1 agreed with the statement “I want to talk with my children openly about sex & relationships” on completion of Speakeasy. This changed from simply agreeing or being unsure before the programme. 1 person disagreed with the statement “I feel able to talk with my children about sex & relationships” before taking part. At the end all 4 participants agreed or strongly agreed. This suggests that the course provided information to support conversations at home. 5.5 Work in partnership with communities. 5.5.1 CLD plays a key role in working alongside communities to improve their outcomes, promoting volunteering, supporting groups to access grant funding, involving tenants in decision making and helping communities to manage their own physical assets. Page 85 of 150
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5.5.2 PKC worked with 31 community groups to explore opportunities for groups to manage or own their own buildings. These included Blairgowrie and Rattray Development Trust who have taken a lease to manage public toilets in the town and a new group which has been formed to manage Dunning Town Hall. 5.5.3 There was continued increase in demand for support for Digital Inclusion within the tenant population. In partnership with LEAD Scotland the Tenant Participation Team engaged with 84 learners with tuition and access to a device. Referrals for this support have come from various sources including Housing teams and third sector organisations. A dedicated worker provides weekly digital support in older persons housing through 1:1 support, group work and working in partnership with Saints in the Community to deliver a digital memories project. 56 tenants have received support across 81 different sessions. Feedback shows that tenants who have engaged in digital inclusion support have used their skills to access mypkc, community organisations, Universal Credit and other PKC services to improve social, financial and digital inclusion. The support provided for digital inclusion was recently recognised as best practice at the Tenant Participation Advisory Service (TPAS) for how the Team has removed the barriers to digital engagement. 5.5.4 The tenant led Housing’s Estate Based Initiatives Project allows tenants to identify specific projects which they feel would improve the community where they live, with a particular focus on the environment and safety. In the reporting period 98 projects were identified throughout Perth & Kinross with a total spend of £197K. Neighbourhood improvements have ranged from small maintenance projects to larger works including new bin stores in central areas. 5.5.5 118 environmental improvement groups were supported to help maintain the core path network, open spaces and carry out local litter picks. Annual funding was provided to bloom groups to help them improve the appearance of their towns and villages by public displays of flowers and plants. 206 greenspace sites are now co-managed with volunteer groups. 5.5.6 41 community groups received £226K of funding from the Participatory Budgeting Green Living Fund for local projects addressing climate change and cost of living issues. 2050 people voted for their preferred projects and successful groups were invited to 2 High Street to hear the results announced and receive their funding. 6. AREAS FOR IMPROVEMENT 6.1 CLD functions collect and utilise a significant amount of data relating to our communities and although this data is utilised to help shape individual service provision it is not always shared across service areas to help identify areas of highest needs. CLD will now make greater use of PowerBi and locality profiles to identify inequality issues in communities and target resources appropriately. Page 86 of 150
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6.2 CLD functions manage and distribute a significant amount of grant funding to communities across Perth and Kinross. These grants are promoted on different parts of the PKC website and have different formats for application forms, monitoring and evaluation. To make the process easier for groups applying and for Council Officers to manage, a single on-line portal is being developed, which will have a standard application process covering the range of funding opportunities available. 6.3 Alongside other PKC staff, CLD staff have access to a wide range of high- quality training and development opportunities. CLD functions will engage with their 3rd sector partners to widen access to training and development for their staff and volunteers. This will enable community groups to access PKC training and learning will help build their skills, capacity and sustainability and better meet the needs of their communities. 7. EDUCATION SCOTLAND PROGRESS VISIT FEEDBACK 7.1 In April 2024 Education Scotland visited Perth and Kinross to assess our progress in delivering the CLD Plan 2021-2024. During the 3-day visit the inspection team met with senior managers, the CLD Leadership Group and a wide range of community groups, young people, learners and families. Feedback from the visit was overwhelmingly positive: CLD services are making good progress in delivering the CLD Plan, with no concerns raised. CLD services are clearly targeting and working with the most vulnerable people in Perth and Kinross. The new PKC Leadership structure will have a positive impact on the leadership and governance of CLD. There was good evidence on how services use data, such as locality profiles to target areas of need. Staff are provided with positive learning opportunities which help their development. Staff feel well supported by senior officers. The Peep programme was identified as an example of excellent practice and will be shared across Scotland. The Green Living Fund and Community Investment Fund are good examples of enabling communities to develop local solutions which address local problems. 7.2 The following areas were suggested as improvement actions for us to consider when developing the new CLD Plan 2024-2027: Raising awareness of the CLD Plan amongst a wider range of partners. Ensuring young people and community group are included in the planning of CLD and identifying priorities. CLD Action Plan to include measurable targets and outcomes. Extending our internal training offer to include staff and volunteers from partner organisations. Page 87 of 150
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8. CLD PLAN 2024-2027 8.1 Work has now begun to produce the next iteration of the CLD Plan, covering 2024-2027. This will require extensive engagement with partners to identify priorities and actions. Consultation will include: Workshops with the Stronger Communities Networks Workshops with thematic partnerships, including the Youth Work Partnership, Equalities Forum, Adult Learning Partnership and Good Food Network. Staff engagement sessions. 8.2 The plan will need to reflect the priorities of both the Local Outcomes Improvement Plan and the PKC Corporate Plan. The draft plan will be presented to Learning and Families Committee in October 2024. 9. INDEPENDENT REVIEW OF CLD 9.1 In July 2024 Scottish Government published their independent review of CLD, conducted by Kate Still, Scotland Chair of the National Lottery Communities Fund. The scope of the review focussed on lifelong learning and considered ‘the extent to which CLD is currently delivering desired outcomes and how it is placed to contribute towards an education system that is fit for the future.’ 9.2 The review concluded that CLD can be highly effective in helping some of Scotland’s most vulnerable and disadvantaged people to identify and address many of the barriers they face in their day to-day lives, often at an early enough stage to prevent those barriers growing in scale or number. By doing so, CLD is making a critical contribution in meeting those challenges at a wider, societal level. 9.3 The report makes a number of recommendations with regards the future of CLD which include – CoSLA and the Scottish Government need to reconsider current arrangements supporting CLD policy and delivery. The Scottish Government working alongside New Scots partners, Colleges and Local Authorities needs to take immediate action to tackle the current crisis in ESOL. Wherever possible, funding should be part of core budgets rather than project related. The full report can be viewed at - https://www.gov.scot/groups/community- learning-and-development-cld-independent-review/ 10. CONCLUSION 10.1 This report sets out progress made in delivering Year 2 of the Statutory Community Learning and Development Plan, outcomes from the Education Scotland Progress Visit and plans for writing the new CLD Plan 2024-2027. Page 88 of 150
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Author Name Designation Contact Details David Stokoe Service Manager Community Learning and Development 01738 475000 ComCommitteeReports@pkc.gov.uk Approved Name Designation Date Elaine Ritchie Strategic Lead - Housing and Communities 12 August 2024 Appendices Appendix 1 - Community Learning and Development Action Plan April 2023 – March 2024 Appendix 2 - Community Learning and Development Performance Measures Year 2 April 2023 – March 2024 Appendix 3 - Community Learning and Development Progress Visit Report – 11 June 2024 Appendix 4 - Community Learning and Development Partnership Page 89 of 150
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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 None Strategic Environmental Assessment None Sustainability (community, economic, environmental) None Legal and Governance None Risk None Consultation Internal None External None Communication Communications Plan None 1. Strategic Implications Community Plan/Single Outcome Agreement 1.1 This report supports all of the priorities within the Community Plan 2022-27. (i) Reducing Poverty (including child poverty, fuel poverty and food poverty) (ii) Mental and physical wellbeing (iii) Digital participation (iv) Skills, learning and development (v) Employability Corporate Plan 1.2 This report supports the objectives within the draft new Corporate Plan:- (i) Children and young people grow up safe, respected, well-educated, and confident in their ability to realise their full potential; (ii) People and businesses are increasingly able to prosper in a local economy which support low carbon ambitions and offers opportunities for all; (iii) People can achieve their best physical and mental health and have access to quality care and support when they need it; (iv) Communities are resilient and physically, digital and socially connected; (v) Perth and Kinross is a safe and vibrant place, mitigating the impact of climate and environmental change for this and future generations. Page 90 of 150
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2. Resource Implications Financial 2.1 None. Workforce 2.2 None. Asset Management (land, property, IT) 2.3 None. 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. 3.2 This section should reflect that the proposals have been considered under the Corporate Equalities Impact Assessment process (EqIA) with the following outcome: Assessed as not relevant for the purposes of EqIA. Strategic Environmental Assessment 3.3 The Environmental Assessment (Scotland) Act 2005 places a duty on the Council to identify and assess the environmental consequences of its proposals. 3.4 The proposals have been considered under the Act and no further action is required as it does not qualify as a PPS as defined by the Act and is therefore exempt. Sustainability 3.5 Not applicable. Legal and Governance 3.6 Not applicable. Risk 3.7 Not applicable. Page 91 of 150
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4. Consultation Internal 4.1 None. External 4.2 None. 5. Communication 5.1 None. 2. BACKGROUND PAPERS 2.1 None. Page 92 of 150
