Inclusion Update ECSPB
Renfrewshire Council · 15 May 2025
Back to Education and Children's Services Policy Board — 15 May 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Page 1 of 7 To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inclusion Update ___________________________________________________________________ 1. Summary 1.1. Our Inclusion Portfolio has a CLEAR mission. By working collaboratively, we will, C Improve communication and collaboration ensuring the rights of the child are front and centre L Meet the wellbeing & learning needs of all our children & young people E Ensure we provide excellent Children’s Services support services using a robust quality improvement framework A Invest in & develop all our people to improve outcomes for children R Manage our resources effectively & equitably as close to the child as possible 1.2. The purpose of this paper is to update members on some of the main areas of progress since August 2024. ___________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to note the very positive progress the Inclusion Portfolio continues to make to improve outcomes for children and young people. __________________________________________________________________ 3. Background Staged Intervention Framework 3.1. Since August 2024 we have continued to drive forward the work of the GIRFEC refresh and the Staged Intervention Framework. With a national rise in the number of children and young people being reported as having Additional Support Needs we have used data and intelligence to ensure good decision making. Through rigorous consultation with all stake holders, we are
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Page 2 of 7 developing robust portfolio action plans to make the best use of our resource to meet the needs of our children, young people, families and communities including our most vulnerable groups. Transition work 3.2. We have improved transition arrangements further to ensure a more consistent timeline for Early Years into Primary 1. A similar timeline is being created for Primary 6/7 into S1 for session 25/26. Training will be delivered in relation to the updated timelines. We have also introduced Getting Ready for School classes across all localities to support enhanced transition at Early Years for children with Additional Support Needs. Inspections 3.3. We are delighted that the work of the GIRFEC refresh was recognised through the joint inspection of children at risk of harm in which it stated that, our recently refreshed Getting it Right for every Child approach (GIRFEC), was supporting children in a range of different ways. GIRFEC policy and practice guidance was credited with giving multi-agency partners a shared language and vision for meeting the needs of our children and families. Our recent National Thematic Inspection also recognised our work with Parent Ambassadors as an example of good practice worth sharing across Scotland. We are delighted to report that no establishments have been graded by HMI as below good for Quality Indicator 3.1 Ensuring Wellbeing, Equality and Achievement with two establishments since December 2024 receiving gradings of very good. Universal Approaches to Inclusion 3.4. We continue to work tirelessly to develop and upskill our workforce. Since August 2024 we have delivered the following key universal approaches: • Nurture Principles and Leadership Training including Parent Groups • Loss & Bereavement Training • Renfrewshire Inclusive Classroom Environment Training • Language/Communication & Neurodiversity Training • Neurodiversity & Inclusive Practice Training • Social Communication, Emotional Regulation, and Transactional Support (SCERTS) Coaching • Restorative Training • De-escalation Training • Trauma Informed Practice Training • Single Agency Training • Multi-agency Training • Violence and Aggression Policy/Planning for CYP displaying dysregulated behaviour • Enhanced Transition Training • Child Protection Training 3.5. Further training offers are provided throughout the year that allow us to target particular establishments that may require bespoke support. Training is also delivered to all support staff at key points in the year this is based on self- evaluation from the session and supports the needs of the current cohort of staff.
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Page 3 of 7 Education Advisor (CAMHS) 3.6. The CAMHS Education Advisor is a single point of contact between Education and Health and all other involved partners. This post since August has included staff training across all partnerships, individualised specialist advice for senior leaders and teachers, discharge planning with schools, referral support and Children and Young people and Family Advocacy. 3.7. Since August 2024 there has been considerable progress with the reach and impact of this new post. This has included - • 904 total new referrals since Aug’23 (3.7% of Renfrewshire’s School Roll) • 494 new referrals Aug’24-Mar’25 3.8. All data and intelligence demonstrate an increased engagement with schools, children and young people and families across the data period and yearly comparators. Neurodevelopmental (ND) Assessment Process Background 3.9. The Education Advisor role has developed over the past 18 months to incorporate support for the ND Pathway. This was a logical progression as the children and young people held on this extensive list are educated in Renfrewshire schools and face some of the greatest barriers to learning. The current level of clinical resource means waitlist time will continue to rise in the coming years. In October’24, the Education Advisor entered discussion with the ND Clinical Lead, around best use of this resource for Renfrewshire’s children and young people, while meeting the requirements of the Neurodevelopmental Service Specification. An initial pilot process was agreed, and focused resource around points of transition, this will be developed further next session and update can be brought to this Board Whole Family Wellbeing Fund (WFWF) 3.10. 1086 families to date have been supported by the community family wellbeing team and funded third sector partner organisations. 62% of families supported are from SIMD 1-5 Outcomes recorded include: - Improved parental understanding of the need of child, including healthy attachment - Improved sleep routine - Improved parental understanding of the needs of unborn child - Improved participation in community facilities and universal services - Improvement in parenting, family functioning, relationships and reduction in child’s distressed behaviour 3.11. Following a successful system proof of concept, a procurement exercise is currently underway to secure a client record system for Whole Family Wellbeing (including partner third sector organisations); community learning and development and educational psychology service
