Agenda Document Pack - Education and Children's Services Policy Board - 21/08/2025
Renfrewshire Council · 21 August 2025
Back to Education and Children's Services Policy Board — 21 August 2025 and its agenda
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13/08/2025 Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 21 August 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 216
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13/08/2025 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 216
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13/08/2025 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 Revenue and Capital Budget Monitoring Joint report by Directors of Finance & Resources and Children's Services. 5 - 18 2 Care Inspectorate Review of Social Work Governance and Assurance Across Scotland Report by Director of Children's Services. 19 - 22 3 Health and Care (Staffing) (Scotland) Act 2019 - 1st Annual Report Report by Director of Children's Services. 4 Whole Family Wellbeing Progress Report Report by Director of Children's Services. 23 - 32 5 Education Advisor (CAMHS) Evaluation Report Report by Director of Children's Services. 33 - 46 6 Children (Care, Care Experience and Services Planning) (Scotland) Bill (as introduced) Report by Director of Children's Services. 47 - 54 7 National Audit on Group-based Child Sexual Exploitation and Abuse - Baroness Cassey report Report by Director of Children's Services. 55 - 62 8 Learning Estate Programme Update Report by Director of Children's Services. 63 - 66 9 Learning Estate Strategy Update Report by Director of Children's Services. 67 - 152 Page 3 of 216
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13/08/2025 10 Children's Services Health and Safety Strategy Update 2024/25 and Children's Services Health and Safety Strategy Action Plan 2025/26 Report by Director of Children's Services. 153 - 166 11 School Holiday Arrangements School Session 2026/27 Report by Director of Children's Services. 167 - 172 12 Distribution of Funding to Support Services for Children and Families Report by Director of Children's Services. 173 - 182 13 Inspection of Residential Children's Houses by the Care Inspectorate Report by Director of Children's Services. (NOTE: Barochan report is attached as a sperate document) 183 - 198 14 Education Scotland Inspection of Hillview Early Learning and Childcare Centre Report by Director of Children's Services. 199 - 204 15 Education Scotland Inspection of Kilbarchan Community Nursery Report by Director of Children's Services. 205 - 210 16 Education Scotland Inspection of Gleniffer High School Report by Director of Children's Services. 211 - 216 Page 4 of 216
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To: Education and Children’s Services Policy Board On: 21 August 2025 Report by: Director of Finance and Resources and Director of Children’s Services Heading: Revenue and Capital Budget Monitoring as at 27 June 2025 1. Summary of Financial Position 1.1. The projected Revenue outturn at 31 March 2026 for Children’s Services is an overspend of £0.970m (0.4%) against the revised budget for the year. 1.2. The projected Capital outturn at 31 March 2026 for Children’s Services is a break-even position. 1.3. This is summarised in the table below and further analysis is provided in the Appendices. Table 1: Revenue Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 275.236 276.206 (0.970) (0.4%) Table 2: Capital Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 57.194 57.194 0 0% 2. Recommendations Members are requested to: 2.1. Note the projected Revenue outturn position for Children’s Services detailed in Table 1 above; 2.2. Note the projected Capital outturn position for Children’s Services detailed in Table 2 above; and 2.3. Note the budget adjustments detailed in sections 6 and 7. Item 1 Page 5 of 216
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3. Children’s Services Revenue Budget Projection - overspend of £0.970m by 31 March 2026 3.1. The Revenue Budget Monitoring report at Appendix 1 identifies a projected annual overspend of £0.970m (0.4% of total budget). 3.2. It should be noted that the projected outturn position reported here is based on the latest information available, which is subject to change during the financial year. The impact of any change on this projection will be updated at each board cycle. Budget holders are obliged to seek mitigating action to minimise significant budget variances. 4. Objective Analysis - Significant Variances 4.1. Early Learning & Childcare - £0.133m underspend Employee Costs are currently projected to underspend, mainly due to vacancies. This is partly offset by a projected overspend in Transfer Payments, due to projected payments to partner providers. These will be reviewed throughout the year with management. 4.2. Primary Schools - £0.409m overspend Premises costs and Transport costs are currently projected to overspend. The overspend in Premises costs is due to janitorial supplies being greater than budget and the Transport costs overspend is due to the SPT school transport contract being greater than available budget. 4.3. Secondary Schools - £0.454m overspend Transport costs are currently projected to overspend due to the SPT school transport contract being greater than available budget. 4.4. ASN Schools - £0.033m overspend Premises costs are currently projected to overspend, due to janitorial supplies being greater than available budget. 4.5. Additional Support for Learning - £0.224m overspend Employee costs are currently projected to overspend, mainly arising from an increase in demand for Additional Support Needs Assistants (ASNAs) within mainstream schools. 4.6. Children & Families - break-even Supplies and Services and Transfer payments are currently projected to overspend and this is partly offset by a projected over-recovery of income. The Supplies and Services projected overspend relates mainly to demand for both Care at Home for children with additional support needs, and payments to care leavers. The overspend in Transfer payments relates to Direct Payments and Section 22 payments across localities. Page 6 of 216
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5. Subjective Analysis - Significant Variances 5.1. Employees - £0.559m underspend Underspends are currently projected in teaching, related to Early Learning & Childcare and Additional Support for Learning, and non-teaching staffing. The cost impact of the Scottish Government’s commitment to reduce class contact time has still to be factored in to the projections, and this will be kept under review as the year progresses and the actual impact on teacher numbers becomes clear. Projected overspends arise in non-teaching staffing in Additional Support for Learning due to the demand for Additional Support Needs Assistants (ASNAs) and are partly offset by projected underspends in Early Learning & Childcare and Children & Families, mainly due to vacancies and staffing turnover. 5.2. Premises Related - £0.388m overspend The overspend in Premises costs is mainly due to increased janitorial costs across the school estate. 5.3. Transport Related - £0.792m overspend The overspend in Transport costs is mainly due to SPT contracts for mainstream school transport being higher than available budget, predominantly caused by price inflation. 5.4. Supplies & Services - £0.124m overspend The overspend in Supplies & Services relates mainly to payments to care leavers and increased demand for Care at Home services for children with additional support needs. 5.5. Third Party Payments - £0.233m underspend The projected underspend in Third Party payments relates mainly to Fostering & Adoption, and will be kept under review throughout the year. 5.6. Transfer Payments - £0.949m overspend The projected overspend in Transfer payments relates to Early Learning & Childcare in relation to payments to partner providers, and to Children & Families in relation to Direct Payments and Section 22 payments, which are demand-driven. This will be kept under review throughout the year. 5.7. Income - £0.492m over-recovery A projected over-recovery of income is currently projected in Children & Families, mainly in relation to income from the Home Office for unaccompanied asylum-seeking children. 6. Revenue Budget Adjustments 6.1. Under the Council’s financial regulations, Directors and their nominated officers, in consultation with the Director of Finance and Resources, have certain delegated authority to transfer sums between subjective budget Page 7 of 216
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headings within a service division to enable budget management throughout the financial year. This is known as ‘budget virement’. 6.2. Transfers between divisions of the same service / department in excess of £100,000, and transfers between services / departments must be authorised by the respective service Director and the Director of Finance and Resources for submission to the relevant policy board for approval. 6.3. The Director now seeks homologation from the Board for the following affected virements since the last report: Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Premises Related (0.029) Corporate Landlord transfers to Environment, Housing and Infrastructure relating to small repair projects Children’s Services Employee Costs 1.807 Realignment of budget to correct areas of spend Children’s Services Transfer payments (0.549) Realignment of budget to correct areas of spend Children’s Services Income (1.258) Realignment of budget to correct areas of spend 6.4. The remaining budget adjustments are either within delegation, or in line with the earmarking of funds set aside in the 2025/26 budget motion and the allocation of centrally held budgets already approved. 7. Capital Budget Projection - break-even position by 31 March 2026 7.1. The Capital Investment Programme 2025/26 to 2029/30 was approved by the Council on 27 February 2025. Education and Children’s Services’ revised Capital spend for 2024/25 is £57.194m. 7.2. The in-year Capital budget is forecast to break even by 31 March 2026, however, this will be monitored as the projects progress. Further details of the programme can be found in the Capital Monitoring report at Appendix 3. 7.3. Several budget adjustments between years have taken place, to reflect revised programming of some capital projects. Details of these adjustments, which amount to (£0.750m), are as follows. Budget brought forward into 2025/26 - updated cashflows Primary Schools Estate Programme (SEMP) 0.080 Dargavel Extension (Modular Units) 0.012 Other Schools Investment Programmes 0.095 Total Schools Estate (inc. Early Years) Programme 0.270 Page 8 of 216
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PMHS Extension 0.222 ELCC Improvements 0.082 Budget accelerated into 2024/25 Paisley Grammar New Campus (0.738) Thorn PS New Build (0.080) Thistle Primary School (0.691) Total budget adjustments (0.750) Page 9 of 216
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___________________________________________________________________ Implications of this report 1. Financial The projected budget outturn position for Children’s Services’ Revenue budget is an overspend of £0.970m. Income and expenditure will continue to be monitored closely for the rest of the financial year and steps will be taken to mitigate any overspend, including virement, applying flexibility within specific grant funding as permitted by the Scottish Government, and potential use of earmarked reserves. The projected outturn position for Children’s Services’ Capital budget is a break-even position. The Capital programme will continue to be monitored closely for the rest of the financial year. 2. HR and Organisational Development While staffing budgets form a significant proportion of the Council’s revenue budgets, there are no direct implications arising from the recommendations in this report. 3. Community/Council Planning Community Plan Our Renfrewshire is thriving The Council’s revenue and capital spend ensures that its facilities are fit for purpose and safe for the community, to maximise accessibility. Our Renfrewshire is well Our Renfrewshire is fair Our Renfrewshire is safe Council Plan Reshaping our place, our economy, and our future The Council’s revenue and capital spend ensures that its facilities are fit for purpose and safe for the community, to maximise accessibility. Building strong, safe, and resilient communities Tackling inequality, ensuring opportunities for all Creating a sustainable Renfrewshire for all to enjoy Ongoing revenue and capital budget monitoring is a tool to enable good financial management so that the Council has resources now and in the future for continued service delivery. Working together to improve outcomes 4. Legal There are no direct implications arising from the recommendations in this report. Page 10 of 216
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5. Property/Assets The capital expenditure noted in this report will result in lifecycle maintenance improvements to existing properties and replacement of ICT assets and infrastructure. 6. Information Technology While ICT assets and revenue costs are included within these reported budgets, there are no direct implications arising from the recommendations in this report. 7. Equality and Human Rights While new areas of spend may impact on particular groups, any such impact would be assessed prior to the spend being incurred, therefore there are no direct implications arising from the recommendations in this report. 8. Health and Safety The capital expenditure noted in this report will result in lifecycle maintenance improvements to existing properties and replacement of ICT assets, which may in some cases rectify health and safety issues. 9. Procurement While Procurement is an important consideration prior to the Council incurring any revenue or capital spend, there are no direct implications arising from the recommendations in this report. 10. Risk The potential risk that the Council will overspend its approved budgets for the year will be managed at a Council-wide level by the Chief Executive and Directors. 11. Privacy Impact There are no direct implications arising from the recommendations in this report. 12. Children’s Rights There are no direct implications arising from the recommendations in this report. 13. Climate Risk The Council aims to reduce its carbon and other emissions to net zero by 2030, however there are no direct implications arising from the recommendations in this report. 14. CoSLA Policy Position n/a Page 11 of 216
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___________________________________________________________ List of Background Papers: • Revenue Budget and Council Tax 2025/26, Council 27 February 2025 • Capital Investment Programme 2025/26 to 2029/30, Council 27 February 2025 Authors: Richard Conway, Finance Business Partner Geoff Borland, Finance Manager Page 12 of 216
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Appendix 1 RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2025/26 1 April 2025 to 27 June 2025 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Subjective Summary Approved Annual Budget Budget Adjustments Revised Annual Budget at Period 3 Projected Outturn Budget Variance (Adverse) or Favourable £000 £000 £000 £000 £000 % Employees 179,728 9,307 189,035 188,476 559 0.3% Premises Related 11,904 (10) 11,894 12,282 (388) (3.3%) Transport Related 7,281 2 7,283 8,075 (792) (10.9%) Supplies and Services 33,339 1,517 34,856 34,980 (124) (0.4%) Third Party Payments 17,818 0 17,818 17,585 233 1.3% Transfer Payments 16,328 484 16,812 17,761 (949) (5.6%) Support Services 940 0 940 941 (1) (0.1%) GROSS EXPENDITURE 267,338 11,300 278,638 280,099 (1,461) (0.5%) Income (1,889) (1,513) (3,402) (3,894) 492 14.4% NET EXPENDITURE 265,449 9,787 275,236 276,206 (970) (0.4%) Page 13 of 216
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Appendix 2 RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2025/26 1 April 2025 to 27 June 2025 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Objective Summary Approved Annual Budget Budget Adjustments Revised Annual Budget at Period 3 Projected Outturn Budget Variance (Adverse) or Favourable £000 £000 £000 £000 £000 % Directorate 1,290 0 1,290 1,290 0 0.0% Early learning and childcare 34,869 877 35,746 35,613 133 0.4% Primary 65,508 5,577 71,085 71,494 (409) (0.6%) Secondary 96,395 280 96,675 97,129 (454) (0.5%) ASN Schools 8,054 417 8,471 8,504 (33) (0.4%) Additional support for learning (ASL) 18,245 2,140 20,385 20,609 (224) (1.1%) Psychological services 858 565 1,423 1,423 0 0.0% Education development 2,122 72 2,194 2,194 0 0.0% Attainment Challenge 0 (145) (145) (145) 0 0.0% Facilities management 568 (43) 525 508 17 3.2% Children & Families 37,540 47 37,587 37,587 0 0.0% NET EXPENDITURE 265,449 9,787 275,236 276,206 (970) (0.4%) Page 15 of 216
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Appendix 3 Prior Years Approved Budget Revised Projected Total Approved Projected Expenditure Budget Adjustments Budget Outturn Budget Outurn to 31/03/2025 2025-26 2025-26 2025-26 to 31-Mar-30 to 31-Mar-30 Project Title £000 £000 £000 £000 £000 £000 £000 EDUCATION & CHILDREN SERVICES Primary Schools Estate Programme(SEMP) 10,544 0 80 80 80 0 0% 10,623 10,623 0 0% Paisley Grammar New Campus 34,582 42,738 (738) 42,000 42,000 0 0% 85,600 85,600 0 0% Thorn PS New Build 309 4,353 (80) 4,273 4,273 0 0% 14,000 14,000 0 0% Dargavel Extension (Modular Units) 2,237 0 12 12 12 0 0% 2,250 2,250 0 0% DPS2 New Build 1,116 8,325 (691) 7,634 7,634 0 0% 45,000 45,000 0 0% Other Schools Investment Programmes 0 0 95 95 95 0 0% 95 95 0 0% Total Schools Estate(inc Early Years) Programme 1,553 0 270 270 270 0 0% 1,823 1,823 0 0% PMHS Extension 672 1,528 222 1,750 1,750 0 0% 36,894 36,894 0 0% ELCC Improvements 6 0 82 82 82 0 0% 88 88 0 0% Technology Replacement Strategy ICT 0 1,000 (2) 998 998 0 0% 4,998 4,998 0 0% TOTAL EDUCATION & CHILDREN'S SERVICES BOARD 51,019 57,944 (750) 57,194 57,194 0 0% 201,371 201,371 0 0% *Rolling programmes have a prior year year expenditure of £0 as the expenditure is not directly linked from one year to the next as a singular project. CAPITAL INVESTMENT STRATEGY - NON-HOUSING SERVICES Current Year 2025-26 Full Programme - All years Budget Variance (Adverse) or Favourable RENFREWSHIRE COUNCIL 1st April to 27th June 2025 POLICY BOARD: EDUCATION & CHILDEN'S SERVICES Budget Variance (Adverse) or Favourable Page 17 of 216
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Care Inspectorate Review of Social Work Governance and Assurance Across Scotland ___________________________________________________________________ 1. Summary 1.1. This report is to inform the Board about the findings and implications of the Care Inspectorate’s national review of social work governance and assurance, conducted between June and November 2024 and published in May 2025. 1.2. The national social work context is highly challenging, with increasing demand, workforce shortages, and financial pressures. Renfrewshire has a number of actions in place to mitigate these pressures and the recent social work service re-design is strengthening our capacity to address contextual challenges. 1.3. The review provides reassurance that Renfrewshire’s arrangements are largely aligned with national best practice. There are general findings which will be reflected upon by the Chief Social Work Officer and planning partners and will be integrated into existing service improvement plans. ___________________________________________________________________ 2. Recommendations 2.1 The Board is asked to note that the Care Inspectorate Review of Social Work Governance and Assurance Across Scotland was published recently and made a number of findings about local service arrangements as well as recommendations for local and national leaders. 2.2 The Board is asked to note that, overall, the review provided reassurance about our arrangements in Renfrewshire and that Renfrewshire Council’s annual world social work day event was highlighted in the report as a good practice example. Item 2 Page 19 of 216
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Page 2 of 4 2.3 The Board is asked to note that the Chief Social Work Officer and service planning partners will reflect on the findings and adapt learning and any necessary actions into existing service improvement plans. ___________________________________________________________________ 3. Background 3.1. The Care Inspectorate Review of Social Work Governance and Assurance Across Scotland was undertaken between June and November 2024 and was published in May 2025. The purpose of the review was to evaluate how well governance and assurance arrangements support the delivery of statutory social work duties across Scotland. 3.2. It focused on ensuring that: • Social work duties are carried out safely and effectively. • Staff are supported, accountable, and effective in their practice. • Core social work values are upheld. 3.3. The review was conducted under Section 53 of the Public Services Reform (Scotland) Act 2010. It covered adult, children’s, and justice social work services and considered the interplay between social work and other statutory partners, especially within Health and Social Care Partnerships (HSCPs). 3.4. The review acts as both a diagnostic tool and a strategic guide, aligning its findings with the operational realities of social workers and leaders. It provides a framework for systemic improvement, rooted in the challenges that have been building over recent years. 3.5. The over-arching finding of the review was that the national operational context of social work is extremely challenging and that the increasing volume and complexity of demand, alongside severe difficulties in recruiting and retaining suitably qualified staff, and that the enduring financial position are impacting the sustainability of social work services. 3.6. The review highlighted a number of national challenges facing social work service delivery: • Workforce pressures; • Complex governance structures; • Leadership visibility and influence; • Role misunderstanding; and • Service demand and complexity. 3.7. In response to these, the review proposed a number of recommendations for national and local leaders: • Requirement for national workforce planning, better support structures, and investment in staff wellbeing. Page 20 of 216
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Page 3 of 4 • Clarification of governance and assurance mechanisms, particularly within integrated structures between local authorities and HSCPs to ensure leaders can effectively oversee statutory duties. • Stronger leadership roles and better representation of social work values in strategic decision-making. • More education and awareness raising for partners and stakeholders about the distinctiveness of social work practice. • Better assurance systems and shared responsibility for outcomes, helping services adapt to growing complexity of need. 3.8. While the review findings about national challenges chime with our local experience, the recommendations are only somewhat applicable to Renfrewshire because many aspects of our service and governance arrangements already align with the review recommendations. Of particular note is the review finding that public protection governance was strongest when this was overseen by chief officer groups (COGs): this is the practice in Renfrewshire and our arrangements were very positively viewed within our recent statutory inspection. 3.9. The review highlighted the vital importance of promoting and amplifying the voice of social work within strategic decision-making. It found that areas with a depute Chief Social Work Officer (CSWO) role were in a better position to ensure appropriate influence within decision-making structures. Under half of Scotland’s local authorities have such a role, and Renfrewshire established this role a year ago as part of the social work service re-design. 3.10. Renfrewshire’s approach to promoting and upholding social work values was highlighted as a practice example within the report. The CSWO’s annual social work day event was acknowledged for increasing the visibility and accessibility of social work leaders within the council and for its role in positively modelling shared values. 3.11. The review emphasises the importance of the identification, oversight and mitigation of risk as a critical feature for the leadership and delivery of social work services. The social work service re-design was largely premised on the need to bolster our operational and performance management, strategic oversight and quality assurance capacity. Alongside this, we have strengthened our professional development and training offer and refreshed our service policies and procedures to drive and embed our new ways of working. The review findings give us reassurance that our new arrangements are fit for the future. 3.12. The review report has been shared with senior leaders and its findings will be considered within the context of our multiple and ongoing service improvement activities. ___________________________________________________________________ Implications of this report 1. Financial None. Page 21 of 216
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Page 4 of 4 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is safe - The review provides learning for continuous improvement and helps to protect vulnerable local children and adults. 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 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 for example it is for noting only. 8. Health and Safety None. 9. Procurement None. 10. Risk None. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights None. 14. Cosla Policy Position None. ___________________________________________________________________ Children’s Services KN/JT 17 July 2025 Author: John Trainer e-mail: john.trainer@renfrewshire.gov.uk/ Karen Nowland e-mail: karen.nowland@renfrewshire.gov.uk Page 22 of 216
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Page 1 of 9 To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Whole Family Wellbeing Progress Report ___________________________________________________________________ 1. Summary 1.1. Since 2022, Renfrewshire Children’s Services Partnership (RCSP) has received funding from the Scottish Government, as part of the Whole Family Wellbeing Fund (WFWF). This report outlines the progress that has been made across the local authority to date, including the impact of the family wellbeing service, the roll-out of a digital request for assistance system and increased collaboration and capacity building with third sector partners. The report discusses early impact on outcomes for children, young people and families. 1.2. Nationally, the Whole Family Wellbeing approach is an important element of Children’s Services Planning which is Scotland’s legislative approach to collaborative local strategic planning and delivery of services and support to improve outcomes for children, young people and families living in each area. The aim is to ensure a whole systems approach is in place across public and third sector partners to: promote wellbeing; shift resources to early intervention and, where possible, prevention; and to make best use of local assets, workforce and budgets across partners, with support to families at the core of this. 1.3. In November 2024, the Renfrewshire inspection report of services to protect children and young people at risk of harm was published. In it, inspectors made positive reference to the work of the partnership, indicating that “early help and prevention practices were improving the safety of children and young people. Dedicated staff were committed to working to address issues before they escalated”. They also stated that “ The partnership’s ‘Whole family wellbeing’ approach involving the collaborative effort of statutory, national, and local third sector partners …had significantly enhanced early help and support for the wellbeing of families. The approach allowed families to make direct requests for assistance, requiring only one application to access the full range of support services. This streamlined process ensured that families needed to " tell your story once." Item 4 Page 23 of 216
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Page 2 of 9 1.4. On 24/02/2025 the Scottish government published its year 2 report on the impact of whole family wellbeing nationally. Renfrewshire’s use of the Fast Online Referral and Tracking (FORT) system as a platform to support improved data sharing and case management was referenced in this report, and in subsequent national briefings as an example of good practice. The recommendations for children’s services partnerships included the alignment of case management systems as well as increasing visibility and promotion of available supports for parents; and developing a collaborative culture for the provision of holistic family support ___________________________________________________________________ 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board are asked to note the very positive progress the family wellbeing service has made to improving outcomes for families in Renfrewshire. ___________________________________________________________________ 3. Background 3.1 Renfrewshire Children’s Services Partnership (RCSP) includes council, other public sector partners, and third sector organisations who deliver support to children, young people and families across the authority. RCSP received a proportion of the WFWF to build capacity for system-wide change and to scale up the delivery of family support services. Initially the Scottish Government offered a 4 year period of funding which was committed until 31/03/2026. During the financial year 2024-25 the Scottish Government announced that a further year of WFWF would be committed beyond the period of the current parliament, until 31/03/2027. This additional funding will further enable the RCSP to embed its strategy of early help and support to families to reduce the need for crisis intervention. 3.2 The family wellbeing service has been operating since January 2024, following the amalgamation of three separate teams working with families across Children’s Services. One of the key strengths of the service is that is has been aligned with the Renfrewshire staged intervention approach, ensuring that families get the right kind of help at the right time. This system consists of three tiers: • Tier 1 – universal prevention and early intervention services. These are delivered by the community team. • Tier 2 – tailored, targeted support. These services are delivered by the schools’ team. • Tier 3 – intensive support that either prevents or is a response to statutory interventions. These are delivered by specialist services. 3.3 One of the national principles of holistic whole family support is that families can reach in as opposed to being referred to for support. Therefore, a new request for assistance process has been introduced in Renfrewshire to ensure equity of access. To provide articulation with the GIRFEC staged intervention framework, and embed our request for assistance process, a framework for family wellbeing support (FFWS) was developed and implemented across the Page 24 of 216
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Page 3 of 9 family wellbeing service. Families or other agencies can now request for assistance online, and this is followed up by a member of the Family Wellbeing team who will meet and discuss the support they require. This information is then considered though our request for assistance process to identify whether the family require support under tier 1, 2, or 3. Regular locality referral meetings between the communities and schools family wellbeing leads ensured that an assessment of need was carried out before allocating support to a family. This collaboration meant that families needs were effectively met in creative and flexible ways including joint work across the teams and support to access other relevant provision where necessary. ___________________________________________________________________ 4 Implementation of the FORT System 4.1 In addition to the request for assistance process, a Fast Online Referral and Tracking (FORT) system has been introduced on a pilot basis to manage families currently accessing support within Renfrewshire. This system aims to improve accessibility for teams supporting families by holding all necessary information on each family and improving collaboration across teams as families may access support from a number of services. It also supports the evaluation of the WFWF, by holding information regarding the number of families taking up supports across services and data monitoring the impact of these. The Family Wellbeing team and the funded third sector organisations were all trained to use the system and received support throughout the pilot from the system developers. Advice Infrastructure. 4.2 The pilot of the FORT system was evaluated in March 2025. The results of the evaluation showed that use of this system was well embedded across the community family wellbeing teams and funded Third Sector Organisations TSOs, providing an effective platform for agencies to request assistance from another source and share information about families they were working with, The system also provides a range of helpful management information. It was agreed that following the pilot, we would undertake a procurement exercise to secure a system to enable the approach to be rolled out to the other teams in the family wellbeing service, the Schools team and the Interrupted learners team. It was also agreed that the system would be implemented across the Educational Psychology Service and the Community Learning and Development service. ___________________________________________________________________ 5 Community Family Wellbeing Team Data 5.1. FORT data shows that from July 2024 – June 2025 the community family wellbeing team including funded third sector partners have worked with 1030 building on a baseline of 86 families from June 2024 families across Renfrewshire and provided early intervention and support. Data shows that the key reasons that families were either referred to or sought help themselves from the community family wellbeing team were due to issues with supporting their child’s behaviour, or issues with the mental health of either the child/young person or the parent. Page 25 of 216
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Page 4 of 9 5.2. The table below shows that uptake of support from families peaked in December 2024. This was following the 4 well attended Family Launches. 5.3. From FORT data, we can see the wide range of outcomes that came from the support the families received. This is illustrated below. We can see from this data that the biggest impact to families is being made in relation to the improved confidence and social skills of children and the improvement in parenting, family functioning and reduction of child’s distressed behaviour. 5.4. The table below shows the Interventions offered to families and young people following assessment. For some families, initial support on making the RfA was sufficient and they did not require further intervention Page 26 of 216
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Page 5 of 9 ___________________________________________________________________ 6. Promotion and Development of the Family Wellbeing Service 6.1. The service was widely promoted to key stakeholders through attendance at a wide range of single and multi-agency meetings; via Ren10 website; Council website; social media and headteacher newsletters. This was effective and partners have reported that the family wellbeing service has been responsive to RfAs and that the input that families have received has made a difference. Our Requests for Assistance have increased throughout the year and hit a peak in December 2024 just after the Family Wellbeing launches and engagement events. 6.2. Our partnership with 15 third sector organisations funded through the WFWF developed through a series of joint training events. As well as the successful 3 TSO forum meetings where good practice was shared and networking undertaken, we had a whole service development day in March 2025 where family wellbeing teams, funded third sector organisations and other partners including parents came together to review the work of the service over the previous year and discuss priorities going forward. In addition, third sector partners have attended NVR training, LIAM training and EPEC training, building capacity to deliver these evidence based interventions to more parents in future. ___________________________________________________________________ 7. Successes and Achievements 7.1. Some of the key successes and achievements from the work of the Family Wellbeing Service are listed below. Case studies of good practice are being drawn up for the following: - EPEC development; - NVR dad’s group; - Family Wellbeing launches; and - ASN partnership group 7.2. These will be shared nationally as part of the Improvement Service Learning into action network. Page 27 of 216
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Page 6 of 9 • Family Wellbeing service now organises the central referral list for the delivery of NVR to parents which has cut the central waiting list in half and is proving NVR support to 100 parents per term • First very successful NVR dad’s group • 4 highly successful family wellbeing community engagement events which attracted 559 parents/carers and children • The development of the ASN partnership group which now has an active cohort of parent members that drive forward the direction of the partnership work to improve services outwith school for families of children of ASN • Recruiting to a new post of ASN Family Wellbeing co-ordinator which will bring much-needed continuity and leadership to the ongoing development and delivery of the ASN playscheme. The appointment represents a key milestone in our improvement journey, strengthening our capacity to provide high-quality, inclusive support for children with additional support needs and their families. • Increased number of EPEC groups; introduction of Being a Parent autism group; and first parent group leader to run groups • All family wellbeing schools staff and interrupted learners staff undertook EBSA training which will enable them to better advise schools and support families where there are attendance issues ___________________________________________________________________ 8. Development of the Family Wellbeing Scale 8.1. An evaluation of the Family Wellbeing scale was carried out by the Children’s services data and evaluation officer. The FWS has been rolled out across the Family Wellbeing Service in Renfrewshire Council for a year or so. Crucially, the scale is not just used by Council services, but also has seen roll out amongst Third Sector Organisations which are funded by the council, though the roll out amongst these organisations remains varied in terms of implementation. In Renfrewshire, it is typically introduced around the second or third week of engagement, or once a basic relationship has been established and staff feel it is appropriate. Staff are advised not to present the FWS as a requirement but as a tool that may inform the type of support offered. It is made clear that participation is voluntary, and responses are not shared outside of the Family Wellbeing Service. 8.2. A key benefit of the tool is that for individual families and practitioners it allows a focus of the situation from a families perspective, and allows a practitioner to have meaningful conversations which can be used to target interventions and provide support. It also allows for the effectiveness of interventions to be evidenced across the scale. A second benefit is that interventions can be evaluated and evidenced across the service as a whole, using a consistent approach across the service. 8.3. As demonstrated below, the data across the service can be seen in Table One below and demonstrates the insight can be derived from it. Pre Avg Post Difference Page 28 of 216
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Page 7 of 9 Avg Family bonding 9 9.58 0.58 Togetherness 7.97 8.89 0.93 Respect 3.6 4 0.4 Openness 7.4 8.26 0.86 Communication 7.15 8.05 0.9 Affection 8.35 8.79 0.44 Overall 43.48 47.58 4.1 Table One: Family Wellbeing Scale year-on-year data 8.4. The evaluation found that there were clear benefits to using the family wellbeing scale and that its use should be continued across the family wellbeing servie. As part of this, there is a need to conduct a full training needs analysis of the tool, which could be conducted by the Data and Evaluation Officer. Part of this should be exploration of whether the tool needs to be deliver in ‘research-type’ manner (a professional sitting with a pen or laptop asking for scores) or if there better ways for more ‘informal’ implementation. This analysis should also focus on the intersection with relational practice. __________________________________________________________________ 9. Developments for 2025-26 9.1. The key development actions for the Family Wellbeing Service during 2025- 26 will be included in the Education Improvement plan for 2025-26 and are as follows: • Develop the NVR approach across communities by planning an yearly calendar of NVR groups that will be delivered by family wellbeing staff ( including third sector) on a locality basis, ensuring that waiting times for parents to access an NVR group is kept to a minimum. • Promote the good practice of the Family Wellbeing Service through the development of a video, case studies and newsletters which will be widely shared with local and national partners. • Increase the voice of families in service development through a programme of self evaluation family friendly events • Increase the number of EPEC groups and number of parent group leaders through partnership with funded third sector organisations • As part of a wider review of the Easter and Summer ASN playscheme consideration will be given to the introduction of a Pay to Play option for parents, to increase respite opportunities for families of children with complex needs • Implement the use of the FORT (Fast Online Referral and Tracking) system with the interrupted learners team and the family wellbeing schools team, and provide guidance for whole service data reporting • Following the review of the Family Wellbeing scale, through partnership with the data officer, implement improvements to its use across the community wellbeing team and third sector partners as part of a wider approach to improve impact evaluation across the funded third sector organisations Page 29 of 216
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Page 8 of 9 • Develop stronger links with housing and homeless services to improve family support _________________________________________________________________ Implications of this report 1. Financial – no financial implications 2. HR & Organisational Development – no implications 3. Community/Council Planning Our Renfrewshire is thriving - Ensuring the best support for all children and young people Our Renfrewshire is well - Early intervention will lead to healthier outcomes for children and young people, families and communities. Our Renfrewshire is safe - Local services/establishments will support children, young people and members of the community. Building strong, safe and resilient communities - The quality of community life is enhanced by supporting children and young people. Tackling inequality, ensuring opportunities for all - Effective governance arrangements ensure that the organisations can deliver effective and equitable support for children and young people Creating a sustainable Renfrewshire for all to enjoy - Effective support arrangements will contribute to a quality education for children and young people 4. Legal – no implications 5. Property/Assets – no implications 6. Information Technology – no implications 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. 7. Health & Safety – no implications 8. Procurement – no implications Page 30 of 216
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Page 9 of 9 9. Risk – no implications 10. Privacy Impact – no implications 11. Climate Risk – no implications 12. Children’s Rights – While not directly mentioned in the report reference is made to the UNCRC and the additional responsibilities it places on councils. 13. Cosla Policy Position – no implications 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 8 August 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 31 of 216
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Page 1 of 13 To: Education and Children’s Services Policy Board On: 21 August 2025 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Education Advisor (CAMHS) Evaluation Report __________________________________________________________________ 1. Summary 1.1. The role was created and funded by Renfrewshire’s Community and Mental Health Board. This was a temporary post which started in August 2023 with a planned end date of August 2024. 1.2. Due to its ongoing success and the impact being made, the role has become permanent and is now fully funded by Children’s Services. This report outlines the progress of the Education Advisor (CAMHS) role to date and the support provided to children, young people, families and establishments. 1.3. Renfrewshire Council Children’s Services aims to ensure that all children and young people have access to the resources and opportunities they require to develop their full potential. The policy framework, ‘Getting it Right for Every Child’ (GIRFEC) is adopted nationally and outlines a shared understanding for professionals supporting children and young people. It emphasises that wellbeing captures all aspects of a child’s life, including their physical and mental health, and their connections with their family, the community, and wider society. 1.4. Building on GIRFEC processes, it is understood that many children and young people with mental health or neurodivergent difficulties can benefit from universal provision. For some children and young people with more complex needs, specialist provision is a requirement. As such, Children’s Services, in partnership with Specialist Children’s Services, created this key role to improve cross service communication and support for children, young people and families, while they are waitlisted for support. In the short term this role will improve communication between services, offer support to schools, young people and their families and ensure that our children and young people are getting the right support at the earliest opportunity. Longer term, we trust it will play a significant factor in supporting children and young people to increase both attendance and attainment through supporting their mental health and wellbeing . Item 5 Page 33 of 216
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Page 2 of 13 1.5. The primary outcome of the role was to improve co-operation and communication between Children’s Services and the Child and Adolescent Mental Health Service (CAMHS). It has developed beyond its original remit to include the Neurodevelopmental (ND) Service, ensuring appropriate support at the right time for our children and young people, before, during and after the process of referral, assessment, diagnosis/treatment and discharge. 1.6. To date the role has received over 1000 referrals. • 100% of Renfrewshire establishments have been supported by this role. • 23% of referrals were from children and young people from SIMD1. • 13% of referrals were from children and young people from SIMD2. SIMD is the Scottish Government's standard approach to identify areas of multiple deprivation in Scotland. It can help improve understanding about the outcomes and circumstances of people living in the most deprived areas in Scotland 1.7. In addition to this, the role looked to: • improve universal professional understanding between CAMHS and Education 1.8. Establish a single point of contact between CAMHS and Education to: • provide rapid response and coordination around specific referrals (early intervention and prevention); • support schools to ensure high quality referrals to CAMHS; • develop a ‘Step-down’ process to create and share discharge plans with schools (wellbeing plan) to support avoidable re-referrals; • explore ways to improve clinical non-attendance rates; and • map existing Tier 2 services and community resource. 1.9. The role of Education Advisor and the strategic priorities set within, have been designed to address multiple strategic points (13 in total) within each of the Children’s Services Inclusion Portfolio Strategic Plan(CSIPSP), CAMHS National Service Specification (NSS) and the Neurodevelopmental Service Specification. Most notable from each service are: 7.5 Develop effective relationships and pathways with key local organisations [education] to ensure the holistic needs of children, young people and/or families/carers are met in a timely and appropriate manner, in line with GIRFEC National Practice Model.- CAMHS National Service Specification 2.5 Build on and contribute to multi-agency care pathways- Neurodevelopmental Service Specification Page 34 of 216
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Page 3 of 13 Action1. Improved integrated working across all services including Health, Education, Social Work and Voluntary Sector - Children’s Services Inclusion Portfolio Strategic Plan __________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to note the very positive progress the Education Advisor Service is making in supporting outcomes for children and young people in Renfrewshire. __________________________________________________________________ 3. Background 3.1. Approximately 10% of the children and young people enrolled in Renfrewshire establishments are open to CAMHS/Neurodevelopmental pathways. This percentage is likely to increase in the next 5 years, particularly among those seeking diagnosis from the Neurodevelopmental (ND) Service. The majority of diagnoses from the ND service are, Autistic Spectrum Disorder (ASD) and Attention Deficit Hyperactivity Disorder (ADHD). 3.2. Prior to the role’s inception, there was no established communication channel between Tier 3 mental health services and education. The referral process from Education to CAMHS was not standardised and knowledge of CAMHS/Neurodevelopmental pathways was not widely understood within education. 3.3. Similarly, mental health professionals had limited understanding of the capacity within education to support the mental health of children and young people, often relying on anecdotal evidence from children, young people and families presenting at clinic. 3.4. Children’s Services and Specialist Children’s Services jointly support the most vulnerable children and young people in Renfrewshire. As such, Education and Health made the strategic decision to move towards a greatly improved collaborative approach to meet the needs of the most vulnerable. The role of Education Advisor which was introduced to Renfrewshire in August 2023 is the first role of its kind anywhere in Scotland. 3.5. It should be noted that this is a multifaceted role with the core components being: • Single Point of Contact for Education/Health Professionals with regard to children/young people accessing or waitlisted within the CAMHS and Neurodevelopmental pathways. • Offering families, educators and clinicians practical advice in the support of children and young people, pre and post diagnosis. Page 35 of 216
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Page 4 of 13 __________________________________________________________________ 4. Evaluating Impact and Outcomes 4.1. Although this role is still relatively new , feedback from stakeholders gathered from both Health and Education have been used to measure impact. The role has been successful in developing the following areas: 4.1.1. Improve universal professional understanding between CAMHS and Education • Both Health and Education were asked to reflect upon their professional understanding of each others’ role before, and then after, the role had been undertaken. • Both Education and Health professionals highlight a significant improvement in understanding. This has been supported through cross sector training of teachers and clinicians, carried out by CAMHS and Education Advisor. • In addition, this role has ensured that all GP surgeries in Renfrewshire now have an Education contact name at almost all schools, should they require to discuss Tier 3 mental health referrals. 4.1.2. Establish a single point of contact between CAMHS/ND Service and Education to: • Provide rapid response and coordination around specific referrals (early intervention and prevention) To date, the role has been required to support 11 ‘high risk’ incidents where vital information was shared between CAMHS and Education, allowing for co- ordinated support for the young people involved. This included on-going support for the young people on return to school. Page 36 of 216
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Page 5 of 13 • Supporting schools to ensure high quality referrals CAMHS Prior to the establishment of this role, there was no standardised or uniform referral process to CAMHS. The detail of the referral was at the discretion of the writer and while some referrals offered clinicians enough information to triage effectively, others required further investigation, ultimately reducing capacity of the service and increasing wait time for appropriate support. In collaboration with educators and clinicians a new referral process was created. The number of referrals from education to CAMHS has declined while the appropriateness of referrals has improved significantly. Both sectors indicate this as positive. 90% of CAMHS clinicians felt that the new process was beneficial to their role while 76% of educators found it useful and easy to complete. 4.1.3. Develop a ‘Step-down’ process to share discharge plans with schools Prior to the role, post discharge information to schools was limited. In consultation with children and young people, educators and clinicians, a process was agreed to address this. In the closing weeks of clinical therapeutic work, clinicians will carry out discharge planning with the child or young person. With their consent it will be shared with the Education Advisor who will support school with its application. The purpose of this is to ensure the support around the child or young person is maintained at this transition point, and long term, to reduce avoidable re- referrals to the service. Re-referral data is still being monitored and collected at this time. 4.1.4. Explore ways to improve clinical non-attendance rates As part of the new referral process, schools now highlight at the point of referral families at risk of non attendance or who may find the clinical setting a challenging environment. This is discussed with the Education Advisor and alternative plans are put in place to support the child/young person. 4.1.5. Mapping of existing Tier 2 services and community resource The role of Education Advisor is to offer appropriate Third Sector signposting to schools and families. This has been achieved through collaborative working with a variety of Third Sector Partners including Aberlour Children’s Charity and Pachedu Charity who work with a diverse range of minority ethnic groups across a broad range of protected characteristics. Ongoing engagement with the ASN Development Group which incorporates a wide variety of Third Sector support ensures regular updates to schools and clinicians, improving the capacity support at the earlies point. Page 37 of 216
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Page 6 of 13 __________________________________________________________________ 5. Scope of the Role (Quantitative) 5.1. Across all data sets, the role has demonstrated its capacity to meet increasing demand. The data below demonstrates how this has increases since August 2023. __________________________________________________________________ 6. Impact of the Role The voice of all service users is paramount to the delivery and future development of this role. It was important to understand the impact the role has had on both the professional’s role and that of the children and young people supported by the professional. Both quantitative and qualitative feedback has been sought from all stakeholders. It should be noted that due to the sensitive nature of the support given to the children and young people, questionnaire methods of feedback were not appropriate. 6.1. Young person’s Perspective: ‘[clinician] asked me if I wanted to speak to [advisor] because some things were tough at school. I wasn’t sure, but it was okay. He asked me about the big things that were getting to me and I had to think about what would really help. I found this hard. I spoke to him twice and he spoke to school for me and I think that school get it a bit more now’- S3 Pupil Page 38 of 216
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Page 7 of 13 ‘[advisor] asked me if it would be ok to talk to [Pastoral Care Teacher] I wasn’t sure what to expect, nothing changes that much even when people promise things. [Pastoral Care Teacher] spoke to me about a week after and we had a bit of a plan. I don’t know how it will go, but I feel a bit better about the plan’- S4 Pupil 6.2. Parental Perspective: Cognisance was taken around the sensitivities of families requiring support. Through conversation, some families agreed to share their voice. The following is broadly representative of the majority of feedback with parents/carers. ‘As the parent of a child waiting for an Autism assessment, trying to navigate Education and Health is daunting. [Advisor’s] advice gave me perspective, and reassured me that I wasn’t ‘off my head’ when considering transitions and expectations of school support’ – Primary School Pupil Parent ‘I found it hard to understand what schools could do [to help the young person]…to make school understand where he [the young person] was coming from and the help he needed. The CAMHS Education person made it easy and spoke to the school for us…….things are much better now, at the moment.’ P6 Parent ‘Nobody gets how hard it is to support your child every day and people in schools and the NHS are good but don’t get to see it all. And my child is different in school as well. It was good to have a person to talk to the CAMHS people and school about her.’ - High School Parent 6.3. Education Perspective: 94% of respondents felt the role had either a high or medium impact on children and families. 3% felt it had low impact and 3% felt it was too early to tell. ‘We had a very hard to reach family. [Advisor’s] engagement with them and support helped the family understand the support school could offer and advised the family on strategies to help at home (that we replicate in school).’ ‘….I have seen progress in the length of waiting lists and there seems to be a more targeted approach to reducing these. This is impactful for families who are waiting for answers and perhaps medication to help support their child.’ ‘It is great to have a direct link with this service [CAMHS]. It has provided the school and parents with reassurance and support. We are grateful for this.’ 98% of respondents felt that the role was a useful support to their school or department. 2% felt they were unsure at the moment. ‘I have found this new position to be extremely helpful to me as HT [Head Teacher] but also to parents. Availability & reliability have been key….’ ‘[Advisor] was a good support to me as HT [Head Teacher] and was able to share his insight in to support for children, families and staff when dealing with challenging behaviour.’ Page 39 of 216
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Page 8 of 13 ‘Having [advisor] to answer questions quickly is invaluable from a school perspective & being able to feedback to parents too is so handy. Knowing there is one contact who is easily accessible through email or phone is great.’ ‘Been an excellent link between school and health and smoothed a process which had become fractured over time.’ 6.4. CAMHS Perspective: 95% of clinicians felt that role had a, high impact on children and families, with 5% stating this to be of, medium impact. ‘Understanding presentation at school compared to home is extremely useful when considering if a referral is appropriate for CAMHS but in particular neuro. It has also supported consent of young people. Ahead of choice appointments, I then have more information and can ask more specific questions meaning that CYP are directed to the most appropriate services.’- Clinician ‘Extremely helpful to have input to hand. Has really improved links with schools and ability to redirect / ensure appropriate supports in place for new referrals as well as existing cases’- Clinician When asked if the Role of Education Advisor is a useful support to their discipline? 100% of clinicians stated, yes. ‘Quicker access to advice and consultation for individual children as well as help in linking CAMHS care planning in with the plans formulated in school.’ ‘The Education Advisor is a great asset to the team. Bringing useful insight into the school, client and CAMHS perspectives; and being able to work together in providing a more accurate care plan’ -CAMHS Clinician ‘Extremely helpful to have input to hand. Has really improved links with schools and ability to redirect / ensure appropriate supports in place for new referrals as well as existing cases’ – CAMHS Clinician __________________________________________________________________ 7. Neurodevelopmental (ND) Service 7.1. Due to the success and flexibility of the role, it has expanded beyond its original remit to support children and young people within the Renfrewshire Neurodevelopmental Pathway. Context 7.2. In October 2023 a new diagnostic pathway was set up to assess and diagnose neurodevelopmental conditions. Prior to this pathway, these assessments would have been carried out by CAMHS. The majority of the diagnoses from the ND Pathway are, Autistic Spectrum Disorder (ASD) and Attention Deficit and Hyperactivity Disorder (ADHD). 7.3. CAMHS and ND are now two distinct pathways with CAMHS addressing moderate to severe mental health difficulties. Page 40 of 216
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Page 9 of 13 7.4. The work carried out by the Education Advisor for the ND Pathway, replicates closely that of CAMHS, as outlined above. 7.5. In addition to this, the Advisor entered discussions around where ND assessment would be most beneficial from an education perspective. 7.6. Joint planning of a pilot project, the first of its kind in Scotland, looked at targeted assessment which included opportunities for education professionals to be involved in the assessment process. 7.7. The Pilot was carried out in one secondary and 2 primary schools and involved clinicians carrying out all assessments and parental meetings within the school. The pilot had 100% attendance rate, which has never been achieved in the clinical setting. Education professionals participated in the feedback/diagnosis meetings with parents/carers. The education advisor would then support schools and families with the outcomes of these meetings as appropriate. The support included but was not limited to: 1. Direct or signposted behavioural support for families 2. Direct advice to Senior Leadership Teams 3. Whole school staff training 4. Individual teacher support Outcomes 7.8. Parental/Young person’s Perspective 89% of respondents agreed that the location of the assessment and meetings (School) was excellent. 89% agreed that this was a highly collaborative process. 96% agreed that they felt listened to 85% would recommend this process to other service users 7.9. Education Perspective 100% of staff from the schools involved stated they found the process to be highly beneficial to the children and young people in their school. ‘The pilot has been extremely beneficial for all our families involved and positive feedback from all that took part. They now feel a weight has been lifted from them and they are able to fully understand their child and also how best to support them at home and at school. Class Teachers and supported adults have now made adaptations best suited to meet the needs of learners e.g. interventions, environments ,resources etc.- DHT Primary ‘The pilot has been life changing for some of our pupils and their families who had previously been faced with extremely long waiting lists from CAMHS. The practitioners were excellent and it was so beneficial being involved in the assessment process.’-DHT Secondary Page 41 of 216
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Page 10 of 13 82% of staff felt that the pilot was extremely beneficial in supporting them to meet the needs of the child/young person. 18% felt it was somewhat beneficial. ‘Staff felt that being part of the process and the feedback gave them greater insight into the barriers facing the child and how school and home could work together to overcome these. School staff also felt that it increased communication between home and school as they both received the information at the same time.’-Primary Head Teacher ‘The support and knowledge of the [ND] team was invaluable, and knowing that we have access to ongoing support and advice from the education advisor is a big help’-Primary Depute Head ‘We now have a clear idea of these pupils' neurodevelopmental needs which has allowed us to ensure appropriate supports are in place and that there is a greater understanding of each pupils' needs.’-Secondary Depute Head 7.10. ND Clinician Perspective 100% of clinicians who participated in the pilot stated they found the process to be highly beneficial to the children and young people being assessed. 100% of clinicians stated that partnership working with schools has significantly improved the assessment process. ‘Conducting assessments and feeding back diagnoses in a familiar location to families [school] makes the process significantly more relaxed and much less stressful for patients, also getting feedback two weeks after assessment cuts the waiting time for families’- ND Clinician ‘It was good to be assessing in school, as the dialogue between teachers and clinician was much more easily achieved than would be the case in clinic. With our colleagues in Education, I feel we have very much strengthened the assessment process- ND Clinician 7.11. Next steps in this partnership will involve supporting Neurodevelopmental practitioners achieve a deeper understanding of Renfrewshire’s Stage Intervention Process and explore how this can be developed within the referral process. ______________________________________________________________ 8. Barriers and Support Requirements 8.1. Due to the open and collaborative nature of the work undertaken, there have been few, if any barriers of note. 8.2. Data trends show increased need for this service year on year. Innovative solutions will be required to meet this demand going forward. ___________________________________________________________________ Page 42 of 216
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Page 11 of 13 9. Conclusion 9.1. This evaluation report outlines Renfrewshire’s journey towards developing closer links with Health partners to improve outcomes for children, young people and their families, who are working within, or waitlisted for, Specialist Children’s Services Pathways. We have ensured that their voice is central throughout. 9.2. The findings suggest that overall, the authority is continuing to make excellent progress towards the outcomes stated at the initiation of the role of Education Advisor. We have evidenced how relationships across services have, and continue to grow, for the benefit of our children, young people, their families, educators and clinicians. This joined-up approach, coupled with the intentional flexibility of the Education Advisor role, will enable all those involved, to deliver tailored and timely support to families at the earliest juncture. This will ensure, collectively, we are getting it right for every child. 9.3. This report also indicates key areas that Renfrewshire shall continue working towards. These are: • Building ever closer relationships and working practices between Health and Education, by developing further, the positive impact of cross sector training. • Learning from the positive feedback from the targeted assessment Neurodevelopmental Assessment Pilot and rolling this out on a wider scale. • Explore the capacity for alignment of the Staged Intervention Process and the Neurodevelopmental referral process. • Continue to seek the voice of the children, young people and carers who use our services, ensuring they are represented fully in the work we do. ___________________________________________________________________ Implications of this report 1. Financial – no financial implications 2. HR & Organisational Development – no implications 3. Community/Council Planning Our Renfrewshire is thriving - Ensuring the best support for all children and young people Our Renfrewshire is well - Early intervention will lead to healthier outcomes for children and young people, families and communities. Our Renfrewshire is safe - Local services/establishments will support children, young people and members of the community. Page 43 of 216
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Page 12 of 13 Building strong, safe and resilient communities - The quality of community life is enhanced by supporting children and young people. Tackling inequality, ensuring opportunities for all - Effective governance arrangements ensure that the organisations can deliver effective and equitable support for children and young people Creating a sustainable Renfrewshire for all to enjoy - Effective support arrangements will contribute to a quality education for children and young people 4. Legal – no implications 5. Property/Assets – no implications 6. Information Technology – no implications 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 implications 9. Procurement – no implications 10. Risk – no implications 11. Privacy Impact – no implications 12. Climate Risk – no implications 13. Children’s Rights – While not directly mentioned in the report reference is made to the UNCRC and the additional responsibilities it places on councils. 14. Cosla Policy Position – no implications 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 __________________________________________________________________ Page 44 of 216
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Page 13 of 13 Children’s Services EH 7 August 2025 Author: Emma Henry, Head of Education emma.henry@renfrewshire.gov.uk Page 45 of 216
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Page 1 of 7 To: Education and Children’s Services Policy Board On: 21 August 2025 _________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Children (Care, Care Experience and Services Planning) (Scotland) Bill (As Introduced) __________________________________________________________________ 1. Summary 1.1. The Children (Care, Care Experience and Services Planning) (Scotland) Bill was introduced to the Scottish Parliament on 17 June 2025. The Bill introduces legislative changes across the care system, children’s hearings, and services planning. 1.2. The Bill amends existing statutes, introduces new duties, and establishes frameworks for improved support and oversight of Care-Experienced individuals and services. 1.3. The Scottish Government’s Education, Children and Young People Committee is currently scrutinising a new Bill and invited public and stakeholder views between 27 June and 15 August 2025. This consultation is designed to support the Committee’s consideration of the Bill by focusing on two key objectives: • To understand the reasons why individuals and organisations either support or oppose the Bill. • To gather constructive suggestions on how the Bill might be amended to better reflect the needs and aspirations of children, families, and communities across Scotland. 1.4. Renfrewshire Council’s Children’s Services will be submitting a formal response to the Committee’s call for views. This feedback will reflect our local experience, priorities, and professional insight, ensuring that the voices of children, families, and practitioners in Renfrewshire contribute meaningfully to the national legislative process. 1.5. The Bill, as introduced, changes the services and support provided to people in the children's care system, or who have ever had experience of that system. Those changes include: Item 6 Page 47 of 216
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Page 2 of 7 • giving people who left the care system before their 16th birthday the right to apply for aftercare; • requiring Scottish Ministers to ensure Care-Experienced people have access to advocacy services; • requiring Scottish Ministers to publish guidance which promotes understanding of “care” and “Care Experience;” • giving Scottish Ministers powers to limit the profits that can be made from children’s residential care; • requiring fostering services to register as charities; • giving Scottish Ministers the power to create a register of foster carers; • making changes to the children’s hearings system. __________________________________________________________________ 2. Recommendations 2.1. Members are invited to note: [a] the key information and implications outlined in this briefing regarding the Children (Care, Care Experience and Services Planning) (Scotland) Bill; [b] the breadth and ambition of the proposed legislation, which seeks to strengthen outcomes for children, young people, and families across Scotland; and [c] the ongoing engagement with the legislative process to ensure that the Act is informed by local insight and delivers meaningful, positive change for our communities. __________________________________________________________________ 3. Background 3.1. The Children (Care, Care Experience and Services Planning) (Scotland) Bill was introduced to the Scottish Parliament on the 17 June 2025, marking an important step toward enshrining The Promise in law by 2030. 3.2. This Bill was previously referred to as the Promise Bill, this legislation reflects the Scottish Government’s commitment to improving outcomes for Care Experienced children, young people, and adults. If passed, the Bill will introduce reforms across eight key areas of the care system, including the right to advocacy, measures to address profit-making in residential care, and a redesign of the Children’s Hearings system. 3.3. The Bill is structured into three main parts: • Part 1: Children’s Care System; • Part 2: Children’s Services Planning; • Part 3: Final Provisions. Page 48 of 216
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Page 3 of 7 3.4. Part 1: Children’s Care System Part 1, Chapter 1: Support etc. for Persons in or with Experience of the Children’s Care System. 3.4.1 Aftercare etc. for persons looked after before age 16: The Bill amends the Children (Scotland) Act 1995 to extend aftercare support to individuals who were looked after before the age of 16. It allows persons aged 16 to 25 who were previously looked after, but not necessarily on their 16th birthday, to apply for advice, guidance, or assistance from local authorities. The eligibility criteria are broadened to include those who were looked after at any point before their sixteenth birthday. The Bill also amends provisions for financial assistance towards education or training. It defines a “relevant person” for these purposes as someone aged 16 to 25 who is no longer looked after but has been so at any point in their life. The Bill includes provisions for individuals who were looked after in other UK jurisdictions, including England, Wales, and Northern Ireland. These individuals are to be treated equivalently under the aftercare provisions. 3.4.2 Corporate Parenting Duties in relation to Persons Looked After before age 16: The Bill amends the Children and Young People (Scotland) Act 2014 to extend corporate parenting duties to all individuals under the age of 26 who have been looked after at any point in their lives, regardless of whether they were looked after on their 16th birthday. It repeals previous limitations and clarifies the scope of corporate parenting responsibilities. 3.4.3 Advocacy Services for Care Experienced Persons: The Bill mandates the provision of independent advocacy services for Care-Experienced persons. These services are intended to support individuals in accessing care and assistance and in expressing their views to decision-makers. The Scottish Ministers are required to ensure the availability of such services and may set standards, qualifications, and training requirements for providers. Regulations may also establish a register of advocacy service providers and specify when and how individuals are informed about the availability of these services. 3.4.4 Guidance in relation Care Experience: The Bill requires the Scottish Ministers to issue guidance to promote understanding of Care-Experienced individuals and their experiences. This guidance is directed at public authorities and other bodies exercising public functions. It may include best practices for identifying Care-Experienced persons, avoiding stigmatisation, and ensuring access to public services. Public authorities must have regard to this guidance and ensure that third-party service providers do the same. 3.5 Part 1, Chapter 2: Provision of Children’s Care Services 3.5.1 Children’s Residential Care Services - Profit Limitation: The Bill introduces a framework for limiting profits in children’s residential care services. It amends the Public Services Reform (Scotland) Act 2010 to allow the Scottish Ministers to impose requirements on private providers of care home services and school care accommodation services for children. 3.5.2 The Scottish Ministers must consult stakeholders before imposing or modifying profit limitations. They must consider the public interest, value for money, the wellbeing of children, and the interests of local authorities and providers. Page 49 of 216
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Page 4 of 7 3.5.3 Fostering Services to be Charities: The Bill requires that all fostering services be operated by charities. It amends the Public Services Reform (Scotland) Act 2010 to define a fostering service provider as a charity registered in Scotland, England and Wales, or Northern Ireland. The Scottish Ministers may modify this definition by regulation. 3.5.4 Register of Foster Carers: The Bill introduces provisions for a national register of foster carers. The register is to be established and maintained by the Scottish Ministers or an authorised organisation. It will include information on approved foster carers, including their approval status, the type of care provided, and reasons for any termination of approval. It may also include information on individuals considered but not approved as foster carers. 3.5.5 Regulations may specify the form and content of the register, offences for non- compliance, and fees for inclusion or disclosure of information. Disclosure of register information is restricted and subject to regulation. Unauthorised disclosure is a criminal offence. 3.5.6 The Bill allows for pilot schemes to test the implementation of the register and requires evaluation and reporting to the Scottish Parliament. 3.6 Part 1, Chapter 3: Children’s Hearings 3.6.1 Composition etc. of Children’s Panel, Children’s Hearings and Pre-Hearing Panels: The Bill amends the Children’s Hearings (Scotland) Act 2011 to allow for single-member children’s hearings and pre-hearing panels in certain circumstances. The National Convener may appoint ordinary, chairing, and specialist members to the Children’s Panel. The selection of panel members must ensure appropriate representation and qualifications. 3.6.2 The Bill introduces new procedures for grounds hearings, including the preparation of a statement of grounds by the Principal Reporter. The Reporter must engage with the child and relevant persons to determine whether the grounds are accepted and whether a hearing or court application is appropriate. 3.6.3 Child’s Attendance at Hearings: The Bill revises the rules regarding a child’s attendance at hearings. A child is only required to attend if necessary for a fair hearing or to assist decision-making. The hearing must consider the child’s age, maturity, and potential risks to health, safety, or development. Similar provisions apply to hearings before a sheriff. 3.6.4 Powers to Exclude Persons from Children’s Hearing: The Bill empowers children’s hearings and pre-hearing panels to exclude relevant persons or their representatives if their presence would prevent the child from expressing views or cause significant distress. This provision is intended to protect the child’s welfare during proceedings. Page 50 of 216
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Page 5 of 7 3.6.5 Removal of Relevant Person Status: The Bill introduces a process for removing the status of “relevant person” from individuals where continued involvement would likely cause serious harm or infringe the child’s rights under Article 8 of the European Convention on Human Rights. Applications may be made by the child, another relevant person, a safeguarder, or the Principal Reporter. The Sheriff must determine the application within three days. Appeals may be made to the Sheriff Appeal Court and, with permission, to the Court of Session. 3.6.6 Referral and Grounds Hearings: The Bill restructures the process for referring children to hearings. The Principal Reporter must prepare a statement of grounds and determine whether to arrange a hearing or apply to the Sheriff. The Reporter must consult with the child and relevant persons and prepare a report outlining the process and findings. 3.6.7 The Bill introduces new definitions for “statement of grounds” and “supporting facts.” It sets out procedures for determining whether grounds are accepted and for amending the statement accordingly. The hearing may proceed based on the views of relevant persons if the child is unable to understand the grounds. 3.6.8 Making of Further Interim Compulsory Supervision Orders: The Bill clarifies the procedures for making interim compulsory supervision orders and interim variations. It specifies the duration of such orders and the conditions under which further orders may be made. The Principal Reporter may initiate a review of a compulsory supervision order if new information becomes available. 3.7 Part 2: Children’s Services Planning 3.7.1 Lead Children’s Services Planning Bodies: The Bill amends Part 3 of the Children and Young People (Scotland) Act 2014 to enhance the planning and delivery of children’s services. It introduces the concept of “lead children’s services planning bodies,” which includes local authorities, health boards, and integration joint boards (IJBs) where applicable. 3.7.2 These bodies are jointly responsible for preparing, reviewing, and implementing children’s services plans. The planning process must involve consultation with stakeholders and reflect the needs of Care-Experienced children and young people. The Bill strengthens reporting requirements and grants the Scottish Ministers powers to issue guidance and directions. 3.8 Part 3: Final Provisions 3.8.1 The final part of the Bill includes standard legislative provisions. It grants the Scottish Ministers powers to make ancillary regulations, including transitional and saving provisions. It specifies the procedures for making regulations and the commencement of the Act. The short title of the Act is the Children (Care, Care Experience and Services Planning) (Scotland) Act 2026. ___________________________________________________________________ 4. Conclusion 4.1. The Children (Care, Care Experience and Services Planning) (Scotland) Bill represents a significant and key step toward embedding the commitments of The Promise into law. Its intention is to introduces a comprehensive suite of reforms aimed at improving the lives of Care-Experienced children, young Page 51 of 216
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Page 6 of 7 people, and adults across Scotland. The Bill’s provisions—ranging from extended aftercare rights and strengthened corporate parenting duties to profit limitations in residential care and reforms to the Children’s Hearings system— reflect an intent to create a more equitable, compassionate, and responsive care system. 4.2. Renfrewshire Council’s Children’s Services welcomes the opportunity to contribute to the national consultation and will ensure that the lived experiences and professional insights from our local area are meaningfully represented. Elected members are encouraged to note the scope and ambition of the Bill and to support continued engagement with the legislative process to ensure that the Act delivers the best possible outcomes for children, families, and communities. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Building strong, safe and resilient communities - Providing families and children with support to remain together will ensure our communities are supportive places for children to grow up in. Tackling inequality, ensuring opportunities for all - Providing families and children with the help they need at the earliest point possible will ensure our communities are inclusive for all. Working together to improve outcomes - Providing excellent quality care is central to ensuring that the most vulnerable children and families in Renfrewshire are provided with an opportunity to achieve their potential 4. Legal Corporate Parenting Duties: Renfrewshire Council are Corporate Parents under Part 9 of the Children and Young People (Scotland) Act 2014 5. Property/Assets None. Page 52 of 216
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Page 7 of 7 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. COSLA Policy Position None 13. Children’s Rights This report demonstrates compliance and promotion of Article 3 (best interest of child), Article 9 (keeping families together), Article 12 (respect for children’s views), Article 20 (children without families), Article 22 (refugee children) and 25 (review of a child’s placement) of the United Nations Convention on the Rights of the Child. 14. Climate Risk None. List of Background Papers None. __________________________________________________________________ Children’s Services Author: Maurice Gilligan, Promise Manager (Social Work Manager Operations Promise Lead), Children’s Services, maurice.gilligan@renfrewshire.gov.uk Page 53 of 216
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Page 1 of 8 To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: National Audit on Group-based Child Sexual Exploitation and Abuse. Baroness Casey report ___________________________________________________________________ 1. Summary 1.1. A National audit on group-based child sexual exploitation and abuse in England and Wales was commissioned by the Prime Minister and Home Secretary in February 2025. 1.2. The audit investigates group-based child sexual exploitation (CSE), often referred to as abuse by ‘grooming gangs’. While rare, these crimes are among the most heinous in society, involving multiple perpetrators who manipulate and coerce children into sexual activity which is harmful and abusive. 1.3. The audit was undertaken in relation to England and Wales, however, the findings and recommendation should be considered in relation to Scotland and to Renfrewshire. 1.4. The audit was led by Baroness Casey and carried out in March, April and May 2025 and was published on 16th June 2025. This report summarises the key findings and recommendations from the report, as well as acknowledging the work being undertaken in Renfrewshire to protect children from child sexual abuse and child sexual exploitation. ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to: a) note the publication of the National Audit on Group-based Child Sexual Exploitation and Abuse in England and Wales b) note the work undertaken in Renfrewshire to protect children from child sexual abuse and child sexual exploitation. Item 7 Page 55 of 216
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Page 2 of 8 ___________________________________________________________________ 3. Background 3.1. In February 2025, in response to serious and persistent concerns about group-based child sexual exploitation (CSE), the Prime Minister commissioned Baroness Casey of Blackstock to carry out a rapid national audit. Her task was to evaluate the scale, nature and drivers of group-based CSE and abuse at a national and local level in England and Wales. The audit was not born out of a lack of previous inquiries. There have been previous very high profile inquires linked to this issue like the Rochdale and Rotheram Inquiries since CSE was first formally defined in 2009. 3.2. Child sexual abuse (CSA) is an umbrella term that includes different types of abuse, including intrafamilial CSA, online CSA and child sexual exploitation • Child sexual exploitation (CSE) is a subset of child sexual abuse involving a power imbalance and the coercion or manipulation of a child into sexual activity in exchange for something the child needs or wants • Group-based child sexual exploitation (group-based CSE) is a subset of child sexual exploitation where two or more perpetrators are (whether identified or not) who are known to (or associated with) one another and are known to be involved in or to facilitate the sexual exploitation of children and young people. Being involved in the sexual exploitation of children and young people includes introducing them to other individuals for the purpose of exploitation, trafficking a child for the purpose of sexual exploitation, taking payment for sexual activities with a child or young person or allowing their property to be used for sexual activities with a child or young person 3.3. The report outlines how the ‘grooming gangs’ model of abuse is well documented and remains largely consistent, with the main difference in recent years being the growing role of online platforms and social media. The model typically involves: • targeting vulnerable children • grooming children into thinking they are in a ‘relationship’ • the use of drugs and alcohol to make children compliant • moving children from one place to another to be exploited • using hotels and AirBnBs, often to take advantage of anonymous check- ins. 3.4. The report highlights the significant role of online platforms and social media, noting how initial contact used to be made primarily in shopping centres, parks or takeaways, but is now likely to start on a social media platform and then lead to contact offences. Perpetrators also use social media to advertise ‘parties’ where children are groomed, facilitate coercive control, persuade children to film sexual acts or share images of themselves, and share images and information about children with other perpetrators. Page 56 of 216
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Page 3 of 8 3.5. The audit exposes critical gaps in how statutory agencies in England and Wales respond to concerns about group-based CSE because of poor information sharing between agencies; lack of accountability within statutory services; disjointed and under-resourced investigations; and severe underreporting of abuse with inconsistent and incomplete data collection, particularly in relation to perpetrators and their backgrounds. 3.6. Baroness Casey’s audit, published on the 16th of June, provides a concerning account of a system marked by repeated and ongoing missed opportunities to protect children from organised sexual exploitation. The audit highlights that victims of child sexual exploitation (CSE) have too often been ignored, criminalised or left without justice, while perpetrators – particularly in group- based CSE – have avoided prosecution. The audit report outlines for at least the last decade there has been “a repeating cycle” with “seminal moments of scandal and public outrage which lead to bursts of government focus and activity but no sustained improvement, leaving victims and the public with insufficient justice, action, accountability or answers”. 3.7. The audit is set in the context of other reviews, reports, inquiries, high-profile prosecutions, English and Welsh Government action plans, strategies and guidance relating to child sexual exploitation (CSE). It provides a timeline which begins in 2009, when the UK Government first provided a definition of CSE. The timeline highlights three recurring themes that have not been properly addressed since 2009: • the need to improve system processes around data gathering, information sharing and staff training • the ability to identify risk factors and recognise signs of grooming and exploitation • the need to collect data and information on perpetrators, including on ethnicity and culture. 3.8. The report highlights that there is limited data on CSA, CSE and group-based CSE in England and Wales. It further highlights that child sexual abuse and exploitation often goes unreported. Victims and survivors said they did not report for various reasons, including: • thinking they wouldn’t be believed • not knowing that they were experiencing abuse • thinking they were in love with a ‘boyfriend’ • worrying that reporting might lead to further violence to themselves or others • being scared that they would be criminalised for crimes their abusers had involved them in. 3.9. The report is explicit that all children are vulnerable because of their age, so victims may not necessarily exhibit the below risk factors and vulnerabilities, • Children may be in care or have previous experience of abuse Page 57 of 216
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Page 4 of 8 • Some children may have learning or physical disabilities • They may not view the ‘relationship’ as abusive • They may be encouraged to ‘recruit’ other children • Children may fear repercussions if they speak to police, their family or others • They may go ‘missing’ for hours or days at a time. Offender networks are often loosely interconnected and based around existing social connections, so tend to be broadly homogenous in age, ethnic background and socioeconomic status. With the following factors having significance in profiling those who present risk. • Acting in a group has a disinhibiting effect on perpetrators, and groups may have a disregard for their victims, such as through misogyny or ‘othering’ • Groups may target children locally or from different communities • Offender groups may link and overlap with other organised criminal networks • Groups perpetrating CSE are not seen as being as organised as other criminal networks, such as those supplying drugs. The report examines national and local data to assess what conclusions can be drawn about the sex, age and ethnicity of victims and perpetrators of group-based CSE. Victim characteristics The data which is available for England and Wales shows that: • most victims of CSA, CSE and group-based CSE are girls • the most common age of victims of group-based CSE is between 10 and 15 • in most cases, victim ethnicity was not known, so conclusions about the ethnicity of victims cannot be reached based on this data alone. The report outlines that available data on perpetrators of group-based CSE shows that: • most perpetrators are men • most suspects are aged between 10 and 29, but this younger age profile likely reflects increases in online offences and peer-on-peer abuse, as well as increased reporting of offences in schools, so may not reflect the age profile of ‘grooming gang’ members • in most cases, perpetrator ethnicity was not known, so the data is too limited to draw any conclusions about the ethnicity of perpetrators at national level in England and Wales. Page 58 of 216
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Page 5 of 8 3.10. Baroness Casey proposes reforms, aimed at transforming how organisations and society confront and prevent group-based CSE: 1. The law in England and Wales should be changed so adults who intentionally penetrate the vagina, anus or mouth of a child under 16 receive mandatory charges of rape. However a “Romeo and Juliet” clause should be created so that teenagers in relationships with each other are not penalised. 2. A national police operation should be planned to focus on reviewing and re-investigating historic cases, holding perpetrators – and complicit organisations – fully accountable. Swift movement of cases through the courts should be ensured to stop perpetrators and so as not to retraumatise victims. 3. The criminal convictions of victims of CSE should be reviewed. Where victims were criminalised instead of protected, convictions should be quashed. 4. Data systems should be reformed so that it is mandatory to record ethnicity and group-based CSE as distinct categories for better analysis and accountability. A recommendation of separating this data from other offences of sexual abuse has been made, while sharing data effectively should be prioritised over data protection issues. 5. Cross-agency information sharing should be made mandatory, including police, health, education, and social services in cases of child sexual abuse, and it should be overseen by a proposed Child Protection Authority. 6. Unique reference numbers for every child should be introduced to improve safeguarding through better tracking and information sharing. 7. Police systems and safeguarding technology should be upgraded, using AI to connect the dots across systems and flag risks earlier. This will improve investigations across the country and ensure that they can be done quickly. 8. Group-based CSE should be classified as organised crime, applying the same rigour and protocols used in major investigations with consideration given to whether the National Crime Agency can support police forces so that proven and best methods are used to investigate and bring perpetrators to justice swiftly. 9. Safeguarding records should be audited and interrogated to identify discrepancies, identify the lack of CSE and abuse information in Child in Need assessment data, and to hold services to account. 10. The government should commission research into the drivers for group- based CSE, including online offending, cultural factors and the role of the group. 11. Taxi licensing laws should be tightened, closing regulatory loopholes that have allowed perpetrators to access vulnerable children via this known group-based CSE method. Page 59 of 216
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Page 6 of 8 12. The government should commit to resourcing the implementation of these recommendations fully over multiple years and to tracking their implementation across departments and other organisations, with regular reports to parliament. 3.11 Baroness Casey’s recommendations are being considered at a national and local level in Scotland. Nationally the recommendations will be overseen by the National Child Sexual Abuse and Exploitation (CSAE) strategic group. The establishment of this national Child Sexual Abuse and Exploitation (CSAE) strategic group was agreed with Ministers in early 2024, following engagement between Scottish Government and key stakeholders in late 2023. The group’s purpose is as follows: • Provide national level expertise and strategic oversight to inform effective responses to CSAE in Scotland across the areas of prevention, identification, deterrence and recovery support. • Identify opportunities to enhance the evidence-base and shared understanding of CSAE and its impact. • Improve awareness and implementation of effective policy and practice- based CSAE interventions. • To consider areas for future research 3.12 This group has been meeting regularly since November 2024 and held an extraordinary meeting on 14th of July in relation to the Casey audit. Michelle McCargo Strategic Manager Children and Justice in Renfrewshire is a member of this national group and is the co-chair of the Education and Learning and Development subgroup. The purpose of the workforce, Education and Learning and Development group is to bring together practitioners and experts to consider available evidence including relevant data, policies, local and national practice, those impacted by CSAE perspectives, and other relevant information to identify potential actions to improve workforce training and learning and development on child sexual abuse and exploitation in Scotland, aligned to the National CSAE Strategic Group Outcome Framework. This work needs to ensure alignment with national priorities, including prevention, identification, deterrence, and recovery support. 3.13 Renfrewshire has had a dedicated approach to supporting children at risk of CSE since 2012. We have a Vulnerable Young Person’s Steering group which has representation from all key agencies. This group is accountable to Renfrewshire Child Protection Committee in terms of governance and has provided reports to the Member Officer Group and the Chief Officers Group. The Vulnerable Young Person’s Steering group overseen the establishment of a partnership with Barnardo’s to support young people at risk of harm from CSE within the community and missing from home episodes. The ‘Safer Choices’ project now called the BEST (Barnardo’s Exploitation and Safeguarding Team). This project has been operational since 2013 and was the first of its kind in Scotland. 3.14 The VYP steering group has driven forward Renfrewshire’s contextual safeguarding approach and developed a multi-agency vulnerable young persons operational process which protects young people impacted by risk outwith the family home. This process includes an operational group which consider the circumstances of individual children who are considered to be at risk of CSE. In addition, the process and VYP operational group pools local Page 60 of 216
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Page 7 of 8 intelligence, developing risk ‘heat maps’ for multi-agency review and analysis of community-based risks and works strategically to prevent harm scenarios and to disrupt perpetrators. The group provides the young person’s social worker with the risk information and analysis necessary for a robust protective plan. The work of the group impacts on young people locally and nationally as is has led to the identification of perpetrators resulting in a large scale investigation by Police Scotland. 3.15 Between April 22 and March 2024, the Vulnerable Young Persons Operational group undertook discussions in relation to 47 different young people, as well as the locations and people of concern associated with them. Furthermore, Social Work managers monitor data relating to children missing from home on a weekly basis and direct frontline actions accordingly. 3.16 The Vulnerable Young Person’s Steering group will consider the recommendations from the Casey Audit from a Renfrewshire perspective taking into account the work of the National Child Sexual Abuse and Exploitation (CSAE) strategic group and report to Renfrewshire Child Protection Committee and the Member Officer and Chief Officer groups. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is well - Ensuring the best support for all children and young people Our Renfrewshire is safe - Effective strategies ensures children and young people are protected from harm and perpetrators are identified as early as possible. Building strong, safe and resilient communities - The quality of life is enhanced by supporting children and young people Tackling inequality, ensuring opportunities for all - Effective governance arrangements ensure that the organisations can deliver effective and equitable support for children and young people Working together to improve outcomes - Effective multi-agency working will ensure young people are sage and protected from harm 4. Legal None. Page 61 of 216
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Page 8 of 8 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. 13. Children’s Rights None. 14. Cosla Policy Position None. List of Background Papers (a) Background Paper 1: (delete row if not used or add further rows if required or state ‘none’) National Audit on Group-based Child Sexual Exploitation and Abuse - GOV.UK 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 Michelle McCargo michelle.mccargo@renfrewshire.gov.uk ___________________________________________________________________ Children’s Services MMcC/JT 21 July 2025 Author: Michelle McCargo michelle.mccargo@renfrewshire.gov.uk Page 62 of 216
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To: Education and Children’s Services Policy Board On: 21 August 2025 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Learning Estate Programme Update __________________________________________________________________ 1. Summary 1.1. The current phase of the Learning Estate Delivery Programme is ongoing with the following projects: • Paisley Grammar School Community Campus • Park Mains High School Extension & Internal Interventions • Thistle Primary School 1.2. This report provides a short update on the latest development of each project. __________________________________________________________________ 2. Recommendations Members of the Education and Children’s Services Policy Board are asked to: 2.1. Note the progress of project delivery in the Learning Estate Programme. 3. Paisley Grammar School Community Campus 3.1. The project to deliver a new Paisley Grammar School Community Campus continues to deliver on track and is scheduled to complete in summer 2026. Construction is slightly beyond the halfway point now, and the progress is evident when witnessing the current stage of construction. 3.2. The building now features a large amount of its external cladding, bringing the building closer to its finished look. From an internal perspective, work is beginning on the fit out with some areas now at the point of having aspects such as flooring, and fixed furniture such as cabinets and worktops. 3.3. The formation of the external pitches has commenced and will soon be visible. Item 8 Page 63 of 216
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4. Park Mains High School Extension & Internal Interventions 4.1. The design process has now concluded the RIBA Stage 3 process which is ‘Spatial Coordination’ and has progressed into the final design stage, RIBA 4, which is ‘Technical Design’. The project is currently at the point of having a design that is coordinated from a structural and space perspective. The next step of the process is to add all elements of detail including mechanical and electrical services, finished, and specialist sub-contractor design input. 4.2. Due to the stage of the design, the major planning application has now also been submitted. It is anticipated that a decision will be made on the application at the relevant policy board later this year. 4.3. The project will progress through the final design stage for the remainder of this year and it is anticipated that all commercial arrangements will be in place to allow a final contract award to the contractor in early 2026 for construction. 4.4. The project remains on track to complete in the summer of 2027 with close monitoring and management being applied to these current stages of design and commercial agreement. 5. Thistle Primary School 5.1. The design process for the new Thistle Primary School in Dargavel is at the same formal stage of design as Park Mains High School project – ‘Technical Design’ – albeit it is at a slightly more advanced stage of the final design. 5.2. With planning permission already granted, the project is progressing through the building warrant process, and it is intended that a contract recommendation for the first major phase of the construction contract will be submitted to the September Finance, Resources and Customer Services Policy Board for approval. This will allow the contractor to begin the formal construction of the school and all supporting provisions in the months to come towards the end of 2025. 5.3. A period of civil engineering works to prepare the site for building has been ongoing for a number of months and has now successfully complete on time. This will allow the project to progress to formal construction as noted above, on track, as per the required timeline for completion in summer 2027. 5.4. A further two important projects have been ongoing in the Dargavel area this summer with the construction of a new pick up and drop off facility adjacent to the current Dargavel Primary School progressing well. This facility will be complete in August and operational thereafter to alleviate pressure on the road infrastructure outside the school. The school itself is also undergoing improvement works to the multi use games area, with an astroturf surface installed for both the school and wider community to benefit from. ___________________________________________________________________ Implications of this report 1. Financial All budgets associated with the capital projects discussed in this report have been agreed by Council and undergo rigorous management and quality assurance on a regular basis. Page 64 of 216
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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 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 is conducted in collaboration with the Council’s Procurement team and adheres to appropriate regulations. 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. Page 65 of 216
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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 July 2025 Author: Jack Lochans – Strategic Learning Estate Manager jack.lochans@renfrewshire.gov.uk Page 66 of 216
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To: Education and Children’s Services Policy Board On: 21 August 2025 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Learning Estate Strategy Update __________________________________________________________________ 1. Summary 1.1. The delivery of Renfrewshire’s Learning Estate Strategy is progressing to the first phase of business case development for the agreed priority projects. 1.2. In March, and May 2025, members of the Board were provided with information describing the four-stage business case process that will be undertaken for projects. In May 2025, members were further provided an indicative timeline associated with the delivery of these business case processes. 1.3. This report presents the completed documents of the first stage of this process for the following establishments identified as part of the agreed priority list: • Johnstone Primary School Learning Estate • Johnstone High School • Trinity High School 1.4. A completed Strategic Case for Change document for each of these projects has been included as an appendix to this report. __________________________________________________________________ 2. Recommendations Members of the Education and Children’s Services Policy Board are asked to: 2.1. Note the content of the completed Strategic Case for Change documents included as an appendix to this report for Johnstone Primary School Learning Estate, Johnstone High School, and Trinity High School. 2.2. Note that officers will begin conducting the first phase of informal stakeholder engagement on options for Johnstone Primary and Secondary Learning Estate, and Trinity High School. Item 9 Page 67 of 216
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3. Business Case Process Development 3.1. At the March and May 2025 Board, the following four-stage process was presented, showing how business case development will progress. A more detailed description of this process is provided in the May 2025 Board paper. 3.2. A high-level indicative timeline was also presented in May, showing the sequence of events and time associated with this four-stage process. The timeline showed that two major business cases would be progressed immediately for the Johnstone learning estate, and for Trinity High School which will also encompass a review of other learning establishments in Renfrew that could be considered as part of options during this business case. 3.3. Officers from across the Council have been working to develop a set of minimum viability criteria that will be used to assess options to ensure they meet the mandatory essential components of each theme involved in the design and operation of a successful and thriving school. Any options that are considered at the Outline Business Case will be clearly evidenced against these criteria to determine whether they should be further investigated. 3.4. Officers have also been working to develop a financial investment appraisal model. This model will feature at the Full Business Case (FBC) stage and will be a mechanism of testing the remaining short-listed options against their projected whole life cost. This is a mechanism that will allow evidence to be produced for what option realises best value across its whole life span, not simply by showing which option appears best against its construction value. This model will capture all known projected costs from design, construction, operation, through to eventual disposal or repurposing of the asset. 4. Phase 1 Priority Business Case Development 4.1. As agreed, two priority sets of business case development have progressed, which are the Johnstone Learning Estate and Trinity High School. The first stage of the business case development has now completed which is the Strategic Case for Change (SCC). 4.2. For ease of defining the case for change of the Johnstone Learning Estate, given the scale and complexity, it has been split into two separate SCC documents, one for the overall Johnstone primary school estate, and one for Johnstone High School. This has resulted in the following three documents which can be found as follows: • Johnstone Primary School Estate Strategic Case for Change – Appendix 1 • Johnstone High School Strategic Case for Change – Appendix 2 • Trinity High School Strategic Case for Change – Appendix 3 4.3. These documents contain facts about the establishments as they are currently positioned and set the scene for why there is a need for change. It should be noted that some information contained in each SCC is standardised and relevant to all, and has therefore been repeated for the interests of anyone who reads a single SCC in isolation. 4.4. Members should note that the next stage in the process is for these projects to progress to the Outline Business Case (OBC) stage where a long list of options to address the need for change will be considered and analysed. To support the completion of this next stage, an informal engagement exercise will be planned and conducted with key stakeholders to update on the process and gather views on next steps. Strategic Case for Change Outline Business Case Full Business Case Final Delivery Business Case Page 68 of 216
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4.5. Members of this Board will be kept up to date at future meetings and will subsequently be asked to approve the findings of the OBC at the next stage. ___________________________________________________________________ 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 recommendations and the mitigating actions will be reviewed and Page 69 of 216
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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 July 2025 Author: Jack Lochans – Strategic Learning Estate Manager jack.lochans@renfrewshire.gov.uk Page 70 of 216
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Appendix 1 – Johnstone Primary School Estate Strategic Case for Change Page 71 of 216
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Johnstone Primary School Provision Strategic Case for Change Version V.1.5 Date: 24/07/2025 Page 73 of 216
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Contents 1. Executive Summary ................................................................................................................. 8 2. Background ............................................................................................................................. 9 3. Strategic Case ........................................................................................................................ 11 3.1. Strategic Alignment ............................................................................................................... 11 3.2. Johnstone Local Context & School Facts ................................................................................. 13 3.2.1. Primary School Overview ....................................................................................................... 13 3.2.2. Description of Current School Sites ........................................................................................ 15 3.2.2.1. Auchenlodment Primary School ............................................................................................. 15 3.2.2.2. Fordbank Primary School ....................................................................................................... 16 3.2.2.3. St Anthony’s Primary School .................................................................................................. 17 3.2.2.4. St Margaret’s Primary School ................................................................................................. 18 3.2.2.5. Thorn Primary School............................................................................................................. 19 3.2.2.6. West Johnstone Joint Campus ................................................................................................ 20 3.2.3. Capacity and Projection Information ...................................................................................... 20 3.2.4. Location of Schools ................................................................................................................ 22 3.2.5. Key Facts ............................................................................................................................... 23 3.2.6. Operating Costs ..................................................................................................................... 23 4. Need for Change .................................................................................................................... 24 4.1. Case for Change and Investment Objectives .......................................................................... 24 4.2. Rationale of Need .................................................................................................................. 24 4.3. Scope and Service Requirements ........................................................................................... 26 4.4. Main Benefits ........................................................................................................................ 26 4.5. Main Risks ............................................................................................................................. 27 4.6. Constraints .................................................................................... Error! Bookmark not defined. 4.7. Dependencies ........................................................................................................................ 27 5. Economic Case ....................................................................................................................... 28 5.1. Critical success factors ........................................................................................................... 28 6. Commercial, Financial and Management Cases ...................................................................... 29 6.1. Commercial Case ................................................................................................................... 29 6.2. Financial Case ........................................................................................................................ 29 6.3. Management case ................................................................................................................. 30 7. Next Steps ............................................................................................................................. 31 8. Appendix 1 – Full Description of School Sites .......................................................................... 32 8.1. Description of Current School Sites ........................................................................................ 32 8.1.1. Auchenlodment Primary School ............................................................................................. 32 8.1.2. Fordbank Primary School ....................................................................................................... 34 Page 74 of 216
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8.1.3. St Anthony’s Primary School .................................................................................................. 35 8.1.4. St Margaret’s Primary School ................................................................................................. 36 8.1.5. Thorn Primary School............................................................................................................. 37 8.1.6. West Johnstone Joint Campus ................................................................................................ 38 1. Executive Summary The purpose of this Strategic Case for Change is to explore the existing structure of the primary school learning estate in Johnstone and the opportunities that could be gained by assessing the associated challenges it presents both now and in the future. This strategic assessment examines and considers the context of key issues which will limit, both now and increasingly in the future if not addressed, the ability to deliver against the identified strategic objectives for the Council’s learning estate. These key issues stem principally from a school estate with significant excess capacity coupled with a long-term forecast where future school rolls are expected to decline further, and additionally where deteriorating building conditions and suitability assessments are evident across several of the existing facilities. Taken together, these issues are showing to be detrimentally impacting the ability to deliver the curriculum and meet community needs. In this context a decision was made to progress with this review at the Education and Children’s Services Policy Board in March 2025 where it was agreed that the strategic business case should explore options for the wider learning estate in Johnstone, noting a geographical overprovision of school places in the town along with a cluster of schools identified within the initial priority cohort of the Learning Estate Strategy. This Strategic Case for Change is a product of Renfrewshire Council’s new approach to develop the long-term Learning Estate Strategy and establishes a succinct strategic overview of the current context of the Johnstone primary learning estate and key issues that require to be addressed. This initial strategic assessment will support progression to the next stage of the business case process which provides a structured and staged development approach to ensure the Council is able to make the very best investment decisions in our learning establishments. This also works to ensure our establishments are best positioned in the future to meet the strategic objectives of the Learning Estate Strategy, the Scottish Government’s national Learning Estate Strategy, and the Fairer Renfrewshire Policy. This strategic assessment stage examines the current operating context at each of the primary schools in Johnstone with reference to the 8 objectives identified in the Council’s learning estate strategy, clearly articulating the current baseline position and identifying areas where existing arrangements are failing to provide the best possible opportunity to support the Council to deliver against these objectives. Page 75 of 216
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2. Background Following a previous decision by Renfrewshire Council to approve a £14m investment to rebuild a like-for-like Thorn Primary School in Johnstone on its existing site, preparatory work to deliver the project began in April 2024. In parallel to this, work was being progressed as part of the Council’s new approach to developing the Learning Estate Strategy which resulted in the Council in August 2024 approving a new strategic prioritisation assessment across the whole of the existing Learning Estate. The methodology underpinning this new approach highlighted several growing priorities for schools across the Johnstone area in terms of condition, sufficiency and suitability. Additionally, in October 2024, long term school roll projection data was published following development of a new strategic whole estate model for the Council which highlighted that most primary schools in Johnstone are currently operating below optimal occupancy, with some underutilised to a significant extent. Significantly, the modelling also confirmed a forecast that over the following ten years, overall demand for primary school places in Johnstone will continue to decline and is expected to drop to around 50% of current capacity which represent a significant level of long-term excess capacity within this area of the estate. Further, the publication of the Council’s most recent set of the core Learning Estate Strategy data presented a relatively polarised overview of the existing learning estate. It was identified that, in addition to Thorn Primary, two other Johnstone primary schools ranked highly on the list of schools that were identified as being within the priority cohort for consideration as part of future Learning Estate investment planning, indicating a proportionately high percentage of the estate in poorer condition and or suitability. Contrastingly the remaining 4 primaries were assessed highly reflecting relatively recent construction coupled with high levels of contractual maintenance regimes associated with three primaries delivered and managed via the Public Private Partnership (PPP) arrangement, along with a fourth primary which was significantly refurbished by the Council in recent years. Taken together it is evident from this updated data and intelligence that there is an increasing structural mismatch between the level of demand for education provision and the current scale and size of the learning estate in the Johnstone area, coupled with a starkly contrasting mix of condition and suitability across the estate. In this context it has been acknowledged that a wider area-based review encompassing all the learning estate establishments within Johnstone was required, rather than considering any individual facility in isolation, to ensure the Council is best placed to: • secure Best Value from strategic learning estate decisions linked to the overall Johnstone learning estate, • that the estate as a whole is positioned to meet the expected long-term demand for education provision across Johnstone, whilst delivering improvements in school buildings and learning environments, and • to ensure that the delivery of any new infrastructure complements other key strategic objectives being progressed by the Council to optimise the use of assets for communities and support wider redesign of services that better meet the needs of our communities. Page 76 of 216
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It was therefore concluded that continuing with previous plans to rebuild a new Thorn primary school on a like for like basis in isolation from and without due regard being given to addressing key issues that have emerged from the wider strategic assessment of the Johnstone learning estate, raised the risk of the Council missing the opportunity to take optimal strategic decisions that would support delivery of best value long term learning estate solutions and community outcomes for Johnstone. Accordingly, members of the Education and Children’s Services Policy Board agreed that the project to replace Thorn Primary should be taken forward as part of a development of wider proposals aimed at providing the best possible learning environments for all primary pupils in Johnstone. This Strategic Case for Change considers information on the current operating context of primary schools in Johnstone, and examines the risks, constraints, dependencies and potential benefits involved in considering future provision. In commencing this study, consideration has been given to the likelihood of major housebuilding taking place in Renfrewshire in the next 10+ years that is not currently anticipated, given the impact this could have on the school roll projections for primary schools. Whilst there is no evidence that future housing development will take place in the catchments that has not already been taken account of in existing long term school roll modelling to the extent that it may materially impact demand on schools, it is recognised that the Council is progressing the new local development plan, covering the period from 2028 to 2038, which will need to identify land for over 5,000 new homes across Renfrewshire. There are no firm indications at present of where in Renfrewshire those new houses may be built, with much depending on identification of suitable land and the commercial appeal for housebuilders and developers. The selected sites will feature in the proposed Local Development Plan due to be published in 2026 where any implications for the long-term strategic Learning Estate will be appropriately identified and considered. A letter of comfort was provided by Renfrewshire Council’s Housing Department dated 10th October 2024, confirming that planned housing on Howwood Road in Johnstone will have no impact on education provision as this is being developed in place of houses that are being demolished. The housing will be offered to those already living in the catchment area who have had their homes demolished and therefore any impact arising from this key regeneration project on school rolls are expected to be minimal. It should be noted that concurrently, a Strategic Case for Change is being developed to consider options for the long-term future of Johnstone High School. Whilst this will evolve separately, neither business case will be considered in isolation and as each is developed, identified options and potential solutions may connect. Page 77 of 216
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3. Strategic Case 3.1. Strategic Alignment Renfrewshire Council recently approved plans to improve its education infrastructure through a new long term Learning Estate Strategy. The strategy takes a structured approach to assessment of the learning estate through a prioritisation framework, aiming to identify those areas most in need of consideration as part of long term investment planning to ensure that limited capital investment capacity is directed where they will have the most impact through the reshaping, refurbishing or replacing of existing facilities. The framework makes use of Core Facts data to assess the Condition, Sufficiency and Suitability of the Local Authority’s learning estate (Core Facts 2,3 and 4 of Scottish Government’s assessment criteria for school buildings), as well as quartile data to represent deprivation levels, to rank schools across Renfrewshire in order of priority. This approach has illustrated that Renfrewshire’s learning estate presents a mixed picture, with a cohort of high quality school facilities reflecting significant investment over the last 20 years, but with a significant cohort that are either ageing and will require significant refurbishment or replacement in the longer term as part of a 25 year strategy, through to those of most immediate priority that are in poor condition, compromising the Council’s aim of creating the best possible learning estate to allow children and young people to thrive. Three Johnstone primary schools as well as Johnstone High School featured among the 14 ‘priority’ schools identified as requiring initial consideration as part of the Council’s future learning estate investment programme. This indicated a need for reassessment of learning estate provision and consequently, existing plans to replace Thorn primary school were to be taken forward as part of a review of learning estate provision across the town. This drew on outputs from the Learning Estate Strategy prioritisation framework as well as the implications of the school-roll projections. This initial priority listing of existing schools are listed below for reference: Ranking School Location 1 Paisley Grammar School Paisley 2 Trinity High School Renfrew 3= Auchenlodment Primary Johnstone 3= Heriot Primary Paisley 3= Johnstone High School Johnstone 3= St Peter’s Primary Paisley 4= Bridge of Weir Primary Bridge of Weir 4= Thorn Primary Johnstone 4= West Primary Paisley 4= Castlehead High Paisley 4= St Margaret’s Primary Johnstone 4= Gallowhill Primary Paisley 4= Brediland Primary Paisley 5 St Catherine’s Primary Paisley Table 1: ‘Top 14’ priority schools derived from Learning Estate Strategy Scoring Methodology Page 78 of 216
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The 2024 Learning Estate Strategy aligns with the Scottish Government’s National Learning Estate Strategy and other key Council policies. In taking significant steps to improve its education Infrastructure, Renfrewshire Council’s Learning Estate Strategy has a stated aim to ‘provide learning environments suitable for the 21st Century’. The strategy features a structured methodology used to assess the current learning estate and help council identify areas in most need of investment and attention. The methodology will help develop a long-term funding model to support the required investment programme. The strategy sets out a strategic vision with a priority to create the best possible learning estate to allow children and young people to thrive, identifying the following 8 objectives as key to defining what is necessary to deliver this ambition: 1. Condition 2. Suitability 3. Sufficiency 4. Inclusivity 5. Digital 6. Sustainability and Net Zero 7. Community Facilities and Place shaping 8. Active Travel Objectives 1-3 mirror the Core Facts reporting requirements set by Scottish Government and this highlights the overall importance of the basic structure, design and size relative to school population in assessing if Renfrewshire’s schools are fit for purpose as defined by the strategy. The overarching aim in Renfrewshire is to ensure that its schools are modern, accessible to all, and support the delivery of high-quality education for all learners. The ambitions set out in council policy and vision include the following: • Improving the Condition of Schools Renfrewshire is focusing on improving the condition of its school buildings, in line with the Scottish Government's commitment to enhancing the learning environment. This includes refurbishment and upgrading projects to modernise older schools and ensure they meet current educational and environmental standards. This aligns with the National Learning Estate Strategy's call for investment in schools to ensure they are fit for purpose, energy-efficient, and conducive to modern teaching methods. • Sustainability and Energy Efficiency Renfrewshire’s Learning Estate Strategy places a strong emphasis on sustainability, aligning with Scottish Government aims to reduce the carbon footprint of school buildings. For example, incorporating energy- efficient designs and renewable energy solutions. This contributes to national climate change goals and ensures long-term savings on energy costs. • Equity and Inclusion Reflecting the Scottish Government's priority of equity in access to quality facilities, Renfrewshire’s strategy includes a focus on ensuring that pupils, regardless of their socio-economic background, have access to high-quality learning environments. Additionally, Renfrewshire’s approach aligns with the government's goal of inclusivity, ensuring that schools are accessible to pupils with disabilities, and offer a range of resources to support the well-being of all learners. • Adapting to Future Educational Needs Page 79 of 216
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As part of its strategy, Renfrewshire is ensuring that schools can adapt to the evolving needs of education, much in the same way the Scottish Government calls for schools to be designed for flexibility. This involves creating flexible learning spaces that support a variety of teaching methods, including digital learning and collaborative projects. In addition, Renfrewshire has been exploring new ways to integrate modern technology into school buildings, creating environments that facilitate 21st-century learning. • Community and Public Use Renfrewshire's strategy mirrors the Scottish Government’s emphasis on community engagement. The local authority prioritises designs that enable schools to be used by the wider community. This aligns with the government’s call for multi-use spaces that benefit both pupils and the surrounding community, such as sports facilities, meeting spaces, and halls for local events. • Strategic Planning and Investment Renfrewshire has developed a long-term strategy for school estates, consistent with the National Learning Estate Strategy’s focus on strategic planning and investment. The local authority has set out a clear framework for identifying schools that require replacement, refurbishment, or upgrading, and will seek funding through national initiatives where available. • Collaborative Approach with Stakeholders Just as the Scottish Government advocates for collaboration between local authorities, communities, and other stakeholders in the development of the learning estate, Renfrewshire has adopted a consultative approach. This includes engaging with staff, parents, and pupils when planning refurbishments or new schools, ensuring that the voice of the community is central to decision-making processes. In addition, Renfrewshire Council’s Strategic Property Review (SPR), Fairer Renfrewshire Policy, and Learning Estate Strategy are interconnected and support each other in creating an efficient, equitable, and sustainable public sector estate. The SPR will ensure that public facilities are strategically located, optimised, and used to their fullest potential, helping to achieve the goals of reducing inequality, providing inclusive access, services, and ensuring long-term sustainability creating strong alignment with the Council’s Fairer Renfrewshire objectives. Through careful planning, the SPR will help ensure that schools and other public assets contribute to the region's broader objectives of community wellbeing, accessibility, and educational excellence. The desire to review and develop the primary school provision in Johnstone is in line with these policies and ambitions. 3.2. Johnstone Local Context & School Facts The town of Johnstone is the 3rd largest in Renfrewshire with a population of approximately 16,000 people. Johnstone is 3 miles west of Paisley. It is split into two electoral wards for local authority elections, each returning four councillors. Johnstone developed around the textile industry in the 18th and 19th centuries with the population expanding as mills and engineering firms developed and provided greater employment. As textiles and other industries declined throughout the late 20th century, the population of Johnstone fell from a high of 23,000 in 1970 to its present level of circa 16,000. Over half of the population live in social housing, owned by Renfrewshire Council or local providers such as Linstone Housing Association. Northeast, northwest and southwest Johnstone feature in the top 10% and top 5% of Scotland’s most deprived areas, as measured by the Scottish Index of Multiple Deprivation (SIMD). 3.2.1. Primary School Overview There are seven primary schools (four non-denominational and three denominational) and one secondary school in Johnstone. Two of the primary schools form a joint campus; three have early learning and childcare Page 80 of 216
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provision (ELCC) on-site. Additionally, there is a standalone ELCC establishment in Johnstone and private partner nursery provision with council funding. Two primary schools feature a flexible learning resource (FLR), catering to pupils with additional support needs (ASN) who do not attend either of Renfrewshire’s dedicated ASN schools. Johnstone has a non-denominational secondary school, serving local primaries and nearby villages. From a denominational secondary school perspective, Johnstone is served by the nearby St Benedict’s High School which is a school with a very high condition and suitability scoring. Secondary school provision is explored in detail in a separate Strategic Case for Change document. The current total planning capacity for Johnstone’s primary schools is 1,841 pupils (1,078 non- denominational, 763 denominational). As of the end of the school year 2024/25, the roll across all seven schools amounts to 1,259 pupils (717 non-denominational, 542 denominational). Therefore, in percentage terms, the primary school estate can be seen as working at 68% of capacity. 57% of the current roll attend non-denominational schools, 43% attend denominational schools. Further information is presented at table 3, below. School Primary Type Capacity ELC FLR Auchenlodment Non-denominational 302 Y N Fordbank Non-denominational 345 N Y St Anthony’s Denominational 302 N Y St Margaret's Denominational 272 Y N Thorn Non-denominational 242 N N WJJC: Cochrane Castle St David’s Non-denominational Denominational 189 189 Y N Table 2: Current Primary Provision Page 81 of 216
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3.2.2. Description of Current School Sites A short description of each of the seven schools is provided below. For a more in depth description of each site, please refer to Appendix A of this document. 3.2.2.1. Auchenlodment Primary School General description: Auchenlodment Primary School lies in the south-east of Johnstone, on the outermost edge of the Johnstone Castle residential area and the school catchment boundary shared with Wallace Primary School. The school has 207 pupils across 9 classes and provides early learning from 2 years old. It offers out-of- school care, and a breakfast club. 20% of pupils attend Auchenlodment from outside the catchment area. 44 pupils living in the catchment area attend schools elsewhere, including 13 at Thorn, 9 at Wallace and 7 at Cochrane Castle primary schools. Auchenlodment primary is 0.9 miles/1.4km on a walking route from both Thorn Primary and the West Page 82 of 216
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3.2.2.2. Fordbank Primary School General description: Fordbank primary school, sits towards the southern end of Johnstone within a site area of 18,300m2 (1.83 Hectares). The school sits centrally within its catchment boundary generally. Fordbank was completed under PPP programmes and opened in 2007 with the contract period finishing in 2037. The school has a current roll of 246 pupils over 10 classes. It does not have any early learning provision but does feature a flexible learning resource (FLR) wing for children with additional support needs. Pupils attend the FLR from their own mainstream school. Fordbank also has a Breakfast Club. 26% of pupils attend Fordbank from outside the catchment area. 35 pupils living in the catchment area attend schools elsewhere, including 8 at Kilbarchan, 8 at Howwood, 6 at Thorn, and 5 at Auchenlodment primary schools. Fordbank is 0.7miles/1.2km from the West Johnstone Joint Campus, and 1.6miles/2.6km from Auchenlodment primary school. Page 83 of 216
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3.2.2.3. St Anthony’s Primary School General description: St Anthony’s is located on the south-west edge of Johnstone, with an extensive catchment that covers Elderslie, Spateston, Howwood and Lochwinnoch. Due to the extensive catchment a significant percentage of pupils arrive by bus. Initially completed in 1969 the school was recently extensively refurbished and reconfigured, completed in 2020. Currently, St Anthony’s has a roll of 269 pupils across 10 classes. It does not have any early learning provision but does feature a FLR for children with additional support needs. 31% of pupils attend St Anthony’s from outside the catchment area. 63 pupils living in the catchment area attend schools elsewhere, including at St Margaret’s and 17 at St David’s primary schools. St Anthony’s is 1 mile/1.7km from the West Johnstone Joint Campus and 1.4miles/2.2km from St Margaret’s primary school. Page 84 of 216
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3.2.2.4. St Margaret’s Primary School General Description: The school sits close to the traditional town centre of Johnstone, within a mixed residential surrounding. Within the school’s own catchment area, the building is located to the far east but close to the most densely populated region. The catchment serves the main town centre of Johnstone as well as the communities of Brookfield and Kilbarchan. The school roll is at 160 pupils across 7 classes with early learning and childcare provision available. St Margaret’s offers a Breakfast Club. 35% of pupils attend St Margaret’s from outside the catchment area. 53 pupils living in the catchment area attend schools elsewhere, including 26 at St Anthony’s, and 11 at St David’s primary schools. The school is 0.5miles/800m from the West Johnstone Joint Campus and 1.4miles/2.2km from St Anthony’s primary school. Page 85 of 216
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3.2.2.5. Thorn Primary School General description: Thorn Primary School sits towards the north of the Johnstone area, on the edge of the traditional town centre. Thorn has 133 pupils across 7 classes. The school has no early learning provision, out-of-school care or Breakfast Club. 32% of pupils attend Thorn from outside the catchment area. 42 pupils who live in the catchment area attend schools elsewhere, including 11 at Auchenlodment and 7 at Cochrane Castle. Page 86 of 216
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3.2.2.6. West Johnstone Joint Campus General description: WJJC sits within a large site adjacent to Thomas Shanks Public Park. The campus, completed in 2008 under PPP contract, houses both Cochrane Castle and St. David’s Primary Schools. The campus also includes West Johnstone Learning Centre and West Johnstone Pre-Five Centre. St David’s has a current roll of 83 pupils across 5 classes while Cochrane Castle has a roll of 101 pupils across 6 classes. The campus offers early learning provision and a Breakfast Club but not out-of-school care. 31% of pupils attend St David’s from outside the catchment area. 57 pupils who live in the catchment area attend schools elsewhere, including 31 at St Anthony’s and 25 at St Margaret’s. 23% of pupils attend Cochrane Castle from outside the catchment area. 116 pupils living in the catchment area attend schools elsewhere, including 46 at Fordbank, 19 at Thorn and 16 at Auchenlodment primary schools. The joint campus is 1.2miles/1.9km from Thorn, 0.9miles/1.6km from Auchenlodment and 0.5miles/800m from St Margaret’s primary school. 3.2.3. Capacity and Projection Information In 2024, Renfrewshire Council commissioned a learning estate pupil-projection model to better understand the numbers of pupils likely to attend mainstream schools in Renfrewshire over the next 10 years1. The findings confirm that for the most part, schools in Johnstone are operating below optimal occupancy and indicate that pupil numbers will reduce further over the next 10 years. As of the end of the most recent 1 Edge Analytics for Renfrewshire Council, 2024 Page 87 of 216
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school year 2024/25, the roll across all seven schools amounts to 1,259 pupils (717 non-denominational, 542 denominational). Therefore, in percentage terms, the primary school estate can be seen as working at 68% of capacity. Overall, by 2033/34, the roll at the seven Johnstone primary schools is expected fall to 1044, or 54% of current capacity (598 non-denominational, 446 denominational). Optimal occupancy is defined in the Learning Estate Strategy as between 80% and 95% of capacity. Analysis of current and anticipated pupil demand at Johnstone primary schools shows the following. All current roll data sets in this document are the most recent available and supersede published census data, which is a snapshot of school rolls in September of the academic year. *Roll at the end of the 2024/25 school year – Source: GIS.renfrewshire.gov.uk Table 3: Johnstone Primary Schools Roll Projections Information in table 3, above, and comparison of the current number of primary school children in Johnstone with that of other towns in Renfrewshire, as shown below, shows that Johnstone currently operates with the lowest average school size in Renfrewshire. This supports the view that there is over- provision of primary schools in the town, due to the fragmentation of school provision across the town. It is particularly notable that in comparison to Renfrew which has a primary school population of more than 420 greater, there are three less primary schools. Town Current Primary School Population Primary Schools Average School Population Paisley 5,231 20 262 Renfrew 1,681 4 420 Johnstone 1,259 7 179 Erskine 1,062 5 212 Table 4: Primary Schools provision in Renfrewshire towns School Capacity Current Roll* Roll 2025/26 Roll 2029/30 Roll 2033/34 Auchenlodment 302 211 (70%) 194 (64%) 196 (65%) 172 (57%) Cochrane Castle 189 107 (56%) 95 (50%) 87 (46%) 90 (47%) Fordbank 345 264 (76%) 251 (72%) 234 (68%) 219 (63%) St Anthony’s 302 283 (93%) 245 (81%) 230 (76%) 221 (73%) St David’s 189 89 (47%) 84 (44%) 86 (45%) 89 (47%) St Margaret's 272 170 (62%) 154 (57%) 141 (52%) 136 (50%) Thorn 242 135 (55%) 126 (52%) 119 (49%) 117 (48%) Page 88 of 216
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3.2.4. Location of Schools A map of the Johnstone area is shown below showing the geographical location of each of the 7 primary schools as well as Johnstone High School. Each primary school in Johnstone has another school circa 1 mile from it, or in some cases, significantly less than 1 mile. In addition, analysis of school rolls against current catchment areas as outlined in the table below, indicates that 31% (410) of primary pupils in Johnstone attend a school out of their catchment area. Further, all schools a have a material level of inward and outward migration however the net movement largely offset each other except for Cochrane Castle where there is a significant net outward migration to other schools which significantly reduces its overall school roll. * % of roll ^ % of catchment Table 5: Detail of catchment vs. roll information School Current Capacity Current Roll Total Pupils Living in Catchment Attending from Catchment Attending from Out of Catchment From Catchment, Attending Elsewhere Auchenlodment 302 211 (70%) 213 169 (80%)* 42 (20%)* 44 (20%)^ Cochrane Castle 189 107 (56%) 203 87 (81%)* 20 (19%)* 116 (57%)^ Fordbank 345 264 (76%) 230 195 (74%)* 69 (26%) 35 (15%)^ St Anthony’s 302 283 (93%) 269 196 (69%)* 87 (31%) 63 (23%)^ St David’s 189 89 (47%) 119 61 (68.5%)* 28 (31.5%)* 57 (47%)^ St Margaret's 272 170 (62%) 168 111 (65%)* 59 (35%)* 53 (32%)^ Thorn 242 135 (55%) 133 91 (67%)* 44 (33%)* 42 (31%)^ TOTAL 1,841 1,259 (68%) 1,335 910 (72%)* 349 (28%)* 410 (31%)^ Page 89 of 216
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This scale, fluidity and extent of cross catchment movement between each school is higher than other areas within Renfrewshire, and above the average. Taken together, the higher number of schools relative to population, with high levels of excess capacity across the estate within a relatively tight geography, is undoubtedly facilitating the ease of parental/carer choice to be exercised to attend schools outwith their catchment school. There is an evident underlying structural mismatch in provision, and there is an opportunity as part of developing future stages in this business case development process to consider options for how to strategically to deliver a higher quality, more effective and efficient learning estate across the whole of Johnstone. 3.2.5. Key Facts The existing primary schools in Johnstone present a range of building ages and conditions. Three schools were built using PPP funding in 2008, two of which, St David’s and Cochrane Castle, form the West Johnstone joint campus (WJJC). All schools except Thorn and Fordbank offer ELC provision on site. The table below outlines key building information for each of the primary schools in Johnstone. Condition relates to the building structure and fabric. It should be noted that whilst the PPP schools outlined below have been rated as a B by the building operator, AMEY, they are of an exceptionally high quality of condition due to the significant maintenance and upkeep linked to the contractual requirements placed on the PPP operational provider. The suitability of each school relates to the effectiveness of the building to support delivery of the curriculum and community use. A summary of these statistics is provided below: School Age Suitability Condition PPP Auchenlodment 64 B C N Fordbank 17 A B Y St Anthony’s 57 B A N St Margaret's 65 B B N Thorn 36 C C N WJJC 17 A B Y Table 6: Johnstone Primary Schools key facts 3.2.6. Operating Costs Data has been analysed to investigate the operating costs of each of the primary schools in Johnstone. This includes aspects such as utilities, hard and soft FM, staff costs, and matters such as waste disposal and transport. Due to there being two PPP schools in Johnstone, there is also a significant expenditure on capital repayment costs as part of the estate, taking the overall expenditure for Johnstone primary schools to over £13m per year to the Council. Detailed analysis on operating costs will be undertaken at future business case stages. It should however be recognised that whilst a high cost is associated with the PPP estate, these schools are maintained to a significantly higher standard, and there are also significant capital repayment costs included in the overall £13m figure. Page 90 of 216
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4. Need for Change 4.1. Case for Change and Investment Objectives The objectives associated with any investment projects which ultimately emerge from this business case process seek to align with the overall ambition of Renfrewshire’s Learning Estate Strategy. The guiding vision is to create the best possible learning environments to allow children and young people to thrive at all Johnstone primary schools; to ensure learning environments are fit for 21st century education; that learning environments are of a size and capacity that enables them to operate at optimal occupancy. The overall objective for investing in the future estate will be to ensure the provision of modern learning facilities aligned to meet the projected long-term roll, articulated as follows: • Effectiveness – Meeting the aims of the 2024 Learning Estate Strategy will initiate a strategic programme of investment in schools. The strategy will ensure that every school is considered in terms of Scottish Government Core Facts reporting criteria. The intention is to deliver the best learning environments and facilities possible, exceeding, where able, Scottish Government recommendations. • Efficiency – Provision of modern learning environments will help support the ambition to improve attainment for pupils in Renfrewshire • Economy – Operating costs for the estate should be lower than currently, through the increased efficiency of modern power and heating systems and through operation of a more efficient overall school estate; offering a reduction in the costs incurred maintaining ageing buildings; a reduction in cost through the operation of buildings of a size suited to current and projected school rolls. • Compliance – Renfrewshire Council’s net zero policy acknowledges that the learning estate is a major contributor to the Council’s total combined carbon footprint. As such, careful planning for the replacement or refurbishment of primary schools would lessen the impact from older building and make a valuable contribution to the Council’s commitments. • Replacement – The project acknowledges that as primary schools age and maintenance costs increase, they come closer to the point of being no longer fit for purpose as a Council asset. 4.2. Rationale of Need Renfrewshire Council is required by Scottish Government to collect data on its learning estate to help with assessment and planning at both local and national level, covering the suitability, condition and sufficiency of school buildings. The 2024 Learning Estate Strategy reflects this data by identifying condition, suitability and sufficiency as Strategic Objectives 1, 2 and 3, highlighting the importance of these measures in any assessment of school buildings and their viability. In terms of Core Fact 2 (Condition) All three PPP schools are rated B, all benefiting from the enhanced maintenance schedules that form part of the PPP agreements. However, as per the PPP contract, there is a guarantee of maintaining condition for the lifespan of the contract plus ensuring that the buildings are handed back to the Council with a 5-year major defect free period. This will ensure that these buildings remain in a very high condition until the 2040’s. Page 91 of 216
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St Anthony’s is rated A, reflecting comprehensive refurbishment in 2020 that included upgrading of both the internal and external fabric and replacement of services, including rewiring, ventilation and central heating. A 2023 building condition survey assessed St Margaret’s primary school as Satisfactory (‘B’), with an expectation that £1.2m would need to be spent on remedial works over the following 11 years to maintain the condition ratings defined in Core Fact. A 2023 building condition survey assessed Auchenlodment primary school as Poor (‘C’), with an expectation that £3m would need to be spent on remedial works over the following 20 years to maintain the condition ratings defined in Core Fact. A 2024 building condition survey assessed Thorn primary school as Satisfactory (‘B’), with an expectation that £1.25m would need to be spent on remedial works over the following 20 years to maintain the condition ratings defined in Core Fact. The latter three condition reports noted that further work might be considered to improve the sustainability of the school buildings. This would be in line with Scottish Government and Renfrewshire Council policy and ambition for Net Zero. Whilst these measures were not specifically costed in the reports, adoption of such measures would likely incur significant cost to support a major net zero retrofit exercise. In terms of Core Fact 3 (Sufficiency), assessments of schools focus on pupil places at individual schools and in localities. When combined with pupil projection data, this can help local authorities plan for the medium to long term, matching availability to demand. The Learning Estate Strategy sets a target for optimal occupancy for all schools of 80-95%. As indicated in Table 2, above, with the exception of St Anthony’s, all primary schools in Johnstone are operating well below optimal occupancy and this position is forecast to be exacerbated in the next 10 years. In terms of Core Fact 4 (Suitability), the most recent assessments for Johnstone primary schools rated St Anthony’s and all three PPP schools as A, ‘good’, indicating the schools are ‘performing well and operating effectively.’ As this assessment is based on responses from school staff, it can be surmised from the survey that in general, staff are happy with the teaching environments and equipment at the school. St Margaret’s was rated B, ‘satisfactory’ or ‘performing well with minor issues, whilst both Auchenlodment and Thorn primaries were rated C, ‘poor’ or ‘showing major problems/not operating optimally’ Analysis of these aspects of the building’s operational effectiveness of highlights some of the opportunities and challenges associated with the schools as they are now: Condition: • The building condition of three Johnstone primary schools is such that Renfrewshire Council faces significant outlay in remedial maintenance costs over the next 20 years Suitability: • Auchenlodment and St Margaret’s generally support service delivery now, however their limited capacity to adapt further (teaching methods, classroom design and equipment) may limit this in future • The design of Thorn primary hinders delivery now. Sufficiency: • There will be an ongoing demand for primary education in Johnstone albeit with demand continuing to fall in line with projections. • Capacity currently outstrips demand Page 92 of 216
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Provision of investment to improve overall primary school estate condition, suitability and sufficiency whilst addressing significant underlying excess capacity in a way that maximises use of the best available facilities in Johnstone, offers an opportunity to ensure all primary education is delivered in modern, well-designed schools, equipped with modern facilities and infrastructure, which match projected demand. Additionally, making the most of existing schools in this way also offers the prospect of lower operating and maintenance costs and would contribute to the Council’s net zero ambitions. 4.3. Scope and Service Requirements As work the business case process progresses to identify a preferred way forward for primary school provision in Johnstone and associated investment priorities, officers will work to articulate the scope and service requirements involved in providing a school that satisfies the educational and community needs and vision identified in the Learning Estate Strategy. Future iterations of this business case will identify the minimum viability criteria (MVC) for those key services, business functions and operational capabilities required to deliver the stated ambition to create the best possible learning estate to allow children and young people to thrive. The MVC for delivery of a modern, accessible learning environment that meets the business needs identified here will be broken down as follows: • Core services and aspects representing the essential changes, without which, the project cannot be judged as a success • Desirable services and aspects representing the additional changes which the project can potentially justify on a cost/benefit basis and therefore provide long term value for money • Optional services and aspects representing possible changes which the project can potentially justify on a marginal low cost/affordability basis. Such an approach will assist in avoiding ‘scope creep during any options appraisal stage of the project. The following represent a starting point in any discussion of MVC for current learning estate projects: • Must meet the vision and ambition of the Learning Estate strategy • Must be affordable within the wider goals of the Learning Estate Strategy • Must offer best value • Must not limit the ability to address competing priorities • Must have the potential to cater for wider community use and identified need 4.4. Main Benefits • The overarching benefit of the approach articulated in this business case will be the identification of the key investment priorities that will support the modernisation of the primary school estate, making it fit for purpose, and ensuring the most productive use of the overall learning estate across Johnstone is achieved to ensure all pupils will be educated in the best possible learning environments over the long term and the learning estate operates a successful anchor of community assets in line with the Council’s wider strategic property ambitions. • Given the current position across the existing estate, a reduction in operating costs and cost avoidance are key benefits of an approach that seeks to ensure that all schools in Johnstone operate at optimal occupancy, better meeting current and future demand. • A reduction in Renfrewshire Council’s carbon footprint through the operation of a school better equipped to meet energy performance targets through more efficient operation. Page 93 of 216
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4.5. Main Risks & Constraints All options developed in the next steps of business case process will fully consider risks and the feasibility of being able to deliver proposed solutions as well as wider risk that require to be considered as part of a wider strategic investment programme of significant scale, including any future changes to key drivers on school roll projections, long term affordability requirements, capacity to deliver proposals, identifying a suitable site for any option that includes a new build school, or being able to decant or work around an operational school. 4.6. Dependencies • Review of secondary school provision in Johnstone • Renfrewshire Council’s Strategic Property Review – The Strategic Property Review recognises that schools are a significant portion of the property portfolio and that there is an opportunity to ensure Council optimises use of facilities through colocation. • ASN Provision – Future strategy for ASN provision will be reflected in proposals for changes to the learning estate in Johnstone. This will be managed through direct links to the Inclusion team and the ASN management team. • Community use – considering the dependency to the Strategic Property Review, there is a further dependency to understand the community needs in designing new learning estate provisions. • Early years provision – it is essential to consider early years with any reprovision or new build establishment where spaces currently exist in the locality. Page 94 of 216
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5. Economic Case 5.1. Critical success factors The critical success factors described here will develop further with the Five Case Model. They will help to identify and assess a long-list options and to identify a preferred way forward for the project in future iterations of this business case Strategic fit and business needs • How well will options meet the objective of providing a proposed investment priorities to complement and enhance the quality of school provision in Johnstone? • How effectively will options overcome the strategic challenges identified of operating schools which are in poor condition with excess capacity and high operational costs? • How well can the options fit Renfrewshire Council’s Learning Estate Strategy and other Council and Scottish Government policies and ambitions for education? Potential Value for Money • How effectively will the options optimise the social, economic and environmental value to the community in Johnstone and the wider learning estate in terms of potential costs, benefits and risks? Supplier capacity and capability • Will options match the ability of providers to deliver any required design and construction services? • How attractive will options appear to potential suppliers of design and construction services? Potential affordability • Can options be funded from available sources of finance? • How easily will options align with resourcing constraints recognising the Council will continue to face affordability constraints over the long term in relation to the scale of investment that is both affordable in the short term but also financially sustainable in the long term.? Potential achievability • How likely is it that options will match Renfrewshire Council’s ability to respond to and facilitate the required changes? • Will options match the skills at Renfrewshire Council required for successful delivery? • How well will the options seek to address the aspiration, need and ambition of the school and wider community across Johnstone. Page 95 of 216
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6. Commercial, Financial and Management Cases 6.1. Commercial Case The marketplace for design and construction services in Scotland is mature and well-developed, particularly in the central belt, where there is a good choice of multi-disciplinary consultancies, Tier 1 contractors and specialist sub-contractors. Whilst there is proven experience in delivering complex public sector infrastructure, such as building new schools and refurbishing existing schools, it is important to stress that the construction market remains more volatile relative to long term historic conditions. It may, however, be inferred that the market is well-placed to cater to any options involving new-build or retrofitted schools. Such projects offer high-profile and high value opportunities for companies to showcase capabilities and expertise, adding to their attraction. Similarly, Renfrewshire Council’s approach to collaborative procurement offers alignment to national procurement frameworks, simplifying access to opportunities and reducing bidding costs for suppliers. Risk allocation is a key factor in market engagement, with the use of standardised contracts (such as SBCC) common to Renfrewshire Council procurement practice, helping balance the approach to risk sharing. Key risks are generally managed through early contractor involvement and active pre-construction planning. Construction projects such as new school building typically follow a design-and-build or 2-stage tender model, with cost certainty delivered through target cost arrangements. Such arrangements are familiar to suppliers in Scotland and promote Renfrewshire Council’s objectives for value for money and delivery assurance. The Council’s procurement strategy outlines its commitment to maximising public value through economies of scale, sustainable procurement and collaborative delivery of projects. The strategy emphasises community benefits, sustainability in construction and prompt payment as key to enhancing the attractiveness of a project. As the Council progresses the wider Learning Estate Strategy and greater certainty is established over the scale and timing of planned investment projects there will be a specific workstream to develop an associated procurement strategy for the Council. On the assumption the Council will, through the Learning Estate Strategy, begin to establish a sustained pipeline of future investment projects at scale, this will present the opportunity to consider a range of strategic procurement approaches to secure long term benefits for the Council in terms of value for money and management of risks across procurement activity, construction sector, economic & financial risks as well as project specific risk. Opportunities in this regard will be explored and outlined in greater detail as the business case process moves towards the final stages. 6.2. Financial Case Renfrewshire Council set a balanced budget of £571.5m for 2025/26 which includes a grant from Scottish Government of £469m. Despite continuing economic and financial pressures, the council has been able to demonstrate prudent financial management in maintaining a reserve of £10m and a projected underspend of £1.6m as of January 2025. This balanced revenue position has been maintained despite continuing constraints due to rising service demands, inflation and wider economic uncertainty. Ongoing commitment to social equity and policies that support the vulnerable in Renfrewshire may place some strain on, and limit flexibility of, council’s ability to spend without offsetting savings or seeking alternative sources of income. The strategic overview and Case for Change presented in this document has highlighted the underlying need for investment in key areas of the existing Johnstone Learning Estate. With an ageing estate in poor Page 96 of 216
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condition this situation is expected to add further financial demand to the Council with no intervention. It is also evident that notwithstanding affordability and financial sustainability considerations, there is an opportunity to invest in the Johnstone Learning Estate to be able to achieve the stated ambitions of the Learning Estate Strategy. In this context and despite the current and expected continuation of financial challenge over the medium term, the Council has put in place arrangements to secure in the region of £170m of initial future investment capacity to support the strategic learning estate. It has been recognised that the scale of investment that will be required across the whole learning estate over the full 25 year strategic planning period will be very significant and likely to run into billions of pounds to deliver the ambitions over the long term. The Council will therefore be required to continue to strategically plan for growing this investment capacity over the long term to ensure as an organisation investment priorities that are approved to move forward are both affordable to deliver but critically are financially sustainable over the very long term and this will form a key part of the overall business case process as it progresses. 6.3. Management case Currently, Renfrewshire Council is undertaking several capital projects focussed on learning estate improvements, including at primary schools. This work has built on existing expertise within the key teams likely to be involved in any project to improve the provision of primary education in Johnstone, giving the Council an experienced pool of resources to draw from. Work is underway within Children’s Services to create a dedicated Learning Estate Programme Team to deliver on the ambition of the Learning Estate Strategy. Learning Estate projects will be overseen at Chief Officer level by the Director of Children’s Services who acts as Senior Responsible Owner (SRO) for all projects, with senior leadership being assumed by the Head of Education for Strategy and Improvement on behalf of the Director. All Learning Estate projects will be led by the Strategic Learning Estate Manager who holds senior accountability to the SRO with day-to-day project leadership covering all aspects of projects from inception, business case delivery, design, through to construction execution. This leadership hierarchy will ensure that projects are successfully delivered upholding quality across project time, cost, and scope, ultimately delivering the intended outcomes and high-quality learning establishments for all. Each project will require bespoke levels of resource depending on the scale and complexity but will follow a consistent approach. A dedicated Programme Manager will lead the overall success and delivery of the programme by implementing and executing full governance and control across all projects, supporting the Strategic Learning Estate Manager. Project management resource will be provided by the Council’s Programme Management Unit to cover business case development, business change processes, and fundamental project management governance throughout the lifecycle. Technical expertise will be provided by the Councils’ Property Services who will provide construction project management, contract management, and subject matter expert roles where appropriate through design and delivery. Additional resources will be required for each project with ongoing resource allocation underway covering critical services such as Finance, Communications, Education, Procurement, and Legal. All resources allocated to Learning Estate projects will report to the Strategic Learning Estate Manager for their involvement in these projects. Given the scale and complexity expected in some cases, support and professional advice will be provided by the Technical Services Programme Manager, and the Head of Facilities and Property Services, Managing Solicitor (Projects), and the Strategic Category Manager where appropriate. Page 97 of 216
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All projects will be monitored using standard project management tools, and will report to the Learning Estate Project Board, the Learning Estate Delivery Board and the Education and Children’s Services Policy Board at agreed intervals. The Council has developed significant experience over the past 15 years delivering major and complex investment programmes across the learning estate (which includes three major projects currently in delivery), leisure estate, cultural estate as well as major transport infrastructure. This experience places the Council in a strong position to understand the resource and governance arrangements required to deliver investment programmes of scale and this will be invaluable to support the Council’s investment focus shifting to a long-term strategic learning estate investment programme. 7. Next Steps Following the provision of the information set out in this document, it is clear that a positive change for the town of Johnstone is required to address a declining school population, with a number of schools that are of poor condition, and not able to suitably deliver an evolving curriculum or support community needs. By utilising the information set out in this Strategic Case for Change, the overall learning estate in Johnstone will now progress to the Outline Business Case (OBC) stage. At this stage, a long list of options will be identified and subsequently analysed to objectively reduce to a short list of viable options. These options should be capable of addressing the issues set out in this Case for Change and seek to deliver on the specific objectives of Renfrewshire’s Learning Estate Strategy whilst working to deliver the best possible learning estate to allow children and young people to thrive. Page 98 of 216
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8. Appendix A – Full Description of School Sites 8.1. Description of Current School Sites 8.1.1. Auchenlodment Primary School General description: Auchenlodment Primary School lies in the south-east of Johnstone, on the outermost edge of the Johnstone Castle residential area and the school catchment boundary shared with Wallace Primary School. The school has 207 pupils across 9 classes and provides early learning and childcare from 2 years old. It offers out-of-school care, in the morning and afternoon, and a breakfast club. 20% of pupils attend Auchenlodment from outside the catchment area. 44 pupils living in the catchment area attend schools elsewhere, including 13 at Thorn, 9 at Wallace and 7 at Cochrane Castle primary schools. Auchenlodment primary is 0.9 miles/1.4km on a walking route from both Thorn Primary and the West Johnstone Joint Campus. During the 2024/25 school year no pupils required council-arranged transport to attend Auchenlodment primary. The area of Johnstone Castle is principally residential which is moving to low-density living with the demolition of flatted residencies in lieu of modern semi-detached properties. The school has a total site area of 15,600m2 (1.56 Hectares) consisting of the main school building, grass sports pitch, playground and parking area. Vehicular and pedestrian access is provided from separated points on Aspen Place. The school consists of a two-storey classroom block, and a cluster of single-storey blocks which also houses the nursery, gym and administration areas. The school was originally designed as a two-stream facility. Page 99 of 216
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The grassed sports pitch is on the south-eastern area of the site at the head of 3-4m embankment running west to east over the site and adjacent to Walnut Crescent. Adaptability: The school is over 60 years old and is assessed as being in a poor condition, with a significant ongoing maintenance requirement. To bring the building up to modern or Net-Zero standards, in line with the 2045 targets, would require a full refurbishment across the property. This would include internal reconfiguration, improvement and development of the external envelope along with significant mechanical and electrical replacement. Accommodating a school role above the building’s planning capacity would require compromise on the current accommodation and site. Both the construction of an extension or use of modular buildings to provide additional classrooms would reduce the existing playground area and would require careful design consideration to not impact negatively on access around the school. Alternatively, spaces used for nursery / community use could be altered to provide additional classrooms, with the existing facilities being provided for elsewhere. For any future options that comes forward at the Outline Business Case stage, which considered increasing the school roll at Auchenlodment, careful consideration would have to be given to the effect of increased traffic to and from the site. The site is located at the south-east edge of the residential area which has reduced clear road widths from high levels of on-street parking as well as a one-way route on adjacent Elm Drive. Page 100 of 216
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8.1.2. Fordbank Primary School General description: Fordbank primary school, sits towards the southern end of Johnstone within a site area of 18,300m2 (1.83 Hectares). The school sits centrally within its catchment boundary generally. The school is adjacent to Beith Road, with main vehicle access via Teviot Terrace. Pedestrian access is available from neighbouring residential area on Ness Avenue with a dedicated drop-off point on Beith Road. The school is bordered by a mix of low-rise and flatted developments on three sides with Beith Road on its southern boundary. Fordbank was completed under PPP programmes and opened in 2007 with the contract period finishing in 2037. The site comprises of a single L-shaped block, car parking, playground space, blaes pitch and perimeter soft landscaping. There is a significant gradient rising diagonally across the site, from southwest to northeast with a rise approximately of 4m. The building has an internal area of 3348m2 over two storeys with a design that allows for direct external access at ground and first floor levels. Public access to the school is at the 1st floor level. The school has a current roll of 246 pupils over 10 classes. It does not have any early learning provision but does feature a flexible learning resource (FLR) wing for children with additional support needs. Pupils attend the FLR from their own mainstream school. Fordbank also has a Breakfast Club. 26% of pupils attend Fordbank from outside the catchment area. 35 pupils living in the catchment area attend schools elsewhere, including 8 at Kilbarchan, 8 at Howwood, 6 at Thorn, and 5 at Auchenlodment primary schools. Fordbank is 0.7miles/1.2km from the West Johnstone Joint Campus, and 1.6miles/2.6km from Auchenlodment primary school. Page 101 of 216
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Adaptability: Liaison with the PPP provider, Amey, would be required for any proposed works. To accommodate expansion in future school roles, the existing building design lends itself to extension to the north of the classroom wing. 8.1.3. St Anthony’s Primary School General description: St Anthony’s is located on the south-west edge of Johnstone, with an extensive catchment that covers Elderslie, Spateston, Howwood and Lochwinnoch. Due to the extensive catchment a significant percentage of pupils arrive by bus. The site has an area of 15,800m2 (1.58 Hectares) with principal access from Hallhill Road. Secondary pedestrian access is available is from the adjacent footpath on Old Howwood Road. The site is bordered by residential developments on its north, east and southern boundaries. Initially completed in 1969 the school was recently extensively refurbished and reconfigured, completed in 2020. Works included improved external learning, works to the school entrance and classrooms as well as the formation of specialist ASN spaces. The building has an internal area of 2621m2. External works to improve the access road and car parking were completed in 2022. Currently, St Anthony’s has a roll of 269 pupils across 10 classes. It does not have any early learning provision but does feature a FLR for children with additional support needs. 31% of pupils attend St Anthony’s from outside the catchment area. 63 pupils living in the catchment area attend schools elsewhere, including at St Margaret’s and 17 at St David’s primary schools. St Anthony’s is 1 mile/1.7km from the West Johnstone Joint Campus and 1.4miles/2.2km from St Margaret’s primary school. Adaptability: Page 102 of 216
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There is limited scope for extending the building due to the proximity of the building footprint to the existing boundaries and internal vehicle routes. The large number of school buses that attend the site combined with its close proximity to the existing boundaries would make accommodating additional bus numbers a significant technical and operational challenge. Although an extension to the southern end of the building or use of standalone buildings would be feasible, both options would impact on pupil access to already limited external learning space. 8.1.4. St Margaret’s Primary School General Description: The school sits close to the traditional town centre of Johnstone, within a mixed residential surrounding. Within the school’s own catchment area, the building is located to the far east but close to the most densely populated region. The catchment serves the main town centre of Johnstone as well as the communities of Brookfield and Kilbarchan. The main building was completed in 1960 and has had several refurbishments and internal alterations, most recently a reroofing project. The modular buildings were completed in 1999 and were included in the recent reroofing project. The site area is the smallest of the primary schools within the Johnstone learning estate with 8,088m2, (0.8 Hectares). This is inclusive of the school modular buildings and adjacent St. Margaret’s Nursery. The school has limited staff parking area, adjacent to the main school building, accessed from Buchanan Street. There is a separate services route from the north corner of the site, accessed again from Buchanan Street. There is no specific bus or parent lay-by for school drop-off. St. Margaret’s school consists of a single storey block that houses the main classroom, admin, gym and kitchen areas. There is also a stand-alone modular building, housing two class bases. The Nursery is a stand- alone building with public access from Quarrelton Road and service access from Graham Street. The nursery has separate external play space and uses the main school building for lunch time dining. Page 103 of 216
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The school has an overall internal area of 1,414m2 which includes the modular building class bases but not the nursery. The nursery has an internal area of 520m2. The school roll is at 160 pupils across 7 classes with early learning and childcare provision available. St Margaret’s offers a Breakfast Club. 35% of pupils attend St Margaret’s from outside the catchment area. 53 pupils living in the catchment area attend schools elsewhere, including 26 at St Anthony’s, and 11 at St David’s primary schools. The school is 0.5miles/800m from the West Johnstone Joint Campus and 1.4miles/2.2km from St Anthony’s primary school. Adaptability: The construction of an extension to the existing building, to accommodate increased pupil roll is feasible with the removal of the modular units, which are nearing the end of their expected life cycle. However, the area for external learning at St. Margaret's is very limited, compared to other primary schools in Johnstone. Careful consideration would have to be given to external learning provision, increased pedestrian and vehicular traffic to the school site as well as supporting accommodation provision within the school, such as dining and gym provision. 8.1.5. Thorn Primary School General description: Thorn Primary School sits towards the north of the Johnstone area, on the edge of the traditional town centre. The school has a site area of 12,500m2 (1.2 hectares). There is a single point of access, for both pedestrians and vehicles, from the main arterial route into Johnstone centre, Thorn Brae. The school is directly adjacent to Johnstone train station and shares a southern boundary with the railway car park. The school sits centrally in its catchment area, within mainly higher-density, flatted residencies. Page 104 of 216
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The school consists of the main building and additional modular buildings. The main building houses the majority of teaching spaces along with all the ancillary, administrative and plant areas. The modular buildings provide three class bases. The main school building was completed in 1988 and has a had several internal alterations to improve ancillary services, heating, and to subdivide previously open-plan teaching spaces. The modular buildings are over 25 years old and are beyond having any long-term future that could contribute to the school. The school has a total internal floor area of 1367m2, including the modular units. Thorn has 133 pupils across 7 classes. The school has no early learning provision, out-of-school care or Breakfast Club. 32% of pupils attend Thorn from outside the catchment area. 42 pupils who live in the catchment area attend schools elsewhere, including 11 at Auchenlodment and 7 at Cochrane Castle. Adaptability: Extension and refurbishment to Thorn Primary School to accommodate additional school roll would be feasible but would require significant internal and external refurbishment to bring the school building up to an appropriate standard for condition and suitability. It would also be likely that during refurbishment works the pupils would need to be temporarily decanted to other schools as the building is too small to accommodate teaching during phased construction work. 8.1.6. West Johnstone Joint Campus General description: WJJC sits within a large site of 32,100m2 (3.2 Hectares), adjacent to Thomas Shanks Public Park. The campus, completed in 2008 under PPP contract, houses both Cochrane Castle and St. David’s primary single stream schools. The campus also includes West Johnstone Learning Centre and West Johnstone Pre-Five Centre. Page 105 of 216
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The site has good vehicular and pedestrian access from Beith Road, a main arterial route through Johnstone, with secondary pupil access from footpaths within the park. St David’s has a current roll of 83 pupils across 5 classes while Cochrane Castle has a roll of 101 pupils across 6 classes. The campus offers early learning provision and a Breakfast Club but not out-of-school care. 31% of pupils attend St David’s from outside the catchment area. 57 pupils who live in the catchment area attend schools elsewhere, including 31 at St Anthony’s and 25 at St Margaret’s. 23% of pupils attend Cochrane Castle from outside the catchment area. 116 pupils living in the catchment area attend schools elsewhere, including 46 at Fordbank, 19 at Thorn and 16 at Auchenlodment primary schools. The joint campus consists of a single building with dedicated and secure public entrance to the school and community learning facility with a separate public access point for the Pre-5 centre. The nursery is to the north of the building with the community spaces, gym, dining halls and majority of ancillary spaces within the main central block. All classrooms are contained with the teaching block, which faces out to Beith Road. The teaching block is accessed via a ground floor connecting hallway from the central block. The central block is generally single storey with the classroom block being two storeys. The overall internal floor area of WJJS is 4540m2, of which 3320m2 is allocated for St. Davids and Cochrane Castle primary school use. The joint campus is 1.2miles/1.9km from Thorn, 0.9miles/1.6km from Auchenlodment and 0.5miles/800m from St Margaret’s primary school. Adaptability: Liaison with the PPP provider, Amey, would be required for future works. The location of the classroom block lends itself to potential one or two-storey extension on the ends of the classroom block. The design would need to address reduced connection between the various areas of playground and the adjacent pedestrian route to the building. The introduction of modular units would also be suitable given the overall area available in the playgrounds. Consideration would be required to accommodate the additional M&E systems associated with a larger building or additional units. Sufficient land is available within the existing school boundary to accommodate increases in parking areas and school drop-off zones. Page 106 of 216
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Appendix 2 – Johnstone High School Strategic Case for Change Page 107 of 216
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Johnstone High School Strategic Case for Change Version V1.4 Date: 25/07/2025 Page 109 of 216
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Contents 1. Executive Summary ............................................................................................................................................... 44 2. Background ............................................................................................................................................................ 45 3. Strategic Case ......................................................................................................................................................... 46 3.1 Strategic Alignment ........................................................................................................................................... 46 3.2 Johnstone Local Context and School Facts ....................................................................................................... 48 3.2.1 Description of the current school site .......................................................................................................... 49 3.2.2 Location ......................................................................................................................................................... 49 3.2.3 Key Facts ........................................................................................................................................................ 50 3.2.4 Capacity and Projection Information ........................................................................................................... 51 3.2.5 Operating Costs ............................................................................................................................................. 51 4. Need for Change .................................................................................................................................................... 52 4.1 Case for Change and Investment Objectives .................................................................................................... 52 4.2 Rationale of Need .............................................................................................................................................. 52 4.3 Scope and Service Requirements...................................................................................................................... 53 4.4 Main Benefits .................................................................................................................................................... 54 4.5 Main Risks & Constraints .................................................................................................................................. 54 4.6 Dependencies .................................................................................................................................................... 54 5. Economic Case ....................................................................................................................................................... 55 5.1 Critical success factors ...................................................................................................................................... 55 6. Commercial, Financial and Management Cases ................................................................................................... 56 6.1 Commercial Case ............................................................................................................................................... 56 6.2 Financial Case .................................................................................................................................................... 56 6.3 Management case ............................................................................................................................................. 57 7. Next Steps .............................................................................................................................................................. 58 8. Appendix A – Description of School Site ............................................................................................................... 59 Page 110 of 216
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1. Executive Summary The purpose of this Strategic Case for Change is to explore the existing structure of Johnstone High School, a non-denominational secondary school, and the opportunities that could be gained by assessing the associated challenges presented both now and in the future. This strategic assessment examines and considers the context of key issues which will limit, both now and increasingly in the future if not addressed, the ability to deliver against the identified strategic objectives for the Council’s learning estate. These key issues stem principally from a school estate in Johnstone with significant excess capacity coupled with a long-term forecast where future school rolls are expected to decline further, and additionally a deteriorating building condition in Johnstone High School. Taken together, these issues are showing that an improved environment at a school of appropriate size and scale, with improved community offering can deliver a positive outcome. In this context a decision was made to progress with this review at the Education and Children’s Services Policy Board in March 2025 where it was agreed that the strategic business case should progress for Johnstone High, concurrently with a wider review of all primary school provision, noting a geographical overprovision of school places in the town along with a cluster of schools identified within the initial priority cohort of the Learning Estate Strategy. This Strategic Case for Change is a product of Renfrewshire Council’s new approach to develop the long-term Learning Estate Strategy and establishes a succinct strategic overview of the current context of Johnstone High School and key issues that require to be addressed. This initial strategic assessment will support progression to the next stage of the business case process which provides a structured and staged development approach to ensure the Council is able to make the very best investment decisions in our learning establishments. This also works to ensure our establishments are best positioned in the future to meet the strategic objectives of the Learning Estate Strategy, the Scottish Government’s national Learning Estate Strategy, and the Fairer Renfrewshire Policy. This strategic assessment stage examines the current operating context at Johnstone High School with reference to the 8 objectives identified in the Council’s learning estate strategy, clearly articulating the current baseline position and identifying areas where existing arrangements are failing to provide the best possible opportunity to support the Council to deliver against these objectives. Page 111 of 216
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2. Background In August 2024, Renfrewshire Council approved a new Learning Estate strategy and subsequently produced a prioritisation assessment across the whole of the existing Learning Estate. The methodology underpinning this new approach highlighted several growing priorities for schools across the Johnstone area in terms of condition, sufficiency and suitability, of which Johnstone High School was one. Additionally, in October 2024, long term school roll projection data was published following development of a new strategic whole estate model for the Council which highlighted that almost all schools in Johnstone, including Johnstone High School, are operating under-capacity, with some underutilised to a significant extent. The data indicates that Johnstone High School currently operates at 63% of capacity and that this will fall to 61% of capacity by 2033/34. This document explores roll projections further and shows that based on future primary school projections falling, a reduced school roll at Johnstone High School can be reasonably expected in the decades to come with reduced primary cohorts progressing through. As noted in the separate Case for Change for Johnstone primary schools, a relatively polarised overview of the existing learning estate in Johnstone was presented. It was identified that, in addition to Thorn Primary, two other Johnstone primary schools ranked highly on the list of schools that were identified as being within the priority cohort for consideration as part of future Learning Estate investment planning, indicating a proportionately high percentage of the estate in poorer condition and or suitability. Contrastingly the remaining 4 primaries were assessed highly reflecting relatively recent construction coupled with high levels of contractual maintenance regimes associated with three primaries delivered and managed via the Public Private Partnership (PPP) arrangement, along with a fourth primary which was significantly refurbished by the Council in recent years. This Strategic Case for Change considers information on the current operating context of Johnstone High School and examines the risks, constraints, dependencies and potential benefits involved in considering future provision. In commencing this study, consideration has been given to the likelihood of major housebuilding taking place in Renfrewshire in the next 10+ years that is not currently anticipated, given the impact this could have on the school roll projections Johnstone High School. Whilst there is no evidence that future housing development will take place in the catchment that has not already been taken account of in existing long term school roll modelling to the extent that it may materially impact demand on schools, it is recognised that the Council is progressing the new local development plan, covering the period from 2028 to 2038, which will need to identify land for over 5,000 new homes across Renfrewshire. There are no firm indications at present of where in Renfrewshire those new houses may be built, with much depending on identification of suitable land and the commercial appeal for housebuilders and developers. The selected sites will feature in the proposed Local Development Plan due to be published in 2026 where any implications for the long- term strategic Learning Estate will be appropriately identified and considered. A letter of comfort was provided by Renfrewshire Council’s Housing Department dated 10th October 2024, confirming that planned housing on Howwood Road in Johnstone will have no impact on education provision as this is being developed in place of houses that are being demolished. The housing will be offered to those already living in the catchment area who have had their homes demolished and therefore any impact arising from this key regeneration project on school rolls are expected to be minimal. It should be noted that concurrently, a Strategic Case for Change is being developed to consider options for the long-term future of Johnstone primary school estate. Whilst this will evolve separately, neither business case will be considered in isolation and as each is developed, identified options and potential solutions may connect. Page 112 of 216
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3. Strategic Case 3.1 Strategic Alignment Renfrewshire Council recently approved plans to improve its education infrastructure through a new long term Learning Estate Strategy. The strategy takes a structured approach to assessment of the learning estate through a prioritisation framework, aiming to identify those areas most in need of consideration as part of long term investment planning to ensure that limited capital investment capacity is directed where they will have the most impact through the reshaping, refurbishing or replacing of existing facilities. The framework makes use of Core Facts data to assess the Condition, Sufficiency and Suitability of the Local Authority’s learning estate (Core Facts 2,3 and 4 of Scottish Government’s assessment criteria for school buildings), as well as quartile data to represent deprivation levels, to rank schools across Renfrewshire in order of priority. This approach has illustrated that Renfrewshire’s learning estate presents a mixed picture, with a cohort of high quality school facilities reflecting significant investment over the last 20 years, but with a significant cohort that are either ageing and will require significant refurbishment or replacement in the longer term as part of a 25 year strategy, through to those of most immediate priority that are in poor condition, compromising the Council’s aim of creating the best possible learning estate to allow children and young people to thrive. Three Johnstone primary schools as well as Johnstone High School featured among the 14 ‘priority’ schools identified as requiring initial consideration as part of the Council’s future learning estate investment programme. This indicated a need for reassessment of learning estate provision and consequently, existing plans to replace Thorn primary school were paused in favour of a review of learning estate provision across the town. This drew on outputs from the Learning Estate Strategy prioritisation framework as well as the implications of the school-roll projections. This initial priority listing of existing schools are listed below for reference: Ranking School Location 1 Paisley Grammar School Paisley 2 Trinity High School Renfrew 3= Auchenlodment Primary Johnstone 3= Heriot Primary Paisley 3= Johnstone High School Johnstone 3= St Peter’s Primary Paisley 4= Bridge of Weir Primary Bridge of Weir 4= Thorn Primary Johnstone 4= West Primary Paisley 4= Castlehead High Paisley 4= St Margaret’s Primary Johnstone 4= Gallowhill Primary Paisley 4= Brediland Primary Paisley 5 St Catherine’s Primary Paisley Table 1: ‘Top 14’ priority schools derived from Learning Estate Strategy Scoring Methodology Page 113 of 216
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The 2024 Learning Estate Strategy aligns with the Scottish Government’s National Learning Estate Strategy and other key Council policies. In taking significant steps to improve its education Infrastructure, Renfrewshire Council’s Learning Estate Strategy has a stated aim to ‘provide learning environments suitable for the 21st Century’. The strategy features a structured methodology used to assess the current learning estate and help council identify areas in most need of investment and attention. The methodology will help develop a long-term funding model to support the required investment programme. The strategy sets out a strategic vision with a priority to create the best possible learning estate to allow children and young people to thrive, identifying the following 8 objectives as key to defining what is necessary to deliver this ambition: 9. Condition 10. Suitability 11. Sufficiency 12. Inclusivity 13. Digital 14. Sustainability and Net Zero 15. Community Facilities and Place shaping 16. Active Travel Objectives 1-3 mirror the Core Facts reporting requirements set by Scottish Government and this highlights the overall importance of the basic structure, design and size relative to school population in assessing if Renfrewshire’s schools are fit for purpose as defined by the strategy. The overarching aim in Renfrewshire is to ensure that its schools are modern, accessible to all, and support the delivery of high-quality education for all learners. The ambitions set out in council policy and vision include the following: • Improving the Condition of Schools Renfrewshire is focusing on improving the condition of its school buildings, in line with the Scottish Government's commitment to enhancing the learning environment. This includes refurbishment and upgrading projects to modernise older schools and ensure they meet current educational and environmental standards. This aligns with the National Learning Estate Strategy's call for investment in schools to ensure they are fit for purpose, energy-efficient, and conducive to modern teaching methods. • Sustainability and Energy Efficiency Renfrewshire’s Learning Estate Strategy places a strong emphasis on sustainability, aligning with Scottish Government aims to reduce the carbon footprint of school buildings. For example, incorporating energy- efficient designs and renewable energy solutions. This contributes to national climate change goals and ensures long-term savings on energy costs. • Equity and Inclusion Reflecting the Scottish Government's priority of equity in access to quality facilities, Renfrewshire’s strategy includes a focus on ensuring that pupils, regardless of their socio-economic background, have access to high-quality learning environments. Additionally, Renfrewshire’s approach aligns with the government's goal of inclusivity, ensuring that schools are accessible to pupils with disabilities, and offer a range of resources to support the well-being of all learners. • Adapting to Future Educational Needs Page 114 of 216
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As part of its strategy, Renfrewshire is ensuring that schools can adapt to the evolving needs of education, much in the same way the Scottish Government calls for schools to be designed for flexibility. This involves creating flexible learning spaces that support a variety of teaching methods, including digital learning and collaborative projects. In addition, Renfrewshire has been exploring new ways to integrate modern technology into school buildings, creating environments that facilitate 21st-century learning. • Community and Public Use Renfrewshire's strategy mirrors the Scottish Government’s emphasis on community engagement. The local authority prioritises designs that enable schools to be used by the wider community. This aligns with the government’s call for multi-use spaces that benefit both pupils and the surrounding community, such as sports facilities, meeting spaces, and halls for local events. • Strategic Planning and Investment Renfrewshire has developed a long-term strategy for school estates, consistent with the National Learning Estate Strategy’s focus on strategic planning and investment. The local authority has set out a clear framework for identifying schools that require replacement, refurbishment, or upgrading, and will seek funding through national initiatives where available. • Collaborative Approach with Stakeholders Just as the Scottish Government advocates for collaboration between local authorities, communities, and other stakeholders in the development of the learning estate, Renfrewshire has adopted a consultative approach. This includes engaging with staff, parents, and pupils when planning refurbishments or new schools, ensuring that the voice of the community is central to decision-making processes. In addition, Renfrewshire Council’s Strategic Property Review (SPR), Fairer Renfrewshire Policy, and Learning Estate Strategy are interconnected and support each other in creating an efficient, equitable, and sustainable public sector estate. The SPR will ensure that public facilities are strategically located, optimised, and used to their fullest potential, helping to achieve the goals of reducing inequality, providing inclusive access, services, and ensuring long-term sustainability creating strong alignment with the Council’s Fairer Renfrewshire objectives. Through careful planning, the SPR will help ensure that schools and other public assets contribute to the region's broader objectives of community wellbeing, accessibility, and educational excellence. The desire to review and develop the school provision in Johnstone is in line with these policies and ambitions. 3.2 Johnstone Local Context and School Facts The town of Johnstone is the 3rd largest in Renfrewshire with a population of approximately 16,000 people. Johnstone is 3 miles west of Paisley. It is split into two electoral wards for local authority elections, each returning four councillors. Johnstone developed around the textile industry in the 18th and 19th centuries with the population expanding as mills and engineering firms developed and provided greater employment. As textiles and other industries declined throughout the late 20th century, the population of Johnstone fell from a high of 23,000 in 1970 to its present level of circa 16,000. Over half of the population live in social housing, owned by Renfrewshire Council or local providers such as Linstone Housing Association. Northeast, northwest and southwest Johnstone feature in the top 10% and top 5% of Scotland’s most deprived areas, as measured by the Scottish Index of Multiple Deprivation (SIMD). Page 115 of 216
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3.2.1 Description of the current school site Johnstone High School lies to the south-east of the Johnstone area bounded by Beith Road to the west, Cochrane Castle Golf Club to the East and residential developments to the north and south boundaries The school building was opened in 1965 as part of a larger high school development that included the denominational St. Cuthbert’s high school on the same site, along with dedicated janitorial housing for both schools. St. Cuthberts was demolished in 2009, and the site given over to residential development. The current school has a pupil roll of 896, with a capacity for 1380. The main school building is now 60 years old. Recent condition assessment has rated the school as Condition-C, highlighting that the building is in need of investment. A full description of the site is provided in appendix A of this document. A full overview of the current site is presented in Appendix A of this document. 3.2.2 Location A map of Johnstone is shown below, indicating the location of Johnstone High School in relation to local primary schools and its position within the town itself. The catchment continues southwest and northwest to include villages as far as Lochwinnoch and Kilbarchan respectively. Johnstone High School is the only secondary school provision within the town itself. From a denominational perspective, the town is served by the nearby St Benedict’s High School. This is a PPP school and is rated very highly for its condition and suitability. Whilst St Benedict’s serves the town of Johnstone, it is not within scope of this review due to its positive ability to meet the objectives of the Learning Estate Strategy. St Benedict’s is expected to reach its overall planning capacity for a short period of time in the coming years, and this situation will be monitored as a separate piece of work. Page 116 of 216
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3.2.3 Key Facts Johnstone High School is an ageing building at 64 years old. The building has undergone several adaptations and refurbishments over the years but is in need of significant financial investment to bring it to an acceptable standard and maintain it at that position. The school has an acceptable suitability assessment however it does rank lower in some respects including external learning and teaching spaces and access arrangements such as car parking. The school building itself when combining suitability and condition shows that it is limiting any evolution and flexibility of curriculum due to spaces becoming outdated and not fit for purpose. Key information related to Johnstone High School shows the following: School Age Suitability Condition Johnstone High School 60 B C Table 2: Key Facts Page 117 of 216
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3.2.4 Capacity and Projection Information Johnstone High School is a non-denominational secondary school, serving primary schools in Johnstone as well as the villages of Howwood, Kilbarchan and Lochwinnoch. It has a planning capacity of 1380 pupils and current roll of 858, 62% of capacity. The school provides secondary education from 1st to 6th year. Denominational pupils in Johnstone are served by St Benedict’s High School in nearby Linwood. In 2024, Renfrewshire Council commissioned a learning estate pupil-projection model to better understand the numbers of pupils likely to attend mainstream schools in Renfrewshire over the next 10 years2. Analysis of current and anticipated pupil demand at Johnstone High School shows that the school roll is expected to remain fairly consistent over the next ten years. It can however be reasonably assumed that beyond this ten-year mark, a downturn in demand for Johnstone High School will be evidenced. That is on the basis that the projections within the Johnstone primary school estate for associated primary schools to Johnstone High School are expected to reduce by 10%. As reduced cohorts progress through primary school, to secondary, Johnstone High School could potentially be operating at 50% of capacity in the decades to come, with no intervention. Table 3: Roll Projections 3.2.5 Operating Costs Data has been analysed to investigate the operating costs of Johnstone High School. This includes aspects such as utilities, hard and soft FM, staff costs, and matters such as waste disposal and transport. The overall operational expenditure of Johnstone High School is in excess of £6.5m per year. Detailed analysis on operating costs will be undertaken at future business case stages. 2 Edge Analytics for Renfrewshire Council, 2024 School Capacity Current Roll Roll 2025/26 Roll 2029/30 Roll 2033/34 Johnstone High School 1380 858 (62%) 865 (62%) 908 (65%) 849 (61%) Page 118 of 216
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4. Need for Change 4.1 Case for Change and Investment Objectives The objectives associated with any investment projects which ultimately emerge from this business case process seek to align with the overall ambition of Renfrewshire’s Learning Estate Strategy. The guiding vision is to create the best possible learning environments to allow children and young people to thrive at Johnstone High School; to ensure learning environments are fit for 21st century education; that learning environments are of a size and capacity that enables them to operate at optimal occupancy. The overall objective for investing in the future estate will be to ensure the provision of modern learning facilities aligned to meet the projected long-term roll, articulated as follows: • Effectiveness – Meeting the aims of the 2024 Learning Estate Strategy will initiate a strategic programme of investment in schools. The strategy will ensure that every school is considered in terms of Scottish Government Core Facts reporting criteria. The intention is to deliver the best learning environments and facilities possible, exceeding, where able, Scottish Government recommendations. • Efficiency – Provision of modern learning environments will help support the ambition to improve attainment for pupils in Renfrewshire • Economy – Operating costs for the estate should be lower than currently, through the increased efficiency of modern power and heating systems and through operation of a more efficient overall school estate; offering a reduction in the costs incurred maintaining ageing buildings; a reduction in cost through the operation of buildings of a size suited to current and projected school rolls. • Compliance – Renfrewshire Council’s net zero policy acknowledges that the learning estate is a major contributor to the Council’s total combined carbon footprint. As such, careful planning for the replacement or refurbishment of schools would lessen the impact from older building and make a valuable contribution to the Council’s commitments. • Replacement – The project acknowledges that as schools age and maintenance costs increase, they come closer to the point of being no longer fit for purpose as a Council asset. 4.2 Rationale of Need Renfrewshire Council is required by Scottish Government to collect data on its learning estate to help with assessment and planning at both local and national level. The data covers the suitability, condition and sufficiency of school buildings. The 2024 Learning Estate Strategy reflects this data by identifying condition, suitability and sufficiency as Strategic Objectives 1, 2 and 3, highlighting the importance of these measures in any assessment of school buildings and their viability. In terms of Core Fact 2 (Condition), a 2023 building condition survey assessed Johnstone High School as ‘C – Poor’, with an expectation that £10.5m would require to be spent on maintenance over the following 20 years to keep the school operating at an acceptable standard. This expenditure will not make any improvements to the suitability of the building to support effective delivery of the curriculum as it is simply required to improve the structure and fabric to bring it to an acceptable standard. In terms of Core Fact 3 (Sufficiency), assessments of schools focus on pupil places at individual schools and in localities. When combined with pupil projection data, this can help local authorities plan for the medium to long term, matching availability to demand. With recent demand at Johnstone High School remaining low Page 119 of 216
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(currently 62% of capacity) and projected demand in 2033/34 lower still, the current context of Johnstone High is failing to meet the target for optimal occupancy for all schools of 80-95%. In terms of Core Fact 4 (Suitability), the most recent assessment for Johnstone High School rated the school as B ‘satisfactory’, indicating that school ‘buildings and grounds generally support the delivery of services.’ As this assessment is based on responses from school staff, it can be seen from the survey that in general, staff are content with the teaching environments and equipment at the school, however there are some elements contained within the report that show where the school is failing to support delivery of the curriculum and any future flexibility or changing curriculum delivery would be very limiting with the current building. Analysis of these aspects of the building’s operational effectiveness highlight some of the opportunities and challenges associated with the school as it is now: Condition: • The building condition is such that Renfrewshire Council faces significant outlay in maintenance costs over the next 20 years • Accessibility is flagged as an issue in upper floors of the school, rendering some aspects of the original design inadequate Suitability: • Whilst the building generally supports service delivery now, its capacity to adopt and adapt further to new teaching methods, developments in classroom design and equipment, may limit future suitability • A new or refurbished school would offer an opportunity to ensure the very best teaching environment for secondary pupils in Johnstone to better support attainment in an area of high deprivation. Sufficiency: • There will be an ongoing demand for secondary education in Johnstone • The current school is too big for current and future demand Provision of investment to improve condition, suitability and sufficiency at Johnstone High School, whilst addressing significant underlying excess capacity in a way that maximises use of any improvements made at the school, offers an opportunity to ensure education is delivered in modern, well-designed school, equipped with modern facilities and infrastructure, which match projected demand. Additionally, improvements to an ageing building also offers the prospect of lower operating and maintenance costs and would contribute to the Council’s net zero ambitions. 4.3 Scope and Service Requirements As work progresses to identify a preferred way forward for Johnstone High School, officers will work to articulate the scope and service requirements involved in providing a school that satisfies the business needs and vision identified in the Learning Estate Strategy. Future iterations of this business case will identify the minimum viability criteria (MVC) for those key services, business functions and operational capabilities required to deliver the stated ambition to create the best possible learning estate to allow children and young people to thrive. The MVC for delivery of a modern, accessible learning environment that meets the business needs identified here will be broken down as follows: Page 120 of 216
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• Core services and aspects representing the essential changes, without which, the project cannot be judged as a success • Desirable services and aspects representing the additional changes which the project can potentially justify on a cost/benefit and therefore value for money basis • Optional services and aspects representing possible changes which the project can potentially justify on a marginal low cost/affordability basis. Such an approach will assist in avoiding ‘scope creep during any options appraisal stage of the project. The following represent a starting point in any discussion of MVC for current learning estate projects: • Must meet the vision and ambition of the Learning Estate strategy • Must be affordable within the wider goals of the Learning Estate Strategy • Must offer best value • Must not limit our ability to address competing priorities • Must have the potential to cater for community use 4.4 Main Benefits • The overarching benefit of the approach articulated in this business case would be the modernisation of the Johnstone High School making it fit for purpose, and ensuring the most productive use of existing high condition schools in Johnstone, with the intention that in future, all pupils will be educated in the best possible learning environments • A reduction in operating costs and cost avoidance are key benefits of an approach that ensures that the capacity of Johnstone High School fits demand that it operates at optimal occupancy • A reduction in Renfrewshire Council’s carbon footprint through the operation of a school better equipped to meet energy performance targets through more efficient operation. 4.5 Main Risks & Constraints All options developed in the next steps of business case process will fully consider risks and the feasibility of being able to deliver proposed solutions as well as wider risk that require to be considered as part of a wider strategic investment programme of significant scale, including any future changes to key drivers on school roll projections, long term affordability requirements, capacity to deliver proposals, identifying a suitable site for any option that includes a new build school, or being able to decant or work around an operational school. 4.6 Dependencies • Wider review of primary school provision in Johnstone • Renfrewshire Council’s Strategic Property Review – The Strategic Property Review recognises that schools are a significant portion of the property portfolio and that there is an opportunity to ensure Council optimises use of facilities through colocation. • ASN Provision – Future strategy for ASN provision will be reflected in proposals for changes to the learning estate in Johnstone. This will be managed through direct links to the Inclusion team and the ASN management team. • Community use – considering the dependency to the Strategic Property Review, there is a further dependency to understand the community needs in designing new learning estate provisions. • Early years provision – it is essential to consider early years with any reprovision or new build establishment where spaces currently exist in the locality. Page 121 of 216
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5. Economic Case 5.1 Critical success factors The critical success factors described here will develop further with the Five Case Model. They will help to identify and assess a long-list options and to identify a preferred way forward for the project in future iterations of this business case Strategic fit and business needs • How well will options meet the objective of providing a proposed investment priorities to complement and enhance the quality of school provision in Johnstone? • How effectively will options overcome the strategic challenges identified of operating schools which are in poor condition with excess capacity and high operational costs? • How well can the options fit Renfrewshire Council’s Learning Estate Strategy and other Council and Scottish Government policies and ambitions for education? Potential Value for Money • How effectively will the options optimise the social, economic and environmental value to the community in Johnstone and the wider learning estate in terms of potential costs, benefits and risks? Supplier capacity and capability • Will options match the ability of providers to deliver any required design and construction services? • How attractive will options appear to potential suppliers of design and construction services? Potential affordability • Can options be funded from available sources of finance? • How easily will options align with resourcing constraints recognising the Council will continue to face affordability constraints over the long term in relation to the scale of investment that is both affordable in the short term but also financially sustainable in the long term.? Potential achievability • How likely is it that options will match Renfrewshire Council’s ability to respond to and facilitate the required changes? • Will options match the skills at Renfrewshire Council required for successful delivery? • How well will the options seek to address the aspiration, need and ambition of the school and wider community across Johnstone. Page 122 of 216
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6. Commercial, Financial and Management Cases 6.1 Commercial Case The marketplace for design and construction services in Scotland is mature and well-developed, particularly in the central belt, where there is a good choice of multi-disciplinary consultancies, Tier 1 contractors and specialist sub-contractors. Whilst there is proven experience in delivering complex public sector infrastructure, such as building new schools and refurbishing existing schools, it is important to stress that the construction market remains more volatile relative to long term historic conditions. It may, however, be inferred that the market is well-placed to cater to any options involving new-build or retrofitted schools. Such projects offer high-profile and high value opportunities for companies to showcase capabilities and expertise, adding to their attraction. Similarly, Renfrewshire Council’s approach to collaborative procurement offers alignment to national procurement frameworks, simplifying access to opportunities and reducing bidding costs for suppliers. Risk allocation is a key factor in market engagement, with the use of standardised contracts (such as SBCC) common to Renfrewshire Council procurement practice, helping balance the approach to risk sharing. Key risks are generally managed through early contractor involvement and active pre-construction planning. Construction projects such as new school building typically follow a design-and-build or 2-stage tender model, with cost certainty delivered through target cost arrangements. Such arrangements are familiar to suppliers in Scotland and promote Renfrewshire Council’s objectives for value for money and delivery assurance. The Council’s procurement strategy outlines its commitment to maximising public value through economies of scale, sustainable procurement and collaborative delivery of projects. The strategy emphasises community benefits, sustainability in construction and prompt payment as key to enhancing the attractiveness of a project. As the Council progresses the wider Learning Estate Strategy and greater certainty is established over the scale and timing of planned investment projects there will be a specific workstream to develop an associated procurement strategy for the Council. On the assumption the Council will, through the Learning Estate Strategy, begin to establish a sustained pipeline of future investment projects at scale, this will present the opportunity to consider a range of strategic procurement approaches to secure long term benefits for the Council in terms of value for money and management of risks across procurement activity, construction sector, economic & financial risks as well as project specific risk. Opportunities in this regard will be explored and outlined in greater detail as the business case process moves towards the final stages. 6.2 Financial Case Renfrewshire Council set a balanced budget of £571.5m for 2025/26 which includes a grant from Scottish Government of £469m. Despite continuing economic and financial pressures, the council has been able to demonstrate prudent financial management in maintaining a reserve of £10m and a projected underspend of £1.6m as of January 2025. This balanced revenue position has been maintained despite continuing constraints due to rising service demands, inflation and wider economic uncertainty. Ongoing commitment to social equity and policies that support the vulnerable in Renfrewshire may place some strain on, and limit flexibility of, council’s ability to spend without offsetting savings or seeking alternative sources of income. The strategic overview and Case for Change presented in this document has highlighted the underlying need for investment in key areas of the existing Johnstone Learning Estate. With an ageing estate in poor Page 123 of 216
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condition this situation is expected to add further financial demand to the Council with no intervention. It is also evident that notwithstanding affordability and financial sustainability considerations, there is an opportunity to invest in the Johnstone Learning Estate to be able to achieve the stated ambitions of the Learning Estate Strategy. In this context and despite the current and expected continuation of financial challenge over the medium term, the Council has put in place arrangements to secure in the region of £170m of initial future investment capacity to support the strategic learning estate. It has been recognised that the scale of investment that will be required across the whole learning estate over the full 25-year strategic planning period will be very significant and likely to run into billions of pounds to deliver the ambitions over the long term. The Council will therefore be required to continue to strategically plan for growing this investment capacity over the long term to ensure as an organisation, investment priorities that are approved to move forward are both affordable to deliver but critically are financially sustainable over the very long term and this will form a key part of the overall business case process as it progresses. 6.3 Management case Currently, Renfrewshire Council is undertaking several capital projects focussed on learning estate improvements, covering both primary and secondary schools. This work has built on existing expertise within the key teams likely to be involved in any project to improve the provision of education in Johnstone, giving the Council an experienced pool of resources to draw from. Work is underway within Children’s Services to create a dedicated Learning Estate Programme Team to deliver on the ambition of the Learning Estate Strategy. Learning Estate projects will be overseen at Chief Officer level by the Director of Children’s Services who acts as Senior Responsible Owner (SRO) for all projects, with senior leadership being assumed by the Head of Education for Strategy and Improvement on behalf of the Director. All Learning Estate projects will be led by the Strategic Learning Estate Manager who holds senior accountability to the SRO with day-to-day project leadership covering all aspects of projects from inception, business case delivery, design, through to construction execution. This leadership hierarchy will ensure that projects are successfully delivered upholding quality across project time, cost, and scope, ultimately delivering the intended outcomes and high-quality learning establishments for all. Each project will require bespoke levels of resource depending on the scale and complexity but will follow a consistent approach. A dedicated Programme Manager will lead the overall success and delivery of the programme by implementing and executing full governance and control across all projects, supporting the Strategic Learning Estate Manager. Project management resource will be provided by the Council’s Programme Management Unit to cover business case development, business change processes, and fundamental project management governance throughout the lifecycle. Technical expertise will be provided by the Councils’ Property Services who will provide construction project management, contract management, and subject matter expert roles where appropriate through design and delivery. Additional resources will be required for each project with ongoing resource allocation underway covering critical services such as Finance, Communications, Education, Procurement, and Legal. All resources allocated to Learning Estate projects will report to the Strategic Learning Estate Manager for their involvement in these projects. Given the scale and complexity expected in some cases, support and professional advice will be provided by the Technical Services Programme Manager, and the Head of Facilities and Property Services, Managing Solicitor (Projects), and the Strategic Category Manager where appropriate. Page 124 of 216
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All projects will be monitored using standard project management tools, and will report to the Learning Estate Project Board, the Learning Estate Delivery Board and the Education and Children’s Services Policy Board at agreed intervals. The Council has developed significant experience over the past 15 years delivering major and complex investment programmes across the learning estate (which includes three major projects currently in delivery), leisure estate, cultural estate as well as major transport infrastructure. This experience places the Council in a strong position to understand the resource and governance arrangements required to deliver investment programmes of scale and this will be invaluable to support the Council’s investment focus shifting to a long-term strategic learning estate investment programme. 7. Next Steps Following the provision of the information set out in this document, it is clear that a positive change for the town of Johnstone is required to address a declining school population, with a number of schools, including Johnstone High School, that are of poor condition, and not able to suitably deliver an evolving curriculum or support community needs. By utilising the information set out in this Strategic Case for Change, the overall learning estate in Johnstone will now progress to the Outline Business Case (OBC) stage. At this stage, a long list of options will be identified and subsequently analysed to objectively reduce to a short list of viable options. These options should be capable of addressing the issues set out in this Case for Change and seek to deliver on the specific objectives of Renfrewshire’s Learning Estate Strategy whilst working to deliver the best possible learning estate to allow children and young people to thrive. Page 125 of 216
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8. Appendix A – Description of School Site Johnstone High School lies to the south-east of the Johnstone area bounded by Beith Road to the west, Cochrane Castle Golf Club to the East and residential developments to the north and south boundaries. The site has a single vehicular access point from Beith Road which incorporates a bus drop-off areas and routes to both school and community sports carparking areas. There are separate pedestrian access points from both Beith Road and the public footpath that runs along the boundary between the school and Cochrane Castle Golf Course. The site has an area of 89,344m2 (22.1 Acres) with a significant cross site gradient running from low level along Beith Road towards a high level at the grass football pitch at the far south of the site. The school building was opened in 1965 as part of a larger high school development that included the denominational St. Cuthbert’s High School on the same site, along with dedicated janitorial housing for both schools. St. Cuthberts was demolished in 2009, and the site given over to residential development. The main school building is formed with four interconnecting wings with a grass sports pitch to the south of the site. Originally the school was constructed with separate gym hall and swimming pool. Both the gym hall and the school swimming pool were replaced with new-build projects comminating in the completion of the Johnstone Community Sports Hub in 2016. The hub is a shared facility, prioritising school use during weekdays and open to public thereafter. Services include access to gym & sports hall, a fitness suite and a swimming pool as well as a 60x100m all-weather sports pitch. The school has had a number of internal alterations / refurbishments including a significant refurbishment to the internal fabric of the building and its mechanical and electrical systems in 2009, as well as the formation of a new dance studio 2016. Page 126 of 216
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The current school has a pupil roll of 896, with a capacity for 1380. The main school building is now 60 years old. Recent condition assessment has rated the school as Condition-C, highlighting that the building is in poor condition with investment required. Adaptability: The building would need significant internal and external alterations to address the issues performance of the building fabric, services systems and the suitability of the spaces. A deep-retrofit would be the most likely level of refurbishment required to resolve failings in the existing building fabric and life-expired materials before moving onto improving the internal environment of the school. Internal teaching spaces, assembly and circulation routes would require careful reconfiguration & alternation to greatly improve the suitability of the school and the experience of the building users. The routing within the existing building is poor, with disconnected spaces and lack of flexible learning opportunities. Although the current and projected pupil roll is lower than the planned roll, extensions to the building cannot be ruled out as a requirement to achieve improved and optimal suitability, it may be necessary to construct new spaces that address existing poor design or provide new flexible areas for teaching. An extensive refurbishment of both building fabric and layout would require a carefully planned and controlled phased project. Maintaining safe access to key teaching and assembly spaces whilst construction works progresses elsewhere on the site. It would be prudent to consider use of temporary buildings for teaching spaces, or if possible, decant of pupils during the construction phase. Although the site is large, some 22 acres, it is also heavily slopped, approximately 10m rise across the site. This represents a challenging design parameter if considering a new build replacement of Johnstone High School on the same site. Page 127 of 216
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Appendix 3 – Trinity High School Strategic Case for Change Page 129 of 216
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Trinity High School Strategic Case for Change Version V1.4 Date: 25/07/2025 Page 131 of 216
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Contents 1. Executive Summary ................................................................................................................................................. 3 2. Background .............................................................................................................................................................. 4 3. Strategic Case ........................................................................................................................................................... 5 3.1 Strategic Alignment ............................................................................................................................................. 5 3.2 Trinity High School – Local Context and Key Facts ............................................................................................. 7 3.2.1 Description of the current school site ............................................................................................................ 8 3.2.2 Location ........................................................................................................................................................... 9 3.2.3 Key Facts ........................................................................................................................................................ 10 3.2.4 Capacity and Projection Information ........................................................................................................... 11 3.2.5 Operating Costs ............................................................................................................................................. 11 4. Need for Change .................................................................................................................................................... 12 4.4 Case for change and spending objectives......................................................................................................... 12 4.5 Business Needs .................................................................................................................................................. 12 4.6 Scope and Service Requirements...................................................................................................................... 14 4.7 Main Benefits .................................................................................................................................................... 14 4.8 Main Risks & Constraints .................................................................................................................................. 15 4.9 Dependencies .................................................................................................................................................... 15 5 Economic Case ....................................................................................................................................................... 16 5.4 Critical success factors ...................................................................................................................................... 16 6 Commercial, Financial and Management Cases ................................................................................................... 17 6.4 Commercial Case ............................................................................................................................................... 17 6.5 Financial Case .................................................................................................................................................... 17 6.6 Management case ............................................................................................................................................. 18 7 Next Steps .............................................................................................................................................................. 19 8 Appendix A – Description of the current school site ............................................................................................ 20 Page 132 of 216
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1. Executive Summary The purpose of this Strategic Case for Change is to explore the existing structure of Trinity High School, a denominational secondary school in Renfrew, and the opportunities that could be gained by assessing the associated challenges presented both now and in the future. This strategic assessment examines and considers the context of key issues which will limit, both now and increasingly in the future if not addressed, the ability to deliver against the identified strategic objectives for the Council’s learning estate. These key issues stem principally from a building with deteriorating condition and a poorly rated suitability assessment for its ability to effectively deliver the curriculum. Additionally, the school is operating at an increasingly high rate with pupil roll projections showing that this figure could rise above 100% of current capacity in years to come. In this context a decision was made to progress with this review at the Education and Children’s Services Policy Board in March 2025 where it was agreed that the strategic business case should progress for Trinity High School as the number one school on the identified prioritisation list of the Learning Estate Strategy, to be addressed. This Strategic Case for Change is a product of Renfrewshire Council’s new approach to develop the long-term Learning Estate Strategy and establishes a succinct strategic overview of the current context of Trinity High School and key issues that require to be addressed. This initial strategic assessment will support progression to the next stage of the business case process which provides a structured and staged development approach to ensure the Council is able to make the very best investment decisions in our learning establishments. This also works to ensure our establishments are best positioned in the future to meet the strategic objectives of the Learning Estate Strategy, the Scottish Government’s national Learning Estate Strategy, and the Fairer Renfrewshire Policy. This strategic assessment stage examines the current operating context at Trinity High School with reference to the 8 objectives identified in the Council’s learning estate strategy, clearly articulating the current baseline position and identifying areas where existing arrangements are failing to provide the best possible opportunity to support the Council to deliver against these objectives. Page 133 of 216
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2. Background In August 2024, Renfrewshire Council approved a new Learning Estate strategy and subsequently produced a prioritisation assessment across the whole of the existing Learning Estate. The methodology underpinning this new approach highlighted Trinity High School as the number one priority investment requirement. Additionally, in October 2024, long term school roll projection data was published following development of a new strategic whole estate model for the Council which highlighted that whilst Trinity High School currently operates at 95% of capacity, by 2033/34, it is predicted to be working at 116% of capacity if there is no intervention. The assessment conducted as part of the Learning Estate to consider the current and projected pupil numbers at Trinity High School and how the school could cope with an increased demand showed that It was immediately evident that with a constrained site, deteriorating condition, and poor suitability for delivering the curriculum, intervention would be required. This Strategic Case for Change considers information on the current operating context of Trinity High School and examines the risks, constraints, dependencies and potential benefits involved in considering future provision. In commencing this study, consideration has been given to the likelihood of major housebuilding taking place in Renfrewshire in the next 10+ years that is not currently anticipated, given the impact this could have on the school roll projections Trinity High School. Whilst there is no evidence that future housing development will take place in the catchment that has not already been taken account of in existing long term school roll modelling to the extent that it may materially impact demand on schools, it is recognised that the Council is progressing the new local development plan, covering the period from 2028 to 2038, which will need to identify land for over 5,000 new homes across Renfrewshire. There are no firm indications at present of where in Renfrewshire those new houses may be built, with much depending on identification of suitable land and the commercial appeal for housebuilders and developers. The selected sites will feature in the proposed Local Development Plan due to be published in 2026 where any implications for the long-term strategic Learning Estate will be appropriately identified and considered. Page 134 of 216
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3. Strategic Case 3.1 Strategic Alignment Renfrewshire Council recently approved plans to improve its education infrastructure through a new long term Learning Estate Strategy. The strategy takes a structured approach to assessment of the learning estate through a prioritisation framework, aiming to identify those areas most in need of consideration as part of long term investment planning to ensure that limited capital investment capacity is directed where they will have the most impact through the reshaping, refurbishing or replacing of existing facilities. The framework makes use of Core Facts data to assess the Condition, Sufficiency and Suitability of the Local Authority’s learning estate (Core Facts 2,3 and 4 of Scottish Government’s assessment criteria for school buildings), as well as quartile data to represent deprivation levels, to rank schools across Renfrewshire in order of priority. This approach has illustrated that Renfrewshire’s learning estate presents a mixed picture, with a cohort of high quality school facilities reflecting significant investment over the last 20 years, but with a significant cohort that are either ageing and will require significant refurbishment or replacement in the longer term as part of a 25 year strategy, through to those of most immediate priority that are in poor condition, compromising the Council’s aim of creating the best possible learning estate to allow children and young people to thrive. Trinity High School featured among the 14 ‘priority’ schools identified through the strategy as requiring action to bring them up to the required standards. As Paisley Grammar School is already being addressed through the delivery of a new build school and community campus, Trinity High School is the current highest priority school to be addressed in Renfrewshire. The schools are listed below for reference: Ranking School Location 1 Paisley Grammar School Paisley 2 Trinity High School Renfrew 3= Auchenlodment Primary Johnstone 3= Heriot Primary Paisley 3= Johnstone High School Johnstone 3= St Peter’s Primary Paisley 4= Bridge of Weir Primary Bridge of Weir 4= Thorn Primary Johnstone 4= West Primary Paisley 4= Castlehead High Paisley 4= St Margaret’s Primary Johnstone 4= Gallowhill Primary Paisley 4= Brediland Primary Paisley Page 135 of 216
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Ranking School Location 5 St Catherine’s Primary Paisley Table 1: ‘Top 14’ priority schools The 2024 Learning Estate Strategy aligns with the Scottish Government’s National Learning Estate Strategy and other key Council policies. In taking significant steps to improve its education Infrastructure, Renfrewshire Council’s Learning Estate Strategy has a stated aim to ‘provide learning environments suitable for the 21st Century’. The strategy features a structured methodology used to assess the current learning estate and help council identify areas in most need of investment and attention. The methodology will help develop a long-term funding model to support the required investment programme. The strategy sets out a strategic vision with a priority to create the best possible learning estate to allow children and young people to thrive, identifying the following 8 objectives as key to defining what is necessary to deliver this ambition: 17. Condition 18. Suitability 19. Sufficiency 20. Inclusivity 21. Digital 22. Sustainability and Net Zero 23. Community Facilities and Place shaping 24. Active Travel Objectives 1-3 mirror the Core Facts reporting requirements set by Scottish Government and this highlights the overall importance of the basic structure, design and size relative to school population in assessing if Renfrewshire’s schools are fit for purpose as defined by the strategy. The overarching aim in Renfrewshire is to ensure that its schools are modern, accessible to all, and support the delivery of high-quality education for all learners. The ambitions set out in council policy and vision include the following: • Improving the Condition of Schools Renfrewshire is focusing on improving the condition of its school buildings, in line with the Scottish Government's commitment to enhancing the learning environment. This includes refurbishment and upgrading projects to modernise older schools and ensure they meet current educational and environmental standards. This aligns with the National Learning Estate Strategy's call for investment in schools to ensure they are fit for purpose, energy-efficient, and conducive to modern teaching methods. • Sustainability and Energy Efficiency Renfrewshire’s Learning Estate Strategy places a strong emphasis on sustainability, aligning with Scottish Government aims to reduce the carbon footprint of school buildings. For example, incorporating energy- efficient designs and renewable energy solutions. This contributes to national climate change goals and ensures long-term savings on energy costs. • Equity and Inclusion Reflecting the Scottish Government's priority of equity in access to quality facilities, Renfrewshire’s strategy includes a focus on ensuring that pupils, regardless of their socio-economic background, have access to high-quality learning environments. Additionally, Renfrewshire’s approach aligns with the Page 136 of 216
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government's goal of inclusivity, ensuring that schools are accessible to pupils with disabilities, and offer a range of resources to support the well-being of all learners. • Adapting to Future Educational Needs As part of its strategy, Renfrewshire is ensuring that schools can adapt to the evolving needs of education, much in the same way the Scottish Government calls for schools to be designed for flexibility. This involves creating flexible learning spaces that support a variety of teaching methods, including digital learning and collaborative projects. In addition, Renfrewshire has been exploring new ways to integrate modern technology into school buildings, creating environments that facilitate 21st-century learning. • Community and Public Use Renfrewshire's strategy mirrors the Scottish Government’s emphasis on community engagement. The local authority prioritises designs that enable schools to be used by the wider community. This aligns with the government’s call for multi-use spaces that benefit both pupils and the surrounding community, such as sports facilities, meeting spaces, and halls for local events. • Strategic Planning and Investment Renfrewshire has developed a long-term strategy for school estates, consistent with the National Learning Estate Strategy’s focus on strategic planning and investment. The local authority has set out a clear framework for identifying schools that require replacement, refurbishment, or upgrading, and will seek funding through national initiatives where available. • Collaborative Approach with Stakeholders Just as the Scottish Government advocates for collaboration between local authorities, communities, and other stakeholders in the development of the learning estate, Renfrewshire has adopted a consultative approach. This includes engaging with staff, parents, and pupils when planning refurbishments or new schools, ensuring that the voice of the community is central to decision-making processes. In addition, Renfrewshire Council’s Strategic Property Review (SPR), Fairer Renfrewshire Policy, and Learning Estate Strategy are interconnected and support each other in creating an efficient, equitable, and sustainable public sector estate. The SPR will ensure that public facilities are strategically located, optimised, and used to their fullest potential, helping to achieve the goals of reducing inequality, providing inclusive access, services, and ensuring long-term sustainability creating strong alignment with the Council’s Fairer Renfrewshire objectives. Through careful planning, the SPR will help ensure that schools and other public assets contribute to the region's broader objectives of community wellbeing, accessibility, and educational excellence. The desire to review and develop Trinity High School is in line with these policies and ambitions. 3.2 Trinity High School – Local Context and Key Facts Trinity High School currently sits in the town of Renfrew which is the 2nd largest in Renfrewshire with a population of almost 23,000, lying 2 miles north of Paisley. It is split into two electoral wards for local authority elections, returning seven councillors in total. Renfrew grew around shipbuilding and engineering in the 18th and 19th centuries with the population increasing throughout this time. Heavy industry in Renfrew declined throughout the late 20th century, however the population has continued to grow as service industries and light engineering firms became established in Renfrew, in nearby Hillington industrial estate and around Glasgow Airport. Within Renfrew, circa 67% of households are owner-occupied with the remaining 33% formed of rental accommodation, half of which is local authority owned. Several neighbourhoods in Renfrew fall within the two most deprived centiles as measured by the Scottish index of multiple deprivation (SIMD). Page 137 of 216
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Whilst the school building sits in Renfrew, the catchment of Trinity stretches across the full northern boundary of Renfrewshire covering sections of North Paisley, Renfrew, Inchinnan and Erskine, Bishopton and Dargavel and Langbank. This means that the school catchment spans five separate electoral wards for local authority elections, returning eighteen councillors in total. Within the wider catchment of Trinity, there are two other secondary schools, each being a non- denominational school. These are: • Renfrew High School • Park Mains High School Additionally, there are thirteen primary schools in the wider catchment split across each of the geographical areas the catchment spans. In setting out the facts of this document which focuses on the priority establishment identified, Trinity High School, detailed analysis is not provided on the additional 14 schools in the catchment of Trinity (13 primary + Park Mains High School). A key concept of the Learning Estate Strategy is that no establishment will be considered in isolation, and therefore it is possible that additional establishments could feature in the list of potential options presented at the next stage of business case development. 3.2.1 Description of the current school site Trinity High school is located to the north of the Renfrew area, within a larger mixed-use urban site. The main school building was completed in 1964 with annex’s housing sports provision and additional teaching spaces added in the late 1990’s. Page 138 of 216
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The school had 918 pupils by the end of the 2024/25 academic year from S1 to S6. 6% of the current school roll attend the school via a placing request, with a further similar level attending from within the wider catchment that did not attend an associated primary school. The school has a site area of 19,516m2 (4.82 Acres). Although the school is well located for easy access from adjacent principal routes connecting Renfrew to the wider area, the site is very constrained and significantly smaller than that of a comparable school and is effectively landlocked by adjoining sites. It should also be noted that the site size of 4.82 Acres falls short of the mandatory minimum site requirements prescribed for a school, should it be built in this current day. As a comparison, the total site of the current Trinity of 4.82 Acres, can be compared to that of the new Paisley Grammar School Community Campus which sits on a site 3 x the size at 15 Acres. A full overview of the current site is presented in Appendix A of this document. 3.2.2 Location A map of Renfrew is shown below, indicating the location of Trinity High School in relation to local primary schools in the town, as well as Renfrew High School. A map is also shown of the wider Trinity Catchment and its location/span in Renfrewshire which follows the description noted previously in this document. Page 139 of 216
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Map of the town of Renfrew showing local schools. Map of the Trinity catchment area covering the north of Renfrew East to West boundary of the local authority 3.2.3 Key Facts Trinity High School is an ageing building at 61 years old. The building has undergone several adaptations and refurbishments over the years but is in need of significant financial investment to bring it to an acceptable standard and maintain it at that position. A recent building condition survey assessed Trinity High School as ‘B - Satisfactory’, with an expectation that £10m will need to be spent on required maintenance over the following 20 years to keep the school operating at that level. It should be noted that this £10m would not work to make any meaningful adaptations or improvements to the school grounds, suitability, and overall ability to meet the objectives of the Learning Estate Strategy and will simply offer an improvement to the condition of the current building configuration. The school suffers from a poor suitability assessment which is the measure of how well the building configuration and operation supports effective delivery of the curriculum. The main challenges posed by the suitability assessment relate to the layout of the building with multiple extensions and additional sections added over the years. There is also a distinct lack of flexible space for matters Page 140 of 216
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such as additional support needs, and curriculum flexibility, and the school does not have sufficient external area for access or use. Key information related to Trinity High School shows the following: School Age Suitability Condition Trinity High School 61 C B Table 2: Key Facts 3.2.4 Capacity and Projection Information Trinity High School is a denominational secondary school, situated in the centre of Renfrew and associated with primary schools in Renfrew, Gallowhill, and Erskine. It has a planning capacity of 1,026 pupils and current roll of 977, which is 95% of capacity. The school provides secondary education from 1st to 6th year. The school has a large catchment area, from Langbank and Bishopton to the northwest, through Renfrew and Gallowhill in Paisley to the southeast. On this basis, in the last school year, 222 pupils (23%) were entitled to council-funded home to school transport, with this figure expected to increase in coming years with projected housing development in the wider catchment. Analysis of current and anticipated pupil demand at Trinity High School shows that the roll is expected to increase in the coming years, taking it to a potential 116% of capacity in the next ten years which is the current furthest available projection period. This is one of the driving factors for considering Trinity as a priority need for investment to be able to develop a building capable of accommodating long term projected catchment pupil demand. School Capacity Current Roll Roll 2025/26 Roll 2029/30 Roll 2033/34 Trinity High School 1032 977 (95%) 1,026 (99.5%) 1,110 (107%) 1,204 (116%) Table 3: Roll Projections 3.2.5 Operating Costs Data has been analysed to investigate the operating costs of Trinity High School. This includes aspects such as utilities, hard and soft FM, staff costs, and matters such as waste disposal and transport. The overall operational expenditure of Trinity High School is in excess of £6.5m per year. Detailed analysis on operating costs will be undertaken at future business case stages. Page 141 of 216
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4. Need for Change 4.1 Case for Change and Investment Objectives The objectives associated with any investment projects which ultimately emerge from this business case process seek to align with the overall ambition of Renfrewshire’s Learning Estate Strategy. The guiding vision is to create the best possible learning environments to allow children and young people to thrive at Trinity High School; to ensure learning environments are fit for 21st century education; that learning environments are of a size and capacity that enables them to operate at optimal occupancy. The overall objective for investing in the future estate will be to ensure the provision of modern learning facilities aligned to meet the projected long-term roll, articulated as follows: • Effectiveness – Meeting the aims of the 2024 Learning Estate Strategy will initiate a strategic programme of investment in schools. The strategy will ensure that every school is considered in terms of Scottish Government Core Facts reporting criteria. The intention is to deliver the best learning environments and facilities possible, exceeding, where able, Scottish Government recommendations. • Efficiency – Provision of modern learning environments will help support the ambition to improve attainment for pupils in Renfrewshire • Economy – Operating costs for the estate should be lower than currently, through the increased efficiency of modern power and heating systems and through operation of a more efficient overall school estate; offering a reduction in the costs incurred maintaining ageing buildings; a reduction in cost through the operation of buildings of a size suited to current and projected school rolls. • Compliance – Renfrewshire Council’s net zero policy acknowledges that the learning estate is a major contributor to the Council’s total combined carbon footprint. As such, careful planning for the replacement or refurbishment of primary schools would lessen the impact from older building and make a valuable contribution to the Council’s commitments. • Replacement – The project acknowledges that as primary schools age and maintenance costs increase, they come closer to the point of being no longer fit for purpose as a Council asset. 4.2 Business Needs Renfrewshire Council is required by Scottish Government to collect data on its learning estate to help with assessment and planning at both local and national level. The data covers the suitability, condition and sufficiency of school buildings. The 2024 Learning Estate Strategy reflects this by identifying condition, suitability and sufficiency as Strategic Objectives 1, 2 and 3, underlining the importance of these measures in any assessment of school buildings and their viability. In terms of Core Fact 2 (Condition), as noted, the most recent building condition survey assessed Trinity High School as ‘B - Satisfactory’, with an expectation that £10m will need to be spent on Page 142 of 216
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required maintenance over the following 20 years to keep the school operating. Again, this investment is simply essential ongoing maintenance investment to retain the current building at this standard, and will not allow for any improvements to the configuration of the school, or be able to support any increased capacity through building adaptation. In terms of Core Fact 3 (Sufficiency), assessments of schools focus on pupil places at individual schools and in localities. When combined with pupil projection data, this can help local authorities plan for the medium to long term, matching availability to demand. With recent demand at Trinity High School remaining high and projected demand in 2033/34 higher still, Renfrewshire Council cannot meet its objective of schools operating at optimal occupancy (80-95%) with the current building as it stands. In terms of Core Fact 4 (Suitability), the most recent assessment for Trinity High School rated the school as ‘C - Poor’, indicating that school ‘buildings and grounds impede the delivery of services.’ As this assessment is based on responses from school staff, it can be seen from the survey that in general, the environment falls short of what is required to deliver the curriculum. As noted in the site description section of this document, the current site of Trinity falls short of the mandatory minimum size requirements that a school would require to be built on, if it were being built today. This is a large contributing factor to the constraints and challenges posed by the school as it stands. Assessment of these aspects of the building’s operational effectiveness highlight some of the opportunities and challenges associated with the school as it is now: Condition: • The building condition is such that Renfrewshire Council faces significant outlay in maintenance costs over the next 20 years • Accessibility is flagged as an issue in upper floors of the school, rendering some aspects of the original design inadequate. Suitability: • Whilst the building generally supports service delivery now, its capacity to adopt and adapt further to new teaching methods, developments in classroom design and equipment, will limit future suitability • A new or refurbished school would offer an opportunity to ensure the very best teaching environment for secondary pupils in the catchment to better support attainment. Sufficiency: • There will be an ongoing demand for denominational secondary education in Renfrew as evidenced in the roll projections for the school. This figure is growing through continued housing development in the catchment. • The school cannot match current and future demand with the space and facilities available. • Renfrewshire Council’s admissions policy may help alleviate some pressure on demand but does not address the poor suitability of the building. Provision of a new or refurbished denominational high school in Renfrew offers an opportunity to provide a Page 143 of 216
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well-designed school equipped with modern facilities and infrastructure built to match projected demand. Such a school also offers lower operating and maintenance costs and would contribute to the Council’s net zero ambitions. 4.3 Scope and Service Requirements As work progresses to identify a preferred way forward for Trinity High School, officers will work to articulate the scope and service requirements involved in providing a school that satisfies the business needs and vision identified in the Learning Estate Strategy. Future iterations of this business case will identify the minimum viability criteria (MVC) for those key services, business functions and operational capabilities required to deliver the stated ambition to create the best possible learning estate to allow children and young people to thrive. The MVC for delivery of a modern, accessible learning environment that meets the business needs identified here will be broken down as follows: • Core services and aspects representing the essential changes, without which, the project cannot be judged as a success • Desirable services and aspects representing the additional changes which the project can potentially justify on a cost/benefit and therefore value for money basis • Optional services and aspects representing possible changes which the project can potentially justify on a marginal low cost/affordability basis. Such an approach will assist in avoiding ‘scope creep during any options appraisal stage of the project. The following represent a starting point in any discussion of MVC for current learning estate projects: • Must meet the vision and ambition of the Learning Estate strategy • Must be affordable within the wider goals of the Learning Estate Strategy • Must offer best value • Must not limit our ability to address competing priorities • Must have the potential to cater for community use 4.4 Main Benefits • The overarching benefit of the approach articulated in this business case will be the modernisation of Trinity High School, making it fit for purpose, with the intention that in future, pupils will be educated in the best possible learning environments • The output delivered by any intervention will be capable of achieving the objectives set out in the Learning Estate Strategy and will be capable of accommodating required pupil demand. • A reduction in building operational costs through modern, sustainable, and efficient buildings with a reduced need for maintenance of dilapidated buildings. • A reduction in Renfrewshire Council’s carbon footprint through the operation of a school better equipped to meet energy performance targets through more efficient operation. Page 144 of 216
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4.5 Main Risks & Constraints All options developed in the next steps of business case process will fully consider risks and the feasibility of being able to deliver proposed solutions as well as wider risk that require to be considered as part of a wider strategic investment programme of significant scale, including any future changes to key drivers on school roll projections, long term affordability requirements, capacity to deliver proposals, identifying a suitable site for any option that includes a new build school, or being able to decant or work around an operational school. 4.6 Dependencies • Wider review of the learning estate in Renfrew • Renfrewshire Council schools’ admission policies • Renfrewshire Council’s Strategic Property Review – The Strategic Property Review recognises that schools are a significant portion of the property portfolio and that there is an opportunity to ensure Council optimises use of facilities through colocation. • 2026 Local Development Plan • ASN Provision – Future strategy for ASN provision will be reflected in proposals for changes to the learning estate in Renfrew. This will be managed through direct links to the Inclusion team and the ASN management team. • Community Use – considering the dependency to the Strategic Property Review, there is a further dependency to understand the community needs in designing new learning estate provisions. • Early years provision – it is essential to consider early years with any reprovision or new build establishment where spaces currently exist in the locality. Page 145 of 216
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5. Economic Case 5.1 Critical success factors The critical success factors described here will develop further with the Five Case Model. They will help to identify and assess a long-list options and to identify a preferred way forward for the project in future iterations of this business case Strategic fit and business needs • How well will options meet the objective of providing a proposed investment priorities to complement and enhance the quality of school provision for Trinity? • How effectively will options overcome the strategic challenges identified of operating schools which are in poor condition with excess capacity and high operational costs? • How well can the options fit Renfrewshire Council’s Learning Estate Strategy and other Council and Scottish Government policies and ambitions for education? Potential Value for Money • How effectively will the options optimise the social, economic and environmental value to the community and the wider learning estate in terms of potential costs, benefits and risks? Supplier capacity and capability • Will options match the ability of providers to deliver any required design and construction services? • How attractive will options appear to potential suppliers of design and construction services? Potential affordability • Can options be funded from available sources of finance? • How easily will options align with resourcing constraints recognising the Council will continue to face affordability constraints over the long term in relation to the scale of investment that is both affordable in the short term but also financially sustainable in the long term.? Potential achievability • How likely is it that options will match Renfrewshire Council’s ability to respond to and facilitate the required changes? • Will options match the skills at Renfrewshire Council required for successful delivery? • How well will the options seek to address the aspiration, need and ambition of the school and wider community in the vicinity of the school. Page 146 of 216
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6. Commercial, Financial and Management Cases 6.1 Commercial Case The marketplace for design and construction services in Scotland is mature and well-developed, particularly in the central belt, where there is a good choice of multi-disciplinary consultancies, Tier 1 contractors and specialist sub-contractors. Whilst there is proven experience in delivering complex public sector infrastructure, such as building new schools and refurbishing existing schools, it is important to stress that the construction market remains more volatile relative to long term historic conditions. It may, however, be inferred that the market is well-placed to cater to any options involving new-build or retrofitted schools. Such projects offer high-profile and high value opportunities for companies to showcase capabilities and expertise, adding to their attraction. Similarly, Renfrewshire Council’s approach to collaborative procurement offers alignment to national procurement frameworks, simplifying access to opportunities and reducing bidding costs for suppliers. Risk allocation is a key factor in market engagement, with the use of standardised contracts (such as SBCC) common to Renfrewshire Council procurement practice, helping balance the approach to risk sharing. Key risks are generally managed through early contractor involvement and active pre- construction planning. Construction projects such as new school building typically follow a design-and-build or 2-stage tender model, with cost certainty delivered through target cost arrangements. Such arrangements are familiar to suppliers in Scotland and promote Renfrewshire Council’s objectives for value for money and delivery assurance. The Council’s procurement strategy outlines its commitment to maximising public value through economies of scale, sustainable procurement and collaborative delivery of projects. The strategy emphasises community benefits, sustainability in construction and prompt payment as key to enhancing the attractiveness of a project. As the Council progresses the wider Learning Estate Strategy and greater certainty is established over the scale and timing of planned investment projects there will be a specific workstream to develop an associated procurement strategy for the Council. On the assumption the Council will, through the Learning Estate Strategy, begin to establish a sustained pipeline of future investment projects at scale, this will present the opportunity to consider a range of strategic procurement approaches to secure long term benefits for the Council in terms of value for money and management of risks across procurement activity, construction sector, economic & financial risks as well as project specific risk. Opportunities in this regard will be explored and outlined in greater detail as the business case process moves towards the final stages. 6.2 Financial Case Renfrewshire Council set a balanced budget of £571.5m for 2025/26 which includes a grant from Scottish Government of £469m. Despite continuing economic and financial pressures, the council has been able to demonstrate prudent financial management in maintaining a reserve of £10m and a projected underspend of £1.6m as of January 2025. Page 147 of 216
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This balanced revenue position has been maintained despite continuing constraints due to rising service demands, inflation and wider economic uncertainty. Ongoing commitment to social equity and policies that support the vulnerable in Renfrewshire may place some strain on, and limit flexibility of, council’s ability to spend without offsetting savings or seeking alternative sources of income. The strategic overview and Case for Change presented in this document has highlighted the underlying need for investment in key areas of the existing Trinity High School. With an ageing estate in poor condition this situation is expected to add further financial demand to the Council with no intervention. It is also evident that notwithstanding affordability and financial sustainability considerations, there is an opportunity to invest in Trinity High School to be able to achieve the stated ambitions of the Learning Estate Strategy. In this context and despite the current and expected continuation of financial challenge over the medium term, the Council has put in place arrangements to secure in the region of £170m of initial future investment capacity to support the strategic learning estate. It has been recognised that the scale of investment that will be required across the whole learning estate over the full 25-year strategic planning period will be very significant and likely to run into billions of pounds to deliver the ambitions over the long term. The Council will therefore be required to continue to strategically plan for growing this investment capacity over the long term to ensure as an organisation, investment priorities that are approved to move forward are both affordable to deliver but critically are financially sustainable over the very long term and this will form a key part of the overall business case process as it progresses. 6.3 Management case Currently, Renfrewshire Council is undertaking several capital projects focussed on learning estate improvements, covering both primary and secondary schools. This work has built on existing expertise within the key teams likely to be involved in any project to improve the provision of Trinity, giving the Council an experienced pool of resources to draw from. Work is underway within Children’s Services to create a dedicated Learning Estate Programme Team to deliver on the ambition of the Learning Estate Strategy. Learning Estate projects will be overseen at Chief Officer level by the Director of Children’s Services who acts as Senior Responsible Owner (SRO) for all projects, with senior leadership being assumed by the Head of Education for Strategy and Improvement on behalf of the Director. All Learning Estate projects will be led by the Strategic Learning Estate Manager who holds senior accountability to the SRO with day-to-day project leadership covering all aspects of projects from inception, business case delivery, design, through to construction execution. This leadership hierarchy will ensure that projects are successfully delivered upholding quality across project time, cost, and scope, ultimately delivering the intended outcomes and high-quality learning establishments for all. Each project will require bespoke levels of resource depending on the scale and complexity but will follow a consistent approach. A dedicated Programme Manager will lead the overall success and delivery of the programme by implementing and executing full governance and control across all projects, supporting the Strategic Learning Estate Manager. Project management resource will be provided by the Council’s Programme Management Unit to cover business case development, business change processes, and fundamental project management governance throughout the lifecycle. Technical expertise will be provided by the Page 148 of 216
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Councils’ Property Services who will provide construction project management, contract management, and subject matter expert roles where appropriate through design and delivery. Additional resources will be required for each project with ongoing resource allocation underway covering critical services such as Finance, Communications, Education, Procurement, and Legal. All resources allocated to Learning Estate projects will report to the Strategic Learning Estate Manager for their involvement in these projects. Given the scale and complexity expected in some cases, support and professional advice will be provided by the Technical Services Programme Manager, and the Head of Facilities and Property Services, Managing Solicitor (Projects), and the Strategic Category Manager where appropriate. All projects will be monitored using standard project management tools, and will report to the Learning Estate Project Board, the Learning Estate Delivery Board and the Education and Children’s Services Policy Board at agreed intervals. The Council has developed significant experience over the past 15 years delivering major and complex investment programmes across the learning estate (which includes three major projects currently in delivery), leisure estate, cultural estate as well as major transport infrastructure. This experience places the Council in a strong position to understand the resource and governance arrangements required to deliver investment programmes of scale and this will be invaluable to support the Council’s investment focus shifting to a long-term strategic learning estate investment programme. 7. Next Steps Following the provision of the information set out in this document, it is clear that a positive change for the Trinity High School catchment is required to address a lack of capacity at a school which is not able to suitably deliver an evolving curriculum or support community needs. By utilising the information set out in this Strategic Case for Change, this review of requirements for the Trinity High School catchment will now progress to the Outline Business Case (OBC) stage. At that stage, a long list of options will be identified and subsequently analysed to objectively reduce to a short list of viable options. These options should be capable of addressing the issues set out in this Case for Change and seek to deliver on the specific objectives of Renfrewshire’s Learning Estate Strategy whilst working to deliver the best possible learning estate to allow children and young people to thrive. Page 149 of 216
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8. Appendix A – Description of the current school site Existing conditions at Trinity High School. Trinity High school is located to the north of the Renfrew area, within a larger mixed-use urban site. The school takes up most of the town block with commercial units along Hairst Street, a mix of residential types on High Street and Glebe Street, with Renfrew Old Parish Church the other major adjoining neighbour to the north of the site on High Street. The school had 918 pupils by the end of the 2024/25 academic year from S1 to S6. 866 (94%) of those pupils were resident within the catchment area, with 44 (6%) attending from elsewhere. Of the 910 eligible pupils who live within the catchment area, 44 attend school elsewhere in Renfrewshire, 29 at St Andrew’s Academy and 15 at St Benedict’s High School. The main entrance is on Glebe Street, providing access for both vehicles and pedestrians. This connects to an open area of parking and school courtyard and the public entrance to the school. A second entrance is located centrally on Queen Street which provides access to a staff parking area. A dedicated pedestrian entrance to the school is towards the southern end of Glebe Street and provides direct access to the school technical wing. Neither of the parking areas are segregated from pedestrian routes and there is a lot of crossover of pupils and traffic movement, particularly at the start of the school day. The school has a site area of 19,516m2 (4.82 Acres). Although the school is well located for easy access from adjacent principal routes connecting Renfrew to the wider area, the site is very constrained. The overall area of 19,516m2 is significantly smaller than that of a comparable school and is effectively landlocked by adjoining sites, leaving few opportunities for extension or development. It should also be noted that the site size of 4.82 Acres falls short of the mandatory minimum site requirements prescribed for a school, should it be built in this current day. As a Page 150 of 216
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comparison, the total site of the current Trinity of 4.82 Acres, can be compared to that of the new Paisley Grammar School Community Campus which sits on a site 3 x the size at 15 Acres. The main school building was completed in 1964 with annex’s housing sports provision and additional teaching spaces added in the late 1990’s. The main school building is a concrete frame with masonry infills with flat and mono-pitched roofs. The school is formed in wings around a central courtyard with the annex’s located at the peripheries of the site. Annexes, generally, are single story with the main building being a mix of two- and three-story floor plates. There have been a number of upgrade projects across the site, including large scale window replacement, construction of the annexes and the formation of the all-weather pitches. Adaptability Due to the restricted nature of the existing site, there is little opportunity for outward expansion or development of external learning areas. The various annexes and single-story buildings take up a significant proportion of the site. A redevelopment of the existing building to meet future needs and requirements under net zero legislation would need to be radical in nature. Feasibility options would need to consider areas for demolition, cleared to make space for improved external learning. Consideration of building upward, increasing the number of levels to the existing building to address an increasing pupil role, improved suitability and overall net zero targets. The technical and logistical aspects of a refurbishment project at Trinity High School would be significant. There is very little space for contractor compound, site storage and access to the facades of the building. The disruption to the school would be significant and prolonged as the project would require a complex building programme completed over a multiple of phases. The impact of construction traffic on local congestion levels as well on neighbouring residential areas would need to be carefully considered. A new build project on the site would face similar issues with the existing site restrictions, close proximity of adjoining site boundaries and overall small site area. Although the site could house an appropriately sized new-build school, it would likely need to be a three- and four-story design to meet accommodation requirements. However, no design would be able to address the inadequacies of the site area. The site represents approximately a third of the site area recommended for a high school of this size. The external learning, social and sports spaces will always be compromised and significantly smaller than comparable high schools. Likely with a refurbishment, and certainly with a new-build project, a decant of the school would be necessary to accommodate the construction works. Page 151 of 216
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Page 1 of 3 To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children's Services Health and Safety Strategy Update 2024/25 and Children's Services Health and Safety Strategy Action Plan 2025/26 ___________________________________________________________________ 1. Summary 1.1. The Council’s Health, Safety and Welfare Policy requires each service to submit an annual report and an annual Health and Safety action plan to the relevant Policy Board. 1.2. The Children’s Services action plan update for 2024/2025 is attached as Appendix 1 to this report. The action plan details the progress made during 2024/2025 on the health and safety actions set. 1.3. Appendix 2 sets out the planned actions the service will undertake during 2025/2026, outlining the service’s commitment to continuous improvement in health and safety performance. ___________________________________________________________________ 2. Recommendations 2.1. It is recommended that the Education and Children’s Services Policy Board approves the Children’s Services Health and Safety action plan update for 2024/2025 at Appendix 1. 2.2. It is recommended that the Education and Children’s Services Policy Board approves the Children’s Services Health and Safety Action Plan for 2025/2026 attached at Appendix 2. ___________________________________________________________________ 3. Background 3.1. Renfrewshire Council’s Department of Children’s Services accepts its responsibilities under the Health and Safety at Work etc Act 1974, as an employer, to ensure the health, safety and welfare of all its employees, pupils and other persons who may be affected by the operations of the department. Employees must likewise accept their responsibilities under the Act. Item 10 Page 153 of 216
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Page 2 of 3 3.2. Children’s Services Head of Education is currently the lead officer for health, safety and wellbeing within the service and is supported by the Resources Support Manager. We have a proactive approach and commitment to health, safety and wellbeing which is supported by the service’s Health and Safety Committee. 3.3. The service has adapted its processes and procedures to ensure that standards for all employees working from home or in the office are maintained, with the health, safety and wellbeing of employees being a priority. The service’s health and safety committee meet’s quarterly via Teams. The membership of this group includes representation from all school sectors, professional bodies, Children’s House, Social Work Justice and colleagues from the council’s Environmental, Housing and Infrastructure Department are also in attendance. 3.4. The action plan 2025/2026 identifies areas for future and continued action which is included as Appendix 2 to this report. The action plan is monitored on a quarterly basis by the service’s health and safety committee. 3.5. The preparation of this annual report and action plan has been supported by the Finance and Resources, People and Organisational Development (People & OD) Health and Safety Team. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is well - The health and safety action plan will ensure that the well being of staff, children and young people is taken into account. Our Renfrewshire is safe - The health and safety action plan will consider the safety of staff, children and young people with the actions that have been set. 4. Legal None. 5. Property/Assets None. 6. Information Technology None. Page 154 of 216
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Page 3 of 3 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 The report supports and demonstrates the Council and the Children’s service’s commitment to ensuring effective health and safety management. 9. Procurement None. 10. Risk The report supports the overarching management of risk within Renfrewshire Council in relation to health and safety. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights The rights and wellbeing of children and young people is at the heart of our Children’s Services Health and Safety Plan. As a council we will continue to work together to promote equality and raise awareness of the United Nations Convention on the Rights of the Child (UNCRC) to make sure children and young people’s rights are promoted and reflected in all that we do. This will ensure that we are meeting the requirements of the new duties under the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024. 14. Cosla Policy Position None. List of Background Papers (a) Children’s Services Health and Well Being Strategy Update 2024/2025 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 Laura Baillie, Resources Support Manager - 07970876292 (laura.baillie@renfrewshire.gov.uk) ___________________________________________________________________ Children’s Services GMcL/LB 22/07/25 Author: Laura Baillie, Resources Support Manager - 07970876292 (laura.baillie@renfrewshire.gov.uk) Page 155 of 216
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Appendix 1 Children’s Services Health and Safety Action Plan 2024/2025 Action Title Due Date Update Recognise the Council’s Health & Wellbeing Strategy ensuring all employees are aware of initiatives and participate where relevant / required. 31 March 2025 Health Surveillance Programme – Audio Testing has been arranged for all music teachers and music instructors across the learning estate. Technical Technicians received health checks in the following areas: • Lung function, • Teir 2 HAVS, • Skin Check • Audio HR attended the HT operational meeting in February 2025 to discuss the support available to staff across the learning estate on the following areas: • Menopause Support • Carers Entitlement • Mental Health First Aiders in Schools Corporate Health and Safety Team are liaising with the Music Service to determine the risk areas of noise exposure and look at a health surveillance programme to support this. Page 157 of 216
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Action Title Due Date Update Monitor and review workplace risk assessments in Children’s Houses to ensure they remain suitable and sufficient. 31 March 2025 This action is still ongoing. A review of the suite of risk assessments is currently taking place and should be finalised before the end of the calendar year. Ensure a health and safety inspection programme across educational establishments and Children’s Houses. Trade Union representation should be invited to take part in the health and safety walk round for establishments. 31 March 2025 The resources support manager and corporate health and safety co-ordinator have visited: 1 Secondary School 5 Primary Schools 5 Early Learning and Childcare Centres 2 ASN Schools 1 Social Work Establishment These visits were on request from the head teacher / head of centre looking for health and safety advice. Head Teachers and Heads of Centre were advised that when the annual health and safety walk round is taking place Trade Union / Professional Bodies should be invited to take part in these walk rounds. Monitor DSE assessments across the service with regular updates from managers. 31 March 2025 Heads of Educational Establishments were sent a reminder on 4 November 2024 to ask that they share the link to the DSE with all staff within their establishment. Page 158 of 216
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Action Title Due Date Update Resources Support Manager sent a reminder email to all staff DSE assessments sitting in workflow to have this signed off as soon as possible. January 2025. Continue to encourage reporting of incidents involving employees via Business World 31 March 2025 Business world reporting guidance was issued to all head teachers / heads of centre at the beginning of term to share with all staff within their establishments. Head of Schools has circulated to all educational establishments the updated V&A policy that details the requirement for reporting. Incidents are monitored on a weekly basis by the Resources Support Manager and the Corporate Health and Safety Advisor. Any issues are flagged with individual head teachers and Education Managers. Ensure Risk Assessments are regularly reviewed and updated in the following areas: Fire Manual Handing HAVS (Hand Arm Vibration) 31 March 2025 All Education Managers / Senior Service Delivery Officers were reminded of the requirement to ensure that these risk assessments are carried out on an annual basis. Staff Training Programme in relation to Health and Safety at Work: • Fire training • Manual Handing • Ensure Social Work Staff Residential and Non Residential are completing all Mandatory Training pathways 31 March 2025 Fire Training All staff have been made aware that Fire Warden Training is now delivered via the I Learn Module. Heads of Establishment to discuss training requirements within their own Page 159 of 216
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Action Title Due Date Update • Technical Teachers/ Technicians – Metal Work Training establishment and ensure staff undertake training. This was issued to head teachers in the weekly bulletin in October 2024. Manual Handling All Head Teachers have been advised that staff who carry out manual handling activities should receive training before any tasks commence. This was issued to head teachers in the weekly bulletin in November. Social Work Mandatory Training Pathways Confirmation received that there is a training pathway in place for social work staff both residential and non-residential. Social Work managers to ensure this is undertaken. Technical Teachers / Technicians Metal Work Training Resources Support Manager currently liaising with Principal Teachers of Technical Subjects to get finalised numbers for Clyde College to consider running a metalwork course after the spring break. • Maintain weekly monitoring of violence and aggression reports in all establishments to conduct investigation and provide support where required. 31 March 2025 The resources support manager meets with Corporate Health and Safety on a weekly basis to discuss V&A incidents. A weekly report is produced and provided to Head of Education to cascade to Education Managers are follow up any concerns with their cluster of head teachers. • Continue to raise awareness of good practice around classroom / playroom ventilation and encourage staff to monitor their Co2 levels via their classroom monitor or online portal. 31 March 2025 A note relating to this issue was circulated via the Information Bulletin to HTs and asked heads to remind teachers that they can log Page 160 of 216
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Action Title Due Date Update into the portal to check their Co2 levels. Any issues should be reported to ESM / Janitorial staff to allow a CAMIS call to be raised. Page 161 of 216
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Appendix 2 Children’s Services Health and Safety Plan Inclusive, Safe and Responsible What will we do What difference will we make Measures Leads / timescales Use of data Identify key data which will be routinely shared, analysed and discussed in the H&S group and wider forums Develop an accessible data dashboard with key data set Through effective use of data, the service will better understand areas of priority and emerging themes which will be used to inform decision making around resource and planning Staff will be better informed around key issues and trends and can use this knowledge within their own services and teams. Suite of key data Data dashboard development Data outputs with analysis and recommendations / next steps Reps from H&S Group Data team to support the development of service dashboard Communications Business Partner H&S is everyone’s responsibility Work with Organisational Development to create a H&S induction model on iLearn Develop and share slides around key H&S messages for all services and teams which can be shared at in-service / training days Staff are aware of service health and safety issues and know how to respond appropriately Staff report improved knowledge and confidence of service health and safety issues There is an improved health and safety culture across Children’s Services Development of H&S module Central H&S representative list Feedback from H&S representatives Number of participants completing H&S module on iLearn Organisational Development Reps from H&S group Resources team Page 163 of 216
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Review landscape of service H&S representatives and ensure they are appropriately trained and supported There is a central overview of all H&S representatives H&S representatives feel able to represent staff appropriately Violence and Aggression Development of guidance for all establishments including children’s homes in relation to de-escalation and safeholds Work with H&S / BW team to improve consistency of reporting on incidents Work with H&S / BW team to improve inconsistencies with data and data quality Embed new policy Continue to roll out training Update training and policies in line with Included, Engaged and Involved part 3 Roll out iLearn module Continue to improve processes in place to develop interventions to support trends/specific incidents Improved confidence in responding to violence and aggression Improved confidence in de- escalation and appropriate use of safe holds Safer and inclusive establishments for children, young people and staff Improved staff knowledge on how to report incidents Improved confidence on reporting incidents consistently Improved confidence in data which can be used to inform decision making and monitor trends Reduced number of incidents (this may increase temporarily if reporting increases due to improved knowledge and confidence Violence and Aggression Policy De-escalation and safe holds guidance Business World Data and Reports Staff survey / feedback Training evaluations Inclusion team H&S team Resources team BW team iLearn Module to be rolled out in August in-service day Page 164 of 216
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Intimate care Ensure that there are appropriate facilities in all services / establishments where required Staff receive guidance and training on managing intimate care needs There is clarity around ASNA / PSA roles Children and young people’s needs will be sensitively supported Children and young people will feel included and be treated with dignity Staff will be more confident in managing intimate care needs Reduction in number of complaints regarding intimate care issues Increased understanding of staff roles and remits with less resistance to change Focus group with staff following training Training survey evaluations Complaint data Business continuity planning Set up a cross service short life working group to review the current business continuity planning process ensuring it is fit for purpose Re-launch business continuity planning process Development and piloting of invacuation procedures following Martin’s Law All services / establishments have plans in place to respond to incidents All services / establishments are aware of escalation process and know when it is appropriate to escalate All services / establishments will know how to implement invacuation procedures when appropriate. As a result, children, young people and staff will be safe and supported as a result of invacuation procedure Feedback from establishments piloting invacuation procedures Review data from services / establishments following incidents about the effectiveness and efficiency of plans Examples of high quality business continuity plans Resource Team to coordinate Reps from H&S Group Civil Contingency Group / Alan Gibson All Head Teachers / Heads of Centre Page 165 of 216
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Maintenance and Repairs There is an agreed service approach, governance and compliance to the security and maintenance of all establishments Through the learning estate strategy, there is an appropriate plan in place for establishment maintenance Launch the new process for requests for adaptations (core and equalities) Engage with EH&I on CAMIS prioritisation processes and feedback loop for Children’s Services repairs The learning estate is inclusive and fit for modern day learning Staff are aware of governance and are compliant with policy Children and young people are safe Children and young people’s needs and rights are supported at the right time Decision making around for requests for adaptations and repairs is robust and transparent Managers / Head Teachers are more aware of the status of priority repairs Reduced flight risk and near miss instances and reports Data from the request for adaptations process e.g. types of requests, decisions, financial Reduced wait time for priority repairs Feedback from managers / heads on use of CAMIS Resource team Inclusion team Strategic learning estate manager H&S team Colleagues from EHI Heads of Service Head Teachers / Heads of Centre Page 166 of 216
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To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: School Holiday Arrangements School Session 2026/27 ___________________________________________________________________ 1. Summary 1.1. The Education and Children’s Services Policy Board is asked to determine the pattern of school holiday arrangements for the school session beginning August 2026. 1.2. Attached as Appendix 1 to this report, this proposal has been agreed in principle with trade union representatives and approved at the Joint Negotiating Committee for Teachers on 10 June 2025. __________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to authorise the Director of Children’s Services to set school holiday arrangements for academic year 2026/2027 in line with appendix 1 to this report. ___________________________________________________________________ 3. Background 3.1. Each year the Education and Children’s Services Policy Board is asked to determine a framework for school holiday arrangements for the session beginning in August of the following year. 3.2. Consultation has taken place with staff, parent councils, pupil councils, teaching and other trade unions for consideration on the proposal for 2026/2027. 3.3. The recommended arrangements attached are the best match possible to those being considered by neighbouring councils given the varying fair holiday arrangements. Item 11 Page 167 of 216
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3.4. The proposed patterns meet, where possible, the majority of the desirable features which are: • aligning the dates of major holidays with those of neighbouring councils; • providing a two week break at Christmas, including Christmas eve; • providing a mid-term break in February; and • providing a two week school holiday in spring. ___________________________________________________________________ Implications of this report 1. Financial Implications None. 2. HR and Organisational Development Implications None. 3. Community Plan/Council Plan Implications None. 4. Legal Implications None. 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 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 Implications None. 9. Procurement Implications None. 10. Risk Implications None. 11. Privacy Impact None. Page 168 of 216
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12. Climate Risk None. 13. Children’s Rights None. 14. COSLA Policy Position None. List of Background Papers (a) Background Paper 1: Proposed School Holiday Arrangements – 2025/26 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 (Laura Baillie, Resources Support Manager, 07970876292 laura.baillie@renfrewshire.gov.uk) ___________________________________________________________________ Children’s Services GMcL/LB 19 June 2025 Author: Laura Baillie, Resources Support Manager, 07970876292 laura.baillie@renfrewshire.gov.uk Page 169 of 216