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Community Learning and Development Plan April 2023 – March 2024 Priority - enabling our children and young people to achieve their full potential Outcome How Who When Progress RAG Children will reach their developmental milestones Deliver a range of evidence-based family learning opportunities for families across P&K, which meets needs identified by families. ELC Service Review progress annually A wide range of evidence-based programmes have been delivered, which includes support from pre- birth to 16 years. All Early Learning Centres and funded providers will have support from an Early Years Family Learning Practitioner. Between August 2023 and March 2024, the Early Years and Family Learning and Parenting Team delivered 59 Peep groups, which included 336 Children and 312 Parents/carers. This included 47 male carers. 81 of the families had English as an additional language. 6 parents and 31 children had an Additional Support Need (ASN). 118 Bookbug groups, which has included 1618 Children and 928 Parents/carers this included 133 male carers. 195 of the families had English as an additional language. 33 parents and 86 children had an ASN. 13 groups. Play on Pedals which has included 64 children, 51 parents/carers this includes 30 male carers. 11 of the families had English as an additional language. One parent and 5 children had an ASN. 12 families through 26 1:1 sessions to support for their child’s sleep Appendix 1 7 Page 93 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG Identify children within early learning setting that are at risk of not meeting their developmental milestones. Provide relevant support using evidence-based programme. 4 centres have been identified to pilot the tracker data and focuses interventions (Bright Starts, Coupar Angus, Crieff & Stanley). This work will start in Term 4. Develop Peep Progression Pathway (PEEP) offer to provide parents with accredited learning (funding dependant). We have just been successful in a bid to be part of Family Learning Together Cohort 2 with Peeple, this will provide free training for staff so they can deliver PPP. We are in the progress of identifying settings/community areas to start this offer. Parents and carers with older children will be able to provide age- appropriate support Develop the support available for families with older children/young people. School Age Incredible Years Fear- Less Teen Triple P Speakeasy ELC Service Review progress annually School Age Incredible Years in Coupar Angus 11 parents attended and Perth Grammar School with 8 parents attending. 3 Teen Triple P groups have been delivered, with 16 parents completing the programme. 3 Fear-Less Groups have been delivered. 20 parents have completed the programme. 90% of parents attending the first two Fear-Less groups reported an increase in confidence in dealing with their child’s anxiety. 90% of parents reported an improvement in their child’s overall wellbeing since participating in the programme. 80% of parents attending the group reported positive changes in their families overall wellbeing since attending the fear-less triple p group. One parent highlighted the change, Page 94 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG “There is less shouting and calmer responses to difficult situations. There is more talking about emotions and strategies to deal with them.” Speakeasy 8-week delivery 4 parents completed the programme. Confidence in discussing sex and relationships with children before the course was rated at an average of 2.5 out of 6. This increased to an average of 5.75. 3 parents/carers strongly agreed that they were aware of opportunities where they could actively raise the topics discussed with family. This was an increase from neither agreeing or disagreeing with the statement, or agreeing, before the course. Deliver a range of taster and bite size sessions for families with older children/young people offering support with a range of topics. Seven taster sessions delivered with 64 parents attending. The physical and emotional development of children will be supported through play. Provide play experiences for children and young people during holiday periods within school playgrounds and local community spaces ELC Service Review progress annually Summer 2023 a range of play opportunities were provided to children and their families in the following parks; Davie Park, Rattray, North and South Inch, Perth, MacRostie Park, Crieff and Aberfeldy. Over 1,069 children attended with their families. October 2023, the same parks provided more play opportunities, and 263 children attended. Page 95 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG Feedback from families highlighted that these sessions supported the health and wellbeing of the whole family. Families reported they were able to take part in games, learn new games and play ideas, play with other families, new friendships were formed, and there was no cost attached. This helped with social interaction and routines during the holiday periods. Between August 2023 and March 2024 the Play Practitioners delivered a range of play programmes within 18 schools including; Forest Kindergarten Approaches, Play Passports, Play Champions / Leaders in the Playground and team building games, within Primary Schools. Provide dedicated children’s play spaces and play- oriented interactive activities and events across our library and museum venues. Culture Perth and Kinross Ongoing – report on engagement KPIs monthly Perth Art Gallery launched its Hands on Art messy creative place space for 0-5s in 2023, and we are currently awaiting the result of a funding application to Gannochy Trust for £60,000 to improve the space further and bring in specialist consultants to further develop Early Years activity. Perth Museum has a range of children’s interactive activities embedded across the site Page 96 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG including interactives both physical (Catapult activity), and digital (Medieval Cooking game, Roman Chariot racing game, animal sounds and identification activity, etc); and a dedicated family play space in the Unicorn exhibition (which is free for under 10s) including books, imaginative play activities such as dress up, mask making, chalkboard art, and sensory activities. CPK Libraries has a variety of events across the community libraries which support play and development. Some of these activities are regular activities including fortnightly ‘stay, play read sessions’ at the A K Bell, digital code clubs and library led Storytime sessions and book clubs. Other events and activities support specific projects and annual activities such as The Summer Reading Challenge activities, author events in Book Week Scotland, and World Book Day. The appointment of the Climate Change Officer to support climate change in the A K Bell has enabled a variety of events to be programmed for families including Storytime sessions, and nature diary workshops. Page 97 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG Book Bug sessions take place in all the community Libraries with on average 600 children attending Book Bug sessions a month in 2023/24.Each year libraries provide sessions to engage with primary one pupils who receive their P1 Book Bag which is a gift from the Scottish Book Trust for every P1 child in Scotland. The physical and emotional development of children will be supported through participation in sport and physical activity Strengthen and extend our Active Schools programme of activities to widen opportunities for young people to participate in physical activity and sport, specifically targeting areas where inequalities are greatest. LAL Active Schools April 2023 onwards There is an overall increase in participation in physical activity across the board, and work will continue to try to close participation gaps within our specific target groups: 221 secondary pupils, 56 of whom have a recognised qualification, delivered Active Schools Activity clubs on a voluntary basis. 60 pupils attended the Aspiring Coaches programme. 206 S2 and 3 girls, including 11 from Fairview School, nearly all of whom identified as ‘not currently active’, attended a ‘Gie it Laldy’ event across 5 venues in Perth on October. 27 Girls for Change Ambassadors, representing 8 secondary schools, supported activities and workshops on the day. 15 P5-7 ‘non swimmers’ who attend one of four identified primary schools within a one-mile Page 98 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG radius of Jeanfield Swifts FC attended Swimming lessons and football coaching during week one of October School holidays. All provisions (costume/trunks, towel, bag, goggles, water bottle) were included. Children and their families use Gaelic in their homes and in their communities Develop, implement and evaluate family learning opportunities for children and young people who are in Gaelic Medium Education Gaelic Working Group April 2023 onwards Families with young children aged 0-5 were offered the opportunity to attend Gaelic playgroups (Cròileagan) in the City of Perth and in Aberfeldy. Both groups run two free sessions per week and enable parents and children to learn together through a range of activities including action songs, arts and crafts and thematic activities related to the time of year. Both have high numbers of families registered. There are strong links with the primary schools that offer early years Gaelic and Gaelic Medium Education in Perth and Aberfeldy and they work in partnership on topics and reciprocal visits as well as transition events. We have provided all children and young people in P6-S3 with iPads to further extend the Gaelic Medium Education experience into the home and beyond the school and teachers are currently working on a programme of digital, musical and media activities for families to work on Page 99 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG together. The iPads are pre-loved and are free to families. Parents of children in Gaelic Medium Education are offered the opportunity to learn Gaelic with other parents and on topics and linguistic areas of their choice that will help them use Gaelic in the home with their children and some of the classes, for example are delivered by a retired Gaelic teacher who designs the learning for that purpose. This is particularly popular with parents in Highland Perthshire and it is fully funded by PKC. Uptake with parents in Perth is growing but they are much more spread out geographically and work continues on that. Families are supported to work with their children on learning songs and literature for the local and national Mòds that many of our children in GME attend as well as Gaelic (Learners) in Highland Perthshire. Develop Gaelic language resources and activities for schools linked to the new Perth Museum Culture Perth and Kinross Spring 2024 There are monthly Gaelic Bookbug sessions in partnership with Culture PK and held in the AK Bell library that are popular with families and all are given free Bookbug Gaelic packs for further engagement at home. This is free for families. Page 100 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG There has been partnership work with Culture PK Library services on promoting the significant stock of materials they have that are in Gaelic and / or Gaelic related including children’s fiction and non-fiction and we have recently introduced a large stock of eBooks for families and children to access. All AV interactives in the new Perth Museum (including children’s games) have a Gaelic language setting Goodlyburn Primary (Gaelic Medium School) is one of 10 Perth Museum partner schools working with CPK over a 3-year period to develop and advise on Gaelic language activities and resources. Parents and carers of Children with Additional Support Needs will be supported to contribute to the development of inclusive school communities Establish an ASN Parents Network to support delivery of ‘shared interest’ sessions that facilitate good communication and enable parents, carers and service providers to come together to share and develop thinking that can inform service developments and planning Inclusion Service Review progress annually Group established and termly meetings arranged. Focus of meetings to date have included developing understanding of the Education Scotland resource CIRCLE and shaping content of leaflet for parents; contributing to the development of new Child’s Plan template and co-designing information for parents. Page 101 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG Young people will maximise their educational achievement Offer targeted informal SQA education programmes including Duke of Edinburgh (DoE), High five, Youth Achievement and Dynamic Youth to young people who are struggling to engage with mainstream school or to move on to a positive destination Services for Young People in partnership with Universal Youth Services Throughout Academic Year Young people have achieved the following 193 DofE Certificates of Achievement 118 - Bronze Certificates 53 - Silver Certificates 22 - Gold Certificates 177 DofE Awards 107 - Bronze Awards 52 - Silver Awards 18 - Gold Awards 370 Total Universal Youthwork Partners have also supported young people to complete a further 97 awards Enable young people to attend Holyrood Palace to celebrate the gaining of Duke of Edinburgh Gold award Services for Young People July 2023 25 Young People attended the Gold Awards Presentation at Holyrood in July 2023. 30 Young People were invited to Holyrood 4th July 2024 Utilise CLD approaches to deliver targeted groupwork and personalised support (1:1) in schools to improve learning outcomes Inclusion Service Throughout Academic Year 909 children and young people were referred to the Community Link Worker Service for 1-1 support. A further 136 groups across all schools were delivered. Positive impacts were made to pupil’s sense of health and wellbeing and an increase in school engagement and participation was recorded. The Alternative to exclusion WAYPOINT Outdoor Education Project was a 10-week Adventurous Activity project Page 102 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG delivered by Services for Young people. The project was targeted towards young people from Breadalbane Academy in Aberfeldy and Crieff aged between 14 and 16 who were disengaging from education, at risk of exclusion or have already been excluded. Using a CLD approach the Inclusion Service Community Learning Assistants (CLA) provided support to primary aged children to help improve participation in learning with a focus on health and wellbeing. In the academic year 2023-2024, the CLA team supported over 300 primary school children, leading to improvements in self-regulation, communication and relationship skills, and participation in learning. The CLAs also delivered 146 group sessions for 845 pupils, focusing on health, wellbeing, relationships, and self-regulation, which enhanced communication skills, social interactions, readiness to learn, and a reduction in negative incidents affecting learning. ‘Natural Leaders’ is a programme funded by Youthlink Scotland designed to enable Youth Work Teams in different parts of Page 103 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG Scotland to offer enhanced support for primary to secondary school transitions by engaging young people in outdoor learning in their local area, with a focus on natural heritage. PKC bid for and were successful in being included in this project which was delivered in Rattray and Coupar Angus Primary Schools Provide educational enrichment experiences and classroom learning resources on a range of curriculum-linked subjects for primary and secondary pupils across our libraries and museums Culture Perth and Kinross Ongoing – report monthly engagement KPIs The mobile libraries visit 30 rural primary schools on a 3-weekly timetable. In 2023/24 CPK services engaged with almost every primary school. The community campus libraries provide regular support to local schools in Aberfeldy, Kinross, Crieff and North Perth. In addition, 9 schools have been working with the Perth Museum Learning team to help produce resources for the new Museum through the Gannochy funded schools project. The Perth Museum website provides the opportunity for teachers to book wither a self-led or added value experience at the Museum or Perth Art Gallery, and there are a variety of topic boxes which can be borrowed which support many topics in the curriculum. Glasgow University supported CPK when a student of Museum Learning created a workshop for P7 pupils on de- Page 104 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG colonisation based on the Perth Museum collection. Young people including care experienced young people will participate and make positive changes in their schools and communities Support the ongoing training to young people who are elected as Members Scottish Youth Parliament (MSYP) to ensure representation at a national level Services for Young People in partnership with Universal Youth Services Ongoing November 2023 saw 4 MSYP elects begin their induction period. They officially took up post in March 2024. First meeting of the Youth forum took place 12th April 2024. 22 Young people attend a session facilitated by Youth Scotland Develop local Care Experienced Champions boards across Perth and Kinross so they can participate and make positive changes in their schools and communities. Services for Young People Ongoing All secondary schools within Perth and Kinross have Champions Boards, offering opportunities to address issues care experienced young people experience within the school setting such as exclusions, health, wellbeing, and attainment. In collaboration with children and young people with additional support needs, develop opportunities for participation in planning and development of inclusive practice policy and services Inclusion Service Ongoing Inclusion Ambassadors groups established with three Local Management Groups, Crieff and joint Perth High/Fairview. Groups have met with Learning and Families Committee Convenor and Service Manage Inclusion to share views and inform transformation and improvement. Develop an Inclusion Ambassadors Network in collaboration with Children in Scotland. Inclusion Service June 2024 10 P&K young people (16 – 25 years) will take part in the Culture Perth and Kinross Youth Collective every year to make a positive contribution to their local libraries and museums; and gain skills and experience. Culture Perth and Kinross Ongoing Youth Collective was successfully recruited by May 2023; they have attended biweekly meetings with CPK staff (24 meetings so far over the past year), as well as wider project meetings with the Exhibitions, Events, and Learning teams; giving a vast range of Page 105 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG opportunities to learn about different jobs and opportunities in the cultural sector and the skills needed to succeed. Young people have the digital skills for life, study and work. Work with young people and partners to identify social media platforms that are accessible and familiar to young people to share information Services for Young People Young Scot June 2024 SFYP/Partners and young people continue to receive information via X, Youngscot, whatsapp, ZOOM, Instagram and TEAMS Train young people, Universal Youth Work partners and staff in the use of digital platforms to enhance learning and youth work activities Services for Young People Universal Youthwork Partners Young Scot June 2024 In partnership with Edinburgh College and PKC financed through The Gannochy Trust the Professional Development Award in Youthwork was delivered to 25 volunteers and agencies to enhance youthwork opportunities. Parents/carers support their children’s learning experiences Through One-to-one parental support explore opportunities to remove barriers and ensure children and young people have access to correct agencies to enhance learning. Families empowering communities Review Progress Annually 14 families have been in receipt of 1-2-1 parental support. This has had a positive impact on 17 children and their learning needs. Young people will achieve positive destinations Embed approaches to Developing the Young Workforce, particularly the Career Education Standard and Career Management Skills. Through 1:1 and group work in schools engage with young people aged 15 ½ who are at risk of a negative destination through the revised enhanced 16 plus framework. Education Service Services for Young People Review progress annually 11 secondary schools across PKC were offered the employability group programme in school for any pupils struggling to engage and at risk of a negative destination. The first round of school groups began after the October 2023 holidays. Uptake varied across the schools and was dependent on referrals. Many of the young people who would benefit from the group struggle to attend school for a variety of reasons. We have seen an increase in referrals for S4 pupils who are nonattenders which is Page 106 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG potentially as a result of covid as these are pupils who had a disrupted transition to secondary school in 2020. We have responded to this need and adapted our offer to include 1 to 1 support for pupils in this situation. Improve early decision-making processes for targeted young people with additional support needs to enable cohesive transition from school to a positive destination. Schools/Inclusion Service/ Transitions Team June 2024 In collaboration with Health Social Care Partnership, Education and Learning are introducing the Compass App to support young people. Young people are equipped for the world of work with the appropriate skills. Develop theme-based skills academies offering young people supported work experience along with recognised qualifications/accreditations. Services for Young People March 2024 From June to December 2023 the Hospitality Skills academy ran in partnership with SfYP, Rascals café and a local chef, with 5 young people completing the programme. The young people were introduced to different aspects of hospitality including customer service, communication skills, barista training, knife skills and cooking. They completed level 2 food safety training and took part in a Dynamic Youth Award. They were supported with writing a CV and interview prep. 1 of the young people returned to school, 1 progressed onto further education to complete core skills as she had no qualifications, 2 have moved onto Learning Agreements for further support and 1 young person disengaged. Page 107 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG From June to December 2023 the Social Skills academy was run by SfYP with 6 young people completing the programme. SfYP worked with HSCP and F1 training who delivered some of the sessions. The young people gained a range skills and experience relevant to working with people including values and ethics, communication, first aid and level 2 food safety. All the young people took part in CV sessions, writing a cover letter and were supported with job and college applications. All the young people completed a Dynamic Youth Award. 1 of the young people was supported into volunteering and is also continuing with school, 1 moved into employment, 1 moved into a modern apprenticeship in childcare, 1 young person is receiving mental health support, 1 young person has been supported in their role as a young carer and is also seeking employment, 1 young person disengaged. The Construction Skills Academy started in December 2023 with 9 young people engaging. This is a collaborative project between Hadden Group and PKC. The programme ran for 26 weeks and creates a meaningful pathway to Page 108 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG success for young people who face significant barriers to employment. The programme includes opportunities to experience a range of different trades, STEM, real life work experience and 1 to 1 life coaching to overcome personal challenges. Deliver 2 culture and heritage careers fairs per year for secondary and HE/FE students Culture Perth and Kinross Until 2026 1 Careers fair has been delivered so far due to a key partner dropping out; two more are being developed for 2024/25, 5 new digital careers resource produced every year and distributed via the CPK website and to various educational and careers partners to raise awareness about different careers in the cultural sector and the routes available and skills needed to get into them. Culture Perth and Kinross Until 2026 Two new career videos have been produced in the past year with CPK staff, and two new digital resources have been created. More resources will be produced in 2024/25 year now that Youth Collective is in place and the Heritage Pathways Coordinator Families of children and young people with English as an Additional Language are supported to engage with their children’s schools Provide information and translation support to enable parents to navigate the school system Inclusion Service Review annually Information on Language Line available to all schools. Additional budget made available to support translation/interpreting in schools. Development of ESOL learning resources, activities, and other language translations for families in Perth Museum and Perth Art Gallery Culture Perth and Kinross April 2024 onwards All Audio Visual interactives in the Museum, including children’s interactives and games, have been translated into 7 languages including Polish, Arabic, French, German, Spanish, Mandarin, and Gaelic. Page 109 of 150
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Community Learning and Development Plan April 2023 – March 2024 Priority - Tackling poverty. Outcome How Who When Progress RAG Families will have healthy diets and participate in positive activities during school holidays. Deliver Eat Well Play Well to families with pre- school children. Families’ knowledge making health nutritious meals and how to involve their children during meal preparation. ELC Service Annually Between August 2023 and March 2024, the EYFLPs delivered 20 groups with has included 90 children, 80 parents/carers, including 13 male carers. 12 of the families had English as an additional language. 15 parents and 17 children had an ASN. Sessions were tailored to accommodate family's needs. 60 evaluations have been completed positively highlighting the impact for families attending the programme. Communities are supported to mitigate the impact of food poverty Work with community foodbanks and larders to provide wrap around support to those experiencing food poverty CLD Team Good Food Working Group April 2023 onwards The Good Food Fund aimed to take a more dignified approach to tackling food insecurity between 2023/2024 and supported 25 projects across Perth and Kinross which aim to tackle food poverty, promote healthy and sustainable food, and build community food knowledge, skills, and resources. Development of Perth and Kinross wide Community Food Network including foodbanks, larders, community food/ cooking projects and community growing initiatives to identify ways to collaborate and take a collect approach to tackling food insecurity. Initial network meeting on 26th March 2024, with the aim to join up all aspects of the food Page 110 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG system across Perth and Kinross and identify needs and gaps. 25 participants attended. Deliver community cook-it across Perth and Kinross to improve people’s skills and confidence for cooking on a budget CLD Team NHS April 2023 onwards ‘Community Cook it’ based on a ‘train the trainer’ model offered to volunteers and services who want to run a cooking group and want to develop their skills, knowledge, and confidence. Since April 2023 12 individuals have been trained in the Community Cookit Training. This training encompasses learning and upskilling on nutrition throughout the lifespan, a Food Hygiene qualification, and Food and Health certificate. Those who were trained included a care in the community worker, Letham4All staff member, Wisecraft and Walled Garden volunteers, PKAVS carers, ESOL staff, Community Garden volunteers and Alyth Food for Thought staff and volunteers. 17 cooking projects have been supported across Perth and Kinross from the Good Food Fund. Mitigate the impact of the cost-of-living crisis on the most vulnerable Identify, promote and support community provision which provides positive activities and “Warm Welcome places” CLD Team October 2023 – March 2024 94 community groups provided a Warm Welcome Project over the winter, providing a range of activities and warm home packs for local people. 4511 people benefited from this with 33,743 Page 111 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG attendances at warm spaces and 1837 warm packs distributed. Community groups have increased capacity to address key inequality issues Run Year 5 of the Community Investment Fund CLD Team Local Action Partnerships June – September 2023 104 community groups were successful in securing Community Investment Funding for projects to tackle local socio-economic inequalities. Provide capacity building support to community groups in relation to governance, funding, volunteering and asset management CLD Team PKAVS Stronger Communities Network April 2023 onwards PKC CLD Team supported 258 community groups to build their capacity and resilience through a wide range of positive interventions. Mitigate the impact of poverty in Coupar Angus Deliver Year 1 of the Coupar Angus Action Plan CLD Team March 2024 CLD Team and Good Food Coordinator delivered Five Mile Feast Event in partnership with Strathmore Hub. Community Council established and meeting regularly. CLD Team have delivered two 8- week employability courses in partnership with Employment Support. CLD Team running weekly adult learning drop-ins at the Strathmore Hub. Additional Support Needs Group SENsations, led by community members and Early Years Family Learning supported to become established group. Support the development of the Strathmore Hub Stronger Communities Strathmore Hub CLD Team March 2024 Welfare Rights delivered 4 monthly outreach sessions during 2023 and the CLD Team in partnership with Stronger Communities Partners have piloted a weekly Advice & Page 112 of 150
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Community Learning and Development Plan April 2023 – March 2024 Outcome How Who When Progress RAG Information Hub which is now running weekly and delivered by the Health & Social Care Partnership. The Hub secured PKC Community Investment Funding for community cinema pilot and Warm Welcome funding for delivery of warm space activities Priority - Developing a resilient, stronger and greener local economy Outcome How Who When Progress RAG Adult learners have the employability and digital skills to support positive outcomes Provide informal and accredited learning through a mix of face to face and on-line delivery CLD Team Perth College Church Action for the Homeless April 2023 onwards 901 learners were supported to improve their employability or digital skills through a mix of provision delivered by the Adult Learning Partnership and PKC CLD Team. Provide a paid 5-month internship in a library, museum, or archive venue per year for a person who is looking to take their first step into the cultural sector. Culture Perth and Kinross Ongoing until 2026 First internship (Conservation intern with Perth Museum) was delivered from July to December 2023. The individual has continued to stay on at the organisation doing freelance conservation and front of housework at the Museum using the skills they have learned. The second internship, focused on the CPK Archives service, is currently being recruited for. Page 113 of 150
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Community Learning and Development Plan April 2023 – March 2024 Provide volunteer-led digital skills workshops across library venues Culture Perth and Kinross Ongoing Breadalbane, Strathearn and A K Bell Libraries all provide weekly digital skills workshops which are well attended. The Code clubs in A K Bell and North Inch are run by a volunteer enabling families to learn coding skills together. The appointment of a Maker_Space volunteer at Loch Leven and A K Bell will allow individuals to learn skills relating to the adobe photoshop equipment which is available in the digital maker_space. People seeking asylum and refugees have improved English language skills Deliver ESOL provision to people seeking asylum and refugees CLD Team Perth College Services for Young People April 2023 onwards SFYP offer intensive ESOL and Youth Work support to newly arrived CASA (Children Alone Seeking Asylum) young people who arrive in the care of Perth and Kinross Council. When a new CASA young person arrives and to give them the Best Start to Life in P&K we intervene early to provide diverse, nurturing, and barrier-free support to improve their English and their personal and social development. In line with the Promise, once a young person has been supported into a positive destination such as college or school, we will offer ongoing personal, social, and study support until their 26th birthday. Within the reporting period of April 2023-March 2024 49 young people arrived. 11 young people have either moved on to college or received an offer Page 114 of 150
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Community Learning and Development Plan April 2023 – March 2024 to start in September 2024, and 2 more young people have started a school placement. 1 Dynamic Youth Award achieved with 9 pending awards. 8 young people on track to achieve DofE sectional certificates. 5 young people have gained First Aid certificate. 2 young people have moved into employment. CLD Adult Learning Team supported 233 refugees and adults seeking asylum with some progressing onto Perth UHI courses. People from equality protected groups will have the confidence to access employment opportunities Promote initiatives through Equalities Team and Employment Support Team Equalities Team Review progress annually Equalities Team attend Employability Network. Employment Support Team represented at Equalities Operational Group. Information and opportunities shared as appropriate Targeted Recruitment options e.g. Modern Apprentice scheme and Employment Monitoring Data Employment Support Team Review progress annually In 2023/24 the Skills & Employment Support Team delivered 2 targeted recruitment schemes. Self-employment and new job creation for parents on the Futures for Families project – creating, not only the opportunity to find better paid work, but also the means to do so. We have funded individuals to develop their skills, access funding to buy essential equipment and pay for vital training qualifications too. Page 115 of 150
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Community Learning and Development Plan April 2023 – March 2024 The Rural Employment Incentive has provided 25 businesses with match funding to create new posts. These posts are exclusively rural jobs for rural young people, guaranteeing the young person at least 25 hours per week on stable long terms contract. The sustainment record on this project exceeds 80%. Priority - support and promote physical and mental wellbeing Outcome Action Who When Progress RAG Adults will have positive mental wellbeing Support Royal Voluntary Service (RVS) to provide their “Move it or Lose it” (MIOLI) programme across Perth & Kinross Commissioning Team HSCP RVS RVS received a legacy which allowed this piece of work to take place. Social prescribers will engage individuals and signpost to appropriate non-clinical activities, such as community groups and sports and leisure activities Social Prescribers Ongoing Social Prescriber Service continues to engage individuals and signpost to appropriate non- clinical activities, such as community groups and sports and leisure activities in all 3 localities. Support projects that enable people to be physically active in communities such as ‘Stride for Life’ walking groups Commissioning Team HSCP Live Active Leisure Ongoing Several external Providers who receive funding from the HSCP provide Stride for Life walking groups which are free, volunteer led and open to everyone. Live Active Leisure is one such Provider offering a range of walks across all 3 localities, they differ in length and terrain. Richmond Community in Crieff offer dementia friendly health Page 116 of 150
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Community Learning and Development Plan April 2023 – March 2024 walk which is supported by trained volunteers and staff from Richmond House Care Home. Support projects that enable people with physical disabilities to be physically active Commissioning Team HSCP Perth and Kinross Disability Sport (PKDS) Sports Clubs LAL Vision PK Ongoing Perth and Kinross Disability Sport /Tayside Disability Sport offers a wide range of accessible sport and physical activity opportunities for people of all ages who live with physical disabilities, sight loss, hearing loss and learning disabilities. They work with local sports club to encourage and support them to become accessible and inclusive with local bowling clubs, golf clubs and football clubs all taking part in learning sessions. Students at the Academy of Sport and Wellbeing, Perth UHI work with PKDS and regularly take part in both learning and delivery sessions to increase their knowledge and skills around inclusion in sport. PKDS work in partnership with a range of local third sector Providers to share learning, upskill staff and ensure as broad a reach as possible to people with disabilities e.g. VisionPK support swimming sessions for people with sight loss and joint work with NHS Tayside has led to Get Out, Get Active Tayside being developed which supports disabled and non-disabled people to enjoy being active together. Page 117 of 150
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Community Learning and Development Plan April 2023 – March 2024 Support Saints Community Trust to provide opportunities for physical activity for those with poor mental health Saints Community Trust Equalities Team Ongoing Saints Community Trust continue to provide a range of opportunities for all ages and genders. Deliver bespoke programmes developed in local communities that promote wellbeing and sign post individual and families to relevant services Families Empowering Communities NHS To be reviewed annually 1 parents wellbeing group runs weekly in Crieff with 12 regular participants. Move Ahead with confidence was delivered to 6 targeted parents living in the Letham in partnership with NHS. The café Connect programme (8 weeks) supported 10 people in Letham focussing on wellbeing Improve health and wellbeing spaces in AK Bell and other libraries, and provide relaxed opening opportunities in Perth Museum and Perth Art Gallery Culture Perth and Kinross By April 2024 Free sensory bags are available for use at all CPK venues. New furniture has been purchased for Auchterarder, Pitlochry, Comrie and A K Bell Libraries providing an enhanced and relaxed setting for individuals to enjoy a free, safe setting. The offer was enhanced during the winter months when all libraries provided resources to support the warm space offer including access to warm drinks and warm clothing. A K Bell and Breadalbane Libraries provide monthly creative writing sessions to support health and wellbeing. Relaxed openings are currently being developed with the Front of House, Operations, and Audiences teams at Perth Museum and Perth Art Gallery Page 118 of 150
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Community Learning and Development Plan April 2023 – March 2024 and will be in place by Autumn 2024. Work in Partnership with Commissioned Third Sector Mental Health providers regards a range of activities, including counselling which improve mental health Mindspace, The Neuk, Change Mental Health Ongoing A range of third sector Mental Health Providers continue to be commissioned across Perth and Kinross by the HSCP and Education and Learning. Mindspace offer counselling to adults and young people, peer support, a recovery college and tailored services for young people aged 8 – 18. Mindspace, along with Place2Be and Lifelink continue to deliver the Counselling in Schools programme. The Neuk provides a one stop, crisis centre dealing with all realms of mental health and staff are involved in delivering Suicide intervention and Prevention Training (SIPPS) across Perth and Kinross. The Lighthouse service continues to deliver Mental Health support and promotion of Mental Wellbeing to Young People across Perth and Kinross. This service works closely with other 3rd sector organisations as well as Statutory services to ensure a collaborative response. Change Mental Health provides emotional support to those caring for people with mental ill health, supports people who experience psychosis, schizophrenia or hearing voices and raise Page 119 of 150
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Community Learning and Development Plan April 2023 – March 2024 awareness of mental health in rural areas. Perth and Kinross Health and Social Care Partnership launched the inaugural Mental Health and Wellbeing Conference on 2nd May 2023. Over 220 delegates attended the event with a focus on collegiate working across all age groups and promoting Time, space and compassion. The 'Whole Family Support' Directory of services has been developed to aid services users as well as service providers with an up-to-date directory of what is available for support. Young people will have positive mental health and wellbeing. Continue to implement and evaluate counselling in schools for all young people over 10 years old Inclusion Service/Schools Review annually Counselling in Schools continues to be available to all schools. Education and Learning is currently undertaking a retendering exercise to support continued delivery. Develop and deliver a wellbeing activity programme with primary aged children in the community Families Empowering Communities and local partners Review annually 3 wellbeing activity groups delivered across the 3 primary schools in Letham. The group was designed by children and we have had 36 children participate 29 young people achieved a Hi 5 award Deliver effective support for children and young people struggling to cope with bereavement, in a timely and focused manner, including where appropriate delivery of the “Give us a break” programme Community Link Team Review annually 1 Give Us A Break Program was delivered supporting 5 Young people. Additionally, 14 children were supported with bereavement/loss using evidenced based resources. Page 120 of 150
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Community Learning and Development Plan April 2023 – March 2024 Adult, children and young people will have positive mental and physical wellbeing through participation in sport and physical activity Develop targeted initiatives which tackle barriers to participation amongst socio- economic disadvantaged groups. LAL 3rd sector From April 2023 Sport for Change Grants In 2023, in partnership with the Gannochy Trust, LAL Sports Development awarded a second round of ‘Sport for Change’ grants. The aim of the fund is to address inequalities that prevent local people accessing quality sport and physical activity opportunities. Furthermore, clubs needed to evidence that their project would achieve wider social outcomes. Over the last 18 months LAL supported 16 different projects, distributing over £15,000 to improve access to identified groups within the community. LAL Compass Membership LAL's Compass Membership offers free and reduced cost access to Live Active Leisure services for local priority groups who are socially or economically disadvantaged. From 1st April 2023 to January 2024 LAL issued 1,243 individuals with a Compass Memberships which has resulted in more than 5,100 visits to facilities. Wellbeing - Care at Home Those who face the greatest barrier to participation are the clients that are referred to our 'Care at Home' service. These Page 121 of 150
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Community Learning and Development Plan April 2023 – March 2024 individuals are largely housebound, spend most of their day in a chair and are not able to access based community activity. LAL Wellbeing Coordinators visit them at home and deliver an 8– 10-week physical activity intervention aiming to improve balance, strength, coordination and independence. In 2023-24 the team made 1,390 visits to more than 148 different clients. Wellbeing - Buddy Walking Following on from the Care at Home programme, the next step on our progressive physical activity pathway is our Buddy Walking initiative. Those referred to this programme want to be more active but are not confident enough to leave their home unaccompanied. The Wellbeing Coordinator meets them at their front door and takes them for a short walk within their local area. The project has had positive feedback from clients, families and referring partners. At the end of 2023-24 - we had 79 individuals referred to the programme with 54 having completed the intervention. Most of these 54 are now walking independently within their community, with some even moving on to other physical activities within their community. Page 122 of 150
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Community Learning and Development Plan April 2023 – March 2024 Kit Bank All Secondary Schools have a Kit Bank in place to provide discreet support for pupils who may face barriers to participation around clothing or equipment. To grow this offer in 23-24 LAL looked at how sport clubs in the community may also be able to provide support. Perth and Kinross’s Young People’s Sport Panel have taken this on and have partnered up with Social Flock who were already working in this space in Perth and Kinross. Plans are now in place to provide 100 ‘Kitted for Sport’ packs to young people within our communities. This would be a starter pack with clothing, equipment and subsidised membership for a sports club - to remove the barriers to participation Strengthen the volunteer network through developing a volunteering plan for physical activity and sport which engages all key partners. CLD Team PKAVS TSI LAL Launch May 2023 LAL have signed up as a member organisation of ‘Be The Change,’ P&K’s new volunteer web portal. This will provide us with support as an organisation and provide a platform to recruit new volunteers into the sport sector. Active Schools have been working alongside sportscotland to develop a plan / bank of resources to support volunteer recruitment and retention. Page 123 of 150
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Community Learning and Development Plan April 2023 – March 2024 Priority - work in partnership with communities Outcome How Who When Progress RAG Volunteers will have the appropriate skills and qualifications Develop and deliver volunteer learning opportunities to meet the needs of individuals and their communities. Families Empowering Communities PKAVS TSI Greenspace CLD Team Services for Young People Tenant Participation Team Review annually 6 volunteers have been supported with e-learning modules, food hygiene certificates Through finance from Gannochy Trust, Perth and Kinross SfYP have entered a partnership with Edinburgh College to deliver the Professional Development Award in Youthwork 25 participants signed up to the course. For 23/24 a further 54 Duke of Edinburgh Award volunteers were trained in a variety of courses such as 1st aid, Midas, Local Accredited walking scheme and child protection Communities will be resilient and do more for themselves Launch a recruitment campaign to establish a pool of volunteers to help deliver key projects CLD Team PKAVS TSI September 2023 “Be the Change” website launched in March 2024 to match volunteers to community projects. Local assets are managed sustainably Support communities to manage their own assets through the Community Asset Transfer process Community Planning CLD Team Property Services March 2024 PKC worked with 31 community groups across the year to explore opportunities for groups to their own buildings. Blairgowrie and Rattray Development Trust have taken a lease to manage public toilets and a new group has been formed to manage Dunning Town Hall. Work is progressing with several other groups, however the process needs to be community led and not all groups are able to manage buildings. Page 124 of 150
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Community Learning and Development Plan April 2023 – March 2024 Vulnerable households will be able to sustain their tenancies. Develop a network of community volunteers able to support learning activities in their communities. Deliver a project to support financial and digital inclusion. Tenant Participation Team Ongoing with annual review The network of digital community volunteers was on hold as there were concerns nationally around Data Protection issues with volunteers potentially having access to sensitive information. Digital Inclusion continued to increase in demand and need within the tenant population. Since the second phase in partnership with LEAD Scotland in July, 84 learners have engaged with tuition with access to a device. Referrals for this support have come from various sources including Locality Housing teams, CLD, and third sector organisations. A dedicated worker provides weekly digital support in older persons housing (OPH) through 1:1 support, group work and working in partnership with OPH and Saints in the Community to deliver a digital memories project. In addition, 56 tenants have received support across 81 different sessions amounting to 96 hours excluding travel time. Feedback shows that tenants who have engaged in digital inclusion support have used their skills to access mypkc, community organisations, Universal Credit and other PKC services to improve social, financial and digital inclusion. Page 125 of 150
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Community Learning and Development Plan April 2023 – March 2024 Tenants live in well managed and resilient communities Deliver the Estate Based Initiatives (EBI) Programme Tenant Participation Team Ongoing with annual review 2023/24 EBIs were completed, a total of 98 improvement projects were carried out with a total spend of £197,231. EBIs were completed across the four housing locality teams in consultation with tenants and residents. Neighbourhood improvements have ranged from small maintenance projects to larger works including new bin stores in central areas. North - 52 Letham - 16 City - 11 South - 19 Outcome How Who When Progress RAG Communities will improve and manage their outdoor spaces Provide support, advice, funding, training and equipment to community led environmental initiative groups including Friends of Cemeteries, Path Groups and Bloom Groups Community Greenspace Ongoing with annual review 118 community groups supported environmental improvements. Annual funding provided to bloom, path and friends of cemeteries groups to support their work. 206 sites co-managed by volunteers. 39,260 volunteer hours were spent on environmental projects across Perth and Kinross. The impact of Climate change is mitigated at a local level Local Action Partnerships to deliver a Participatory Budgeting project to fund local projects Local Action Partnerships CLD Team Community Planning March 2023 41 community groups received £226,505.65 of funding for projects with 2050 people voting Page 126 of 150
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Community Learning & Development Performance Measure Phase 2 April 2023 - March 2024 Enabling our children and young people to achieve their full potential 94% confidence levels of parents completing parenting or family learning activities 80% of children starting P1 who meet all expected developmental milestones Working in partnership with communities Tackling Poverty Developing a resilient, stronger and greener economy Tackling Climate Change and Supporting Sustainable Places 94 groups providing warm welcome spaces 206 greenspace sites co-managed by volunteers 901 adult learners supported to improve their digital or employability skills 31 community groups supported in the asset transfer process 96% of school leavers moving into positive destinations 39,260 volunteer hours spent on environmental projects 258 community groups supported to increase their capacity . Supporting and promoting physical and mental wellbeing 571 people entering counselling programmes 41 climate projects and cost of living projects supported by PB 104 groups receiving CIF funding 467 young people achieving awards 233 ESOL Learners 74% of tenants satisfied with opportunities to participate in PKC decision making process 7 Page 127 of 150
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for Scotland’s learners with Scotland’s educators do luchd-ionnsachaidh na h-Alba le luchd-foghlaim Alba Community Learning and Development Progress Visit Report Perth and Kinross Council 11 June 2024 7 Page 129 of 150
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2 | Community Learning and Development Progress Visit Report - Perth and Kinross Council © Crown Copyright 1. Context HM Inspectors visited Perth and Kinross Council to undertake a community learning and development (CLD) progress visit during April and May 2024. During the visit, we talked to learners and community representatives, CLD leaders, managers, staff, and volunteers, and other key stakeholders. HM Inspectors evaluated the effectiveness of local authority CLD partnerships’ approach to self-evaluation and planning for improvement, and considered progress made against identified priorities in their CLD plans. 2. Findings from the progress visit How effective is the leadership of the local authority and their CLD partners in improving outcomes? Areas of positive progress The current CLD Plan reflects well the council’s key priorities aimed at improving outcomes for the most disadvantaged learners and communities. This is helping to demonstrate progress towards the requirements of the CLD regulations. Progress of the outcomes in the CLD Plan are reported regularly to the Learning and Families Committee. Recent changes at Perth and Kinross Council means that all CLD services are now managed within the directorate of Economy, Place and Learning. Although at an early stage, this should help to further strengthen the governance and leadership of CLD moving forward. Perth and Kinross Council have seven corporate priorities detailed in the Corporate Plan. Key achievements are identified by officers and actions agreed. This is enabling elected members and senior leaders across the council to understand where CLD is contributing to the council’s ambitions. The CLD approach is valued by the Chief Executive of the council and senior leaders. A few stakeholders understand where their work aligns with CLD priorities and plans. Most CLD partners use self-evaluation for improvement as part of their practice. CLD leaders ensure that a good range of policies and systems, such as safeguarding, are in place to support staff. CLD staff are well connected to the Tayside and Fife CLD Alliance, engaging regularly in the learning and development opportunities offered. This includes sessions to keep up to date with CLD related policy and associated guidance. CLD staff are supported well to take responsibility for developing their work and leading change. The Parenting and Family Learning team use a range of methods to deliver a high quality of provision including coaching, peer assisted support and supervision. This helps ensure staff learn from each other’s approaches. Similarly, through the Universal Youth Work Partnership, there is a clear vision and commitment to providing high quality services for young people. In partnership with Edinburgh College and the Gannochy Trust, CLD staff support youth workers effectively to progress towards a personal development award in youth work. In addition, a few staff are achieving a Scottish Vocational Qualification in community development. Both qualifications are increasing staff knowledge and skills. Areas for development Outcomes and targets in the current CLD Plan are not measurable. Improving these in the next iteration of the CLD Plan for 2024-27 will assist CLD partners to assess progress against their key priorities more effectively. Whilst a few stakeholders are clear about where their work contributes to the CLD Plan, this is not consistent across council services or partners. Engagement with a wide range of partners as the new CLD Plan develops, may help to better Page 130 of 150
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3 | Community Learning and Development Progress Visit Report - Perth and Kinross Council © Crown Copyright embed partner involvement. Community members and young people are not yet active participants in CLD planning. Workforce development opportunities are not yet fully extended to CLD partners. The CLD partnership would benefit from establishing a workforce development plan, which should include how opportunities will be extended to partner organisations. How well does the performance of the local authority and their CLD partners demonstrate positive impact? Areas of positive progress CLD services gather and analyse data systematically. Community profiles gathered by CLD and endorsed by the Community Planning Partnership help inform the targeting of resources to those facing significant challenges. In a few communities, local CLD staff are now using this data well/effectively to develop new provision and target those facing barriers to learning. The council is focusing appropriately on collecting and using data to address child poverty and disadvantage. Family learning and early years programmes are starting to make a difference to attainment levels, attendance and engagement in schools and nurseries. The Corporate Annual Performance Report for 2022-23 outlines the progress of CLD activity. The number of adult learners achieving outcomes is improving with 2022-23 figures showing a return to pre-pandemic levels. Support to community groups is increasing, as are the number of groups supported to improve their capacity. The council’s investment in addressing food insecurity is leading to positive outcomes through the Good Food and Warm Welcome Funds. Increasing numbers of groups are being supported, leading to improved local services. Since 2019, the Universal Youth Work Partnership developed a collaborative approach to gathering participation and accreditation data. Participation figures show an upward trend since 2020-21, doubling the number of young people participating in 2022-23. Feedback from learners is gathered routinely by most CLD partners. For example, youth work staff gather the views of young people regularly and use the intelligence collated to develop new programmes. A few CLD programmes are making good use of case studies to illustrate practice. Almost all CLD programmes are tackling barriers to participation. As a result, people living in poverty are supported well to