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Page 4 of 7 3.12. Following evaluation of partner third sector organisations, year 4 funding will be awarded to allow continuation and development of family support work already underway, with a key focus on partnership working for added impact. Parent/Carer Complaints 3.13. Since August 2024 there continues to be a decline in the number of parental complaints received in relation to meeting children and young peoples (CYP) needs. Aug 2022 – March 2023 – Total of 155 complaints received. 27 of these were in relation to CYP needs not being met. Aug 2023 – March 2024 – Total of 136 complaints received. 6 of these were in relation to CYP needs not being met August 2024 – March 2025 – Total of 141 complaints. 5 of these were in relation to CYP needs not being met. Parent Ambassador Group 3.14. We are delighted to continue to work with our parents of children with additional support needs (ASN) as Parent Ambassadors. These parents play a key role in advising education officers on the creation or review of local authority policy and practices in relation to inclusion and ASN. They meet four times per year to discuss emerging issues and to consider local authority initiatives. A recent example of this consultation and collaboration is the development of the local authority’s policy for transitions. The establishment of this group was nationally recognised through the recent national thematic inspection and highlighted as good practice. The purpose is to ensure that our parents and carers have a genuine voice in representing the families of children and young people with ASN, and the bespoke arrangements and approaches that are required. Next Steps 3.15. We are in the process of evaluating our current resource to ensure that it best meets the needs of our children, young people families and communities. Current proposals that have been identified following this robust self- evaluation activity include: • A Virtual Head Teacher post that will transform the current way our Secondary Flexible Learning Resources operate and support Renfrewshire’s Young People. This post will work closely with all establishments to provide specific support to: o Young people who are experiencing emotionally based attendance issues; o Young people at risk of or currently excluded; o Young people that require a Flexible Learning Placement; o Care experienced young people.
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Page 5 of 7 3.16. It will support all learners to engage in an appropriate learning pathway by supporting the continuity of their wellbeing and learning in order to achieve the following aspirational education outcomes: • Attendance • Attainment/achievement • Participation and engagement • Positive Sustained Destinations • Reduced exclusions • Improved health and wellbeing 3.17. We will work with key stakeholders including our Parent Ambassador Group to refresh the current Children’s Behaviour Risk Assessment, this will be aligned with the language of The Promise and will enhance the current processes for supporting children and young people with dysregulated behaviour. 3.18. Early intervention continues to be a key priority of the service and as such a focus on the development of resources to support children with additional support needs at Early Years will be a key priority. 3.19. Educational Psychology, Early Years Education staff, Speech and Language Therapy, Health Visiting, and Health Improvement are working on a multi- agency plan for improving speech, language, and communication in the early years across Renfrewshire. We are in the initial stages of developing a pilot project which will explore: - training and professional development for education and health practitioners - effective play spaces and resources - tracking and monitoring progress - targeted support and early intervention - parental involvement and community supports. __________________________________________________________________ 4. Conclusion 4.1. In summary, there continues to be a significant amount of work being undertaken to support our children and young people, with a high level of progress being made within this portfolio. There are strong plans in place to continue to ensure that our provision for children and young people with additional support needs is fair and equitable and that resources are deployed as close to the child as possible. ________________________________________________________________ Implications of this report 1. Financial Financial implications will be considered and planned for in line with ASL budget
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Page 6 of 7 2. HR and Organisational Development We will liaise fully with HR in relation to staffing 3. Community/Council Planning • Our Renfrewshire is thriving – looking at inclusion in this way provides schools and Children’s Services with a robust way to evaluate the quality of ASN provision. • Tackling inequality, ensuring opportunities for all – ASN data and intelligence is analysed fully to ensure that we are working towards equity and excellence. 4. Legal No implications. ASL legislation will be fully considered as appropriate 5. Property/Assets No implications. 6. Information Technology No implications 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety No implications 9. Procurement No implications 10. Risk No implications 11. Privacy Impact No implications 12. Climate Risk No implications 13. Children’s Rights Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. 14. Cosla Policy Position No implications
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Page 7 of 7 List of Background Papers Getting it right for every child (GIRFEC) The Promise Scotland United Nations Convention on the Rights of the Child Support for Learning: All our Children and all their Potential __________________________________________________________________ Children’s Services EH/LG 14 April 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk