Agenda Document Pack - Education and Children's Services Policy Board - 15/05/2025
Renfrewshire Council · 15 May 2025
Back to Education and Children's Services Policy Board — 15 May 2025 and its agenda
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08/05/2025 Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 15 May 2025 13:00 Council Chambers (Renfrewshire), Council Headquarters, Renfrewshire House, Cotton Street, Paisley, PA1 1AN Membership Councillor Emma Rodden (Convener): Councillor Jim Paterson (Depute Convener): Councillor Jennifer Adam: Councillor Fiona Airlie-Nicolson: Ms Mary Jane Bird: Provost Lorraine Cameron: Councillor Carolann Davidson: Councillor Audrey Doig: Councillor Edward Grady: Councillor Gillian Graham: Councillor Neill Graham: Councillor Anne Hannigan: Councillor Lisa-Marie Hughes: Councillor David McGonigle: Councillor Marie McGurk: Councillor Iain McMillan: Mr Jack Nellaney: Councillor Iain Nicolson: Mr Ravinder Singh: Councillor Ben Smith: Hybrid Meeting Please note that this meeting is scheduled to be held in the Council Chambers. However, it is a hybrid meeting and arrangements have been made for members to join the meeting remotely should they wish. Members of the Press and Public Members of the press and public wishing to attend the meeting should report to the customer service centre where they will be met and directed to the meeting. MARK CONAGHAN Head of Corporate Governance Page 1 of 157
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08/05/2025 Further Information This is a meeting which is open to members of the public. A copy of the agenda and reports for this meeting will be available for inspection prior to the meeting at the Customer Service Centre, Renfrewshire House, Cotton Street, Paisley and online at http://renfrewshire.cmis.uk.com/renfrewshire/CouncilandBoards.aspx For further information, please email democratic-services@renfrewshire.gov.uk Webcasting of Meeting This meeting will be filmed for live or subsequent broadcast via the Council’s internet site – at the start of the meeting the Convener will confirm if all or part of the meeting is being filmed. To find the webcast please navigate to https://renfrewshire.public-i.tv/core/portal/home Page 2 of 157
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08/05/2025 Items of business Apologies Apologies from members. Declarations of Interest and Transparency Statements Members are asked to declare an interest or make a transparency statement in any item(s) on the agenda and to provide a brief explanation of the nature of the interest or the transparency statement. 1 Early Learning and Childcare – Payment of Sustainable Rates to Funded Providers Report by the Director of Children's Services. 5 - 12 2 Children’s Services Service Improvement Plan 2024/25 Outturn Report Report by the Director of Children's Services. 13 - 56 3 Children’s Services 2025/28 Service Improvement Plan Report by the Director of Children's Services. 57 - 93 4 Outcomes for 2023/24 School Leavers Report by the Director of Children's Services. 94 - 110 5 Inclusion Update Report by the Director of Children's Services. 111 - 117 6 Learning Estate Strategy – Business Case Framework Report by the Director of Children's Services. 118 - 129 7 Naming of New Primary School in Dargavel Report by the Director of Children's Services. 130 - 133 8 Duty of Candour – Annual Report 2024/25 Report by the Director of Children's Services. 134 - 139 9 Children’s Looked After Statistics - 2024 Report by the Director of Children's Services. 140 - 145 Page 3 of 157
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08/05/2025 10 Renfrewshire’s Education Scotland National Thematic Inspection Report Report by the Director of Children's Services. 146 - 151 11 Education Scotland Inspection of Mossvale Primary School and Early Learning and Childcare Class (ELCC) Report by the Director of Children's Services. 152 - 157 Page 4 of 157
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To: Education and Children’s Services Policy Board On: 15 May 2025 Report by: Director of Children’s Services Heading: Early Learning and Childcare – Payment of Sustainable Rates to Funded Providers 1. Summary 1.1 Renfrewshire Council has a statutory duty to provide early learning and childcare (“ELC”) places to all eligible children. The Council continues to observe this duty through the provision of places in local authority, private and voluntary sector nurseries and with childminders. Renfrewshire Council’s Flexible Framework for Early Learning and Childcare Places, reference RC-CPU-20-113 (“Council’s Framework") enables the Council to purchase placements in private and voluntary sector nurseries and with childminders (these private and voluntary services and childminders are identified as “Approved Funded Providers” or “AFP”). 1.2 The purpose of this report is to provide an update on a further review of the sustainable rate paid to AFP for the provision of ELC and to seek approval for the payment of the new rate from 1 April 2025. 2. Recommendations 2.1 The Education and Children’s Services Policy Board is asked to: (i) Note the position of COSLA and the Scottish Government with regards to the sustainable rate paid to AFP; (ii) approve an increase in the sustainable hourly rate paid to Renfrewshire Council’s AFP for the provision of funded early learning and childcare from £6.45 to £6.74 effective from 1 April 2025 for any child aged 3 to 5 years accepted for funding under the Council’s Framework; and (iii) approve an increase in the sustainable hourly rate paid to Renfrewshire Council’s AFP for the provision of funded early learning and childcare from £8.50 to £8.88 effective from 1 April 2025 for any eligible child aged 2 to 3 years accepted for funding under the Council’s Framework. Item 1 Page 5 of 157
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3. Background 3.1 Section 1 of the Education (Scotland) Act 1980, as amended by the Standards in Schools etc. Act 2000 and The Children and Young People (Scotland) Act 2014 (“2014 Act”), directs authorities on their duty to provide pre-school education. Renfrewshire Council has continued to observe this duty through the provision of places in local authority, private and voluntary sector nurseries and with childminders. 3.2 All 3 and 4-year-old children and eligible 2-year-old children have a statutory entitlement of up to 1,140 hours of funded ELC each year. 3.3 The Scottish Government published updated guidance on the Funding Follows the Child and National Standard for ELC Providers: Operating Guidance in December 2023. 3.4 The Scottish Government’s Funding Follows the Child Policy tasks Councils with the responsibility of ensuring flexibility and choice, ensuring that there is a range of options for families in their area. Renfrewshire Council continues to ensure families have flexibility in the way they wish to access their child’s entitlement to ELC. In each geographical area parents can choose from a range of Providers, including Council and AFP; and a range of options such as term time and 52 weeks per year, full day, and part-time places. 3.5 The National Standard sets out the required standards for AFP and local authority establishments; with Councils required to be guarantors of quality in ensuring the provision of high quality ELC in AFP settings. The National Standard also sets out a requirement for AFP to have a financially sustainable setting and to pay those staff delivering funded ELC the real Living Wage, with the aim of supporting recruitment and retention of staff, professional learning and investment in their services. 3.6 The Council’s Framework provides a robust scrutiny and assessment process to ensure quality ELC provision and AFP commitment to meeting the National Standards in relation to quality of provision, payment of the real Living Wage, quality staffing and staff retention. 3.7 In Renfrewshire, approximately 1690 eligible children currently access their funded ELC placement in an AFP setting. The Council is dependent on AFP to fulfil its statutory duty to deliver high quality ELC to all eligible children. Private, voluntary sector nurseries and childminders settings in this sector need to remain financially viable and meet the required standards set to ensure the provision of high-quality ELC services. 3.8 The rate paid for the provision of the statutory entitlement to ELC is known as the sustainable rate. Each local authority is responsible for setting their own rate and national guidance produced by COSLA and the Scottish Government provided to support local authorities with this exercise. 3.9 In December 2023, the Scottish Government and COSLA published ELC: Sustainable Rates Review, which set out a wide-ranging programme of reform to strengthen the process for setting sustainable rates. This included updating the sustainable rates Page 6 of 157
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guidance, to move towards greater standardisation; including considering options for obtaining more robust and reliable cost data to ensure a full understanding of the costs of providing funded ELC in different settings. 3.10 Guidance for Setting Sustainable Rates for the Delivery of Funded ELC in 2025-26 was published by the Scottish Government and COSLA in February 2025. This updated guidance, replaced previous versions of the sustainable rates guidance, sets out the process for local authorities to set sustainable rates for 2025-26. 3.11 The Scottish Government has confirmed an additional £9.7 million funding across Scotland in 2025-26 to enable childcare workers delivering funded ELC in private and third sector services to be paid at least the new real Living Wage rate of £12.60 per hour from April 2025. 3.12 A key principle of the sustainable rates setting process is that it should be evidence- based, taking account of the cost of providing ELC in the local area, and are clear and transparent. To support this approach, and to deliver the recommendation from the Sustainable Rates Review, a new national cost collection exercise will be undertaken in Spring 2025. An organisation called Diffley Partnership has been appointed by the Scottish Government to undertake the cost collection exercise. It is understood that new sustainable rate guidance will be published by the Scottish Government in early 2026 to reflect the outputs of the cost collection exercise, and to support rate setting from 2026-27 onwards. 3.13 On 23 May 2024 the Education and Children’s Services Policy Board approved an increase in the sustainable rate from £5.97 to £6.45 per hour for any eligible child aged 3 to 5 years and agreed the continuation of the hourly rate of £8.50 paid for eligible 2-year-olds. The increase in the rate for eligible 3- to 5-year-olds represented a 10.1% uplift on staffing costs and 2.3% on non-staffing cost (including inflation, seasonality and re-investment). The payment of the revised rate was backdated to 1 April 2024. The revised rate was set in accordance with the Scottish Government guidance (published March 2024) on rate setting for March 2024-25. In line with national guidance, the Council worked collaboratively with AFP on the rate setting process. 3.14 A decision was also taken by the Education and Children’s Services Policy Board at its meeting on 23 May 2024 to retain the existing rate for eligible 2-year-olds, due to Renfrewshire Council paying the highest rate across Scotland, with an average rate of £6.68 per eligible 2-year-old during session 2023-24. This is based on information from a Scottish Government publication in January 2024 on the overview of sustainable rates paid to AFP across Scotland for session 2024-25. The Policy Board also agreed to a review of the 2-year-old rate for future years. 3.15 AFP also receive £3 per meal for an eligible child in line with the 1140 hours of ELC entitlement, this in addition to the hourly rate and the separate £0.58 per session per child as part of the Scottish Milk and Healthy Snack Scheme. 3.16 The Council also continues to provide additional benefits to AFP as part of the Council’s Framework. This is in addition to the sustainable rate paid to AFP. The additional benefits include high quality continued professional learning; a designated link Partnership Support Officer; professional advice and support on quality improvement; access to an Early Years Graduate (in line with SIMD status) and to an Early Years Teacher; an enhanced programme of support for services during a Service Improvement Period due to inspection grades falling below the Page 7 of 157
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requirements set within the National Standard; financial support towards external workforce training costs to assist in the compliance with SSSC requirements; and other support services such as Educational Psychology and the Education Inclusion Team for support and advice on supporting children with additional support needs, which may also include ASNA support. These forms s of in-kind support enables the Council to discharge its duty as guarantor of quality. 4. Payment of a Sustainable Rate – 2025-26 4.1 The Scottish Government and COLSA updated guidance on setting the sustainable rate for funded ELC in 2025-26 advises on two elements of uplift: an uplift to staffing costs and an uplift to non-staffing costs. 4.2 Through national agreement between the Scottish Government and COSLA, it has been determined that all local authorities should apply a minimum 3.75% uplift to all 2024-25 rates to reflect the estimated increase in the average staff cost element of the sustainable rate required to meet the real Living Wage uplift from April 2025. This reflects staffing costs accounting for, on average, 75% of the sustainable rate. In-line with this guidance non-staffing costs are estimated to account for, on average, 25% of the sustainable rate. 4.3 The guidance also encourages local authorities to: - Work towards a higher rate for eligible 2-year-olds from 2026-27, reflecting the differences in the staff ratio requirements and that the cost for delivering funded ELC to eligible 2-year-olds being higher than for 3–5-year-olds. - Bring the sustainable rate for childminders in line with other AFP. - Work towards setting a separate payment rate for the free meal commitment from 2026-27. Renfrewshire Council is already meeting these recommended practices. 4.4 Additionally, the sustainable rate guidance for 2025-26 requires that the overall rate agreed must be affordable for local authorities in terms of the budgets available. Also advised in the guidance is that sustainable rate uplifts for 2025-26 which are set after 1 April 2025 are expected to be backdated to 1 April 2025 to reflect, from this date, the increased real Living Wage. 4.5 Renfrewshire Council’s existing rate for eligible 2-year-olds is no longer the highest across Scotland. An overview of the sustainable rates paid to AFP across Scotland for session 2024-25 was published by the Scottish Government in March 2025. A review of the sustainable rate paid during session 2024-25 for funded ELC for eligible 2-year- olds varies between £6.15 to £9.08 per hour, with an average reported rate of £7.25 per hour in AFP establishments. 4.6 A proposed uplift from 1 April 2025 for Renfrewshire Council’s AFP, from £6.45 to £6.74 per hour, for an eligible child aged 3 to 5 years reflects the requirements detailed at 4.2 above; specifically, a 5% uplift to the staff cost element of the 2024-25 rate and a 2.8% uplift to the non-staffing element, yielding a blended uplift to the overall rate of 4.5%. In addition, a 4.5% uplift is proposed from 1 April 2025 for Renfrewshire Council’s AFP, from £8.50 to £8.88 per hour, for an eligible 2-year-old. Page 8 of 157
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4.7 The increase proposed in paragraph 4.6 is linked to a commitment by AFP to pay their ELC staff providing direct care to children who are receiving funded hours with a minimum of £12.60 per hour from 1 April 2025. 4.8 AFP will continue to receive £3 per meal for any eligible child in accordance with the 1140 hours of ELC entitlement and in addition to the hourly rate. The continuation of a rate of £3 per meal is in line with the funding allocated to the Council for meal provision. AFP will also continue to be paid £0.58 for each child, per session, as part of the Scottish Milk and Healthy Snack Scheme. 4.9 Council officers have continued to work collaboratively with a representative group of AFP on the sustainable rate setting process. The AFP representative group were consulted during the preparation on the proposal for the sustainable rate for session 2025-26 being presented to this May 2025 Policy Board. 4.10 The other additional in-kind services the Council provides to AFP, as outlined in paragraph 3.16 above will continue to be provided; this is also in addition to the hourly rate paid to AFP. 4.11 It is expected that further national guidance on rate setting from 2026-27 onwards will be published in early 2026, this will be based on the outputs from the national cost collection exercise as advised in paragraph 3.12 above. A further report will be presented to the Education and Children’s Service’s Policy Board regarding proposed rates from this period onwards. Implications of this report 1. Financial The overall cost of the proposed increase to the hourly rate payable to AFP for ELC is expected to be in the region of £518,000 per year. An additional £9.7 million has been provided for 2025-26 nationally by the Scottish Government to fund the increase in the sustainable rate required to meet the commitment to pay at least £12.60 per hour from 1 April 2025 and, along with other finance settlement adjustments, this leads to an increase in funding for Renfrewshire Council for financial year 2025-26 of £424,000. The implementation of this uplift will therefore represent, ceteris paribus, an estimated additional net cost pressure to Renfrewshire Council Children’s Services of £94,000 per year. As the number of families choosing to access their child’s entitlement in AFP settings varies on an annual basis, the service will continue to closely monitor ongoing affordability. The findings of the joint review of the sustainable rate setting process notes the continued challenges facing the sector. It also notes that any sustainable rate must also be financially sustainable from the perspective of the local authority. Council officers will continue to engage with AFP across Renfrewshire to inform future reviews of the sustainable rate. Page 9 of 157
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2. HR and Organisational Development None directly arising from this report as it relates to AFP costs. 3. Community/Council Planning Our Renfrewshire is thriving Ensuring the best start in life for children and young people. Our Renfrewshire is well Early intervention will lead to healthier outcomes for children and young people. Our Renfrewshire is safe Local services will benefit children, young people and members of the community. Building strong, safe and resilient communities The quality of community life is enhanced by supporting parents, children and young people. Tackling inequality, ensuring opportunities for all Effective governance arrangements ensure that the organisations receiving funding comply with legislative requirements. Creating a sustainable Renfrewshire for all to enjoy Working together to improve outcomes Support to families and flexible childcare placements will support parents into and sustain employment, training or enter education. Ensuring children have a high quality ELC experience. 4. Legal Services from AFP will continue to be procured in accordance with the Council’s Framework and the Council’s Standing Orders Relating to Contracts. The Scottish Government and COSLA guidance on setting sustainable rates for the delivery of funded ELC provides guidance for Councils, this is not a statutory requirement. Additional funded is provided to support an increase, therefore placing an expectation on Councils to increase rates in accordance with their guidance. 5. Property/Assets None directly arising from this report 6. Information Technology None directly arising from this report 7. Equality 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 the sustainable rate is being increased. If required, the actual impact Page 10 of 157
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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. AFP are required to comply with the Equality Act 2010 8. Health and Safety None directly arising from this report 9. Procurement Services from AFP will continue to be procured in accordance with the Council’s Framework and the Council’s Standing Orders Relating to Contracts. The process for the proposed variation to the rate will be dealt with in accordance with the Council’s Framework and formal letter issued by the Corporate Procurement Unit to each of the appointed AFP for their agreement. 10. Risk If the Council does not increase the hourly rate to a level that enables AFP to be sustainable and to fulfil the commitment to pay staff £12.60 per hour, there is the risk that: i. There will be a reduction in the level of choice and local provision for parents and possibly impact on the Council’s ability to fulfil its statutory duty and compliance with the Funding Follows the Child Policy and National Standard of ensuring sufficient ELC places. This could result in additional cost for the Council as it will need to expand existing Council ELC services and/or open new Council operated ELC services. ii. There may be reputational damage to the Council if ELC services close due to not being sustainable, leading to disruption to children and families’ lives, loss of local provision, choice and flexibility for families, loss of employment and community- based services. iii. Providers in the private, voluntary and independent sector may not be able to meet the National Standard, recruit and retain staff if they are not able to pay the real Living Wage to those staff delivering funded ELC. iv. Potential reduction in the quality of service provided if qualified and experienced staff cannot be recruited. 11. Privacy Impact None directly arising from this report 12. Climate Risk None directly arising from this report 13. Children’s Rights Article 3 (best interests of the child) - the best interests of the child must be a top priority in all decisions and actions that affect children. Article 28 (right to education) - every child has the right to an education. 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. Article 31 (leisure, play and culture) - every child has the right to relax, play and take part in a wide range of cultural and artistic activities. Page 11 of 157
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14. COSLA Policy Position The joint review of the sustainable rate setting process was undertaken by COSLA and the Scottish Government. COSLA and the Scottish Government jointly agreed on the sustainable rate setting process as outlined in this report. List of Background Papers - Early Learning and Childcare – sustainable rates for funded providers: overview 2024 to 2025, Scottish Government, March 2025 – https://www.gov.scot/publications/early-learning-childcare-sustainable-rates-funded- providers-overview-2024-2025/ - Guidance for setting sustainable rates for the delivery of funded early learning and childcare (ELC) in 2025-26, Scottish Government and COSLA, February 2025 - https://www.gov.scot/publications/guidance-setting-sustainable-rates-delivery-funded- early-learning-childcare-elc-2025-26/ - Funding Follows the Child and the National Standard for ELC Providers: Operating Guidance, Scottish Government, December 2023. - Funding Follows The Child and The National Standard for Early Learning and Childcare Providers: Operating Guidance - gov.scot (www.gov.scot). The foregoing background papers will be retained within children’s services for inspection by the public for the prescribed period of four years from the date of the meeting. The contact officer within the service is Kathleen McDonagh, Education Manager, 07799034553 - kathleen.mcdonagh@renfrewshire.gov.uk KMcD 17 April 2025 Author: Kathleen McDonagh, Education Manager, Telephone Number 07799034553 kathleen.mcdonagh@renfrewshire.gov.uk Page 12 of 157
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1 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children’s Services Service Improvement Plan 2024/25 Outturn Report ___________________________________________________________________ 1. Summary 1.1. The purpose of this report is to provide an update on performance of Children’s Services for the twelve-month period covering 1 April 2024 to 31 March 2025 in relation to the Service Improvement Plan approved by this Board on 23 May 2024. 1.2. The plan aligns with the Council Plan and Community Plan and provides the strategic direction for the service. Children’s Services is an active partner in developing and delivering the outcomes contained within both the Renfrewshire Children’s Services Partnership Plan and the Renfrewshire Community Justice Outcomes Improvement Plan. 1.3. Children’s Services has delivered on its priorities over the last twelve months and service updates and key achievements are highlighted in Section 4 of this report. __________________________________________________________________ 2. Recommendations 2.1. It is recommended that the Education and Children’s Services Policy Board note: a) the contents of this report; and b) the achievements of Children’s Services during 2024/25. ___________________________________________________________________ Item 2 Page 13 of 157
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2 3. Background 3.1. Children’s Services is responsible for the delivery of social work services to children and families, justice social work services, and early years, primary and secondary education. Much of what the service does is statutory; that is, there is a legal requirement for the Council to deliver. Service delivery is a mix of universal provision (such as education), targeted provision (such as children’s houses for accommodated children and young people) and specialist support (for example, justice social work court services). 3.2. Our approach is strongly focused on prevention, early intervention and providing additional support for the most vulnerable. Whilst children’s health services sit within Renfrewshire’s Health and Social Care Partnership (HSCP), a key priority of both organisations is the continuation of effective integrated working to improve outcomes for children and young people. 3.3. The Service Improvement Plan is a comprehensive statement of the outcomes the service aims to achieve, and the actions it will take to achieve these. It fits within the wider planning framework of the Council by taking account of Community Planning themes and Council priorities. It enables elected members to have oversight of developments within the service and to consider and develop policy options which reflect customer need and resource availability. 3.4. Appendix I details the service’s achievements in the past 12 months as we continue to support the Council’s priorities and help deliver improved outcomes for Renfrewshire’s children, young people, and families. ___________________________________________________________________ 4. Service Update and Key Achievements 4.1. Renfrewshire has performed well in the face of external inspections. The Care Inspectorate’s Children at Risk of Harm Inspection identified major strengths in Renfrewshire, with an overall grade of “very good”, while the National Thematic Inspection highlighted three areas of good practice in Renfrewshire. During the 2024/25 school term three establishments have been inspected by Education Scotland and graded good or above, including an excellent grading for one of our primary schools. Children’s Services both celebrate the key strengths identified at inspection, and recognise the areas for further improvement, providing support to the schools in their improvement journey. 4.2. The re-design of social work services continued throughout 2024/25, with an aim to improve the capability and capacity within the service to drive change forward. The re-design, which has incorporated Families First, Home Link and Care Experienced Home Link into the Renfrewshire Family Wellbeing Service, Page 14 of 157
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3 has streamlined the way that family support is accessed and provided to ensure consistency and equity across localities. 4.3. Progress continues to be made to develop Renfrewshire’s approach to early and effective whole family support measures. The aim of the Family Wellbeing approach is to provide appropriate family supports focussing on early intervention, and providing opportunities for children, young people, parents, and carers to shape the services that impact them. Local insight has presented a strong case that children and young people’s needs are best understood and met within the context of their families. 4.4. Through the Scottish Government’s Whole Family Wellbeing Fund, Children’s Services is engaging with partners to develop collaborative proposals to address the needs of Renfrewshire’s families in a way that is non-stigmatising, community-based, and underpinned by children’s rights. There is recognition of the benefit to have services linked and access to support being in one place. Positive learning from the successful implementation of the REN10 mental health and wellbeing family support service is also being applied to the whole family wellbeing approach. The Whole Family Wellbeing Service has seen a rise in the average family wellbeing score across all measures while the Education Advisor to CAMHS has directly supported over 900 children and families across all Renfrewshire schools 4.5. Opportunities to incorporate The Promise in service planning and delivery is being facilitated though the active and growing Promise Keeper network. There are currently 362 Promise Keepers in place across the local authority – both staff and elected members – the HSCP, and partner agencies. This network ensures recognition is given to the needs and voices of individuals with care experience. 4.6. Attainment in Broad General Education has improved across almost all measures since 2022/23, with all measures in primary in line with or ahead of pre-pandemic levels. Attainment in S3 has increased rapidly at fourth level. Performance in the Senior Phase is consistent with national trends, reflecting changing assessment methods over time. The percentage of leavers entering a positive destination is 97.1% with an increased proportion of care- experienced school leavers participating in employment, training or education. The proportion of quintile 1 leavers in a positive destination is 94.7% which reflects an increase from the previous year and is ahead of the virtual comparator. Renfrewshire now has the 5th highest leaver destination figure in Scotland. 4.7. We continue to pledge that when children are accommodated by the council, we will place brothers and sisters together where it is appropriate to do so. We have returned young people to Renfrewshire via the Close to Home initiative. Page 15 of 157
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4 The majority of all looked after children continue to live in a community setting either with their own family or with an alternative family. ___________________________________________________________________ 5. Progress against Performance Measures 5.1. Children’s Service’s performance indicators which fall under the remit of this policy board are detailed in Appendix I of this report. Of these, 14 are collected quarterly over a fiscal year (1 April to 31 March) and 20 are annual indicators measured over an academic year (1 August to 31 July). 5.2. Renfrewshire continues to perform well against its comparators across the majority of attainment measures. While we have not seen significant improvement from the previous leavers cohort this is replicated in national trends suggesting this largely due to result inflation during and following the Covid-19 pandemic. However, we recognise the scope for further improvement, particularly in relation to reducing the poverty related attainment gap. We will continue to make this a priority as we strive for even further improvement. 5.3. The number of young people entering a positive destination after leaving school has maintained strong performance with approximately 97% of the 2024 leavers cohort entering a positive destination. There has been significant downward pressure on attainment measures due to the inclusion of alternative certification in 2020 and 2021 and a gradual return to normal exam diets since that point. This has been further compounded by an increase in pupils leaving school at an earlier stage, thus having less opportunity to gain qualifications. The percentage of school leavers attaining literacy at SCQF Level 4 has marginally decreased from 96% to 94% in the previous year. This figure remains above national which also saw a decrease over the same period. The proportion of leavers attaining SCQF Level 4 in numeracy has remained at 93%, ahead of the national figure by 2 percentage points. By comparison, there has been a drop of 2 percentage-points in the proportion of school leavers achieving literacy at SCQF Level 5, while the proportion gaining numeracy at SCQF Level 5 has increased from 75% to 76%. Both of these year-on-year changes are consistent with national data. 5.4. The service has continued to exceed its target for ensuring that children looked after by the Council are cared for in a community setting, with 91.6% of children cared for in this way at the end of the reporting period. On occasion, the needs of children and young people might require them to be placed in other settings better aligned to their current needs. 5.5. The percentage of Stage 1 complaints responded to within timescales agreed with customers has exceeded the target of 95%, with all complaints during the reporting period met within the agreed timescale with customers in each Page 16 of 157
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5 quarter of 2024/25. This highlights the efforts of the service to improve performance in this area. 5.6. The percentage of Stage 2 complaints responded to within timescales agreed with customers has shown considerable improvement compared to Q4 of 2023/24 where 91% of complaints were responded to within timescale. The Q4 2024/25 figure shows 97% of complaints were responded to within timescale. 5.7. In all cases, the service will always focus on responding to complaints comprehensively. On occasion this may require staff to liaise closely with the complainant to fully understand the scope of the issue and thereafter identify all pertinent information. Complainants are always kept fully informed of timescales and anything that might impact them, for example managing responses that will be impacted by school holidays. ___________________________________________________________________ 6. Areas requiring improvement and/or review 6.1. Some of our Justice Social Work indicators remain below the target, such as the percentage of new clients subject to a new supervision order receiving an induction within 5 working days of the order commencing. However, there has been a long-term improvement in the proportion of individuals meeting this requirement. 6.2. We have an ambitious target to ensure that no care leaver finds themselves with any periods of homelessness in the last 6 months; while this has remained low, we have not yet met the target. 6.3. The percentage point gap in the average tariff score has increased year-to- year since the pandemic when comparing school leavers living in 30% most deprived areas and those living in 70% least deprived areas (SIMD). The alternative certification model led to a significant decrease in the attainment gap which has returned to pre-pandemic levels as the transition to exam diets has occurred. This is reflected in national data. Similarly, the average tariff score for care experienced school leavers has now returned to pre-pandemic levels. Attainment within these groups continues to be an area of priority. 6.4. The percentage of young people choosing to stay onto S6 in the 2024/25 school term illustrates a long-term decrease in the proportion of pupils staying on to their final year of secondary school. This may be due to increased provision of alternative pathways for pupils out with school. While historically pupils leaving school earlier were less likely to achieve a positive destination, the latest data indicates that this is not the case. 98% of S4 leavers in 2024 went into a positive destination compared with only 78% in 2018. Page 17 of 157
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6 6.5. Although the number of Foundation Apprenticeships accessed by Renfrewshire school pupils remains low this can be attributed to our school curriculum now offering a wide range of new courses that creates additional opportunities for young people to access vocational opportunities. We will continue to work with West College Scotland to provide attractive offers for our young people to achieve positive leavers destinations. 6.6. During school inspections, pupils are asked if they are satisfied with their learning environment through an Education Scotland Survey. We have an ambitious target of 100% that we have fallen short of; however, this is based on one question from an extensive survey distributed to schools and early learning centres and inspections are very positive overall. 6.7. The service is receiving more FOI requests each quarter, which has meant that the percentage of FOI requests completed within timescale by Children's Services has failed to meet the target, resulting in a decrease in performance here. ___________________________________________________________________ 7. Monitoring progress 7.1 We will apply our robust approach to quality improvement across our portfolios to ensure our practice and provision is driven by the experience of our service users. Established processes are in place to ensure our service priorities are underpinned by appropriate and accessible policy guidance, practice standards and training/development opportunities. Data and insight aligned to our outcomes will undergo thorough analysis and evaluation, with outputs shaping how we adapt, respond and best effect improvement over time. 7.2 Progress on the implementation of the Service Improvement Plan is monitored by the Extended Senior Leadership Team every quarter and will be reported to the Education and Children’s Services Policy Board on a six-monthly basis. ___________________________________________________________________ Implications of the Report 1. Financial – The Service Improvement Plan highlights resourcing pressures arising from increasing demand for services and the current financial environment. 2. HR & Organisational Development – None. 3. Community/Council Planning – The report details a range of activities which reflect local council and community planning themes. 4. Legal – None. 5. Property/Assets – None. Page 18 of 157
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7 6. Information Technology – Service developments relating to information technology are key enablers of service improvement and modernisation and support service-level and corporate objectives. 7. Equality & 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. 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 & Safety – None. 9. Procurement – None. 10. Risk – Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact – None. 12. COSLA Policy Position – None. 13. Climate change – Actions and performance indicators aligned to Strategic Priority 4: Green, of Renfrewshire’s Council Plan, highlights activities across the Council to tackle climate change. __________________________________________________________________ List of Background Papers: (a) Service Improvement Plan 2024 - 2027 ___________________________________________________________________ Author: Alasdair Mann, Senior Policy Officer Contact: Yvonne Farquhar, Policy Manager (People) Appendix I: Children’s Services Service Improvement Plan 2024/25 Outturn Report ___________________________________________________________________ Page 19 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2024 –27 2024/25 Outturn Report Page 20 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Welcome to our end of year report • This update reflects the performance of Children’s Services across the 2024/25 period, highlighting areas where we have made progress and some areas we want to focus on more in future, perhaps because performance isn’t moving in the direction we anticipated or because of other pressures or factors that makes this even more of a priority for us. • The following pages shine a spotlight on some great projects or practice and highlight areas where we want to improve or develop further. At a service level, there is a stronger focus on the Strategic Outcomes of the Council Plan that are closely aligned with Children’s Services. Towards the end of this document, you will find a full update against all the actions and performance indicators we use to measure progress. • Through our Service Improvement Plan, we report on 34 performance indicators, 20 which are reported annually and 14 reported quarterly. Some annual indicators are based on data that is one- year behind, owing to having no more recent comparable information. This will be updated as comprehensive data becomes available through subsequent data collections. Page 21 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan Economy: Newly qualified teachers continue to be supported, while a supply teacher booker system has been implemented this term. In conjunction with the Council’s facilities management service a traineeship programme has been set up aimed at winter school leavers, with the support from a Principal Teacher. A significant proportion of care experienced school pupils have taken part in the ‘Career Ready’ coaching programme. Green: Ongoing collaboration with industry leading organisations such as Carbon Futures Trust and other local authorities across Scotland. Living our Values: A young leaders programme has been developed, and more than half of our establishments are now engaging in work relating to promoting the pupil voice. Page 22 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Place: Working together to enhance wellbeing across communities Construction has begun on the Paisley Grammar School Community Campus and remains on track to welcome pupils in 2026. Planning has commenced on the other major projects to enhance and expand the current learning estate. Wi-Fi installation has been completed across our learning estate, while an upgrade will continue throughout 2025. Work has progressed on updating Renfrewshire’s Equally Safe Strategy, and ‘Equally Safe at School’ awareness sessions have taken place with senior leaders in secondary schools. We have started to implement the priority actions from the National Strategy with our Community Justice partners. Page 23 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Fair: Nurturing bright, happy and healthy futures for all Achievements • Our Family Wellbeing Service has supported over 600 families following its successful launch in November 2024. • Following the re-design of our Social Work services, the whole service children and families social work teams were launched in November 2024. A dedicated team has been established to support Kinship Carers in the area. • “Keeping The Promise in Renfrewshire” was published highlighting selected activity around the first 5 years of Renfrewshire’s approach to #KeepThePromise. • Our Promise Keeper Network has expanded to more than 300 members and is receiving local and national interest. • The support and resources which are demonstrating the biggest impact on children and young people’s mental health and wellbeing. Areas for improvement and development • The percentage point gap between the attainment in both literacy and numeracy of pupils living in the most and least deprived areas has increased. • School attendance rates in both primary and secondary remain behind targets. • Senior phase stay-on rates have fallen further behind targets. 97% of our school leavers are in positive destinations Attainment gap in numeracy decreased between pupils eligible for free school meals based on their SIMD decile More care leavers entering employment, education or training courses Low number of care leavers presenting as homeless in the past 6 months Page 24 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Service Improvement Plan: Actions Page 25 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key ACTION STATUS OVERDUE 1 CHECK PROGRESS 0 IN PROGRESS 14 COMPLETED 10 Page 26 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Progress development work in relation to the priority schools identified in the School Estate Management Plan - Paisley Grammar School Community Campus 31-Aug-2026 Paisley Grammar School continues to progress in construction and remains on track for 2026 delivery. Focus of project is beginning to shift towards fit out, transition planning, and digital. Workstreams are underway. Progress development work in relation to the priority schools identified in the School Estate Management Plan - Thorn Primary School 31-Mar-2026 Decision made at March 2025 Policy Board to pause the delivery of a like-for-like Thorn Primary School and undertake an options appraisal to widen the scope of this project. Undertake an evaluation of the roll out of full Wi-Fi across the school estate 31-Mar-2027 Schools have commented and evaluated the Wi-Fi is now in 100% of desired areas and is working well. The switch upgrade is ongoing, and devices need to continue to be refreshed to make full use of the Wi-Fi. Implement the priority actions from the National Strategy for Community Justice with our Community Justice partners. 31-Mar-2027 Efforts are underway to capture and analyse how early measures are being used by justice partners and the extent to which they are achieving successful completions. This analysis will inform future assurance activities, indicating necessary actions to ensure that information provided to the Crown Office and Procurator Fiscal Service (COPFS) and sheriffs is consistent, high-quality, and supports sound decision-making. We have applied insights from our recent work on the Prisoners (Early Release) (Scotland) Act 2025 to establish pre-release coordination meetings. These meetings aim to better support individuals leaving custody after short-term sentences. This collaborative approach enhances information sharing and decision-making, enabling services to effectively plan around the needs of each person. Page 27 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Refresh Renfrewshire’s Equally Safe Strategy 31-Dec-2024 Background work has been completed and decision made by group to look at a ‘plan on a page’ with Action Plan as live working document to sit behind this. Work has begun on the Action Plan, however this requires further commitment of partners, with a view to this being finalised at next the Equally Safe meeting on 5th June. Continue to implement ‘Equally Safe at School’ policy 31-Mar-2027 In line with the ADES commitments, information was shared with secondary schools regarding our commitment at school level around prevention of gender-based violence. To support this, a face-to-face session with the Equally Safe at School (ESAS) team from Rape Crisis Scotland was delivered on 17th March. A senior leader and/or MVP lead from every secondary school and one ASN school participated. Participants were given information regarding the content and practicalities of the programme and use of the online dashboard. This will support school improvement planning going forward. All secondary schools and Mary Russell are now signed up for the programme ensuring we are way ahead of the national expectation that this be overtaken by Spring 2026. The Development Officer (DO) for Health & Wellbeing will support schools in developing a plan for school session 2025/26 in line with local authority expectations. Education Scotland’s ‘Train the Trainer’ training was provided for Mentors in Violence Prevention (MVP) trainers for primary schools in February and March 2025. The DO and 3 others from Youth Services and the Family Wellbeing Service completed the training. Training for primary school staff is now being offered in May. Due to the strength of MVP across Renfrewshire schools, and as part of our Young and Equally Safe in Renfrewshire project, we were asked by Education Scotland to host a schools’ event in June. The event’s main speaker will be Jackson Katz, co- founder of MVP, who is visiting from America. The event will also celebrate the work of mentors across Scottish schools. This will take place on 3rd June in Paisley Town Hall. All schools are required to record incidences of gender-based violence on SEEMiS (Bullying and Equalities module) to enable monitoring and reporting of incidents over time. Page 28 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What we will do Due Date Status Progress update Working in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire and Developing the Young Workforce West, we will ensure planned robust approaches to supporting our most vulnerable learners into positive destinations 31- Mar- 2025 School Leaver Follow-Up destination figure for 2024 summer leavers is 97.1%. This is an increase of 0.6% from last session and includes a rise in the figure for Quintile 1 leavers to 95% which is a 2% increase. Future Paisley event attended by 12 secondary schools in February and March 2025. There was a focus on the regeneration in Renfrewshire and awareness raising of UWS and opportunities for leavers. In February 2025, 55 girls from Renfrewshire Secondary Schools participated in Barclays ‘B in Tech’ event. A School Leaver Follow-Up Practitioners Network Event took place on 26th February. Representatives from Education, Skills Development Scotland & Invest In Renfrewshire met to discuss planning processes and share practice. Local Employability Partnership Assessment Panel collegiate planning decisions in February 2025 ensuring high quality commissioned programmes are in place for session 2024/25 leavers. During Scottish Apprenticeship Week (3rd to 7th March), 12 young people accessed opportunities to work shadow apprentices in partnership with local employers. A ‘Career Ready’ celebration took place on 6th March at Park Mains High School for Renfrewshire’s first cohort of successful ‘Career Ready’ graduates. Contribute to the Council’s Workforce Plan and Strategic Recruitment and Talent Management Plan to enable us to meet workforce demands particularly in relation to Teaching and Social Work. 31- Mar- 2027 Robust support continues to be provided to newly qualified teachers (NQT) to support retention and workforce demand. Supply teacher booker system to be implemented in March 2025. Page 29 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Where it is safe and appropriate to do so, families in need of support will be diverted away from social work and offered assessment and time-limited intervention from Barnardo’s. 31-Dec-2024 Barnardo’s Early Help is fully embedded in the Initial Response Team which went live on 4th November 2024. Implementation of the Learning, Teaching and Assessment Strategy that clearly articulates the vision for planning and delivering high quality learning, teaching and assessment 31-Mar-2027 ‘The Renfrewshire Way’, this guidance has now been launched at the Equity Conference which took place on 30 April and was well received. This will be implemented session 2025/26 by all practitioners across all sectors. Raise attainment and skills for learning, life, and work to enhance opportunities and choices for all our children and young people 31-Mar-2027 Target schools continue to support identified groups of learners. Baseline assessments have been completed and all interventions are now in place. Evaluations are being gathered to evaluate the impact of this work. Establish a dedicated team to support kinship carers in Renfrewshire 31-Dec-2024 The dedicated team is established as of 4th November 2024, developing new processes and arrangements to take forward bespoke support to Kinship carers and the function of assessments to the approval stage. The children of Kinship carers have been transferred to the children and families teams allocated social workers where required. Page 30 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Introduce a new role of Independent Decision Maker within the Social Work Service. 30-Sep-2024 The Independent Decision Maker (IDM) function commenced in September 2024 with an initial focus on Child Protection cases and prioritised Looked After Reviews. Three IDMs were recruited with a further two posts advertised by mid-September. Establish a whole service Social Work duty team with responsibility for all new requests for assistance. 31-Oct-2024 The Front Door Initial Response Team is due to launch on 4th November. Managers and staff have been identified and Standard Operating Procedures are being finalised. Introduce whole service teams for cases which require medium- and longer-term allocation for Social Work support. 31-Oct-2024 The whole service children and families social work teams were launched on the 4th November 2024. Senior managers, team managers, social workers and case holding staff are in place. Page 31 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Build local capacity for transformational whole systems change and to scale up and drive the delivery of holistic whole family support services (CF) 31-Mar-2025 FORT data shows that 636 families have been supported through the community family wellbeing service since recording on this system began. Funded third sector organisations now using FORT to make referrals and record wellbeing information. Three successful family wellbeing launch events in November 2024 reached 559 children and families. Third sector evaluations now underway and outcomes will inform funding for 2025/26. 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 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 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. Currently exploring more joined up working with connected communities. Page 32 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update The Promise Strategic Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families (CF) 31-Mar-2025 A comprehensive report outlining the first 5 years of Renfrewshire’s work to Keep The Promise was presented and discussed at the Education and Children’s Services Policy Board on the 13th March 2025. The publication of this report coincided with the 5-year midpoint of the 10-year programme to Keep The Promise by 2030. Going forward this report will be updated on an annual basis and presented to the Board for consideration by elected members. The report has been well received and shared across our local and national networks. The Promise Keeper Network sits at 362 Promise Keepers with efforts taking place to grow the network. The network is receiving both local and national interest. There has been engagement with Scottish Government’s Promise Team (Care Experience, Children’s Services Reform & The Promise Division) around the merits and best practice nature of this initiative. On the 26th March three Renfrewshire Promise Funded projects were showcased at the Promise Partnership Showcase Event in Stirling organised by CORRA. The projects, the Youth Services Led Grant Programme and the two Keep The Promise Funded Education Projects, were showcased and shared learning with partners across Scotland. The Promise Manager has been working with colleagues in Environment, Housing and Infrastructure (E,H&I) around how that service will work towards Keeping The Promise and support our Care Experienced Community, and a number of actions have been incorporated into EH&I’s 2025/26 Service Improvement Plan. At February’s Promise Strategic Oversight Group, it was agreed that a review of membership take place and a proposed refreshed membership proposal be made. A suggested proposal has been produced and submitted to the Chair, for approval. The Supporting the Workforce workstream is actively progressing on a number of projects of note: “Promise Human Library,” “Care Experienced network for staff and “Guaranteed Interviews” activity. A full update was provided at recent The Promise Strategic Oversight Group. Page 33 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Progress the design and delivery of the Curriculum, Learning, Teaching and Assessment; the Families and Communities; and the Inclusion Portfolios within Children’s Services (CF) 31-Mar-2025 All portfolios continue to focus on the actions plans which they have developed through self-evaluation activity. Portfolio planning teams meet regularly with heads of service to discuss progress and there is now a standing agenda item on tricky issues so discussions are solution focused. Data continues to be shared across portfolios to ensure continuous improvement. Portfolio action plans are being developed to align with Service Improvement Priorities. Deliver mental health and wellbeing support, including Ren10 mental health and wellbeing network to support children, young people and their families (CF) 31-Mar-2025 A plan is in place for the next session (2025/26) and there will be a continuation of the support and resources which are demonstrating the biggest impact on children and young people’s mental health and wellbeing. Work is still ongoing to merge the referral process with FORT. Page 34 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Green What we will do Due Date Status Progress update Continue to work with other council services to deliver improvements to the school estate which offer a high degree of environmental sustainability and energy efficiency. 31-Mar- 2026 Ongoing collaboration taking place. Most recent meetings and information sharing have been with City of Edinburgh, Perth & Kinross, North Lanarkshire. Attendance also taken place at the Learning Places Scotland conference to understand national direction of the Scottish Government, Scottish Futures Trust, and the wider industry including designers, contractors, and partner local authorities. Property Services also continue to engage in a high degree of collaboration with industry leading organisations such as Carbon Futures Trust and other local authorities about building design and operation statistics. A vast amount of data and information has been obtained and is being factored into ongoing planning. Page 35 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Engage and participate in Trauma Informed and Responsive Renfrewshire programme 31-Mar- 2026 Our Promoting Positive Behaviour programme was rewritten to enshrine the Trauma informed principles and included referencing the materials as part of the programme. Our program is delivered annually to all residential and day care staff in childcare and the HSCP. The childcare virtual reality training programme deals with challenging materials, and this has strong links to the national Trauma programme, which is discussed as part of the learning and the debrief sessions. One of the training team is attempting to be trained as a level 2 trainer to enable us to build more of the materials into existing programmes. The newly qualified first year in practice comes into force in October this year and as part of the mandatory learning provided training on the National Framework will be an essential element of the new social workers evidence-based learning journey. Actively promote health and wellbeing support for staff 31-Mar- 2027 Operational update in February 2025 for all senior leaders there will be a Health and Safety Team update from and an update on supports available for staff wellbeing from Organisational Development. Page 36 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Place the human rights and needs of every child and young person at the heart of service planning and delivery (UNCRC) 31-Mar- 2027 We continue to promote and ensure the following aims are embedded in the service, • To ensure children’s rights are respected and protected in law in Scotland • Public authorities legally required to respect and protect children’s rights in their work • Public authorities required to proactively promote children’s rights • Unlawful for public authorities to act incompatibly with UNCRC Through engagement and participation, we will ensure the collective views, needs and aspirations of children, young people and families are met. 31-Mar- 2027 The young leaders of learners' programme has been developed further with 35 establishments now engaging in work relating to promoting pupil voice. In partnership with the HSCP, closely collaborate with young people and their families to ensure a smooth transition to adult services. 31-Mar- 2027 Initial multi-agency development session took place in 2024, and further session planned for Spring 2025. Work ongoing. Page 37 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Service Improvement Plan: Performance Indicators Page 38 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key PERFORMANCE INDICATOR STATUS BELOW TARGET 8 WARNING (within 10% of Target) 15 ON TARGET 9 DATA ONLY 2 PERFORMANCE INDICATOR TREND PERFORMANCE IMPROVING PERFORMANCE IN RANGE PERFORMANCE GETTING WORSE Page 39 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q4 2023/24 Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Explanation of performance Value Value Value Value Value Target Percentage of Looked After Children cared for in the community 90.9% 90.2% 90.8% 90.0% 91.6% 89.9% The percentage of looked after children in the community has increased by 1.6 percentage points (pp) compared with Q3 of 2024/25. The majority of all looked after children continue to live in a community setting either with their own family or with an alternative family. A residential house or school can be more suitable for a small number of children and young people based on their needs, but the service will always seek to have a child live in a family setting where appropriate. Please note, this indicator is also reported annually, and the figure is derived from the Local Government Benchmarking Framework indicator CHN9 'Balance of care for 'looked after children': % of children being looked after in the community'. The last data published for this indicator is for 2022/23; the percentage of looked after children living with families in the community in Renfrewshire was 91.7%, greater than the Scotland average of 89.2%. Percentage of accommodated Looked After Children placed with families 90.3% 89.5% 82.6% 89.6% 90.5% 83% The majority of accommodated children live in a family setting, and this will continue to be the preferred option; with more than 90% of children accommodated in a family setting at the end of March 2025, following a drop of almost 7 percentage points (pp) between Q1 and Q2. There are times when it is more appropriate to support a looked after and accommodated child in a residential house or school, or times when a children’s hearing considers this necessary. Page 40 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q4 2023/24 Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Explanation of performance Value Value Value Value Value Target Percentage of care leavers participating in employment, training or education 56% 61% 50% 59% 58% 55% The proportion of care leavers with open throughcare involvement and in employment, education or training has fallen by 1 percentage-point (pp) since the previous reporting period. The figure of 58% reflects that 90 care leavers with an open throughcare involvement were in employment, education or training at the end of Q4 of 2024/25. This represents an increase drop of 2pp in employment, education or training in comparison to the same period of time in the previous reporting year. Percentage of care leavers who have had a period of homelessness in the last 6 months 6% 6% 4% 2% 3% 0% The proportion of care leavers with open throughcare involvement that have had a period of homelessness in the past six months has increased to 2%; however this figure equates to 5 young people, of the 155 care leavers with an open throughcare involvement. This is a lower proportion with a period of homelessness in the same reporting period in the previous year - however with the numbers remaining less than 10 this explains the fluctuations in the proportion of care leavers this figure relates to. All individuals were either living with family members/friends or provided with temporary homeless accommodation either in Renfrewshire or in other local authority areas. Throughcare and Housing continue to work together to prevent homelessness and to support young people in sustaining tenancies. Page 41 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q4 2023/24 Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Explanation of performance Value Value Value Value Value Target The percentage of NEW clients subject to a new supervision order seen by a supervising officer within 1 week 65% 56% 57% 75% 79% 85% Improvement continuing to rise. Target is set high however it is impacted by other variables, external to the service. Some are due to delay receiving notice from other Courts, and several are due to sentences being deferred before supervision order is imposed /matters not dealt with immediately by Court. These can lead to a time lag in information sharing and affects performance % of NEW unpaid work orders/requirement complete by the required date 95% 79% 93% 83% 97% 75% This is strongest performance this year. The remaining are mostly affected by breach proceedings. Arguably one of the most significant indicators as it means orders have been successfully managed to completion and consequently reduced returns to custody or other court disposals are required. Page 42 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q4 2023/24 Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Explanation of performance Value Value Value Value Value Target Percentage of NEW unpaid work clients seen within 1 working day of the order 68% 68% 55% 66% 63% 70% This remains slightly below target. It is affected by longer term capacity issues (vacancies /long term absence /manager vacancy for several months). These service gaps are being actively addressed with live recruitment. An internal process gap has also been recently identified and being remedied currently. This aims to resolve a process recording issue where someone receives an UW requirement only being processed differently from orders with UW combined with a supervision requirement. This issue also has follow-on implications for the indicator below and is being resolved currently Percentage of NEW unpaid work clients receiving an induction within 5 working days of the order 64% 67% 61% 69% 69% 75% This is slightly below target for same reasons as the indicator above, most notably vacancies and absence which is actively being addressed and should positively improve when vacancies are filled Percentage of NEW unpaid work clients beginning work placement within 7 working days of the order 77% 70% 66% 69% 70% 65% This remains above target. However further improvement is still impacted mostly by capacity factors identified in indicators above that are being actively progressed Page 43 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 4 96.9% 96.1% 95.7% 94.0% 98% Renfrewshire remains ahead of the national figures and in line with the virtual comparator in this measure. In the 2023/24 leavers cohort 94% of Renfrewshire pupils achieved this literacy at SCQF level 4, compared with 94% nationally and 95% for the virtual comparator. The percentage of leavers in Renfrewshire achieving literacy at SCQF level 4 or above has remained relatively constant over the past 5 years. Targets for this measure were set before the pandemic.. % of Leavers attaining numeracy SCQF Level 4 94.5% 93.4% 93.0% 93.0% 94% Renfrewshire is consistently ahead of national figures over 5 years and remains in line with the virtual comparator. In the 2023/24 leavers cohort 93% of Renfrewshire pupils achieved SCQF level 4 numeracy, compared with 91% nationally and 92% for the virtual comparator. At SCQF level 4, numeracy attainment above national and virtual comparator is a consistent trend over the previous 5 years. Page 44 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 5 90.2% 87.1% 85.3% 83.0% 88% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire is consistently in line with the virtual comparator and ahead of national figures in this measure. In the 2023/24 leavers cohort 83% of Renfrewshire pupils achieved this measure, compared with 81% nationally and 85% for the virtual comparator. Targets for this measure were set before the pandemic. % of Leavers attaining numeracy SCQF Level 5 80.1% 76.9% 75.3% 76.0% 77% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire remains ahead of the virtual comparator and national figures in this measure. In the 2023/24 leavers cohort 76% of Renfrewshire pupils achieved this measure, compared with 74% nationally and 71% for the virtual comparator. Renfrewshire remains in line with pre-pandemic levels, which is the most credible like for like comparison. Targets for this measure were set before the pandemic. Page 45 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Average total tariff score of all school leavers in Renfrewshire 1,115 984 933 941 960 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is ahead of 2018/19 leavers cohort, which was 923. Targets for this measure were set before the pandemic. Average total tariff score of leavers living in SIMD 30% most deprived areas 826 745 681 681 700 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is ahead of the 2018/19 leavers cohort, which was 674. Targets for this measure were set before the pandemic. Page 46 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Percentage gap in average total tariff score of school leavers resident in SIMD 30% most deprived and those from the 70% least SIMD deprived Renfrewshire areas. 34% 32% 36% 38% 28% The size of the gap between pupils living in most and least deprived areas has increased further in 2023/24. This is because the average total tariff score of leavers from the 30% most deprived SIMD areas increased more than those from the 70% least deprived SIMD areas. Please note - leavers in the 2020, 2021 and 2022 cohorts experienced alternative assessment methods to pre-pandemic cohorts and therefore data should be treated with caution as it is not a direct comparator with previous years. Average Total Tariff Score of Looked After Children (school leavers) 471 328 320 283 330 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. There is a high degree of variability in this data due to small cohorts. The 2023/24 data is in-line with pre-pandemic levels; in 2018/19, this figure was 280. Targets for this measure were set pre- pandemic. Page 47 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Gap between the Average Total Tariff Score of Looked After Children (school leavers) and that of the total Renfrewshire leavers cohort 58% 66% 67% 62% 63% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Attainment of both care experience pupils and the general cohort have followed similar patterns over this period. The percentage gap between the average total tariff score of care experienced school leavers and the general leavers cohort has improved by 5 percentage- point. Page 48 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 12 15.4 16 14 10 The size of the attainment gap has decreased since 2022/23 and is within 0.4 percentage points of the 2021/22 figures. Attainment has improved consistently over the previous 3 years with a 5 percentage point increase in attainment in both groups. Pupils living in most deprived areas were more significantly impacted by the pandemic which caused these gaps to widen. The data indicates that some progress is being made to decrease gaps however a significant challenge remains. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 10 13.4 11 11 9 The size of the attainment gap is in line with 2022/23 and lower than in 2021/22. Attainment has increased for both groups over this period, with an 3 percentage point increase for pupils living in 30% most deprived areas and a 2 percentage point increase for those living in 70% least deprived areas. Pupils living in most deprived areas were more significantly impacted by the pandemic which caused these gaps to widen. The data indicates that some progress is being made to decrease gaps however a significant challenge remains. Page 49 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils entitled to Free School Meals and pupils not entitled 18 21 22 18 15 Please note that due to changes in free meal entitlement these comparisons are not reliable. Previous years data will include P4 attainment which is now covered under universal provision. The size of the attainment gap has decreased since 2022/23 and is now lower than in 2021/22. Attainment of pupils entitled to free meals has increased by 7 percentage points since 2021-22 compared with 4 percentage points for those that are not entitled. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils entitled to Free School Meals and pupils not entitled 14 17 18 14 14 Please note that due to changes in free meal entitlement these comparisons are not reliable. Previous years data will include P4 attainment which is now covered under universal provision. The size of the attainment gap has decreased since 2022/23 and is now lower than in 2021/22. Attainment of pupils entitled to clothing grants has increased by 4 percentage points since 2021-22 compared with a 1 percentage point increase for those not entitled. Page 50 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of School leavers in a positive destination 96.5% 96.6% 96.4% 97.1% 98% The percentage of leavers entering a positive destination has increased in Renfrewshire to 97.1%. This is an increase over 5 years and Renfrewshire remains ahead of the national figure (95.7%). Compared to the previous year, a higher proportion of Renfrewshire's 2023/24 leavers cohort have entered higher education (43.1% up from 41.6%) and further education (26.1% up from 24.9%). With more leavers entering higher and further education, this means that the proportion of leavers entering employment has fallen from 26.1% to 21.4%. Compared with national figures, Renfrewshire has a higher proportion of leavers entering higher education and a lower proportion of leavers that are unemployed. No of foundation apprenticeships accessed by Renfrewshire school pupils 44 55 14 21 45 We have a higher number starting Foundation Apprenticeships this year, so hopefully we will see greater figures completing moving forward. During 2023/24, 21 young people from Renfrewshire schools began Foundation Apprenticeships. More frameworks have been established in the area, but had to be cancelled due to no uptake. A richer curriculum is currently offered at school that includes a wide range of new courses, and creates additional opportunities for young people. We will continue to work with West College Scotland to provide attractive options for young people and intend to grow this number year after year as part of the wider goal of positive post-school destinations for all young people. Page 51 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 Target Explanation of Performance Value Value Value Value % of children attending school (Primary) 94.6% 92.6% 92.8% 93.1% 95.5% Renfrewshire primary schools have worked hard to maintain a strong level of attendance, with a further increase from 2022/23. National and virtual comparator data for the 2023/24 school term will be available in Spring 2025. % of children attending school (Secondary) 87.9% 87.1% 86.9% 86.8% 91% Renfrewshire secondary schools have worked hard to maintain attendance. However, challenges for some families has resulted in pockets of attendance falling. This is a picture which is being replicated across the country. National and virtual comparator data for the 2023/24 school term will be available in Spring 2025. Page 52 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of performance Value Value Value Value % of young people choosing to stay onto S5 (as % of S4 roll at September previous year) 94.5% 92.1% 89.5% 91.4% 92% The percentage of pupils staying on to 5th year has increased in comparison to 2023/24. There is no national comparator data for this specific measure at present. % of young people choosing to stay onto S6 (as % of S4 roll at September two years before) 72.4% 66.4% 62.6% 62.8% 71% Stay on rates for young people choosing to stay on to S6 remain below target. Education for the senior phase has a strong focus on personal development and employability skills as well as on academic attainment, and support is offered to ensure positive post-school positive destinations for all. No comparator data is available at present. Percentage of pupils satisfied with establishments Education Scotland Survey N/A 77.3% 82.6% 90.2% 100% Figures for this indicator are taken from pupil responses to surveys sent out by inspectors; in this case, it is the proportion responding positively to the statement “I enjoy learning at my school”. As such, they relate to a proportion of pupils in a small number of schools. Schools inspected in 2024/25 to date are Kirklandneuk Primary School, Bargarran Primary School, and Mossvale Primary School & Nursery Class. This measure does not take into account other statements which cover the broader aspects of school life, such as pastoral care, extracurricular activities, and the relationships between pupils and staff. Page 53 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values Indicator Current Status Short term trend Long term trend Q4 2023/24 Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Explanation of performance Value Value Value Value Value Target % of Stage 1 complaints responded to within timescales agreed with customers 100% 100% 100% 100% 100% 95% Children's Services received 19 Front Line (Stage 1) complaints; all were for Education and were completed within target. % of Stage 2 complaints responded to within timescales agreed with customers 91% 86% 94% 100% 97% 95% Children's Services received 31 Investigation (Stage 2) complaints; 24 Education and 7 Social Work. 30 were completed within target; 23 Education and 7 Social Work, with 1 Education completed outwith target. This represents a drop of 3 percentage points (pp) from Q3 of 2024/25. % of FOI requests completed within timescale by Children's Services 85% 85% 81% 79% 81% 100% Children's Services, has seen an increase in the percentage of FOIs completed within 20 working days, in the final quarter of 2024/25. Overall, 81% of FOIs were completed within timescales, compared to 79% in the previous quarter. For Q4 of 2024/25, Children's Services received 71 FOIs; 53 Education and 18 Social Work. 55 were completed within the required timescale; 37 Education and 18 Social Work, while 11 ED FOIs were completed outwith the timescale. Page 54 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Management Information Indicator Q4 2023/24 Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Explanation of performance Value Value Value Value Value Percentage of children registered in this period who have previously been on the Child Protection Register 11.1% 22.0% 4.0% 4.7% 3.2% There were 31 new CP registrations between January and March 2025; similar to the number of registrations in the same period in 2024. Of the CP registrations in this period, 10 children had previously been registered, 1 within the last 2 years. Re- registrations are monitored as part of the Renfrewshire Child Protection Committee’s performance management to ensure that there have been no inappropriate de-registrations. Number of children on the Child Protection Register at quarter end date 61 76 76 71 63 There were 63 children on the Child Protection Register (CPR) as at the reporting period end date in Q4 of 2024/25. During Q4, there were 30 children newly registered, and 38 children were de-registered. Trends in child protection activity are monitored by the Renfrewshire Child Protection Committee which receives a report on a range of performance measures. Please note that there are no targets for these indicators Page 55 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2024 – 27 2024/25 Outturn Report Page 56 of 157
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1 _________________________________________________________________ To: Education and Children’s Services Policy Board On: 15 May 2025 __________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children’s Services 2025-2028 Service Improvement Plan ___________________________________________________________________ 1. Summary 1.1. The Service Improvement Plan for Children’s Services is a three-year plan covering the period 2025-2028. The purpose of the Plan is to identify the priorities being addressed, the key tasks to be implemented, the implementation timetable and our measures of success. 1.2. The Service Improvement Plan is part of a suite of documents which describe the strategic direction for the service and the Council, that also includes the Council Plan, Community Plan, Risk Management Plan, and the Workforce Plan. 1.3. The Service Improvement Plan is appended to this report and includes Performance Indicators, and an Action Plan grouped under the Council Plan themes. A mid-year progress update on the Service Improvement Plan will be submitted to the Education and Children’s Services Policy Board in the Autumn of 2025. __________________________________________________________________ 2. Recommendations 2.1. It is recommended that the Education and Children’s Services Policy Board: (a) Notes the content of the attached Service Improvement Plan; (b) Approves the changes to the action plan and performance indicators outlined in Section 5; and Item 3 Page 57 of 157
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2 (c) Notes that mid-year progress of this Service Improvement Plan will be reported to this Board in the Autumn of 2025, with updates to the Performance Indicators and Action Plan. __________________________________________________________________ 3. Background 3.1. Renfrewshire Council’s Children’s Services are responsible for the delivery of early learning and childcare, universal services such as primary and secondary education, social work services to children and families, justice social work services, and targeted and specialist services for specific identified needs. These include child protection services, the provision of education to children and young people with additional support needs, mental health and addictions services for children and young people, and management and rehabilitation services for people who have committed offences. 3.2. Our approach is strongly focused on prevention, early intervention and providing additional support for the most vulnerable. Whilst children’s health services sit within Renfrewshire’s Health and Social Care Partnership (HSCP), a key priority of both organisations will be the continuation of effective integrated working to improve outcomes for children and young people. 3.3. The Service Improvement Plan is a comprehensive statement of the outcomes the service aims to achieve, and the actions it will take to achieve these. It fits within the wider planning framework of the Council by taking account of Community Planning themes and Council priorities. It enables elected members to have oversight of developments within the service and to consider and develop policy options which reflect both the needs of our children, young people, and their families and communities, and resource availability. __________________________________________________________________ 4. Service Improvement Plan 2025-2028: What do we want to achieve? 4.1. All Council services continue to operate in a challenging context. Our communities face a cost-of-living challenge, and we will respond by addressing the causes of inequalities. Establishments and children’s social work services are also witnessing increases in scale of need and demand caused by households facing financial difficulty. 4.2. Over the next three years, Children’s Services will play a critical role in Renfrewshire’s local response to poverty, by sharing data and insight to direct resources to areas of greatest impact and improving outcomes for children and families currently living in poverty, complementing the activity outlined in the Council Plan 2022-2027, Renfrewshire Children’s Services Partnership Plan, the Education Improvement Plan, and the Fairer Renfrewshire Programme. Page 58 of 157
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3 4.3. In accordance with the United Nations Convention on the Rights of the Child (UNCRC), we will ensure that the voices of children and young people are heard and included, and their human rights are respected. Children and young people’s human rights will be at the heart of the planning and delivery of services that affect them. Children’s Services will inform Renfrewshire’s response to UNCRC by promoting awareness of children’s rights, not just amongst children and young people but also adults. 4.4. By ensuring that robust child protection procedures are in place, we will protect the most vulnerable members of our communities, including children and young people who are at risk of harm. Our Equally Safe Strategy has been refreshed and will be implemented across our services including education settings, underpinning our commitment to eradicating violence against women and girls and providing safety for all. Justice services will review and develop the unpaid work scheme to improve outcomes for individuals and communities. 4.5. Children’s Services are committed to supporting and nurturing our children, families, and communities, through our approach to the whole family wellbeing model. We will also promote early and preventative intervention, and continue supporting children, young people, and their families to prepare for the move into adult services and greater independence. We aim to engage with, and encourage participation of, children, young people, and their families to ensure that their needs are met, and collaborate with our key partners to ensure our children and young people enjoy good physical and mental health 4.6. The Scottish Government’s Promise Implementation Plan and The Promise Plan 2024-30 were published in Summer 2024, with Renfrewshire’s response at a key stage in the overall 10-year programme. Children’s Services will continue to progress Renfrewshire’s response, through mapping and planning sessions around the wider implications for all Council services in relation to our planning, priorities, and governance arrangements. 4.7. We will continue to strengthen our approach to planning and future proofing our learning estate, showing commitment to developing modern, energy efficient and fit for purpose buildings, and creating an inclusive environment to allow children and young people to thrive. 4.8. Closing the poverty-related attainment gap remains a priority for Children’s Services. Central to this effort, we will continue to improve the attainment and achievements of our learners through effective use of data, universal and targeted approaches, the launch of our learning and teaching strategy ‘The Renfrewshire Way’, and robust systems for assessment and monitoring. 4.9. We remain committed to collaborating with establishment leaders to provide ongoing support for children and young people with additional needs throughout their education. Additionally, we will ensure that vulnerable young Page 59 of 157
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4 people receive the guidance they need to achieve and maintain positive opportunities beyond school. 4.10. There is a commitment to ensure that compulsory supervision is only utilised in the children’s hearing system where it is in the best interests of the child and reflects national policy. Our focus will be on securing permanency arrangements for children where this is the best outcome. Ultimately, we aim to support children, young people and their families to prepare for the transition to adult services and greater independence. 4.11. Following the re-design of children and justice social work services, we will review and evaluate the progress and develop a new operating model for Children’s Services. To enable the effective delivery of our key workforce priorities to support the health, safety, and wellbeing of our staff, we will address the priorities identified within the 2024 staff survey. __________________________________________________________________ 5. Proposed changes to the Action Plan and Performance Indicators 5.1. The action ‘Progress development work in relation to the priority schools identified in the Learning Estate Management Plan’ has been updated to reflect the Learning Estate Strategy, and the additional new build priority school and extension to an existing secondary school. 5.2. The action ‘The Promise Strategic Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families’ which was reported through both the Service Improvement Plan and the Council Plan with a due date of March 2025, will extend into this SIP and for the duration of the existing Council Plan. This will ensure that we report on Renfrewshire’s progress in #KeepingThePromise, which will run nationally until 2030. 5.3. Upon the completion of the action ‘Refresh Renfrewshire’s Equally Safe Strategy’, which is expected to be finalised in June 2025, this will be replaced by a new action titled ‘Implement Renfrewshire’s Equally Safe Strategy’, which will be monitored over the 3-year duration of this plan. 5.4. We have also included the following actions to align with the corporate priorities relating to data and digital strategies, and workforce planning: • Ensure that evidence-based data driven decision making improves outcomes for children, families and communities. • Take forward findings from Employee Survey and develop actions across the following three priority areas. Page 60 of 157
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5 • Play a key role in the Reshaping Renfrewshire – Transformation Programme and associated workstreams. • Engage with the Data Advisory Group to ensure data activities align with the Data Strategy Framework, cross-service data sharing opportunities are identified, and data improvement activities are carried out in a consistent manner across the organisation. __________________________________________________________________ 6. Monitoring progress 6.1. Progress on the implementation of the Service Improvement Plan is regularly monitored by the extended Senior Leadership Team and will be reported to the Education and Children’s Services Policy Board on a six-monthly basis. A mid- year review of progress will be brought to this Board in the Autumn of 2025, with an annual outturn reported in Spring 2026. Implications of the Report 1. Financial – The Service Improvement Plan highlights resourcing pressures arising from increasing demand for services and the current financial environment. 2. HR & Organisational Development – The Service Improvement Plan also highlights workforce development and wellbeing considerations. 3. Community/Council Planning – The report details a range of activities which reflect Council and Community Planning themes and a direct link to the delivery of the Council Plan. 4. Legal – none. 5. Property/Assets – none. 6. Information Technology – Service developments relating to information technology are key enablers of service improvement, modernisation, and support service-level and corporate objectives. 7. Equality & 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. 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 & Safety – none. 9. Procurement – none. Page 61 of 157
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6 10. Risk – Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact – none. 12. Climate Risk – Actions and performance indicators aligned to Strategic Priority 4: Green, of Renfrewshire’s Council Plan, highlights activities across the Council to tackle climate change. 13. Children’s Rights – Children’s rights and the articles which underpin them have been considered as part of the preparation of this report. The report highlights many of the activities which partners in Renfrewshire undertake to achieve positive outcomes for children and their families through wider child, adult, and community protection work. 14. COSLA Policy Position – none. ___________________________________________________________________ List of Background Papers: None ___________________________________________________________________ Author: Alasdair Mann, Senior Policy Officer Contact Officer: Yvonne Farquhar, Policy Manager (People) Appendix I: Service Improvement Plan 2025-2028 ___________________________________________________________________ Page 62 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2025 –28 Page 63 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Welcome to our Service Improvement Plan I am delighted to introduce the 2025-2028 Service Improvement Plan (SIP) for Children’s Services. The plan sets out our vision for the three years ahead, and how we as a team will help ensure the organisation delivers on the strategic outcomes set out in the Council Plan. Councils everywhere are facing a very challenging financial context over the years ahead, while the cost-of-living crisis and poverty- related inequalities will continue to affect our communities. So that makes it even more important we have a clear sense of direction on how to focus our resources to deliver on what’s most important – helping deliver the best start to life for Renfrewshire’s children and young people. This plan will help us do that. I have been impressed by the commitment and great work already being delivered by colleagues across the service, and the plan sets out where we can continue and build on that over the next three years. Our areas of focus will include putting children and young people at the heart of our services, tackling the impact of poverty, protecting the most vulnerable, raising attainment for all, and creating the best possible environment for our children and young people to thrive. That will mean a team effort across the service, the wider council and our partners. I look forward to working with all of you to do that. Janie O’Neill Director of Children’s Services Page 64 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Children’s Services Page 65 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services - about us Children’s Services are responsible for the delivery of early learning and childcare, primary and secondary education, social work services to children and families, and justice social work services. Children’s Services provides universal services such as education, and targeted and specialist services for specific identified needs. Our specialist provision includes child protection services, providing education to children and young people with additional support needs, mental health and addictions services for children and young people, and management and rehabilitation services for people who have committed offences. The Director of Children’s Services is the Council’s Chief Education Officer and is supported by three Heads of Service: two Heads of Education and the Head of Children and Justice Social Work. The Head of Children and Justice Social Work is also the Chief Social Work Officer for the Council and the Health and Social Care Partnership. Director of Children’s Services Janie O’Neill Head of Children and Justice Social Work John Trainer Head of Education Emma Henry Head of Education Gerard McLaughlin Page 66 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Resources and Risks BUDGET The Children’s Services revenue budget for 2025/26 is approximately £267m, equating to almost half of the Council’s General Services budget. As part of the capital budget, over £76m will be invested in 2025/26 in Schools and Early Years establishments, with £151m to be invested over the period 2025/26 to 2029/30. RISK MANAGEMENT The Council’s risk management arrangements are well established with all strategic, corporate and service risks being reported to the Audit, Risk and Scrutiny Board. Children’s Services risks are detailed below: Strategic risks • Learning Estate Strategy – very high • Pandemic threat –high Corporate Risks • Financial Sustainability – very high • Cyber Security –very high Service Risks • Temporary funding streams ending – high • Violence and Aggression –high • Pupil Attendance and Exclusions –high • Additional Support for Learning –high • 21 hours non-class contact time -high Page 67 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Workforce Innovation and Wellbeing The Council launched its people strategy “Our People, Our Future” in 2021, which was updated in 2023 with the following 3 priorities: Improving our Workforce Planning Equality, Diversity, and Inclusion Employee Experience The strategy covers the period 2021-2026 and work will begin this year to develop a new strategy. In early 2025, Audit Scotland published the results of their Scotland-wide thematic Best Value review on workforce innovation. The report on Renfrewshire Council had many examples of good practice and presented us with three areas for improvement, which our People and OD will progress in partnership with other Council services. Children’s Services will ensure these priorities are reflected in both our strategic and day-to-day operations. High-level actions are embedded in our Service Improvement Plan, with a particular emphasis on supporting our teams following service re-designs. These re- designs have been – and will continue to be – collaborative and people-centred, reflecting our values with regular workshops and catch ups. We will also actively take forward findings from the Employee Survey to address workload issues and the mental and physical wellbeing of our workforce. Our high-level actions will align with the Cultural Assurance Model and other scrutiny exercises. Page 68 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Data Strategy The Council’s Digital Strategy includes Smart Data Workstream tasked with improving the management and exploitation of data in a consistent way across our services, leading to the improvement of the Council’s capabilities around data. As part of the Smart Data Workstream an organisation-wide data governance group has been created which includes data specialist representatives from all services. Service data strategies have been developed since 2024 to address gaps and improve the management and exploitation of business-critical data. In 2025/26, the service will: Through evidence-based data driven decision making we will improve outcomes for children, families and communities. • Increase cross-sector working to create consistent data approaches and share best practice. • Expand data literacy training offer across Children’s Services. • Increase awareness of data analysis across all teams within Children’s Services. Barriers • Service re-designs have impacted resources available for analysis & reporting. • Limitations within management information systems. • Actions identified from analysis may not be achievable in financial climate. Data Network Group to identify key areas for improvement relating to consistent approaches & roles/ responsibilities Improved data processes to reduce duplication and manual error Wider rollout of data literacy programme to all teams Increased sharing of analysis across teams Page 69 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Renfrewshire Council’s Service Improvement Context Reflecting our values Delivering financially sustainable services Promoting equality, diversity and inclusion Delivering Best Value Aligning to our Council Plan and the Community Plan Page 70 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Cost-of- Living-Crisis Humanitarian Support and Resettlement UN Convention on the Rights of the Child The Promise GIRFEC Refresh and additional support for learning review Tackling the poverty-related attainment gap National Guidance for Child Protection in Scotland Vision for Justice in Scotland National Care Service Raising Attainment for All Climate Change Education Reform National Social Work Agency National Policy Context Page 71 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Local Policy Context Our Values Our Values describe our promise to our communities, staff, and partners. They guide how we deliver services and make decisions. Council and Community Plans Our Council Plan and Community Plan set the strategic framework for our organisation and describe what we want to achieve for Renfrewshire Fairer Renfrewshire Programme Brings together existing programmes of work focused on achieving fairness and equity, and tackling the inequalities that exist across Renfrewshire’s communities. Best Value Aims to ensure good governance; manage resources effectively; focus on improvement; and, most important of all, deliver the best possible outcomes for local people. Learning Estate Strategy Our most ambitious and high-value investment programme to achieve our long- term strategy to “create the best possible learning estate to allow children and young people to thrive”. Gaelic Language Plan Renfrewshire Council is committed to providing Gaelic education opportunities for our residents and those who wish to undertake this in future through our Gaelic Language Plan 2024 – 2029. Equalities, Diversity and Inclusion Every area of work within the Council has a role to play in promoting equality and diversity. The Equality Act 2010 protects people from unfair treatment and asks public bodies to show how they make a positive difference to equality groups. Community Mental Health & Wellbeing Every area of work within the Council has a role to play in promoting equality and diversity. The Equality Act 2010 protects people from unfair treatment and asks public bodies to show how they make a positive difference to equality groups. Page 72 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Key Priorities Raise attainment and enhance learning and teaching in an inclusive environment Protect the most vulnerable members of our communities, including children and young people who are at risk Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Create the best possible learning estate to allow children and young people to thrive Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty Support and nurture our children, families and communities Contribute to the Reshaping Renfrewshire - Transformation and Change Programme Responding to the findings from the employee surveys and self-assessment in partnership with our people Page 73 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Focus 2025/26 • Continue to progress Renfrewshire’s response to KeepingThe Promise • Continue to enhance our approach to thewhole family wellbeing model, promoting early and preventative intervention • In accordance with UNCRC, ensure thatvoices of children and young peopleare heard and included, and their human rights arerespected • Ensure that robust child protection responses are in placeand implement the recommendations from the children at risk of harm inspection • Focus on securing permanency arrangements for children where this is the best outcome • Support children, young people and their families to prepare for the transition to adult services and greaterindependence • Ensure compulsory supervision is only utilised in the children’s hearing system where it is in the children’s interests and reflects national policy • Implement the Equally Safe Strategy • Review and develop the unpaid work scheme to improve outcomes for individuals and communities • Review and evaluate the redesign of children and justice social work and develop a new operating model for Children’s Services Page 74 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Focus 2025/26 • Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health • Play a critical part in ourlocal response to poverty, sharing data and insight to direct resources to areas of greatestimpact • Closing the poverty related attainment gap and improving attainment of our lowest 20% learners through effective use of data, targeted approaches, the implementation of a learning and teaching strategy and through strengthened assessment, tracking and monitoring • Ensure robust action plans are in place to develop and align with the work of the Curricular Improvement Cycle • Through robust self evaluation with key stakeholders, we will refresh our resource and supports offered to maximise impact further • Continue to strengthen our approach to planning and future proofing our learning estate • Continue to work with establishment leaders to support our children and young people with ASN • Continue to develop strategies to improve attendance and reduce exclusions - three targeted secondary schools are currently working on a National pilot with Education Scotland on the, Improving Attendance Quality Improvement Programme. A pilot project targeting two secondaries will be implemented in collaboration with Police Scotland and the recruitment of a Youth Engagement Development Officer. • Continue to support vulnerable young people toachieve and sustain positive pathwaysafter leaving school • Effective delivery of our key workforce priorities to support the health, safety and wellbeing of our staff and address the priorities identified within the staff survey Page 75 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan Children’s Services Action Plan and Performance Indicators Page 76 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What will we do? What difference will we make? Who is leading this? When will we do this by? Progress development work in relation to the priority schools identified in the Learning Estate Management Plan – a) Paisley Grammar School Community Campus b) Thorn Primary School c) Extension and Adaptations to Park Mains High School d) A New Dargavel Primary School Pupils and staff enjoy a modern, fit for purpose, learning estate which supports learning and achievement. Head of Education (Strategy & Improvement) Learning Estate Strategy and Delivery Manager a) 31 August 2026 b) Ongoing c) 31 August 2027 d) 31 August 2027 Undertake an evaluation of the roll out of full Wi-Fi across the school estate Ensure that we have good connections which supports flexible learning and allows that is aligned to current technology trends. Digital Learning and Link Manager 31 March 2026 A digital strategy will be developed, implemented and evaluated for children, young people and families which will focus on Transformation, Capacity Building and Innovation In line with the corporate digital strategy, our children, young people and families will have a successful digital experience that supports learning and is seamless, integrated, consistent and personalised. Digital Learning and Link Manager 31 March 2027 Ensure that evidence-based data driven decision making improves outcomes for children, families and communities. Increase in cross-sector working to create consistent data approaches and share best practice. Enhanced data literacy across Children’s Services. Increased awareness of data analysis across all teams within Children’s Services. Head of Education (Strategy & Improvement) 31 March 2026 Page 77 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What will we do? What difference will we make? Who is leading this? When will we do this by? Implement the priority actions from the National Strategy for Community Justice with our Community Justice partners Enhance intervention at the earliest opportunity by ensuring greater consistency, confidence in and awareness of services which support the use of direct measures and diversion from prosecution. Enhance community integration and support by increasing and promoting greater use of voluntary throughcare and third sector services. Community Justice Lead Officer 31 March 2027 Continue to implement ‘Equally Safe at School’ policy A whole school approach to preventing and eradicating violence against women and girls, with staff and students working together with a shared understanding and commitment to equality and safety for all. Education Manager (Quality Improvement and Health & Wellbeing) 31 March 2027 Implement Renfrewshire’s Equally Safe Strategy Preventing and eradicating violence against women and girls. Children’s Services Manager (Front-Door Services) 31 March 2028 Page 78 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What will we do? What difference will we make? Who is leading this? When will we do this by? Contribute to the Council’s Workforce Plan and Strategic Recruitment and Talent Management Plan to enable us to meet workforce demands particularly in relation to Teaching and Social Work Creating a high performing and sustainable workforce capable of meeting the Council’s future challenges. Education Manager (Leadership & Professional Development) Strategic Manager (Children and Justice Social Work) 31 March 2027 Working in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire and Developing the Young Workforce West, we will ensure planned robust approaches to supporting our most vulnerable learners into positive, sustained destinations This will provide a coordinated approach to ensuring that all young people, particularly the most vulnerable, are given the best opportunities and supports to move into positive future pathways. Education Manager (Developing the Young Workforce) 31 March 2028 Page 79 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? Implementation of the Learning, Teaching and Assessment Strategy that clearly articulates the vision for planning and delivering high quality learning, teaching and assessment All staff will be aware of the Renfrewshire Vision for learning, teaching and assessment and features of highly effective practice and will begin to use them in their practice. All practitioners are provided with the opportunity to learn from and share highly effective practice. All staff will be empowered and supported to strengthen their practice through collaboration and professional learning. Learners’ experiences will improve as the vision for highly effective practice is realised in each establishment. Education Manager (Assessment & Moderation) 31 March 2027 Raise attainment and skills for learning, life, and work to enhance opportunities and choices for all our children and young people Close the educational attainment gap for our care experienced children and young people. Ensuring equality through targeted improvement activity in literacy, numeracy and health and wellbeing Improve attendance and monitor exclusions and provide help to parents and carers to support their children and young people to meet their educational needs. Heads of Education 31 March 2027 Page 80 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? The Promise Strategic Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families (CF) Continue to progress Renfrewshire’s response to KeepingThe Promise The Promise Manager 31 March 2027 (CP) 31 March 2028 (SIP) (overall programme until 2030) We will embed the whole family wellbeing service and request for assistance process to ensure that families get the right support at the right time, based on need The request for assistance process will enable families to reach in for support themselves and is a one door approach for professionals to seek stage 1 support for families which will include access to our funded third sector partners. This will result in improved family wellbeing outcomes, reduced number of crisis and social work interventions and improved access to early intervention and prevention services. Education Manager (Whole Family Wellbeing) 31 March 2028 Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health We will have improved physical and mental health for our children, young people, families and communities Service Improvement Manager Education Manager (Quality Improvement and Health & Wellbeing) 31 March 2028 Page 81 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? Focus on securing permanency arrangements for children where this is the best outcome Ensure that children who cannot safely remain in the care of their birth parents have a permanence decision six months after becoming accommodated and have a permanence plan agreed within 12 months of becoming accommodated. Social Work Strategic Manager (Depute Chief Social Work Officer) 30 June 2026 Implement the recommendations from the children at risk of harm inspection Ensure that robust child protection responses are in placeand implement the recommendations from the children at risk of harm inspection. Head of Children and Justice Social Work (Chief Social Work Officer) 31 March 2026 Provide support and intervention at the right level and the right time to allow children and families to move out of the system quickly when challenges are addressed and resolved Ensure compulsory supervision is only utilised where it is in the child’s best interests, and it is not in place for longer than necessary. Children’s & Justice Services Manager (Assurance & Change) 30 June 2026 Review the impact of the social work re- design Clarity about the impact of the service re-design upon delivery of key objectives leading to improvement and adaptation where required. Social Work Strategic Manager (Depute Chief Social Work Officer) 30 November 2026 Page 82 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? Ensure robust action plans are in place to develop and align with the work of the Curricular Improvement Cycle This systematic review of the Scottish curriculumwill ensure it remains up to date and relevant for all children and young people. Head of Education (Attainment, Inclusion & Wellbeing) Education Manager (Assessment & Moderation) 31 March 2028 Continue to work with establishment leaders to support our children and young people with Additional Support Needs Ensure that resource is allocated effectively and equitably in line with the staged intervention framework, supporting Renfrewshire’s children and young people to access an appropriate education. Head of Education (Attainment, Inclusion & Wellbeing) Education Manager (ASN & Inclusion) 31 March 2028 Managing and Reporting Violence and Aggression Incidents in Establishments Policy will continue to be embedded, ensuring that local processes are followed to track and monitor incidents resulting in appropriate interventions and supports being actioned Continue to support establishments to embed new policy and signpost to the related training opportunities to support this both universally and targeted. Head of Education (Attainment, Inclusion & Wellbeing) Education Manager (ASN & Inclusion) 31 March 2028 Page 83 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicators – Financial Year Last Updated Value Target Proportion of children being looked after in the community Q4 2024/25 91.6% 89.9% Percentage of accommodated Looked After Children placed with families Q4 2024/25 90.5% 83% Percentage of care leavers participating in employment, training or education Q4 2024/25 58% 55% Percentage of care leavers who have had a period of homelessness in the last 6 months Q4 2024/25 3% 0% The percentage of NEW clients subject to a new supervision order seen by a supervising officer within 1 week Q3 2024/25 75% 85% % of NEW unpaid work orders/requirement complete by the required date Q3 2024/25 83% 75% Percentage of NEW unpaid work clients seen within 1 working day of the order Q3 2024/25 66% 70% Percentage of NEW unpaid work clients receiving an induction within 5 working days of the order Q3 2024/25 69% 75% Percentage of NEW unpaid work clients beginning work placement within 7 working days of the order Q3 2024/25 69% 65% Page 84 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicator – Academic Year Last Updated Value Target % of Leavers attaining literacy SCQF Level 4 2023/24 94.0% 98% % of Leavers attaining numeracy SCQF Level 4 2023/24 93.0% 94% % of Leavers attaining literacy SCQF Level 5 2023/24 83.0% 88% % of Leavers attaining numeracy SCQF Level 5 2023/24 76.0% 77% Average total tariff score of all school leavers in Renfrewshire 2023/24 941 959 Average total tariff score of leavers living in SIMD 30% most deprived areas 2023/24 681 770 Percentage gap in average total tariff score of school leavers resident in SIMD 30% most deprived and those from the 70% least SIMD deprived Renfrewshire areas. 2023/24 38% 28% Average Total Tariff Score of Looked After Children (school leavers) 2023/24 283 330 Gap between the Average Total Tariff Score of Looked After Children (school leavers) and that of the total Renfrewshire leavers cohort 2023/24 62% 63% No of foundation apprenticeships accessed by Renfrewshire school pupils 2023/24 21 50 Percentage of pupils satisfied with establishments Education Scotland Survey 2024/25 90% 100% Page 85 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicator – Academic Year Last Updated Value Target Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 2023/24 14 10 Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 2023/24 11 9 Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils entitled to Free School Meals and pupils not entitled 2023/24 18 15 Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils entitled to Free School Meals and pupils not entitled 2023/24 14 14 % of School leavers in a positive destination 2023/24 97.1% 98% % of children attending school (Primary) 2023/24 93.1% 95.5% % of children attending school (Secondary) 2023/24 86.8% 91% % of young people choosing to stay onto S5 (as % of S4 roll at September previous year) 2024/25 91.4% 92% % of young people choosing to stay onto S6 (as % of S4 roll at September two years before) 2024/25 62.8% 71% Page 86 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Green What will we do? What difference will we make? Who is leading this? When will we do this by? Continue to work with other council services to deliver improvements to the school estate which offer a high degree of environmental sustainability and energy efficiency Following the Council’s declaration of a climate emergency in June 2019, the delivery of this action will make a critical contribution towards Renfrewshire being carbon neutral by 2030. Head of Education (Strategy & Improvement) Learning Estate Strategy and Delivery Manager 31 March 2026 Page 87 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Engage and participate in Trauma Informed and Responsive Renfrewshire programme We understand what trauma is, and how it affects people, so we will now work differently: Learning and working together to co-create fair and helpful collaborations to support healing and recovery with people affected by trauma. Progress towards, and achievement of, improvement outcomes for people, systems and services as detailed of five strategic themes and outcomes in Trauma Informed and Responsive Renfrewshire programme All Heads of Service 31 March 2026 Actively promote health and wellbeing support for staff Our staff feel supported and are aware of the health and wellbeing support available to them. All Heads of Service 31 March 2027 Page 88 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Place the human rights and needs of every child and young person at the heart of service planning and delivery (UNCRC) Promote awareness of children’s rights, not just amongst children and young people but also adults. Strategic Manager (Children and Justice Social Work) Head of Education (Inclusion and Quality Improvement) 31 March 2027 Through engagement and participation, we will ensure the collective views, needs and aspirations of children, young people and families are met We take steps to ensure seldom heard voices are heard e.g., care experienced children and young people and those children involved in child protection. The participation and influence of care experienced children, young people and their families is recorded and evidenced. Head of Education (Inclusion and Quality Improvement) Child Protection Adviser Children’s Services Manager (Children & Families Teams) 31 March 2027 In partnership with the HSCP, closely collaborate with young people and their families to ensure a smooth transition to adult services Empower young people with disabilities and their families to make informed choices. Children’s Services Manager (Renfrewshire-Wide Services) 31 March 2027 Page 89 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Take forward findings from Employee Survey and develop actions across the following three priority areas Addressing mental and physical well being Addressing workload issues Receiving praise and recognition Service Improvement Manager 31 March 2028 Play a key role in the Reshaping Renfrewshire – Transformation Programme and associated workstreams Transformative learning estate strategy and provide regular updates to CMT and Education and Children’s Services Policy Board All Heads of Service 31 March 2028 Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic medium and Gaelic learner education to Renfrewshire Council residents Children and young people will have access to high quality GME provision at all levels, where required. Head of Education (Strategy & Improvement) Education Manager (Assessment & Moderation) Early years – 31 August 2026 Primary expansion – 31 August 2027 Secondary – 31 August 2029 Engage with the Data Advisory Group to ensure data activities align with the Data Strategy Framework, cross-service data sharing opportunities are identified, and data improvement activities are carried out in a consistent manner across the organisation. Ensure data is used collaboratively across services for Council strategic outcomes. Ensure consistency of approach to data improvement activities. Ensure good practice is shared. Head of Education (Strategy & Improvement) 31 March 2026 Page 90 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values Performance Indicators Performance Indicators – Financial Year Last Updated Value Target % of Stage 1 complaints responded to within timescales agreed with customers Q4 2024/25 100% 95% % of Stage 2 complaints responded to within timescales agreed with customers Q4 2024/25 97% 95% % of FOI requests completed within timescale by Children's Services Q4 2024/25 80% 100% Completion rate of corporate induction within 30 days of starting employment with the Council NEW TBC Completion rates of mandatory training courses NEW TBC Completion rates of Personal Development Plans NEW TBC Page 91 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Management Information Performance Indicators Performance Indicators – Financial Year Last Updated Value Percentage of children registered in this period who have previously been on the Child Protection Register Q4 2024/25 3.2% Number of children on the Child Protection Register at quarter end date Q4 2024/25 63 Page 92 of 157
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2025 – 28 Page 93 of 157
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Page 1 of 17 To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Outcomes for 2023/24 School Leavers ___________________________________________________________________ 1. Summary 1.1. The Scottish Government releases annual data on the destination and attainment of school leavers. This report will provide data and commentary across a number of key measures for the 2023/24 leavers cohort. 1.2. The data shows that despite increases in the number of pupils leaving school at earlier stages, Renfrewshire has increased the percentage of leavers entering a positive destination and now has the 5th highest rate in Scotland. ___________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to note: • the content of this report; and • the efforts of our young people and the school staff and partners in bringing about these results. 3. Background 3.1. The Scottish Government provides data to schools and education authorities as a way of benchmarking performance in a number of key measures: • leavers’ destinations Item 4 Page 94 of 157
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Page 2 of 17 • attainment in literacy and numeracy; • improving attainment for all; • attainment versus deprivation; and • breadth and depth 3.2. This report will provide data and commentary on the performance of the 2023/24 leavers cohort in these key measures. A leavers cohort includes all pupils that left school within a year, regardless of the stage they were at when they left school. Renfrewshire has had increasing numbers of leavers in S4 and S5 which negatively impacts attainment figures, as pupils leaving at earlier stages are not able to gain the same amount of qualifications as those who stay on to S6. The proportion of school leavers leaving at S4 in Renfrewshire has steadily increased in the years since and during COVID-19, from 7% of leavers at this stage in 2019/20 (113 young people) to 11% in 2023/24 (199 young people). The focus for Renfrewshire schools is to ensure that these pupils have the qualifications that they need to enter into a positive destination when they leave school. 3.3. The time period covered by these statistics means that the results will be affected by the coronavirus (COVID-19) pandemic. Attainment figures were inflated during the pandemic period due to the replacement of exam diets with alternative certification models. The following year’s exam diets were adjusted to compensate for the significant disruption for pupils over the previous years. Graph 1: Percentage of Leavers by Stage in Renfrewshire Page 95 of 157
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Page 3 of 17 As a result, trends appear to show that attainment peaked in 2020-21 and has fallen since. This is visible across Scotland and provides limited value as a comparison over time. 3.4. The INSIGHT tool uses a ‘virtual comparator’ (VC) to allow authorities and schools to make statistically valid comparisons between how young people have performed against young people nationally, who share four similar characteristics. These characteristics are gender, stage of leaving, percentage of time spent in mainstream classes, and Scottish Index of Multiple Deprivation (SIMD) decile. INSIGHT also allows us to compare our performance with national data. Leaver Destinations 3.5. This measure identifies the percentage of school leavers that have entered a positive destination. Positive destinations include higher education, further education, employment, activity agreements, personal skills development and voluntary work. 3.6. The percentage of leavers entering a positive destination has increased to 97.1%. This is an increase over 5 years and Renfrewshire is ahead of both the virtual comparator and national figures. Renfrewshire now has the 5th highest leaver destination figure in Scotland. 3.7. The graph below shows the breakdown of the destinations of the 2023/24 leavers cohort. Graph 2: Percentage of School Leavers entering Positive Destinations. Page 96 of 157
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Page 4 of 17 3.8. In the 2023/24 leavers cohort, 43% of Renfrewshire’s leavers entered higher education, 26% went into further education and 21% were employed. Compared with national figures, Renfrewshire has a higher proportion of pupils entering higher education and a lower proportion in employment. Renfrewshire is broadly in line with the virtual comparator however has slightly lower employment figures and a slightly higher proportion of pupils entering training. Graph 3: School Leaver Destinations 2023/24 Graph 4: Renfrewshire School Leaver Destinations (5 Years) Page 97 of 157
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Page 5 of 17 3.9. The changes over type in destination types have been impacted by the pandemic with an increased proportion of leavers in higher education during these years. The 2023/24 figures show that although employment is lower than the past 2 years the figure remains 4 percentage points above 2019/20. Further education figures are broadly consistent over 5 years and higher education is lower than the pandemic period but in line with the previous 2 years. The ‘unemployed seeking’ figure is at it’s lowest in 5 years at 1% whereas the figure for leavers entering training is up at it’s highest level at 6%. 3.10. The increase in positive destination figures has largely been driven by improvements in S4 leavers. In 2023/24, this was 98.49%, up from 91.79% in 2022/23 and 91.88% in 2021/22. Nationally the Figure is 91.9%. Attainment in Literacy and Numeracy 3.11. Raising attainment in literacy and numeracy remains a key priority of Renfrewshire Council Children’s Services. This is also one of the Scottish Government’s key priorities as detailed in its National Improvement Framework. 3.12. Attainment in literacy and numeracy includes passes at National 4 and 5 in English and Maths. It also includes passes in some other awards at Scottish Certificate and Qualification Framework (SCQF) levels 4 and 5 which contain certain core elements of literacy and numeracy. The tables which follow provide data on our performance of our school leaver cohort in literacy and numeracy compared to our virtual comparator and national figures. Attainment in Literacy 3.13. The graphs that follow show the percentage of leavers achieving SCQF level 4 and SCQF 5 in literacy over 6 years. Page 98 of 157
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Page 6 of 17 3.14. The percentage of leavers in Renfrewshire achieving literacy at SCQF level 4 or above decreased marginally since 2022/23. Renfrewshire remains ahead of the national figures and in line with the virtual comparator in this measure. In the 2023/24 leavers cohort, 94% of Renfrewshire pupils achieved literacy at SCQF level 4, compared with 93% nationally and 94% for the virtual comparator. Graph 6: Percentage of Leavers Achieved SCQF Level 5 or Above in Literacy. Graph 5: Percentage of Leavers Achieved SCQF Level 4 or Above in Literacy. Page 99 of 157
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Page 7 of 17 3.15. Attainment in literacy at SCQF level 5 or above has decreased on previous years. However, Renfrewshire remains in line with the virtual comparator and ahead of national figures in this measure. In the 2023/24 leavers cohort 83% of Renfrewshire pupils achieved this measure, compared with 81% nationally and 84% for the virtual comparator. Attainment in Numeracy 3.16. The graphs that follow show the percentage of Renfrewshire leavers who have achieved SCQF level 4 and SCQF level 5 in numeracy over 5 years. 3.17. At SCQF level 4, numeracy attainment is broadly consistent over 5 years. Renfrewshire is consistently ahead of national figures over 5 years and remains in line with the virtual comparator. In the 2023/24 leavers cohort, 93% of Renfrewshire pupils achieved SCQF level 4 numeracy, compared with 91% nationally and 92% for the virtual comparator. These figures are unchanged since 2022/23. Graph 7: Percentage of Leavers Achieved SCQF Level 4 or Above in Numeracy. Page 100 of 157
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Page 8 of 17 3.18. The percentage of Renfrewshire school leavers achieving SCQF Level 5 or above in numeracy has increased slightly since 2022/23 and remains broadly in line with previous years. Renfrewshire remains ahead of the virtual comparator and national figures in this measure. In the 2023/24 leavers cohort, 76% of Renfrewshire pupils achieved this measure, compared with 72% nationally and 74% for the virtual comparator. Improving Attainment for All 3.19. Each qualification on the Scottish Certificate and Qualifications Framework (SCQF) is attributed a number of tariff points. The higher the level of qualification, the more tariff points are attributed. On leaving school, pupils will have a total tariff score which incorporates their latest and best achievements in the senior phase. 3.20. Within this measure, INSIGHT breaks the data down into three groups of leavers: the lowest attaining 20%, the middle attaining 60% and the highest attaining 20%. It then calculates the average total tariff points for each of these groups and compares their attainment with the virtual comparator and the national figure. Graphs demonstrating trends in each of these groups are shown below. Graph 8: Percentage of Leavers Achieved SCQF Level 5 or Above in Numeracy. Page 101 of 157
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Page 9 of 17 3.21. The average total tariff of the lowest attaining 20% of leavers in Renfrewshire has decreased on previous years and is lower than pre-pandemic levels. The comparator data follows the same pattern over time. In the 2023/24 leavers cohort, the average total tariff in Renfrewshire was 134. This compares to 129 nationally and 151 for the virtual comparator. 134 tariff points is approximately equivalent to 2 National 5 awards at C grades. Graph 9: Average Total Tariff of Lowest 20% Attainment Cohort Graph 10: Average Total Tariff of Middle 60% Attainment Cohort Page 102 of 157
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Page 10 of 17 3.22. The performance of the middle 60% attainment cohort in Renfrewshire tracks closely with comparator data. Renfrewshire attainment has increased since 2022/23 and remains in line with pre-pandemic levels. As a result, Renfrewshire is closely in line with the virtual comparator figure and is ahead of the national figure. In the 2023/24 leavers cohort, the average total tariff in Renfrewshire was 883. This compares to 841 nationally and 899 for the virtual comparator. 883 tariff points is approximately equivalent to 2 A grade and 3 C grade Higher awards. 3.23. The average total tariff of school leavers in the highest 20% attainment cohort has increased over 6 years, although there has been minimal change in the previous year. Renfrewshire remains in line with the national figure and marginally below the virtual comparator within the latest data. There was a sharp peak in 2021 for Renfrewshire and it’s comparators which is likely to be the result of the inclusion of 2 years of alternative certification replacing exam diets and increased proportion of S6 leavers. In the 2023/24 leavers cohort, the average total tariff in Renfrewshire was 1925. This compares to 1928 nationally and 1958 for the virtual comparator. 1925 tariff points is approximately equivalent to 5 Higher A grades plus 2 Advanced Higher B grades. Attainment Versus Deprivation 3.24. Closing the poverty related attainment gap is an overarching priority of Children’s Services. Schools in all sectors are getting increasingly better at identifying their most vulnerable pupils and using strategies to try and mitigate the impact of poverty on their attainment. The Scottish Government measures Graph 11: Average Total Tariff of Highest 20% Attainment Cohort Page 103 of 157
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Page 11 of 17 progress towards closing the poverty related attainment gap using the Scottish Index of Multiple Deprivation (SIMD) quintiles. SIMD quintiles represent the 20% most deprived areas to the 20% least deprived areas. 3.25. The following chart shows the average total tariff points by SIMD quintiles for Renfrewshire and its comparators. 3.26. In the 2023/24 leavers cohort, Renfrewshire’s average total tariff is ahead of the national figures in all quintiles except quintile 2, but is consistently behind the virtual comparator. The size of the attainment gap between SIMD quintile 1 (20% most deprived) and quintile 5 (20% least deprived) is similar across Renfrewshire and the comparator data. Renfrewshire has a 48% attainment gap, compared with 45% for the virtual comparator and 49% nationally. Graph 12: Average Total Tariff of 2023/24 Leavers by SIMD Quintile Page 104 of 157
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Page 12 of 17 3.27. Graph 13 shows the average total tariff of school leavers in Renfrewshire over 5 years by SIMD quintile. These figures show similar patterns of attainment across all 5 quintiles however there has been greater increases in attainment in pupils living in least deprived areas over the past year. As a result, the size of the gap has increased by 3 percentage points since 2022/23. 3.28. The service and schools continue to support the Council’s and the Scottish Government’s priority of closing the poverty attainment gap through improving and targeting our provision, utilising the Scottish Attainment Challenge and pupil equity funding. ___________________________________________________________________ 4. Breadth and Depth 4.1. Breadth and depth measures provide information on the percentage of the cohort who achieved any number of awards at various SCQF levels. These measures are included within national reporting and provide a broader picture of pupil attainment. 4.2. There has been an increasing focus on achievement across a wider range of pathways and the breadth and depth measures seek to capture this. The data shown below includes attainment across the SCQF framework in addition to national qualifications. SCQF Level 5 is National 5 or its equivalent, SCQF Level 6 is Higher or its equivalent; and SCQF Level 7 is Advanced Higher or its equivalent. Graph 13: Average Total Tariff of Renfrewshire School Leavers by SIMD Quintile Page 105 of 157
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Page 13 of 17 4.3. Table 1 shows at attainment at SCQF level 5 (National 5 or equivalent). This data shows that Renfrewshire is consistently above the national figures across 1 or more, 3 or more and 5 or more awards at this level. Renfrewshire is broadly in line with virtual comparator at 1 or more awards and 5 or more awards but marginally behind at 3 or more awards. 4.4. Attainment trends over time in this measure show that there was a peak caused by the alternative certification in 2020 and attainment has slowly returned to normal since this point. Renfrewshire figures are all increased on 2019 figures, with a 10 percentage point increase in the percentage of pupils achieving 5 or more awards at SCQF level 5. 4.5. Table 2 shows attainment at SCQF level 6 (Higher or equivalent). This data shows that Renfrewshire is above the national and virtual comparators across 1 or more, 3 or more and 5 or more awards at this level. 4.6. Attainment trends follow a similar pattern at SCQF level 6, with a peak in 2021 due to the inclusion of 2 years of alternative certification. However the figures show considerable improvement in the 2024 leavers cohort compared to pre- pandemic figures in 2019. The percentage of pupils achieving 5 or more awards at SCQF level 6 has increased by 12 percentage points over this period. __________________________________________________________________ 5. Comparison with Local Authorities Family Group 5.1. To understand why variations in performance are occurring, councils have been organised around ‘family groups’ so that we are comparing councils that are similar in terms of the type of population that they serve (e.g. relative deprivation and affluence) and the type of area in which they serve them (e.g. urban, semi-rural, rural). The point of comparing like with like is that this is more likely to lead to useful learning and improvement. 5.2. Renfrewshire’s family group includes Clackmannanshire, Dumfries and Galloway, Falkirk, Fife, South Ayrshire, South Lanarkshire and West Lothian. Table 2: Attainment at SCQF Level 6 Table 1: Attainment at SCQF Level 5 Page 106 of 157
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Page 14 of 17 2019-20 2020-21 2021-22 2022-23 2023-24 National 68% 70% 68% 66% 67% Family Group Average 67% 72% 69% 67% 67% Clackmannanshire 54% 62% 59% 57% 60% Dumfries & Galloway 67% 68% 67% 65% 65% Falkirk 69% 75% 70% 71% 70% Fife 61% 63% 61% 60% 59% Renfrewshire 71% 77% 72% 71% 69% South Ayrshire 71% 76% 70% 66% 67% South Lanarkshire 69% 73% 71% 70% 70% West Lothian 75% 80% 79% 79% 79% 5.3. Renfrewshire is consistently ahead of the national and family group averages for 5 or more awards at SCQF level 5. The 2023-24 figure has decreased slightly but remains 2 percentage point ahead of the comparator figures. Renfrewshire was 4th out of the 7 local authorities in the family group in 2023/24. 2019-20 2020-21 2021-22 2022-23 2023-24 National 40% 42% 39% 38% 39% Family Group Average 39% 43% 39% 38% 39% Clackmannanshire 27% 30% 29% 25% 29% Dumfries & Galloway 36% 37% 34% 34% 34% Falkirk 38% 45% 42% 41% 40% Fife 32% 35% 32% 32% 32% Renfrewshire 42% 48% 42% 39% 42% South Ayrshire 43% 46% 42% 40% 40% South Lanarkshire 41% 44% 41% 40% 42% West Lothian 54% 55% 52% 52% 53% 5.4. Renfrewshire is consistently ahead of national data and the family group average for 5 or more awards at SCQF level 6. The 2023/24 figure increased slightly on the previous year and remains in line with 2019-20. Renfrewshire was 2nd out of the 7 local authorities in 2023-24. ___________________________________________________________________ 6. Moving forward Renfrewshire continues to perform well against national data, with particularly strong figures for school leaver initial destinations. Renfrewshire remains above national and has maintained attainment levels since the previous year across most measures. However, we recognise the scope for further improvement, particularly in relation to reducing the poverty related attainment gap. We will continue to make this a priority as we strive for even further improvement. Table 4: 5+ Awards at SCQF Level 6 Table 3: 5+ Awards at SCQF Level 5 Page 107 of 157
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Page 15 of 17 _______________________________________________________________ 7. Next Steps 7.1. The launch of Renfrewshire’s Learning and Teaching Strategy, ‘The Renfrewshire Way’ will support consistency across all establishments in Renfrewshire. This will support Quality Improvement activity in relation to Quality Indicator 2.3 and promote robust professional dialogue regarding the quality of teaching and learning. 7.2. Education Scotland has now begun work on the review of the Scottish curriculum also known as the Curriculum Improvement Cycle (CIC). The CIC is a systematic review of the Scottish curriculum to ensure it remains up to date and relevant for children and young people. We will align our portfolio action planning to ensure that the curriculum remains fit for purpose, reflects contemporary learner needs, and can be effectively delivered in ways to ensure that all learners in Renfrewshire have high quality curricular-linked learning experiences. 7.3. Improving attainment is a regular feature in School Improvement Plans, and therefore improving our assessment and moderation practice is vital in achieving this. We will create assessment guidance and plan moderation events across all sectors which will focus on current data and intelligence. 7.4. We will continue the development of the senior phase including extending opportunities for achievement through the Scottish Credit & Qualifications Framework (SCQF) 7.5. At our recent Equity Conference, we provided an opportunity for our Senior Leaders and Officers to have the opportunity to deep dive concepts such as equity, equality and intersectionality, this will continue to support our progress towards closing the poverty related attainment gap. 7.6. Our Improving Outcomes for Young People Meetings provide a biannual opportunity for support and challenge of secondary schools to improve the attainment and achievement of young people based on robust analysis of key data. They have evolved year on year and were recognised as a strength through our recent thematic inspection. Evaluation of this session’s meetings have identified the need to include more robust dialogue with our Middle Leaders, alongside our Senior Leaders, allowing for further triangulation of monitoring and tracking processes and target setting. This will be supported by high quality professional learning to build capacity and skills in Middle Leaders to have challenging conversations at departmental and classroom level. 7.7. We will introduce and implement Target School Programme Phase 3 to raise attainment and close the poverty related attainment gap across all literacy and numeracy measures for children in SIMD 1&2. ___________________________________________________________________ Page 108 of 157
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Page 16 of 17 Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning • Our Renfrewshire is thriving – looking at attainment in this way provides schools and Children’s Services with a robust way to evaluate the quality of education provision. • Tackling inequality, ensuring opportunities for all – attainment data is examined in the context of deprivation to ensure that we are working towards equity and excellence. 4. Legal None. 5. Property/Assets None. 6. Information Technology None. 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 None. 9. Procurement None. 10. Risk None. 11. Privacy Impact None. 12. Climate Risk None. Page 109 of 157
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Page 17 of 17 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 None. List of Background Papers None ___________________________________________________________________ Children’s Services FEF/EH/LG 14 April 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 110 of 157
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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 Item 5 Page 111 of 157
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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. Page 112 of 157
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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 Page 113 of 157
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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. Page 114 of 157
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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 Page 115 of 157
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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 Page 116 of 157
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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 Page 117 of 157
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To: Education and Children’s Services Policy Board On: 15 May 2025 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Learning Estate Strategy – Business Case Framework __________________________________________________________________ 1. Summary 1.1. Renfrewshire Council has committed to planning for the biggest-ever transformation of the area’s learning estate over the decades ahead 1.2. At the August 2024 meeting, the Board agreed to the Learning Estate Strategy, which set the principles, objectives, and vision to improve Renfrewshire’s Learning Estate. 1.3. Following this, in October 2024, a 10-year pupil projection forecast was presented for the full learning estate. 1.4. At the council budget meeting in February 2025, members agreed to set aside £2.5m this financial year – with a commitment to doing the same again in future years – unlocking up to £170m of investment capacity to deliver the initial transformation. 1.5. Most recently, in March 2025, the Board noted the priority establishments presented by applying the agreed Learning Estate Strategy methodology and scoring matrix. Within these 14 priority schools, it was noted that Paisley Grammar is already being addressed through the current construction of the new Community Campus School, and therefore 13 establishments should progress to the options appraisal stage, through a business case development process. 1.6. At the March 2025 meeting, the Board agreed to take forward the Thorn Primary project as part of a wider review of the full Johnstone learning estate, with the aim of the delivering the greatest benefit to the whole community. The board further noted that an overview of the business case framework with indicative timelines would be presented back and this report therefore explores these matters. Item 6 Page 118 of 157
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1.7. A short update on current the current delivery of the Learning Estate Programme, including the development of the new primary school in Dargavel, has been provided in Appendix 2 of this report. __________________________________________________________________ 2. Recommendations Members of the Education and Children’s Services Policy Board are asked to: 2.1. Note the business case development framework set out in this report. 2.2. Note the proposed groupings for progressing business cases, and the provisional timeline associated with these as shown in Appendix 1. 2.3. Note the update provided in Appendix 2 for the current Learning Estate Programme. 3. Business Case Framework 3.1. When deciding on the recommended option for major investment projects, it is important that an objective and evidence-based decision-making process is undertaken. For Renfrewshire’s Learning Estate Strategy, it was noted at the March 2025 Board this process would follow a four-stage process. This follows industry-standard, best-practice guidance in the form of HM Treasury Green Book. The purpose of the Green Book process is to provide objective advice to allow decisions to be made in public-sector spending. 3.2. At the March 2025 Board, the four-stage process that business-case development will follow was presented as follows: 3.3. Further insight into the framework is presented below. Strategic Case for Change 3.4. The Strategic Case for Change (SCC) will take the facts from the Learning Estate prioritisation matrix and formulate it into a concise overview of the need for change. Documentation produced will explain what the problem or opportunity is, and set the scope for the project, as well as strategic alignment. This is an important stage to agree a focus for delivery and provide clear understanding for the parameters of developing options which comes in the next stage. Strategic Case for Change Outline Business Case Full Business Case Final Delivery Business Case Page 119 of 157
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3.5. Within this stage, a core consideration will be understanding what level and wider scope considerations should be incorporated into the objectives of the project. While this stage will not consider specific options to meet the objective, it will set out the existing offer in terms of wider community facilities and consider whether there are potential opportunities for change within that area that should be considered as part of a major learning estate option appraisal. This stage will link to wider Council strategies including the Strategic Property Review and placeshaping to determine where future strategic investment in the learning estate can facilitate local placeshaping and transformation of future service provision. 3.6. As this stage will be taking the agreed priority establishments and formalising the need for change, this will be progressed by officers through the Learning Estate Delivery Board where the Terms of Reference were presented to the August 2024 meeting of this Board. Members will be fully updated at relevant future meetings of this Board moving forward to note progress on SCC processes. Outline Business Case 3.7. The outline business case (OBC) stage is where the strategic drivers and problem/opportunity, as articulated in the SCC, are progressed to the long list options appraisal stage. 3.8. A long list of options will be established, and these will then be assessed against a pre-determined set of minimum viability criteria which will be based on the core objectives of the Learning Estate Strategy. The criteria will allow options that do not meet this viability criteria to quickly be ruled out to ensure effort is not wasted on appraising options that are not viable for delivery. 3.9. It is essential in all projects that follow the Green Book process, that the option of ‘do nothing’ is assessed and progressed to allow a comparison of benefits and negatives of any potential option. 3.10. Within the business case process, starting at OBC stage, the ‘Five Case Model’ will be adopted to assess options. This is a best-practice process outlined in the Green Book which support the structured assessment of viable options against the following five headings: • Strategic Case Why do the project, and how it links to wider strategy • Economic Case What is the value and benefit to the community • Commercial Case Is the project deliverable from a procurement and contract perspective • Financial Case Is the project affordable, and how it will be funded Page 120 of 157
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• Management Case Is the project achievable from a resource and governance perspective 3.11. During the OBC stage, initial non-viable options will be ruled out. The remaining potential viable options will then be assessed further against the Five Case Model which provides further insight into the effectiveness of remaining options. 3.12. It is likely at this stage that there will be more than 1 viable option for a project. The options assessment process will primarily look at whether an option can meet the minimum viability criteria, and will rule out options that cannot meet this. Only viable options will then progress to be tested against the Five Case Model. This will allow the effectiveness of options to be assessed and will result in a shortlist of preferred options being proposed to the Education and Children’s Services Policy Board to proceed to Full Business Case (FBC) stage. 3.13. Further information on the approach to communication and engagement is outlined in section 5 of this report, however, a core component of this stage will be to begin informal community engagement to understand views on potential options and ensure that communication takes places to demonstrate that views have been considered. Full Business Case 3.14. The purpose of the FBC stage is to conduct a full financial appraisal on the shortlist of options a. The FBC should be viewed as a more detailed continuation of the OBC and will contain similar sections but assessed in much greater detail. The overall objective at this stage is to establish a single recommended option which has been evidenced to achieve the viability criteria and offer value for money. 3.15. As noted in the OBC section above, the option of ‘do nothing’ will remain as the baseline to compare viable options against. 3.16. As each project will be unique in nature, the importance of the Five Case Model can be seen when it comes to overlaying the Royal Institute of British Architects (RIBA) stage development process. By assessing potential options, alongside the five themes, in particular the ‘Commercial Case’, it will allow decision to be made on how design development can progress. 3.17. As a rough guide, it can be assumed that option(s) at FBC stage will progress through elements of RIBA Stage 1 which is ‘Preparation and Briefing’. This design stage will consist of tasks such as land/site analysis, compiling requirements for design and construction, concept and design intent, and ultimately assessing technical and design viability of constructing the proposed option. This process will see the first design elements of the potential output and will enhance the decision making by ensuring the options are viable from a design and construction perspective before making financial recommendations and commitments. Page 121 of 157
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3.18. At the end of FBC stage, by drawing on the financial investment appraisal, technical development data, and any further enhanced information within the Five Case Model, officers will be able to objectively recommend an option to the Education and Children’s Services Policy Board and ask members to give approval to proceed to the next stage. It is envisaged at this point, this would include progressing final consultation on the preferred option, including where appropriate undertaking a statutory consultation exercise to inform the next and final business case stage. 3.19. In many cases, projects will require to undertake Statutory Consultation as per the Schools (Consultation) (Scotland) Act 2010, and this will act as another element of evidencing viability, by allowing detailed community feedback to be captured and considered. However it should be stressed affected communities will already have been engaged in the project through the OBC and FBC stages, and more detail on this is set out in Section 5. Situations that could trigger the need for Statutory Consultation include moving the location of a school or amending the catchment boundary, whereas a refurbishment on the same site does not require Statutory Consultation. Final Delivery Business Case 3.20. Following approval by this Board for a project to proceed to deliver the recommended option at FBC stage, the final stage of the business case process is to ensure full financial, and technical viability, alongside reinforcing that requirements and objectives can be met through further design development and any changes and or considerations informed via the final consultation stage. This will be achieved through the Final Delivery Business Case (FDC) process. 3.21. By following the agreed Commercial Case which has been developed throughout the OBC and FBC, the procurement route to deliver the project(s) for the recommended option should be agreed as part of the FDC case. A fundamental component of the FDC stage will be to evidence financial and commercial deliverability / viability by completing a procurement exercise. With the compound effect of a completed statutory consultation process where required, and a market-tested project, the final recommendation to the Education and Children’s Services Policy Board to proceed with the project will be transparent, robust, and evidenced-based. Members should note that all contracts and results of procurement exercises will be progressed through the Finance, Resources, and Customer Services Policy Board, as is standard practice. 3.22. When considering the design development, at FDC stage, each project will progress to the most relevant RIBA design stage as is appropriate for that procurement route. It is expected however, that all projects at FDC stage will be at RIBA Stage 2 at least. RIBA 2 is concept design stage where a building footprint and layout will be reasonably well developed with an initial design in place. This is all dependent however on the agreed route to market with many variables to be assessed on a project-by-project basis and by considering procurement strategies developed as part of the Learning Estate Strategy. Each of this will be evidenced and clearly communicated throughout each business case process. Page 122 of 157
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3.23. This process will also bring a robust and informed process of seeking budget drawdown. While budget estimates of options will be made throughout the process, it is only when a project reaches the stage of FDC that Members will be asked for a commitment on budget drawdown. 3.24. The above four-stage process will allow Members to make informed decisions based on value for money and viability, while evidencing the benefit any project will bring to the whole school and wider community affected by any change. 4. Business Case Development Timelines 4.1. The following table was presented to the March 2025 Board and outlines the priority establishments to be progressed to business case development stage. Priority Ranking Property Score Establishment Condition Suitability Capacity Quartile 1 2.2 Paisley Grammar School 0.6 0.8 0.4 0.4 2 2.4 Trinity High School 0.9 0.8 0.1 0.6 3= 2.5 Auchenlodment Primary School 0.6 1.2 0.3 0.4 3= 2.5 Heriot Primary School 0.9 1.2 0.2 0.2 3= 2.5 Johnstone High School 0.6 1.2 0.3 0.4 3= 2.5 St Peter's Primary School 0.6 1.2 0.3 0.4 4= 2.6 Bridge of Weir Primary School 0.6 0.8 0.4 0.8 4= 2.6 Thorn Primary School 0.9 0.8 0.3 0.6 4= 2.6 West Primary School 0.9 1.2 0.3 0.2 4= 2.6 Castlehead High School 0.9 1.2 0.3 0.2 4= 2.6 St Margaret's Primary School 0.9 1.2 0.3 0.2 4= 2.6 Gallowhill Primary School 0.9 1.2 0.3 0.2 4= 2.6 Brediland Primary School 0.9 1.2 0.3 0.2 5= 2.7 St Catherine's Primary School 0.9 1.2 0.4 0.2 4.2. As has been said consistently throughout the development of the Learning Estate Strategy, no school will be looked at in isolation – we will consider where each priority school could be taken forward in conjunction with others nearby. This has allowed geographical groupings to be created based on the priority schools identified above. Members are also reminded that throughout a business case development process, schools further down the list of establishments and not shown in the priority cohort, may also be included in options assessment if potential value and greater strategic good can be delivered by a single project. 4.3. On this basis, business case development will be progressed using the following 7 groups of priority schools, with agreement at the last Board in March 2025 that all schools in Johnstone beyond the priority list identified below would be in scope for assessment: Page 123 of 157
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4.4. When considering the business case framework outlined in section 3 of this report, it must be recognised that it will take a significant period of time to complete thorough and appropriate business cases to allow decisions to be made. Using this framework however and considering the communications and engagement process outlined in section 5 of this report below, school communities will be engaged in the design and requirements process from the OBC stage. While it will take time to be in a position of physically constructing, a lot of work will already have been conducted to develop options and designs early in the process, generating many opportunities for stakeholder involvement throughout. 4.5. It is not possible at this stage to outline detailed or accurate timelines for completion of projects as there are many variables and risks that exist. This includes the fact that until options begin to be identified and assessed, which could include an array of potential solutions, it will not be possible to articulate exactly how long a stage will take. An example of this is where an option to build a new school is being assessed, the land for construction will have to be identified and sourced. Depending on the circumstances, this could extend a stage by a lengthy period. 4.6. A provisional timeline of the priority projects progressing through the business case process has been outlined in appendix 1 of this report. These timelines will change and become more robust when work begins on developing options and assessing these. Full updates will be provided to future Boards to reassess and present these timelines throughout the process. In summary, the development, delivery and consideration of the full business case process from initial SBC through to the FDC is a significant exercise and is likely to take a number of years for each project before a project subsequently progresses into the procurement and thereafter delivery phase. However, this structured business case process is necessary and appropriate to support robust and strategically sound decision making when such significant investment is being made by the Council, ensuring such decisions are being made based on the very best evidence and fully considered assessment. 5. Communications and Engagement 5.1. Communications and engagement will be a critical component of the business case development process. This will ensure that the school stakeholders and wider community are informed and involved and will draw on the recently approved Consultation and Engagement Policy. Page 124 of 157
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5.2. At the outset of each stage, stakeholders will be identified ensuring opportunity for the views of each to be captured and considered at appropriate times. The process outlined in this report will allow explanations to be provided about which options are in/out of scope and why, which is deemed to be an important aspect in engagement for common understanding of the route forward. 5.3. While each stage of the business case process will bring different communication, consultation, and engagement requirements, the overarching objective of communicating with the right stakeholders at the right time will be a core concept of planning moving forward. The Council has significant experience in communication in learning estate projects and this experience and lessons from it will be brought into this process. 5.4. Within the OBC stage, it is anticipated that engagement will be targeted to core audiences such as ward members, school staff, pupils, parent groups, and other relevant stakeholders such as community let groups where discussions on viable options can take place. At this stage, there is an opportunity to capture the views of wider community and parents through surveys. 5.5. As noted in section 3, members of this Board will then be presented the findings of the OBC and asked to agree to preferred option(s) to progress to the next stage. 5.6. This process would then progress to more detailed sessions with the relevant stakeholders identified at the FBC stage. As provisional design intent, site assessment, and core design requirements will be built at this stage, work to better understand community views and preferences will be held. 5.7. As noted in section 3, members of this Board will then be presented the findings of the FBC and asked to agree to a recommended option to deliver. 5.8. Depending on the specific project and its requirements, statutory consultation as per the Schools (Consultation) (Scotland) Act 2010, may be required. In this case, a project will already have been developed to a point where it has been assessed in great detail to understand its viability, benefit, and value for money. Considerable engagement will have already taken place with whole school and wider communities, as well as detailed sessions with core stakeholder groups to understand views and preferences. 5.9. This process will ensure that only options that are viable and capable of being supported progress to a statutory consultation. This approach offers a fully transparent and collaborative approach with our communities. 5.10. It is important to recognise communication and engagement will continue for the full life of the project. As per current learning estate projects ongoing in advanced design, or construction stages, ongoing communication and engagement with affected communities will form a key part of the successful delivery drawing on the views captured from all engagement through OBC, FBC, and any statutory engagement. Further consultation and engagement will be required during the planning application process, and communities will continue to be kept updated throughout the construction and completion/opening of the project. Page 125 of 157
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___________________________________________________________________ Implications of this report 1. Financial Council has agreed to make provision of £2.5m of revenue resource in 2025/26, with similar amounts being committed to on an annual basis each year over the remaining years of the current Administration. The financial model underpinning the strategy continues to be developed, along with the framework and analysis required in the business case process. This financial provision will fund the programme of work as it progresses through business case development. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is thriving - New, and improved, learning estate assets will allow our children and young people to thrive with the best possible infrastructure to support their school experience. Staff, and community users will benefit from modern and inclusive environments. Reshaping our place, our economy and our future - The learning estate shall be appropriately scaled and equipped to meet curriculum expectations and deliver an appropriate learning and teaching experience for all. 4. Legal None. 5. Property/Assets These projects will deliver significant improvements to the learning estate, extending the life of assets, and improving the experience of young people, staff, and the wider community. 6. Information Technology Digital improvements will be delivered through the learning estate strategy, where access to technology for all, will be a key priority for projects. 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. If required following implementation, the actual impact of the Page 126 of 157
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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 None. 9. Procurement Any procurement work required will be conducted in collaboration with the Council’s Procurement team and adhere to appropriate regulations. By developing the business case framework outlined in this report, procurement and commercial considerations will be conducted throughout. 10. Risk All projects are bound by rigorous governance and supported by detailed risk registers. Risk is reported and managed at various levels with scrutiny applied to ensure mitigations and contingency plans are in place. The business case framework set out in this report will directly work to identify, manage, and reduce risk. 11. Privacy Impact None. 12. Climate Risk New, and improved, learning estate assets will directly contribute to the Council’s journey towards net zero. Sustainability is a key concept of all projects. 13. Children’s Rights When considering any future school provision, the impact this will have on children is a key consideration, and any work will be based around the direct needs of children to allow their education experience to thrive. Whilst children have a right to choose where they wish to attend school in collaboration with their parents, the council’s admissions policy applies to ensure that schools that are oversubscribed can be managed. 14. Cosla Policy Position None. Children’s Services JL/GM/JO April 2025 Author: Jack Lochans – Learning Estate Manager, jack.lochans@renfrewshire.gov.uk Page 127 of 157
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Appendix 1 – Potential Timeline for Business Case Development *Note – for construction periods to complete, it is dependent on scope and chosen option for project. A period of 1-2 years should be allowed for any construction completion, following the notional construction commencement period in the chart below. Q2 2025 Q3 2025 Q4 2025 Q1 2026 Q2 2026 Q3 2026 Q4 2026 Q1 2027 Q2 2027 Q3 2027 Q4 2027 Q1 2028 Q2 2028 Q3 2028 Q4 2028 Q1 2029 Q2 2029 Q3 2029 Q4 2029 Q1 2030 Q2 2030 Q3 2030 Q4 2030 Q1 2031 Q2 2031 Q3 2031 Q4 2031 Q1 2032 Q2 2032 Q3 2032 Q4 2032 APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC JAN FEB MAR APR MAY JUN JUL AUG SEP OCT NOV DEC Potential construction period could commence. This process depends on the option, complexity, land availability, statutory consultation, procurement route Potential construction period could commence. This process depends on the option(s), complexity, land availability, statutory consultation, procurement route Potential construction period for the 1st of 5 business case processes could commence Construction start would then stagger from this point into early 2030's This process depends on the option(s), complexity, land availability, statutory consultation, procurement route Remaining 5 Business Cases (Paisley Foxbar - Heriot PS, Brediland PS) (Paisley Glenburn - St Paul's PS) (Bridge of Weir PS) (Paisley Central/West - Castlehead HS, West PS) (Paisley Gallowhill - St Catherine's PS, Gallowhill PS) Business Case Framework Development Renfrew Business Case Johnstone Business Case (Johnstone HS, Auchenlodment PS, Thorn PS, St Margaret's PS) Development of framework Resourcing StrategicCase for Change Outineand Full Business Case -Project design commenced Statutoryconsultation if required Final Delivery Business Case -design Final design and contractorpreparation ahead of construction StrategicCase for Change Outineand Full Business Case -Project design commenced Statutoryconsultation if required Final Delivery Business Case -design Final design and contractorpreparation ahead of construction StrategicCase for Change Outlineand Full Business Case development Final Delivery Business Case development Statutoryconsultations if required Final design and contactorpreparaton ahead of construction Page 128 of 157
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Appendix 2 – Learning Estate Programme Update 1. Paisley Grammar School Community Campus 1.1. Work continues on site to deliver the new Paisley Grammar School Community Campus, with completion remaining on track for the summer of 2026. 1.2. As the project progresses, a series of community benefits are being delivered by the contractor, Morrison Construction. Recently, a pupil from Paisley Grammar School has obtained work experience on site with a joinery sub-contractor, whilst Morrison have been working with Invest in Renfrewshire to offer further work opportunities for local people moving forward. 2. Park Mains High School Extension & Internal Interventions 2.1. A contractor is now in place and working in partnership with the Council and a wider design team to progress the detailed design of the extended Park Mains High School. 2.2. This design process will see the planning application submitted in the summer of 2025, with the full design scheduled to complete in early 2026, in preparation for construction, keeping the project on track for a summer 2027 completion. 3. New Primary School in Dargavel 3.1. Civil engineering work has been ongoing on site for a number of weeks, which has begun the process of preparing the site for the structural load of the school to be built. This work will continue over the summer, whilst the final detailed design process is complete. 3.2. A recent community update was circulated which noted the progress of this project and wider projects in the community. The project to deliver the new primary school in Dargavel remains on track for a summer 2027 completion. Page 129 of 157
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Naming of New Primary School in Dargavel ___________________________________________________________________ 1. Summary 1.1 In March 2025, an engagement exercise was carried out with school pupils from both Bishopton and Dargavel Primary Schools, in order to begin the naming process for the new primary school in Dargavel Village, Bishopton. 1.2 This process was carried out in line with the agreed policy procedures for the naming of new schools (originally approved by the Lifelong Learning & Work Policy Board on 4 August 2005). ___________________________________________________________________ 2. Recommendations Members of the Education and Children’s Services Policy Board are asked to: 2.1. Approve Thistle Primary School as the name for the new non-denominational primary school in Dargavel Village, Bishopton. ___________________________________________________________________ 3. Background 3.1. On 23 May 2024, approval to proceed with the design and construction of a new Primary School in Dargavel was granted at the Education & Children’s Services Policy Board. Item 7 Page 130 of 157
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Page 2 of 4 3.2. The requirement to name the school is an important first step in a wider exercise to develop the overall school identity. 3.3. In March 2025, local young people from Bishopton Primary School and Dargavel Primary School took part in an engagement exercise to put forward suggestions for suitable names for the new Primary School. 3.4. Pupils were asked to consider the wider historical context of the local area, as well as the surrounding nature and wildlife. A total of 10 names (five from each school) were put forward. 3.5. Under the terms of the School Naming Policy, the Director of Children’s Services and the convener of the Education and Children’s Services Policy Board are required to put forward three names for further consideration. 3.6. The three chosen names were: • Thistle Primary School (this option relates to the nature surrounding the new school) • Craigton Primary School (the school is on Craigton Drive and is in proximity of the Craigton burn). • Rossland Primary School (this option relates to a historic area name) 3.7. An electronic vote was opened for a period of two weeks from 18 March 2025, and the local community were encouraged to vote for their preferred name, choosing from the three shortlisted. Votes were encouraged across various stakeholder groups, and participants were asked to share across the local community to encourage participation and allow as many people to have their say in the naming of the new school. 3.8. The stakeholder groups approached to participate were as follows: • Pupils from Bishopton and Dargavel Primary Schools • School Staff • Parents and carers of Bishopton and Dargavel & Bishopton Primary School Pupils • Elected Members • Parent Councils • Community Councils • Dargavel Mailing List (800 members) • Local Early Years Providers Page 131 of 157
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Page 3 of 4 3.9. All groups listed above voted electronically apart from the pupils from Bishopton and Dargavel Primary schools, who placed their vote manually in classrooms, with schools compiling a total count to be added to electronic vote totals. ___________________________________________________________________ 4. Outcome 4.1. The two-week timeframe to vote closed on 31 March 2025, and thereafter a final count was undertaken. 4.2. The final vote was submitted across two categories – the Pupils Vote (a total count across pupils from Bishopton Primary and Dargavel Primary), and a People’s Vote (a total count across all other stakeholder groups listed above). 4.3. The final count is provided in the table below: Pupil's Vote People's Vote Totals % BISH DARG Craigton Primary School 136 238 349 723 37.4% Rossland Primary School 115 70 291 476 24.6% Thistle Primary School 130 255 350 735 38% Total number of votes cast 1934 4.4. Thistle Primary School received the highest number of votes (38%) and relates to the nature surrounding the new school. 4.5. Members are asked to approve Thistle Primary School as the name for the new non-denominational primary school in Dargavel Village, Bishopton. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is fair - Involving the wider community such as pupils, parents, staff and other interested parties invites participation in the consultation Page 132 of 157
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Page 4 of 4 process and promotes a sense of ownership and pride across the community. 4. Legal None. 5. Property/Assets None. 6. Information Technology None. 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. 8. Health and Safety None. 9. Procurement None. 10. Risk None. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights Whilst this paper doesn’t directly impact on Children’s Rights, the consultation process included engagement with children. This ensured that they had their voices heard, felt a sense of ownership, and ultimately played a leading role in the naming of the new primary school. 14. Cosla Policy Position None. Children’s Services NT/JL/CO Author: Jack Lochans – Learning Estate Manager Jack.lochans@renfrewshire.gov.uk Page 133 of 157
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Page 1 of 6 To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Duty of Candour – Annual Report 2024-25 ___________________________________________________________________ 1. Summary 1.1 All local authorities are required by the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016 and related Regulations local authorities to have a Duty of Candour Policy in place. The Duty of Candour Policy ensures that local authorities are open, honest, and supportive where there is an unexpected or unintended incident resulting in harm or death to an individual using services which are registered with the Care Inspectorate or delivered by social work services. 1.2 Within Renfrewshire Children’s Services, the Duty of Candour extends to those services which are registered with and regulated by the Care Inspectorate and locality social work services. Therefore, the local authority internal provision of early learning and child-care services, children’s residential houses, the registered services in fostering and adoption services, the registered throughcare service and the locality social work services are required to report under the Duty of Candour. 1.3 Each local authority is required to publish an annual report on the Duty of Candour. The annual report sets out details on the number of incidents or events where the duty of candour is triggered, how the policy was followed in these incidents and any learning from the incidents. Local authorities are required to publish an annual duty of candour report even if there have been no adverse events which triggered the reporting. 1.4 The Renfrewshire annual report for 2024-5 is attached at appendix 1 for information. ___________________________________________________________________ 2. Recommendations 2.1 It is recommended that the Education and Children’s Services Policy Board: Item 8 Page 134 of 157
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Page 2 of 6 [a] note that the annual duty of candour report for the period April 2024 to March 2025; and [b] note that there were no adverse incidents which constituted a duty of candour response during the period April 2025 to March 2025. ___________________________________________________________________ 3. Background 3.1 Care services registered with the Care Inspectorate and social work services in localities are covered by legislation in respect of the duty of candour. This duty is defined in the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016 and related Regulations. In children’s services the following areas are required to report incidents under duty of candour: • early learning and childcare services (including these services based in schools); • residential children’s houses; • fostering and adoption service; • throughcare service; and • social work locality services in children and justice. 3.2 The Duty of Candour provisions set out a range of actions that need to happen when unexpected or unintended harm has occurred to someone using the services detailed in paragraph 3.1. The duty of candour policy indicates how the local authority should respond to such incidents in an open and transparent manner. It includes the process for making an “apology”, a statement of sorrow or regret in respect of the unintended or unexpected incident. 3.3 The unexpected incidents which are required to be reported under duty of candour include where someone using the service has died in the service, has sustained an injury which results in the permanent loss of bodily, sensory, motor, physiologic or intellectual functioning or these functions have been impaired for a period of more than 28 days. 3.4 Each local authority as an organisation is identified as a “responsible person” in terms of the legislation. Within Renfrewshire the “responsible person” function is discharged jointly by the Head of Education and the Head of Children and Justice Social Work. 3.5 The local authority is required to publish a report on the duty of candour as it applies to their services on an annual basis. The annual report should include information on the number of incidents raised under duty of candour and the learning from these as well as information on apologies issued. Local authorities are required to publish a “null” annual report if there have been no reported incidents under the duty of candour. 3.6 There have been no reportable incidents in Renfrewshire Children’s Services in the period April 2024 to March 2025. As such the annual report (attached at appendix 1 is a “null” report. ___________________________________________________________________ Page 135 of 157
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Page 3 of 6 Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning None 4. Legal The publication of the duty of candour annual report satisfies the duties of the local authority under the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016. 5. Property/Assets None. 6. Information Technology None. 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. 8. Health and Safety Children’s Services operates to ensure that our establishments and services are compliant with health and safety procedures and legislation. The publication of the annual duty of candour report contributes to compliance. 9. Procurement None. 10. Risk Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. Page 136 of 157
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Page 4 of 6 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights None. 14. Cosla Policy Position None. List of Background Papers ___________________________________________________________________ Children’s Services JT/KO 10042025 Author: John Trainer, Head of Children and Justice Social Work 0300 300 0277 john.trainer@renfrewshire.gov.uk Page 137 of 157
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Page 5 of 6 Appendix 1 Renfrewshire Council - Children’s Services Duty of Candour Report 1 April 2024 – 31 March 2025 Within Scotland all health and social care services have a duty of candour as a legislative duty. The legislative duty is embedded in the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016. The legislation places a legal requirement on care services to ensure when things go wrong and mistakes happen, the people affected understand what has happened, receive an apology, and that organisations learn how to improve for the future. The legislation requires all care providers to discharge an important part of the duty by publishing on an annual basis a report about duty of candour incidents in their services. This short report describes how our care service has operated the duty of candour during the time between 1 April 2024 and 31 March 2025. We hope you find this report useful. Renfrewshire Council Children’s Services directly provides a number of services which are registered with the Care Inspectorate children which are covered by the Duty of Candour. These services are: • early learning and childcare; • residential children’s houses: • fostering and adoption service; • throughcare service; and • social work locality services in children and justice. Renfrewshire Council Children’s Services operates 15 early learning and childcare centres and 22 early learning and childcare classes which are all registered with and regulated by the Care Inspectorate. Renfrewshire Council Children’s Services operates 4 children’s houses which are registered with and regulated by the Care Inspectorate. Renfrewshire’s fostering and adoption service and throughcare service are registered and regulated by the Care Inspectorate. Renfrewshire’s throughcare service is registered and regulated by the Care Inspectorate. All services which are registered and regulated are required to report any adverse incident which triggers a duty of candour response to the Care Inspectorate. Whilst locality social work services are not registered or regulated by the Care Inspectorate, they are covered by the duty of candour actions under the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016. 1. How many incidents happened to which the duty of candour applies? In the period 1 April 2024 to 31 March 2025: • there have been no incidents to which the duty of candour applied in any of the early learning and childcare services Page 138 of 157
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Page 6 of 6 • there have been no incidents to which the duty of candour applied in any of our children’s houses • there have been no incidents to which the duty of candour applied in the fostering and adoption service • there have been no incidents to which the duty of candour applied in the through care service • there have been no incidents to which the duty of candour applied in any of the social work locality teams. 2. Information about our policies and procedures Children’s Services has a duty of candour policy which was reviewed in December 2023 and no amendments were required to be made to the policy. The policy details that where something has happened that triggers the duty of candour, our staff report this to their manager who has responsibility for ensuring that the duty of candour procedure is followed. When a member of staff raises a concern under the duty of candour, the manager records the incident and reports as necessary to the Care Inspectorate. When an incident has happened, the manager and staff set up a learning review. This allows everyone involved to review what happened and identify changes for the future. Where a duty of candour report is required for an individual event, the local manager reports this to the Head of Education Service for early years services and the Head of Children and Justice Social Work for our children’s houses, fostering and adoption services, throughcare services and locality social work services. As the duty of candour policy was reviewed in December 2023, the next review will be undertaken before the end of December 2026. The service will ensure all managers in relevant services have completed the duty of candour training before the end of March 2026. Emma Henry John Trainer Head of Education Head of Children and Justice Social Work/Chief Social Work Officer Page 139 of 157
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To: Education and Children Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children’s Looked After Statistics - 2024 ___________________________________________________________________ 1. Summary 1.1. The Scottish Government requires local authorities to report the number of children who are looked after on an annual basis. The information is gathered during a census conducted on 31 July each year, passed to the Scottish Government who analyse the information and produce an annual report on the national data. The annual report is generally published in March of April of the following year. The Scottish Government report on the annual census for 2024 was published on 22 April 2024. 1.2. The 2024 annual report and data tables can be accessed via this link Children’s Social Work Statistics: Looked After Children 2023/24 - gov.scot 1.3. This report contains information on the number of looked after children on 31 July 2024 at a national and Renfrewshire level. 1.4. On 31 July 2024 there were 11,844 looked after children in Scotland, a 2% reduction from the previous year. The number of looked after children in Renfrewshire on 31 July 2024 was 610 compared to 640 on 31 July 2023. This represented a decrease of 4.7% from the previous year. 1.5. At the 2024 census, Renfrewshire continued to have the 6th highest number of looked after children in Scotland. The Renfrewshire profile shows a higher percentage of our looked after children are in kinship care arrangements and at home with their parents compared to the national figure. 1.6. Children’s social work has initiated work with the Scottish Children’s Reporters Administration to understand the reasons behind Renfrewshire’s high number of children looked after at home. The service will work with Item 9 Page 140 of 157
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partners to reduce the number of looked after children by 50% over the next three years. ______________________________________________________________ 2. Recommendations 2.1. Members are asked to: [a] note the information in this report on the number of looked after children in Scotland and Renfrewshire on 31 July 2024, [b] note the work being progressed with the Scottish Children’s Reporters Administration to understand the reason for Renfrewshire’s high number of children looked after at home, and [c] note the target to reduce the number of children looked after at home by 50% over the next three years. 3. Background 3.1. On 31 July each year, local authorities complete a census for the Scottish Government in relation to the number of children who are looked after. Whilst the census is conducted in July the report on the data is generally not available until the following March or April. The 2024 data report from the Scottish Government was published on 22 April 2025. 3.2. It should be noted that social work in Renfrewshire operates under the principles of minimum necessary intervention and “no-order”. This means that a significant number of children and families being supported by social work aren’t reported in national statistics. 3.3. The minimum necessary intervention principle requires social work to provide support and intervention at the right level at the right time to allow children and families to move out of the system quickly when challenges are addressed and resolved. The “no-order” principle means that a children’s hearing or court should only impose a compulsory order on a child where it is better for the child to do so than not have the order in place. Looked after children - Scotland 3.4. On 31 July 2024 there were 11,844 looked after children in Scotland, a reduction of 2% from the 2023 census. The trend over the past 10 years has been a reducing number of looked children after children across Scotland. At the census in 2014 the number of looked after children in Scotland was 15,580. Over the ten-year period there has been a reduction of 24% in the number of looked after children in Scotland. 3.5. At the 2024 census just over 54% of Scotland’s looked after children were in the care of their own parents or birth family through a kinship care arrangement. The breakdown of that figure is those cared for at home 19.5% Page 141 of 157
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and 34.5% cared for by kinship carers. Nationally the percentage of children in foster care is 32%. The breakdown for foster care is 21.6% of looked after children in foster care provided by the local authority and 9.5% in foster care in the independent sector. Just over 11% of Scotland’s looked after children are in residential care. 3.6. The number of looked after at home with their own parents has reduced by 44% compared to the 2014 position. The number of children looked after in kinship care arrangements has decreased by approximately 2% in the same period. 3.7. The reduction in children placed with foster carers from the 2014 position to 2024 is just under 32%. The reduction in foster care provided directly by local authorities (down 36%) was greater than the reduction in that provided by the independent sector (down 26%). The number of children in residential care fell by almost 10% from 2014 to 2024. Residential provision provided by local authorities reduced by almost 13% in the ten-year period compared with a reduction of almost 7.5% in the independent sector. 3.8. Appendix 1 shows where Scotland’s looked after children live by care placement type at the census point on 31 July 2024. Looked after children - Renfrewshire 3.9. 610 children were looked after by Renfrewshire on 31 July 2024. This was a reduction of 30 children from the previous census on 31 July 2023 when there were 640 looked after children in Renfrewshire. This was a reduction of 4.7% from the previous year which was higher than the national reduction of 2% 3.10. Renfrewshire has seen a reduction of 14.5% in the number of looked after children from the census in 2014 (713) to the census in 2024 (610). 3.11. At the 2024 census Renfrewshire had the 6th highest number of looked after children in Scotland. In 2014, Renfrewshire had the 4th highest number of looked after children in Scotland. As the 9th largest local authority in Scotland, we should aim to reduce the number of looked after children when it is safe and appropriate to do so to bring us into that overall national position. 3.12. In the 2024 census 68% of Renfrewshire’s looked after children were in the care of their own parents or birth family through a kinship care arrangement, significantly higher than the Scottish national figure. Just over 25% of Renfrewshire looked after children on 31 July 2024 were cared for at home with their parent(s). This is a higher proportion than the Scottish position. Almost 43% of Renfrewshire’s looked after children are cared for in a kinship arrangement. This is the highest looked after group in Renfrewshire and again a significantly higher percentage than the national figure. 3.13. Looked after children placed with a Renfrewshire foster carers account for 18.7% of our looked after population. Just under 4% of Renfrewshire’s looked after children are placed in external foster care. This means that just over 22% of Renfrewshire’s looked after children are in foster care compared to 32% of Page 142 of 157
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the looked after population at a national level. Renfrewshire has a lower use of external foster care than the Scottish percentage (4% compared to 10%). Our low use of foster care is balanced by a higher use of kinship care. This is seen as good practice in ensuring children remain with a member of their birth family if they can’t be cared for by their own parents. 3.14. Just over 4% of Renfrewshire’s looked after children are in external residential provision with 3% in our internal houses. This give a total of 7% of Renfrewshire’s looked after children being in residential care compared to 11% at a national level. 3.15. The number of looked after children in Renfrewshire cared for at home by their parents on 31 July 2024 has reduced by just over 33% compared to the 2014 census. Over the same period the number of children looked after in kinship care has increased by 45%. 3.16. The 2024 census shows there were12% fewer children looked after in internal foster care compared to the 2014 census. There was almost 79% fewer looked after children in external foster care at the 2024 census compared with the 2014 census. This is a positive impact of Renfrewshire’s strategy to support children in their own birth family but also the support we offer to our internal foster carers. 3.17. Renfrewshire made changes to our internal residential provision in 2020 with the closure of two of the children’s houses. The closure of one children’s house had been planned and the other was in relation to the initial response to the COVID-19 pandemic and addressed significant excess capacity in our provision at that time. In 2020 Renfrewshire had 6 children’s houses which provided accommodation for 48 children. We presently operate 4 children’s houses which provide accommodation for 22 children or young people. The internal children’s houses encourage young people to remain in continuing care and as a result they were fully occupied in 2024. 3.18. The total number of looked after children in residential provision has reduced by 27% from the census in 2014 to the census in 2024. The balance of provision has changed from most placements in 2014 being internal residential provision to most placements in 2024 being in external residential provision. 3.19. Appendix 2 shows the breakdown of where Renfrewshire’s looked after children live by care placement type for each of the census points from 2014 to 2024. Implications of this report 1. Financial Implications The current number of children looked after in external residential provision continues to be higher than the service is comfortable with. The service is working to ensure that children’s needs are met by placements and where possible they can return to Renfrewshire to mitigate demand on budgets. Page 143 of 157
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2. HR and Organisational Development Implications None 3. Community Plan/Council Plan Implications Community Care, Health and Well-being - Children and families are supported to address the challenges they face. Safer and Stronger - Children and families receive the right support to ensure they are safe at home and in the community. 4. Legal Implications The authority works within the legal framework to discharge its duties to looked after children and those involved in the child protection system. 5. Property/Assets Implications None. 6. Information Technology Implications None. 7. Equality and Human Rights Implications 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 it is for noting only. 8. Health and Safety Implications None. 9. Procurement Implications None. 10. Risk Implications None. 11. Privacy Impact None. 12. COSLA Policy Position None. 13. 14. Climate Risk None. Children’s Rights This report demonstrates compliance with Article 3 (best interest of child), Article 9 (keeping families together), Article 12 (respect for children’s views) and 25 (review of a child’s placement) of the United Nations Convention on Page 144 of 157
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the Rights of the Child. List of Background Papers None ___________________________________________________________________ Children’s Services JCTLG 12 August 2024 Author: John Trainer, Head of Children and Justice/Chief Social Work Officer 0300 300 0277 john.trainer@renfrewshire.gov.uk Page 145 of 157
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___________________________________________________________________ To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Renfrewshire’s Education Scotland National Thematic Inspection Report ___________________________________________________________________ 1. Summary Overview of Thematic Inspection (who involved, length of visit etc): 1.1. Renfrewshire’s National Thematic Inspection Report which refers to the inspection which took place by His Majesty’s Inspectorate (HMI) in October 2024, provides significant evidence of the very good progress being made across: the implementation of effective improvement planning and standards and quality reporting; self-evaluation and quality assurance; professional learning; and universal and targeted support and challenge. 1.2. All of our schools inspected by Education Scotland since January 2023 have achieved either Excellent, Very Good or Good gradings. Across all 4 QIs, the Renfrewshire average for ‘Very Good’ and ‘Good’ evaluations outperforms the national average. 1.3. The National Thematic Inspection took place in Renfrewshire in week beginning 6 October 2024, with two HM Inspectors and an associate Local Authority (LA)inspector meeting key stakeholders on 7 and 8 October. 1.4. Inspectors also met with focus groups of around 60 staff – groups of HTs; groups of teachers and promoted staff; LA central staff; parent representatives; Union Representatives and members of Education and Children’s Services Policy Board. 1.5. Questionnaires (HTs and Central Staff) and range of key documents shared as part of the evidence. Item 10 Page 146 of 157
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___________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to note the very positive work of the central team to support establishments with the implementation of effective improvement planning and standards and quality reporting; self-evaluation and quality assurance; professional learning; and universal and targeted support and challenge. 3. Background 3.1. Children’s Services welcomes the process of audit undertaken by Education Scotland as supportive to continuous improvement in Renfrewshire’s central team. The team approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.2. The inspection report will inform planned improvement activity and will enable the central team to build on the recognised strengths and focus further development on areas for improvement. ______________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – engaging with, and learning from external inspection, ensures that Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. The inspection process also supports delivery of the Council Plan crosscutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes. Economy Equipping all children and young people to achieve success in life Fair Creating inclusive and supportive learning environments for children and young people. Embedding children’s rights in our decision-making processes Page 147 of 157
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4. Legal – Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & 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. 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 & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights – This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. 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. List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website and the link below. hmie-local-authority-approaches-to-supporting-school-improvement_final-003.pdf __________________________________________________________ EH 14 April 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 148 of 157
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Appendix Good Practice Identified as part of Thematic Inspection (evidence taken from HMI report): • Renfrewshire Council sets out its embedded and highly effective approaches to school improvement in the Quality Improvement Framework (QIF). As part of the QIF, council officers provide comprehensive guidance that supports headteachers to improve the quality of education through robust school improvement planning (SIP) and standards and quality reporting (SQR). • The Education Scotland Attainment Advisor provides bespoke advice and support for individual schools on the quality of their annual Pupil Equity Fund (PEF) plans. This helps to ensure that the targets that school leaders set are specific and measurable. • Education Managers and Heads of Education moderate the quality of this feedback to ensure there is consistency in approach. As a result, school leaders feel that there is a sense of equity, as well as rigour, across the authority. • Local authority Development Officers for numeracy, literacy, health and wellbeing, and digital skills contribute to school improvement planning processes. This is building the confidence of school leaders and teachers and leading to better planning for improvement in these schools. • Local authority officers collate information from individual school improvement plans and standards and quality reports to identify common areas of good practice, priority and need. They use this information very effectively to direct strategic decisions about local authority priorities, requirements for professional learning, advice or more targeted support for schools. • Collaboration is a strong feature of the local authority’s approaches to self- evaluation for self-improvement. This is ensuring staff have confidence that they are playing a full part in the local authority’s aspirations and delivery of improved outcomes for all learners • The local authority’s advice and support for schools on approaches to self- evaluation and quality assurance is very clear and effective. • Senior leaders have developed a strong culture of data literacy at all levels of the education system. Education Managers, headteachers and, increasingly, class teachers are skilled in their understanding and use of data. • Education Managers and other central staff engage with schools positively. Headteachers report there is consistency in the approach taken by members of the central team. • In Renfrewshire, the professional learning offer is highly effective and is enhancing the quality of education in schools. Development officers play a key role in designing and delivering a broad range of learning opportunities, which contribute significantly to improved educational outcomes. Page 149 of 157
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• Headteachers feel that the quality of support for schools is strong. Local authority officers know their schools very well and provide well considered and responsive levels challenge and support. • Schools requiring targeted support are required to have an action plan with baseline measures which is monitored regularly. These targeted actions have led to specific improvements in areas such as attainment in literacy and numeracy and leadership capacity. Points for action from Thematic Inspection: • In the 2024/2025 education plan, the local authority outlines a clear commitment to continue to roll-out and embed the national ‘Young Leaders of Learning’ programme. This has the potential to increase the voice of learners in authority- wide improvements, such as in the creation of the new Learning, Teaching and Assessment Strategy. • Parents were much less aware of the local authority’s priorities for improvement. Authority-wide Parent Council forum meetings had taken place before COVID-19. These have recently been re-instated, and the Director plans to build on this approach. Parents appreciate workshops and information sessions that are organised by schools. They suggested that more sessions on topics such as mental health and wellbeing and coping with children’s anxiety would be beneficial. • Elected members who met with HM Inspectors felt that they had positive relationships with the Director and senior officers and had confidence in their leadership of education provision in Renfrewshire. They identified that education staff’s use of data to inform improvement, and the comprehensive professional learning offer as key strengths. They feel they are supported well by senior officers. They receive comprehensive briefings and reports in advance of committee meetings. These tend to focus on schools that have been recently inspected. A few elected members suggested that they would like more frequent updates on how well all individual schools were performing, in addition to 11 inspection information. They suggest this could be achieved by way of briefing papers or having a few schools as a ‘spotlight’ feature during committee meetings. This is worthy of consideration by senior education officers. Any key points taken from Thematic Inspection process: Effective practice worth sharing There are no other Scottish councils mentioned as a good practice example in the national thematic inspection report more frequently than Renfrewshire Council • The local authority has a clear and highly effective ‘Data Strategy’ that underpins the work of all. The strategy is successful in ensuring that robust data is accessible for practitioners, teachers, school leaders and education officers alike. A data ‘dashboard’ for each school provides a wealth of data that can be interrogated in different ways. The Data Strategy provides a comprehensive programme of skills development for practitioners, teachers, school leaders and education officers. As a result, the use of data is firmly embedded in the work of all. Decisions, refinement to practice and interventions at school and local Page 150 of 157
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authority levels are based on robust data evidence. This is leading to strong educational outcomes for children and young people. • As part of the local authority’s target to build on inclusive approaches, parents of children with additional support needs (ASN) are invited to volunteer 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. Parent Ambassadors feel that they have a genuine voice in representing the families of children with ASN, and the bespoke arrangements and approaches that are required. • Renfrewshire. They identified that education staff’s use of data to inform improvement, and the comprehensive professional learning offer as key strengths. They feel they are supported well by senior officers. They receive comprehensive briefings and reports in advance of committee meetings. These tend to focus on schools that have been recently inspected. A few elected members suggested that they would like more frequent updates on how well all individual schools were performing, in addition to 11 inspection information. They suggest this could be achieved by way of briefing papers or having a few schools as a ‘spotlight’ feature during committee meetings. This is worthy of consideration by senior education officers. Page 151 of 157
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Page 1 of 4 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 15 May 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Mossvale Primary School and Early Learning and Childcare Class (ELCC) ___________________________________________________________________ 1. Summary 1.1 Mossvale Primary School and Early Learning and Childcare Class (ELCC) was inspected by Education Scotland in January 2025. Inspectors assessed the school with a focus on four quality indicators which are referenced in How Good is our School? 4 and How good is our early learning and childcare? 1.2 This was a very positive inspection which evaluated quality indicators in the school as: Quality indicators for the primary school: Learning, teaching and assessment very good Raising attainment and achievement good Quality indicators for the nursery class: Learning, teaching and assessment very good Securing children’s progress very good 1.3. The letter to parents identified four key strengths of the school: • Staff across the school and ELCC have created a very positive environment for children to learn. As a result, children have high levels of engagement with their learning. • Children in the ELCC are motivated, curious and keen to explore and learn in a stimulating and exciting environment. They are developing very well their skills for life and learning. • Children in the school know how well they are doing in school. They talk confidently about what they have learned and contribute well to planning what their next steps will be. Item 11 Page 152 of 157
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Page 2 of 4 • Senior leaders and staff know children across the school and ELCC very well. Senior leaders and staff ensure children with additional support needs make progress in learning and receive the right level of support at the right time. 1.7 The following areas for improvement were identified and discussed with the head teacher and a representative from Renfrewshire Council. • Senior leaders in ELCC should continue to work with practitioners to develop how they plan in a manageable way. This will help practitioners ensure consistency of approaches when supporting children. • Senior leaders should continue to focus on raising attainment across the school. 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board are asked to note and celebrate the key strengths and recognise the areas for further improvement in the Education Scotland report on Mossvale Primary School and Early Learning and Childcare Class (ELCC) ___________________________________________________________________ 3. Background 3.1 Children’s Services welcomes the process of audit undertaken by Education Scotland as supportive to continuous improvement in Renfrewshire’s education establishments. The school team at Mossvale Primary School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.2 The report includes two areas for further improvement, and progress in addressing this will be monitored by Children’s Services staff through the Quality Improvement Framework. 3.3 The inspection report will inform planned improvement activity and will enable the school to build on the recognised strengths and focus further development on areas for improvement to enable the school to continue to deliver a quality educational provision. ___________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so Page 153 of 157
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Page 3 of 4 that they become responsible citizens. The inspection process also supports delivery of the Council Plan crosscutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes. Economy Equipping all children and young people to achieve success in life Fair Creating inclusive and supportive learning environments for children and young people. Embedding children’s rights in our decision-making processes 4. Legal - HM Inspectors evaluate the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & 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. 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 & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights – This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s Page 154 of 157
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Page 4 of 4 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. List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website. __________________________________________________________ EH/LG 28 April 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 155 of 157
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1 | Mossvale Primary School and Early Learning and Childcare Class, Renfrewshire Council, 8625425 © Crown Copyright 1 April 2025 Dear Parent/Carer In January 2025, a team of inspectors from Education Scotland visited Mossvale Primary School and Early Learning and Childcare Class (ELCC). During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • Staff across the school and ELCC have created a very positive environment for children to learn. As a result, children have high levels of engagement with their learning. • Children in the ELCC are motivated, curious and keen to explore and learn in a stimulating and exciting environment. They are developing very well their skills for life and learning. • Children in the school know how well they are doing in school. They talk confidently about what they have learned and contribute well to planning what their next steps will be. • Senior leaders and staff know children across the school and ELCC very well. Senior leaders and staff ensure children with additional support needs make progress in learning and receive the right level of support at the right time. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Senior leaders in ELCC should continue to work with practitioners to develop how they plan in a manageable way. This will help practitioners ensure consistency of approaches when supporting children. • Senior leaders should continue to focus on raising attainment across the school. Page 156 of 157
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2 | Mossvale Primary School and Early Learning and Childcare Class, Renfrewshire Council, 8625425 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition) and How good is our early learning and childcare?. Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Mossvale Primary School and Nursery Class Quality indicators for the primary school Evaluation Learning, teaching and assessment very good Raising attainment and achievement good Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale Quality indicators for the nursery class Evaluation Learning, teaching and assessment very good Securing children’s progress very good Descriptions of the evaluations are available from: How good is our early learning and childcare? Appendix 1: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Mossvale Primary School | Inspection Report | Education Scotland What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Renfrewshire Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. David McKellar HM Inspector Page 157 of 157