improve their life chances. Programmes and classes are free of charge and many provide free access to food, childcare, school uniforms and transport. This is helping to increase the number of learners accessing provision. The partnership between Perth and Kinross Council and Saints Community Trust is tackling successfully mental health and wellbeing. The Social Prescribing approach is leading to very positive outcomes for individuals. Referrals from a range of agencies including GP surgeries, schools, and third sector organisations ensures that an individual package of support is in place. Since November 2021, 369 individuals have benefited from this initiative. The English as an additional language team is reducing barriers to participation for New Scot families and those for whom English is not their first language. They are building supportive relationships with parents and providing a range of practical support. The Good Food and Warm Welcome Funds are starting to address poverty and disadvantage. Thirty one projects were supported by the funds with £300,000 being distributed to community groups and organisations. The intergenerational Peep (Peers Early Education Partnership) learning together programme delivered within sheltered housing is leading to very positive benefits for participants. Older adults are increasingly motivated to attend and get involved in all Peep activities. Through social interaction, older people are learning about play and how to interact with children and their parents. Almost all participants in CLD programmes are gaining skills and knowledge that meet their needs. Learners seeking to improve their lives are gaining skills, knowledge and confidence. Many adult learners are highly motivated and engaged in their learning. A range of Page 131 of 150
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4 | Community Learning and Development Progress Visit Report - Perth and Kinross Council © Crown Copyright well-developed pathways ensure that almost all learners achieve their goals. The council’s partnership between the housing department and LEAD Scotland’s Digital Inclusion project is reaching a few older adult learners to deliver one to one digital tuition in their own homes. As a result, learners are more confident in using digital technology. Similarly, English for speakers of other language learners are progressing well in their learning. Most are improving their English whilst gaining new skills. Churches Action For The Homeless adult learning programmes are having positive impacts on learners. A 12-month personal development programme is resulting in all learners increasing their literacy, digital and employability skills. Unaccompanied minors being supported by CLD staff are improving their English and gaining important life skills for the future. Almost all are gaining accreditation, for example through the Duke of Edinburgh’s or Dynamic Youth awards. The Construction Skills Academy is providing a bespoke curriculum offer for young people with complex barriers to learning. Sixty eight percent of participants are moving on to positive destinations since the programme began in 2018. Areas for development The majority of the data gathered and analysed by the council does not yet include CLD partners. There is scope to progress this with CLD partners as part of the consultation for the new CLD Plan due in September 2024. The digital inclusion project does not yet have systematic processes in place to support progression. A few older adults would benefit from learning in a group setting to meet their needs and interests. 3. Practice worth sharing more widely The intergenerational Peep learning together programme delivered within sheltered housing is leading to positive benefits for all participants. Older adults are increasingly motivated to attend and get involved in all Peep activities. They are benefiting from the social interaction with children and their parents. Older adults recognise the positive development of the children, including increases in their confidence levels. They look forward to the weekly social interaction and are using what they have learned with their own grandchildren. Parents are learning new ways to interact with their children and are less anxious being amongst older adults. All parents recognise their children’s increase in confidence, their use of fine motor skills and their positive engagement in rhyme time. 4. What happens next? The local authority and their CLD partners are making sufficient progress with their CLD plan and have the capacity to continue to improve. As a result, HM Inspectors will take no further action in relation to this progress visit. During the inspection, we identified an aspect of highly effective practice which we would like to explore further. Sheila Brown HM Inspector 11 June 2024 Page 132 of 150
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Inclusion Service Equalities Team Community Learning and Development Team Housing Tenant Participation Team Services For Young People Live Active Leisure Culture Perth & Kinross TSI Perth & Kinross Employment Support Team Health & Social Care Service Parenting and Family Learning Team Community Greenspace Team Community Learning & Development Partnership Adult Learning Partnership Youth Work Partnership Equalities Forum Local Employability Partnership Stronger Communities Network Good Food Network Local Action Partnerships Appendix 4 7 Page 133 of 150
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Perth and Kinross Council Learning and Families Committee 28 August 2024 SCHOOL TERMS AND HOLIDAY DATES 2025/26 AND 2026/27 Report by Strategic Lead - Education and Learning (Report No. 24/239) 1. PURPOSE 1.1 This report sets out the future school terms and holiday dates for all schools in Perth and Kinross. This report outlines the considerations in determining these dates and consultation which has been undertaken prior to consideration by Committee. 2. RECOMMENDATION 2.1 It is recommended that the Committee: Approves the proposed schemes as attached as the dates for school terms and holidays for sessions 2025/26 and 2026/27; Approves the proposals for school closure days for In-Service and Occasional Holidays; and Notes the proposals for additional closure days for schools, where necessary. 3. STRUCTURE OF REPORT 3.1 This report is structured over the following sections: Section 4: Background/Main Issues Section 5: Proposals Section 6: Conclusion Appendices 4. BACKGROUND 4.1 The scheme of dates for School Terms and Holidays must comply with the statutory requirement of 190 school days for pupils and 195 school days for teaching staff. 4.2 In line with guidance from the Scottish Government, consultation was previously undertaken with local authorities with the intention of trying to bring the holiday patterns of neighbouring Councils closer together. However, preferred local patterns and local decision-making means that complete uniformity has rarely been achieved. 8 Page 135 of 150
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4.3 Prior to 2007, it had been determined the scheme of holiday dates ensured that both Good Friday and Easter Monday fell within the spring break. As Easter dates vary, this resulted in the spring break being taken at differing dates between mid-March and mid-April. 4.4 In a bid to standardise this break, other local authorities had taken decisions to ensure the spring break commences on the first Monday in April in each school session. Perth and Kinross Council Lifelong Learning Committee agreed in 2007 (Report No. 07/530 refers) that the same approach was to be adopted in Perth and Kinross from 2007 onwards. 4.5 As both Good Friday and Easter Monday are recognised public holidays for many parents and for Perth and Kinross Council staff, it was agreed that all future proposed draft schemes should continue to allow both Good Friday and Easter Monday to be school holiday dates wherever they do not fall into the standard spring break. Not all local authorities continue to allow both Good Friday and Easter Monday to be school holiday dates where they fall outwith the spring break. However, it should be noted that where it has been the case that Good Friday and Easter Monday has fallen outwith the spring break, it has not been positively received by many parents and staff to split these as separate holidays. 4.6 The Committee will wish to note that both Good Friday and Easter Monday in 2026 and 2027 fall within the proposed spring break each year and will be designated school holidays. 4.7 It should be noted that the May Day holiday continues to be a school holiday in both 2026 and 2027. 4.8 In June 2018, further consideration was given to trying to better align the school terms and holiday dates with our Tayside Regional Collaborative partners of Dundee City Council and Angus Council. However, it has not been possible for Perth and Kinross Council to completely align with both Councils where they have both set different dates. 4.9 The established pattern of dates continues to provide operational and logistical benefits in addition to better balancing the autumn and winter terms. Consultation undertaken had identified from Headteacher’s concerns regarding the previous pattern of dates with the impact on the interruption to pupils’ learning with the October break taking place so close to the schools returning in August and with the autumn and winter terms being unevenly balanced. 4.10 In addition, significant issues have arisen for parents and staff where there was no commonality or any overlap between neighbouring local authorities in setting the holiday dates. Page 136 of 150
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This had resulted in teaching staff living and working in different authority areas having completely different holidays to their own children and the same for parents who live and work in different authorities. A number of children attend schools in neighbouring authorities, particularly at secondary school, which left parents having primary and secondary children with different holiday dates depending on where they attended school. This presented both parents and staff with significant childcare issues in addition to the difficulties of organising family holidays. Operationally, shared school transport and school day only service buses can also be affected by different authority holiday dates. 4.11 Following feedback regarding the previous pattern of In-Service days which had operated for a number of years with no In-Service day in Term 4, thus not providing an In-Service day between February and August, it was agreed in 2022 to amend the pattern of In-Service days to ensure an In-Service day takes place in Term 4. The pattern of In-Service days for 2025/26 and 2026/27 continues to reflect this and will operate with one In-Service day in Term 1, two In-Service days in Term 2, and one In-Service day in Term 3 and Term 4. 4.12 There are a number of challenges and considerations which require to be addressed in the setting of the In-Service day in Term 4. Whilst many schools prefer this to be taken at the end of the Easter holidays, this causes difficulties for secondary school staff in respect of SQA preparations. Additionally, serious consideration requires to be given to the SQA timetable and the requirement for pupils to be able to attend schools for examinations, as school transport does not operate on In-Service days. Therefore, the pattern of In- Service days for 2025/26 and 2026/27 reflects this. 4.13 The proposed scheme of dates for sessions 2025/26 and 2026/27 continues to reflect and address these issues as best they can and are shown as Appendix 1 (School Terms and Holidays 2025/26) and Appendix 2 (School Terms and Holidays 2026-2027). Attached at Appendix 3 (Holiday Dates across Local Authorities 2025/26) and Appendix 4 (Holiday Dates across Local Authorities 2026-2027) is the comparison of holiday dates for all neighbouring local authorities, where these are known. 5. PROPOSALS 5.1 It is proposed to agree the school terms and holidays for 2025/26 and 2026/27. This allows notification of school terms and holidays to assist in forward planning of family holidays for parents and staff. This proposal also assists in the forward planning and notification of In-Service Training days to staff and parents. 5.2 Education and Learning will provide schools with guidance and clarity regarding the purpose and content of the five In-Service days, ensuring that Page 137 of 150
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schools are aware of the expectations of how these days are to be planned and will be used. 5.3 The Committee should note that it may be necessary to include additional closure days for any additional In-Service days and/or Public Holidays notified by the Scottish Government. It can also be necessary to include additional closure days for particular schools to facilitate school moves and decant arrangements. These are organised on an individual basis dependant on the needs of the school(s) involved. 5.4 Additional closure days may be organised in accordance with the terms of the powers available under Section 133 of the Education (Scotland) Act 1980, where Scottish Ministers are content to allow exceptional school closures. The Strategic Lead - Education and Learning will seek approval from the Scottish Government on an individual school basis as required and notify parents etc as appropriate. All other appropriate management arrangements will be considered prior to seeking Scottish Government approval for additional closure days. 6. CONCLUSION 6.1 Perth and Kinross Council’s pattern of holiday dates provides commonality with our neighbouring Councils, in particular Dundee, Angus and Fife, and certainty for parents and staff regarding the timing of the established patterns of the Easter and October breaks which provides operational and logistical benefits. Author Name Designation Contact Details Karen Robertson Service Manager (Business Services) FBSCommittee@pkc.gov.uk 01738 475000 Approved Name Designation Date Sheena Devlin Strategic Lead - Education and Learning 17 August 2024 Page 138 of 150
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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 No Workforce No Asset Management (land, property, IST) No Assessments Equality Impact Assessment No Strategic Environmental Assessment No Sustainability (community, economic, environmental) No Legal and Governance No Risk No Consultation Internal Yes External No 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 (v) Creating a safe and sustainable place for future generations. This report relates to Objective No (ii). Page 139 of 150
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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 Not applicable. Workforce 2.2 Not applicable. Asset Management (land, property, IT) 2.3 Not applicable. 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 matters presented in this report were considered under the Environmental Assessment (Scotland) Act 2005 and 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 Page 140 of 150
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(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 Not applicable. Legal and Governance 3.4 The Strategic Lead - Legal and Governance has been consulted in the preparation of this report. 3.5 Not applicable. Risk 3.6 Not applicable. 4. Consultation Internal 4.1 Headteachers, Business Managers and Trade Unions have been consulted in the preparation of this report. The draft proposals have been considered and agreed by the Joint Negotiating Committee for Teaching Staff (JNCT). External 4.2 Not applicable. 5. Communication 5.1 If Committee approves the draft scheme of dates, these will be issued to all schools for communicating in their newsletters to parents and staff, and for publication on school websites and school handbooks, as well as publication on the Council website. 2. BACKGROUND PAPERS 2.1 No background papers, as defined by Section 50D of the Local Government (Scotland) Act 1973 (other than any containing confidential or exempt information) were relied on to any material extent in preparing the above report. Page 141 of 150
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3. APPENDICES 3.1 Appendix 1 - School Terms and Holidays 2025/26 Appendix 2 - School Terms and Holidays 2026/27 Appendix 3 - Holiday Dates Across Local Authorities 2025/26 Appendix 4 - Holiday Dates Across Local Authorities 2026/27 Page 142 of 150
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DRAFT Appendix 1 School Terms and Holidays 2025-2026 No of School Days - Pupils No of School Days - Staff Start - Staff Monday 18 August 2025 In-Service Day (1) Start - Pupils Tuesday 19 August 2025Autumn Term End Friday 10 October 2025 39 40 Autumn Start Monday 13 October 2025 Holiday End Friday 24 October 2025 10 10 Start Monday 27 October 2025 Thursday 13 November 2025 In-Service Day (2) Friday 14 November 2025 In-Service Day (3) Winter Term End Tuesday 23 December 2025 40 42 Christmas Start Wednesday 24 December 2025 Holiday End Tuesday 6 January 2026 10 10 Start Wednesday 7 January 2026 Wednesday 11 February 2026 In-Service Day (4) Thursday 12 February 2026 Occasional Holiday (1) Friday 13 February 2026 Occasional Holiday (2) Spring Term End Thursday 2 April 2026 59 60 Spring Start Friday 3 April 2026 Holiday End Friday 17 April 2026 11 11 Start Monday 20 April 2026 Monday 4 May 2026 May Day Holiday Friday 29 May 2026 In-Service Day (5) Thursday 2 July 2026 Summer Term 52 53 190 195 Notes: Easter Sunday - 5 April 2026 8 Page 143 of 150
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DRAFT Appendix 2 School Terms and Holidays 2026-2027 No of School Days - Pupils No of School Days - Staff Start - Staff Monday 17 August 2026 In-Service Day (1) Start - Pupils Tuesday 18 August 2026Autumn Term End Friday 9 October 2026 39 40 Autumn Start Monday 12 October 2026 Holiday End Friday 23 October 2026 10 10 Start Monday 26 October 2026 Thursday 14 November 2026 In-Service Day (2) Friday 15 November 2026 In-Service Day (3) Winter Term End Wednesday 23 December 2026 41 43 Christmas Start Thursday 24 December 2026 Holiday End Wednesday 6 January 2027 10 10 Start Thursday 7 January 2027 Wednesday 10 February 2027 In-Service Day (4) Thursday 11 February 2027 Occasional Holiday (1) Friday 12 February 2027 Occasional Holiday (2) Spring Term End Thursday 25 March 2027 52 53 Spring Start Friday 26 March 2027 Holiday End Friday 9 April 2027 11 11 Start Monday 12 April 2027 Monday 3 May 2027 May Day Holiday Friday 28 May 2027 In-Service Day (5) End Friday 2 July 2027 Summer Term 58 59 190 195 Notes: Easter Sunday - 28 March 2027 8 Page 145 of 150
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School Terms 2025-2026 Appendix 3 PKC Dundee Angus Fife Stirling Clackmannan Argyll & Bute Aberdeenshire Highland Start Monday 18 August 2025 Monday 18 August 2025 Monday 18 August 2025 Monday 18 August 2025 Monday 11 August 2025 Monday 11 August 2025 Tuesday 12 August 2025 Monday 18 August 2025 Monday 18 August 2025 Autumn Term End Friday 10 October 2025 Friday 3 October 2025 Friday 3 October 2025 Friday 10 October 2025 Friday 10 October 2025 Friday 10 October 2025 Friday 3 October 2025 Friday 10 October 2025 Friday 10 October 2025 Start Monday 13 October 2025 Monday 6 October 2025 Monday 6 October 2025 Monday 13 October 2025 Monday 13 October 2025 Monday 13 October 2025 Monday 6 October 2025 Monday 13 October 2025 Monday 13 October 2025 Autumn Holiday End Friday 24 October 2025 Friday 17 October 2025 Friday 17 October 2025 Friday 24 October 2025 Friday 24 October 2025 Friday 24 October 2025 Friday 17 October 2025 Friday 24 October 2025 Friday 24 October 2025 Start Monday 27 October 2025 Monday 20 October 2025 Monday 20 October 2025 Monday 27 October 2025 Monday 27 October 2025 Monday 27 October 2025 Monday 20 October 2025 Monday 27 October 2025 Monday 27 October 2025 Winter Term End Tuesday 23 December 2025 Tuesday 23 December 2025 Tuesday 23 December 2025 Friday 19 December 2025 Friday 19 December 2025 Friday 19 December 2025 Friday 19 December 2025 Friday 19 December 2025 Tuesday 23 December 2025 Start Wednesday 24 December 2025 Wednesday 24 December 2025 Wednesday 24 December 2025 Monday 22 December 2025 Monday 22 December 2025 Monday 22 December 2025 Monday 22 December 2025 Monday 22 December 2025 Wednesday 24 December 2025 Christmas Holiday End Tuesday 6 January 2026 Tuesday 6 January 2026 Tuesday 6 January 2026 Friday 2 January 2026 Friday 2 January 2026 Friday 2 January 2026 Friday 2 January 2026 Friday 2 January 2026 Tuesday 6 January 2026 Start Wednesday 7 January 2026 Wednesday 7 January 2026 Wednesday 7 January 2026 Monday 5 January 2026 Monday 5 January 2026 Monday 5 January 2026 Monday 5 January 2026 Monday 5 January 2026 Wednesday 7 January 2026 Spring Term End Thursday 2 April2026 Thursday 2 April 2026 Friday 3 April 2026 Thursday 2 April 2026 Thursday 2 April 2026 Thursday 2 April 2026 Thursday 2 April 2026 Friday 27 March 2026 Thursday 2 April2026 Start Friday 3 April 2026 Friday 3 April 2026 Monday 6 April 2026 Friday 3 April 2026 Friday 3 April 2026 Friday 3 April 2026 Friday 3 April 2026 Monday 27 March 2026 Friday 3 April 2026 Spring Holiday End Friday 17 April 2026 Friday 17 April 2026 Friday 17 April 2026 Friday 17 April 2026 Friday 17 April 2026 Friday 17 April 2026 Friday 17 April 2026 Friday 10 April 2026 Friday 17 April 2026 Start Monday 20 April 2026 Monday 20 April 2026 Monday 20 April 2026 Monday 20 April 2026 Monday 20 April 2026 Monday 20 April 2026 Monday 20 April 2026 Monday 13 April 2026 Monday 20 April 2026 Summer Term End Thursday 2 July 2026 Thursday 2 July 2026 Thursday 2 July 2026 Friday 3 July 2026 Friday 26 June 2026 Friday 26 June 2026 Wednesday 1 July 2026 Thursday 2 July 2026 Thursday 2 July 2026 8 Page 147 of 150
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School Terms 2026-2027 Appendix 3 PKC Dundee Angus Fife Stirling Clackmannan Argyll & Bute Aberdeenshire Highland Start Monday 17 August 2026 Monday 17 August 2026 Monday 17 August 2026 Monday 17 August 2026 Monday 10 August 2026 Monday 10 August 2026 Dates not yet published Monday 17 August 2026 Dates not yet published Autumn Term End Friday 9 October 2026 Friday 9 October 2026 Friday 2 October 2026 Dates not yet published Dates not yet published Dates not yet published Friday 9 October 2026 Start Monday 12 October 2026 Monday 12 October 2026 Monday 5 October 2026 Monday 12 October 2026 Autumn Holiday End Friday 23 October 2026 Friday 23 October 2026 Friday 16 October 2026 Friday 23 October 2026 Start Monday 26 October 2026 Monday 26 October 2026 Monday 19 October 2026 Monday 26 October 2026 Winter Term End Wednesday 23 December 2026 Wednesday 23 December 2026 Wednesday 23 December 2026 Tuesday 22 December 2026 Start Thursday 24 December 2026 Thursday 24 December 2026 Thursday 24 December 2026 Wednesday 23 December 2026 Christmas Holiday End Wednesday 6 January 2027 Wednesday 6 January 2027 Wednesday 6 January 2027 Monday 4 January 2027 Start Thursday 7 January 2027 Thursday 7 January 2027 Thursday 7 January 2027 Tuesday 5 January 2027 Spring Term End Thursday 25 March 2027 Thursday 25 March 2027 Friday 26 March 2027 Thursday 25 March 2027 Start Friday 26 March 2027 Friday 26 March 2027 Monday 29 March 2027 Friday 26 March 2027 Spring Holiday End Friday 9 April 2027 Friday 9 April 2027 Friday 9 April 2027 Friday 9 April 2027 Start Monday 12 April 2027 Monday 12 April 2027 Monday 12 April 2027 Monday 12 April 2027 Summer Term End Friday 2 July 2027 Friday 2 July 2027 Thursday 1 July 2027 Thursday 1 July 2027 8 Page 149 of 150
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