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Appendix 1 2 In-service days on return in August 1 Day St Andrews Day Stop for Christmas Tuesday 22 December 2026 2 Day February Break Easter Weekend Separate from Spring Break 1 Day Start of May 1 Day End of May Finish for Summer Break Wednesday 30 June 2027 Term Break Dates of Attendance First In-Service Day - Closed for Pupils Only Friday 14 August 2026 (IS) In-Service Day - Closed for Pupils Only Monday 17 August 2026 (IS) Schools Re-Open Tuesday 18 August 2026 Local Holiday/Closed Schools Closed Friday 25 September 2026 Schools Closed Monday 28 September 2026 Schools Re-Open Tuesday 29 September 2026 Mid Term Schools Closed Monday 12 October 2026 Schools Closed Tuesday 13 October 2026 Schools Closed Wednesday 14 October 2026 Schools Closed Thursday 15 October 2026 Schools Closed Friday 16 October 2026 In-Service Day - Closed for Pupils Only Monday 19 October 2026 (IS) Schools Re-open Tuesday 20 October 2026 St Andrew's Day Schools Closed Monday 30 November 2026 Schools Re-open Tuesday 1 December 2026 Christmas Schools Closed Wednesday 23 December 2026 Schools Closed Thursday 24 December 2026 Schools Closed Friday 25 December 2026 Schools Closed Monday 28 December 2026 Schools Closed Tuesday 29 December 2026 Schools Closed Wednesday 30 December 2026 Second Schools Closed Thursday 31 December 2026 Schools Closed Friday 1 January 2027 Schools Closed Monday 4 January 2027 Schools Closed Tuesday 5 Jauary 2027 Schools Re-Open Wednesday 6 January 2027 Mid-Term Schools Closed Monday 15 February 2027 Schools Closed Tuesday 16 February 2027 In-Service Day - Closed for Pupils Only Wednesday 17 February 2027 (IS) Schools Re-Open Thursday 18 February 2027 Spring Schools Closed Friday 26 March 2027 (Good Friday) Schools Closed Monday 29 March 2027 (Easter Monday) Schools Re-Open Tuesday 30 March 2027 Schools Closed Monday 5 April 2027 Schools Closed Tuesday 6 April 2027 Schools Closed Wednesday 7 April 2027 Schools Closed Thursday 8 April 2027 Schools Closed Friday 9 April 2027 Schools Closed Monday 12 April 2027 Schools Closed Tuesday 13 April 2027 Schools Closed Wednesday 14 April 2027 Schools Closed Thursday 15 April 2027 Schools Closed Friday 16 April 2027 Schools Re-Open Monday 19 April 2027 May Day Schools Closed Monday 3 May 2027 Schools Re-Open Tuesday 4 May 2027 In-Service Day Thursday 6 May 2027 (IS) (Proposed Election Day) Local Holiday/Closed Schools Closed Monday 31 May 2027 Schools Re-Open Tuesday 1 June 2027 End of session Schools Closed Thursday 1 July 2027 Teachers Return - (IS) - In-Service Day In-Service Days (Only Staff Attend on these days - No Pupils) Friday 14/08/26 Monday 17/08/26 Monday 19/10/26 Wedneday 17/02/27 Thursday 06/05/27 Renfrewshire Council School Session 2026/2027 Draft Proposal Page 171 of 216
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Page 2 of 7 To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Distribution of Funding to Support Services for Children and Families – Funding Allocation for 2025/26 ___________________________________________________________________ 1. Summary 1.1. Renfrewshire Council is committed to supporting the independent sector’s contribution to early years provision in Renfrewshire, through the allocation of funding to support a range of private and voluntary sector organisations which deliver services for families with young children. 1.2. A report detailing funding allocations during 2025/26 to out of school care groups in the private and voluntary sector and for early years voluntary sector organisations, playgroups and toddler groups was submitted and approved at the Education and Children’s Services Policy Board on 13th March 2025. 1.3. This additional report provides information on the proposed allocation of funding during 2025/26 to 2 further Providers that have applied for funding. 1.4. Acceptance of the recommendations contained within the report will result in £2,200 being disbursed to these organisations. ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to: i. Approve the resource allocation to support the delivery of services for children and young people as outlined in appendix 1 to this report; and ii. Approve the proposed allocation of grant funding for out of school care sector as detailed in the attached appendices, subject to the completion of satisfactory checks and assessments. Item 12 Page 173 of 216
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Page 3 of 7 3. Background 3.1. Renfrewshire Council has been committed to developing and supporting services for families for many years. A number of private and voluntary sector organisations deliver a range of these services within Renfrewshire. 3.2. Working in partnership with providers from the private and voluntary sector, including out of school care and playgroups has enabled the Council to continue to support families with young children. ___________________________________________________________________ 4. Proposals for the Allocation of Funding 2025/26 4.1. Applications for funding to support the delivery of services to families and young children are submitted via the Council’s grant process for early years funding. 4.2. These grant award arrangements are compliant with the Council’s Conditions of Grant requirements and payments will only be made to those recommended organisations detailed within this report when all satisfactory checks and assessments have been completed. These checks include financial information (bank statements and annual accounts), and latest Care Inspectorate grades for those services required to register with the Care Inspectorate. 4.3. Appendix 1 of this report provides an overview of the proposed allocation of £2,200 for grants to the private and voluntary sector organisations supporting children and families, including an out of school care service and a pre-5 voluntary sector playgroup for 2025/26. The proposed grant for out of school care is based on a points system. The proposed allocation of funding to the one pre-5 voluntary sector playgroup (appendix 3) is agreed in accordance with previous grant allocation and available budget. 4.4. Appendix 2 attached to the report provides a breakdown of the proposed allocations of £1,700 to the out of school care service. 4.5. The criteria agreed for the disbursement of the resources for out of school care services continues to ensure an equal and fair allocation of the resources. Each point awarded translates into a sum of money, with the funding allocated to each organisation approved by the Policy Board. The Education and Children’s Services Policy Board at its meeting on the 15 March 2018 approved a point value of £100 per point. The proposed allocation of funding outlined in appendix 2 continues to be based on a point value of £100. 4.6. Any further applications for grants which are under £1,500 will be approved by the director of children’s services using delegated authority on the basis of the council’s existing scheme of delegation functions. Any award greater than £1,500 will be presented to future education and children services policy boards for approval. Page 174 of 216
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Page 4 of 7 Implications of this report 1. Financial Cost relating to the proposals in this report will be met from existing funding resources. 2. 3. HR and Organisational Development None. Community Plan/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 - The provision of funding to local groups contributes to the development of local communities. 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 The Education (Scotland) Act 1980 empowers the Council to provide a range of grants. Payments will be in accordance with the Council’s Conditions of Grant. The Council’s Conditions of Grant will apply to for the funding to the approved voluntary sector organisations, out of school care and play group and toddler groups as detailed in appendices1, 2 and 3 of the report. 5. 6. Property/Assets None. Information Technology None. Page 175 of 216
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Page 5 of 7 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. Registered services are required to comply with the Equality Act 2010. 8. Health and Safety None. 9. Procurement None. 10. 11. Risk All grant awards issued by the Council are subject to the Council’s Conditions of Grant as detailed in paragraph 4.2 of this report and to compliance with appropriate risk management procedures. Privacy Impact Personal information will only be held as required in order to deliver the service. This will be done in accordance with all data protection legislation. 12. Climate Risk None. 13. Children’s Rights Every child has the right to relax, play and take part in a wide range of cultural and artistic activities (Article 31 (leisure, play and culture)). 14. Cosla Policy Position None. List of Background Papers None. ___________________________________________________________________ Children’s Services JC/KMcD 22/07/25 Author: Julie Caldwell . Early Learning and Childcare Development Officer julie.caldwell@renfrewshire.gov.uk / Kathleen McDonagh Nolan, Education Manager kathleen.mcdonagh@renfrewshire.gov.uk Page 176 of 216
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Page 6 of 8 Appendix 1 Distribution of Funding to Support Services for Children and Families 2025/26 Service Outcome Funding proposed 2025/26 Comments Out of School Care Services Support to out of school care services in the independent sector to provide high quality play experiences for children and an affordable service for parents/carers £1700 Childcare organisation detailed in Appendix 2. Application received in March 2025. Pre-5 Voluntary Sector Grants. Support to individual pre-5 voluntary sector provider. £500 Childcare organisation detailed in Appendix 3. Application received in April 2025. Total £2200 Page 177 of 216
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Page 7 of 8 Appendix 2 Care Inspectorate Provider Name Name of Group on Application Form Care Inspectorate Service Name SIMD 2024 Private 0 Points Voluntary 1 point Renfrewshire Council Targeted Data Zone Area 5 Points Subsidised Places 1 Point per 8 places Equipment 1 point per 8 existing places Expansion of childcare places 2 points per 8 places for existing providers Expansion of childcare places 5 points per 8 places for New Provider Holiday cover 1 point per 8 places Use Schools or Community halls Term Time Only -1 point Year Round -2 Points Points Accrued Award Recommended Chatterbox Childcare Ltd Chatterbox Childcare Chatterbox Childcare Ltd 6 0 0 2.5 8.25 0 0 8.25 -2 17 £1,700 OUT-OF-SCHOOL CARE SUPPORT 2025/26 Provider Details Criteria Total Page 179 of 216
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Page 8 of 8 Appendix 3 Distribution of funding support services for children and families - pre-five voluntary sector grants 2025/26 Organisation Purpose of Grant Recommendation Award 2025/26 Langbank Under 3’s To provide meeting and play facilities for local parents/carers and children under 3 years of age. £500 Total £500 Page 181 of 216
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Page 1 of 5 To: Education and Children’s Services Policy Board On: 21 August 2025 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Inspection of Residential Children’s Houses by the Care Inspectorate __________________________________________________________________ 1. Summary 1.1. Renfrewshire children’s services operate 4 residential children’s houses across Renfrewshire subject to inspection by the Care Inspectorate on a regular basis. 1.2. The Care Inspectorate utilise a quality frameworks approach to evaluate the quality of care during inspections of registered care services. After an inspection the Care Inspectorate grades the service and promotes an improvement agenda. __________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to note: [a] the outcome of the inspections of both Barrochan residential children’s house & Beech Avenue residential children’s house; and [b] actions have been taken to address the requirements and areas for improvement by the leadership team in Children’s Services and the individual houses. __________________________________________________________________ 3. Background 3.1 Social work and social care services are subject to a range of audit and scrutiny activities to ensure that they are undertaking all statutory duties and providing appropriate care and support to vulnerable individuals and groups. A number of social work and social care services are required to register with the Care Inspectorate. These registered services are subject to regular inspection by the Care Inspectorate. Typically, registered support services will be subject to one inspection per year which will be unannounced. Item 13 Page 183 of 216
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Page 2 of 5 3.2 Inspectors use quality frameworks to evaluate the quality of care during inspections and improvement planning. The frameworks reflect the Health and Social Care Standards and provides transparency about what is expected. 3.3 The Care Inspectorate utilises the following gradings across each of the areas considered during each inspection: • Unsatisfactory – major weaknesses, urgent remedial action is required. • Weak – important weaknesses, priority action required. • Adequate – strengths just outweigh weaknesses. • Good – important strengths, with some areas for improvement. • Very good – major strengths. • Excellent – outstanding or sector leading. 3.4 The Care Inspectorate publishes the inspection reports on its website. In addition to awarding grades in each of the themes inspected, the Care Inspectorate can make a recommendation or put in place a requirement. A recommendation will set out an action that would improve or develop the quality of the service, but failure to meet a recommendation would not result in enforcement by the Care Inspectorate. Requirements are legally enforceable and set out what is required by a care service to comply with the Regulation of Care (Scotland) Act 2001 or with the conditions of registration. 3.5 An unannounced inspection by the Care Inspectorate in relation to two children’s houses operated by Renfrewshire Council were completed in the period October 2024 to March 2025. 3.6 Barrochan residential children’s house and Beech Avenue residential children’s house are 2 separate registered services, each with a link inspector from the Care Inspectorate who explore an improvement agenda during the inspection and throughout the year. __________________________________________________________________ 4. Recent inspection activity – Barrochan residential children’s house 4.1 Barrochan residential children’s house was visited by inspectors on 8 October 2024 where the focus of the inspection was how well the house supports children’s rights and well-being (quality indicator 7). There are two elements to this indictor: children and young people are safe, feel loved and get the most of live (quality indicator 7.1) and leadership and staff have the capacity to meet and champion children and young people’s needs and rights (quality indicator 7.2). 4.2 The inspectors graded Barochan as good for quality indicator 7.1 and adequate for quality indicator 7.2). This results in an overall grading of adequate. This is the second inspection in succession where Barochan has been graded as adequate overall with the same sub-grading of good for quality indicator 7.1 in both inspections. The Chief Social Work Officer is in discussion with the Care Inspectorate on how improvements to be made to quality indicator 7.2. Page 184 of 216
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Page 3 of 5 4.3 Generally, an assessment of adequate shows that strengths just outweigh weaknesses, however in this instance the inclusion of good offers encouragement of the house’s trajectory. The inspection recognised positive development in systems and their application but felt that there remained scope for further progression around these to make it operationally as robust and as effective as it could be. 4.4 Despite the areas deemed adequate by inspectors, they assessed the criteria of ‘Children and young people are safe, feel loved and get the most out of life’ (quality indicator 7.1) as good. They also recognised developments since the new permanent manager had come into post, recruiting a vibrant, enthusiastic and developing team; both areas we would deem to be foundational for future development. 4.5 Inspectors reported that where young people were achieving good outcomes, they applied themselves at college, taking part in courses which introduced them to employment and supported their interests. They also noted that for a few young people, achieving good physical and mental health and excelling in chosen sports, was very important to them and found that for other young people, staff continued to try to involve them in their personal interests. Access to the local gym and good quality home-made food, supported a healthy outlook for young people and opportunities to cook and bake in the house, provided fun and a sense of achievement. Activity planning was contributed to by young people who enjoyed holidays and activities, including go karting, football and theme nights. 4.6 Inspectors reported that aspects of service improvement were evidenced through improvement planning and that this incorporated a focus on improving outcomes for young people. 4.7 One requirement was directed and three areas for improvement recommended. Action has been taken to address these areas in the development plan for the service, with the aim of improving the current gradings in future inspections. __________________________________________________________________ 5. Recent inspection activity – Beech Avenue residential children’s house 5.1. Beech Avenue residential children’s house was visited by inspectors on 26 March 2025 where the focus of the inspection was how well the house supports children’s rights and well-being (quality indicator 7). There are two elements to this indicator: children and young people are safe, feel loved and get the most of live (quality indicator 7.1) and leadership and staff have the capacity to meet and champion children and young people’s needs and rights (quality indicator 7.2). 5.2. Beech Avenue continues on it’s improvement journey following an inspection 2023/2024 where it was graded as adequate, the team along with external management have implemented robust development plans to make service improvements. These efforts resulted in inspectors grading Beech Avenue as good in all areas assessed in this most recent inspection. Page 185 of 216
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Page 4 of 5 5.3. Inspectors recognised that the previous requirement and three areas for improvement had all been met within the identified timescales. Within this inspection, no requirements were identified for Beech Avenue and the suggested areas for development have been incorporated into a development plan to assist Beech Avenue achieve a grade of very good in the next inspection. 5.4. Young people at Beech Avenue told inspectors that they felt safe, enjoying warm, caring, nurturing and respectful relationships with key staff members within a homely environment. Staff demonstrated good knowledge of all young people and were alert to indicators of concern, guided by risk assessments and safety plans. One social worker commented "Beech puts everything into trying to support the young person, keeping them as safe as possible". 5.5. Inspectors stated that staff had a good understanding of safeguarding procedures, and the inspection process highlighted ways this could be further strengthened, further commenting that it was also pleasing that the organisation plans to incorporate their adult support and protection training as mandatory for all staff. __________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning None. 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. Page 186 of 216
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Page 5 of 5 10. Risk None. 11. Privacy Impact None. 12. Cosla Policy Position None. 13. Children’s Rights This report demonstrates compliance and promotion of 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 the Rights of the Child 14. Climate Risk None. List of Background Papers (a) None __________________________________________________________________ Children’s Services Kevin Smith 7 August 2025 Author: Kevin Smith, Children’s Services Manager, Tel 0141 487 4280 Page 187 of 216
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BeecBeech Ah Avvenue Childrenue Childrens Hens Homeome Care Home Service Paisley Type of inspection: Unannounced Completed on: 26 March 2025 Service provided by: Service provider number: Renfrewshire Council SP2003003388 Service no: CS2003001245 Page 189 of 216
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About the service Beech Avenue is a care home for children, registered to care for a maximum of six young people, up to and including age 20 years. The service is managed by Renfrewshire Council and provides care and accommodation on a short or long term basis for young people from the Renfrewshire area. The property is a large house, with a substantial outdoor area, located in a residential area of Paisley. Each young person has their own bedroom and there is a large kitchen with dining space, along with shared living room areas. At the time of inspection, there were six young people living at Beech Avenue. About the inspection This was an unannounced inspection which took place on 19 March 2025 from 11:45 to 19:15 and 20 March 2025 from 09:15 to 17:45. The inspection was carried out by two inspectors from the Care Inspectorate. To prepare for the inspection we reviewed information from the service. This included registration information, information submitted by the service, and intelligence. To inform the inspection, we: - spent time with three young people living at Beech Avenue - spoke with 10 members of staff including managers - observed practice and daily life - reviewed documents - spoke with three external professionals and four family members - accessed feedback questionnaires. Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 2 of 10 Page 190 of 216
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Key messages - Young people felt safe at Beech Avenue and multi-agency planning provided additional safeguarding. - Independent advocacy was consistently available to young people. - The service was committed to a culture and focus on least restrictive practices. - Young people were encouraged to be safely and meaningfully connected to important people. - Young people's needs could be more effectively met by following the SMART framework. - The matching and admissions process continued to be an area of development for the service. - Staff were benefitting from a variety of training and development opportunities. - There were a number of valuable quality assurance processes in place. - The service could strengthen their analysis and learning from incidents. From this inspection we evaluated this service as: In evaluating quality, we use a six point scale where 1 is unsatisfactory and 6 is excellent How well do we support children and young people's rights and wellbeing? 4 - Good Further details on the particular areas inspected are provided at the end of this report. Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 3 of 10Page 191 of 216
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How well do we support children and young 4 - Good people's rights and wellbeing? We made an evaluation of good for this key question as several important strengths, taken together, clearly outweighed areas for improvement. The strengths identified had a significant positive impact on young people's experiences. Young people at Beech Avenue told us they felt safe, enjoying warm, caring, nurturing and respectful relationships with key staff members within a homely environment. Staff demonstrated good knowledge of all young people and were alert to indicators of concern, guided by risk assessments and safety plans. Young people were at times involved in significantly high risk behaviour, but strategies to manage and minimise future risks were established through valuable collaboration and multi-agency review with key external agencies. One social worker commented "Beech puts everything into trying to support the young person, keeping them as safe as possible". Staff had a good understanding of safeguarding procedures, and the inspection process highlighted ways this could be further strengthened. It is also pleasing that the organisation plans to incorporate their adult support and protection training as mandatory for all staff. The service was meaningfully advocating on behalf of the young people. Although not all young people had chosen to accept independent advocacy, this opportunity to support their needs and rights was consistently available. The service was committed to a culture and focus on least restrictive practices, resulting in minimal use of restraint whilst prioritising individualised de-escalation strategies. There had been a number of changes to the staff team at Beech Avenue, reflective of the sector-wide challenges in recruitment of staff; however as they continued to form as a team they promoted positive experiences for young people. The organisation recognised the importance of staff fully understanding the impact of trauma and were in the process of strengthening training and learning opportunities for staff; this included clinical psychology input and the introduction of the Non Violent Resistance approach as a therapeutic model of managing behaviours of concern. Health needs were prioritised for young people, with many accessing a number of specialist medical supports. The service collaborated with a variety of external partners and advocated on their behalf for timely assessments to be undertaken. Not all young people at Beech Avenue were enjoying healthy routines, however staff continued to encourage and offer suggestions based on their knowledge of the young people. Young people were encouraged to be safely and meaningfully connected to important people, and the service recognised the importance of supporting these connections to ensure transitions were well managed. One family member commented that "staff are also helping me with some issues and we work together". Not all young people were consistently or fully involved in learning or employment, leading to less structure at times for some. However, a number of young people had developed important skills and received individually tailored support to enhance their learning. Positive links had also been made with local employability services which young people could benefit from. Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 4 of 10 Page 192 of 216
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The service had a clear commitment to young people staying in the service as they became adults and recognised the importance of young people maintaining relationships once they moved on from Beech Avenue. The inspection highlighted ways that the continuing care agenda could be strengthened and the organisation had plans in place to advance this area. Care planning documents including risk assessment and behaviour support plans supported day to day practice. The importance of gathering young people's views was evident, even if they did not always wish to provide these. Young people's needs could be more effectively met by following the SMART framework (area of improvement 1) and the inspection process did highlight inconsistencies in some risk assessments in relation to agreed levels of concern. The organisation had plans to introduce training regarding care plans and risk assessments to enhance practice in this area. Young people were cared for by staff who felt supported by leaders who were visible, accessible and who prioritised and modelled high standards of practice, seeking the best possible outcomes for young people. The matching and admissions process for Beech Avenue continued to be an area of development for the service to ensure transitions supported successful outcomes, taking account of the needs of all young people (area for improvement 2). There was a strong commitment to ensuring adequate staffing levels at Beech Avenue, with the flexibility to increase numbers at key times. The inspection emphasised the importance of demonstrating staffing assessments to ensure the needs of young people are being met at all times and the organisation reflected on the need to strengthen their decision making recording. Overall, staff were receiving regular supervision and meaningful opportunities to reflect and share practice. Additionally, staff were benefitting from a variety of training and development opportunities, informed by the needs of the young people, including structured induction and probationary periods. The organisation had significant plans to enhance their programme of training for the whole staff group to support improving outcomes for young people. There were a number of valuable quality assurance processes in place, some of which had recently been strengthened. Additionally, the organisation recognised that these processes could benefit from an increased level of external management oversight. Management demonstrated a commitment to improvement through self-evaluation with key documents recently introduced to support enhanced outcomes for young people. This included driving forward how The Promise would be met. The service had a clear incident recording process, supported by oversight at various management levels. However, to further develop the service and fully inform practice, care planning, risk assessments and safeguarding, this process could be strengthened by greater analysis and learning from incidents (area for improvement 3). Areas for improvement 1. To support young people's ongoing development, the service should ensure their care plans are in accordance with SMART principles. Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 5 of 10Page 193 of 216
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This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: My personal plan is right for me because it sets out how my needs will be met, as well as my wishes and choices. (HSCS 1.15) 2. To support young people's wellbeing and development, the service should ensure that the needs of the young people are closely and thoroughly matched to one another and to the skills of staff. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: My care and support meets my needs and is right for me. (HSCS 1.19) 3. To support continuous improvement and meet young people's changing needs, the provider should establish a method of incident analysis. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: I benefit from a culture of continuous improvement, with the organisation having robust and transparentquality assurance processes. (HSCS 4.19) Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 6 of 10 Page 194 of 216
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Requirements Requirement 1 By 1 December 2023, the provider must ensure that young people are living in the right environment, where their needs are being effectively met, including taking account of young people’s views. To do this, the provider must, as a minimum: - ensure that the needs of the young people are closely and thoroughly matched to one another and to the skills and availability of staff - review and document the suitability of the placements of the young people at Beech Avenue in collaboration with other relevant agencies and services - undertake detailed impact risk assessments in a timely manner to support the matching, admissions and care planning processes. This is to comply with Regulation 4(1)(a) and (d) (welfare of users) of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulations 2011 (SSI 2011/210). This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: My care and support meets my needs and is right for me (HSCS 1.19) and I am listened to and taken seriously if I have a concern about the protection and safety of myself or others, with appropriate assessments and referrals made (HSCS 3.22) and I am in the right place to experience the care and support I need and want (HSCS 1.20). This requirement was made on 25 May 2023. Action taken on previous requirement This requirement related to a specific set of circumstances at Beech Avenue at the time of the last inspection. This current inspection demonstrated strong evidence that young people’s placements were being reviewed on an ongoing basis with other agencies and services to ensure additional safeguards or strategies were considered. Where we were less confident was in the formal matching process and how this is being documented. As a result, we have made an area for improvement specifically in relation to the matching process. Met - within timescales What the service has done to meet any requirements we made at or since the last inspection Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 7 of 10Page 195 of 216
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Areas for improvement Previous area for improvement 1 To ensure children and young people's rights, views and choices are supported, the provider should encourage greater use of independent advocacy service for the young people. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: I am supported to use independent advocacy if I want or need this. (HSCS 2.4) This area for improvement was made on 25 May 2023. Action taken since then This inspection demonstrated clear evidence that independent advocacy is being used and offered to young people on a regular basis. Previous area for improvement 2 To support continuous improvement and meet young people's changing needs, the provider should improve their quality assurance processes, including greater analysis of incidents. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: I benefit from a culture of continuous improvement, with the organisation having robust and transparentquality assurance processes. (HSCS 4.19) This area for improvement was made on 25 May 2023. Action taken since then This area for improvement has been amended for this inspection to remove the quality assurance processes, but keep the analysis of incidents as an area for improvement. Previous area for improvement 3 To ensure young people are supported and cared for by staff with the appropriate skills and training for their role, the service should establish clear oversight of training to ensure mandatory and relevant key training is being undertaken. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: What the service has done to meet any areas for improvement we made at or since the last inspection Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 8 of 10 Page 196 of 216
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I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes. (HSCS 3.14) This area for improvement was made on 25 May 2023. Action taken since then There is now a method in place to enable oversight, with a senior overseeing this and allocating training to staff. Complaints There have been no complaints upheld since the last inspection. Details of any older upheld complaints are published at www.careinspectorate.com. Detailed evaluations How well do we support children and young people's rights and wellbeing? 4 - Good 7.1 Children and young people are safe, feel loved and get the most out of life 4 - Good 7.2 Leaders and staff have the capacity and resources to meet and champion children and young people's needs and rights 4 - Good Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 9 of 10Page 197 of 216
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To find out more This inspection report is published by the Care Inspectorate. You can download this report and others from our website. Care services in Scotland cannot operate unless they are registered with the Care Inspectorate. We inspect, award grades and help services to improve. We also investigate complaints about care services and can take action when things aren't good enough. Please get in touch with us if you would like more information or have any concerns about a care service. You can also read more about our work online at www.careinspectorate.com Contact us Care Inspectorate Compass House 11 Riverside Drive Dundee DD1 4NY enquiries@careinspectorate.com 0345 600 9527 Find us on Facebook Twitter: @careinspect Other languages and formats This report is available in other languages and formats on request. Tha am foillseachadh seo ri fhaighinn ann an cruthannan is cànain eile ma nithear iarrtas. Inspection rInspection reporteport Inspection report for Beech Avenue Childrens Home page 10 of 10 Page 198 of 216
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Page 2 of 5 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Hillview Early Learning and Childcare Centre ___________________________________________________________________ 1. Summary 1.1 Education Scotland Inspection of Hillview Early Learning and Childcare Centre (ELC) was inspected by Education Scotland in May 2025 as part of a national sample of education. Education Scotland uses different models of inspection and at Hillview ELC the short model approach was deployed. Inspectors assessed the ELC with a focus on two quality indicators which are referenced in How Good is our Early Learning and Childcare, the national quality improvement framework for early learning and childcare. Quality Indicator 2.3 Learning, teaching and assessment. Quality Indicator 3.2 Securing children’s progress. 1.2 This was a positive inspection which evaluated quality indicators in the ELC Centre as: Quality Indicator 2.3 - Good Quality Indicator 3.2 - Good 1.4 As part of the inspection model the following area was also reviewed: Quality Indicator 2.1 Safeguarding and child protection 1.5 Education Scotland do not attach an evaluative grade to this. Instead in the Summary of Inspection Findings there are evaluative statements provided which are positive and contribute to the overall ELC Centre ratings. The inspection report in the form of a letter to parents, published by Education Scotland on 22 July 2025, is attached as an appendix to this report and is also available from the Director of Children’s Services or from the Education Scotland website. 1.6 The letter to parents identified four key strengths of the ELC centre: Item 14 Page 199 of 216
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Page 3 of 5 • Happy children who enjoy their time at nursery. They show high levels of respect and kindness to each other when learning through play. • The warm nurturing ethos and staff who value children and their families. Children’s rights are central to the work of the setting and children learn in a calm and caring environment. • Senior leaders consistently track and monitor children’s progress. Their approach helps practitioners provide continuity for children’s learning. • Children’s skills in managing risk in the local woodland areas are developing well. Practitioners help children to understand that they need to take care when playing outside. 1.7 The following areas for improvement were identified and discussed with the head of centre and a representative from Renfrewshire Council: • Practitioners need to use high-quality observations of learning to improve further their planning to meet children’s needs more effectively. • Improve further children’s vocabulary through their involvement in meaningful discussions about their learning. • Continue to improve children’s literacy and numeracy experiences, including when they are playing outdoors ___________________________________________________________________ 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 Hillview ELC Centre. ___________________________________________________________________ 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 team at Hillview ELC were positive about the inspection process and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.2 The report includes three areas for further improvement, and progress in addressing this will be monitored by Children’s Services officers through the Quality Improvement Framework. 3.3 The inspection report will inform planned improvement activity and will enable the ELC Centre to build on the recognised strengths and focus further development on areas for improvement to enable the Centre 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 Page 200 of 216
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Page 4 of 5 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 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 – no implications 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & 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 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 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) - Page 201 of 216
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Page 5 of 5 every child has the right to relax, play and take part in a wide range of cultural and artistic activities. List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website. __________________________________________________________ KMcD 18 July 2025 Author: Kathleen McDonagh, Education Manager, Telephone Number 07799034553 kathleen.mcdonagh@renfrewshire.gov.uk Page 202 of 216
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1 | Hillview Early Learning and Childcare Centre, Renfrewshire Council, 8634718 © Crown Copyright 22 July 2025 Dear Parent/Carer In May 2025, a team of inspectors from Education Scotland visited Hillview Early Learning and Childcare Centre. During our visit, we talked to parents/carers and worked closely with the manager/head of setting and staff. The inspection team found the following strengths in the setting’s work. • Happy children who enjoy their time at nursery. They show high levels of respect and kindness to each other when learning through play. • The warm nurturing ethos and staff who value children and their families. Children’s rights are central to the work of the setting and children learn in a calm and caring environment. • Senior leaders consistently track and monitor children’s progress. Their approach helps practitioners provide continuity for children’s learning. • Children’s skills in managing risk in the local woodland areas are developing well. Practitioners help children to understand that they need to take care when playing outside. The following areas for improvement were identified and discussed with the head of setting and a representative from Renfrewshire Council. • Practitioners need to use high-quality observations of learning to improve further their planning to meet children’s needs more effectively. • Improve further children’s vocabulary through their involvement in meaningful discussions about their learning. • Continue to improve children’s literacy and numeracy experiences, including when they are playing outdoors. Page 203 of 216
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2 | Hillview Early Learning and Childcare Centre, Renfrewshire Council, 8634718 © Crown Copyright We gathered evidence to enable us to evaluate the setting’s work using quality indicators from How good is our early learning and childcare?. Quality indicators help learning and childcare settings, local authorities and inspectors to judge what is working well and what needs to be improved. Here are Education Scotland’s evaluations for Hillview Early Learning and Childcare Centre Quality indicators for the nursery class Evaluation Learning, teaching and assessment good Securing children’s progress 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: Hillview Nursery | Inspection Report | Education Scotland What happens next? We are confident that the setting 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 settings. Dr Elizabeth C Montgomery HM Inspector Page 204 of 216
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Page 2 of 5 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Kilbarchan Community Nursery ___________________________________________________________________ 1. Summary 1.1 Education Scotland Inspection of Kilbarchan Community Nursery was inspected by Education Scotland in March 2025 as part of a national sample of education. Education Scotland uses different models of inspection, a short model inspection approach was adopted at Kilbarchan Community Nursery. Inspectors assessed the Nursery with a focus on two quality indicators which are referenced in How Good is our Early Learning and Childcare, the national quality improvement framework for early learning and childcare: Quality Indicator 2.3 Learning, teaching and assessment. Quality Indicator 3.2 Securing children’s progress. 1.2 This was a positive inspection which evaluated quality indicators in the Community Nursery as: Quality Indicator 2.3 - Good Quality Indicator 3.2 - Good 1.4 As part of the inspection model the following area was also reviewed: Quality Indicator 2.1 Safeguarding and child protection 1.5 Education Scotland do not attach an evaluative grade to this. Instead in the Summary of Inspection Findings there are evaluative statements provided which are positive and contribute to the overall Community Nursery ratings. The inspection report in the form of a letter to parents, published by Education Scotland on 27 May 2025 can be accessed via the following link: Kilbarchan Community Nursery | Inspection Report | Education Scotland 1.6 The letter to parents identified three key strengths of the Community Nursery: • Nurturing, respectful relationships permeate the nursery and create a gentle relaxed environment. This enables children and their families to settle quickly and feel valued. The quality of teamwork amongst managers, practitioners Item 15 Page 205 of 216
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Page 3 of 5 and staff and their openness with families creates a strong sense of community. • Children are enthusiastic and benefit from warm friendships. This enables them to play cooperatively and take forward their interests together. They choose from a wide range of attractive learning spaces indoors and outdoors in the garden and local area. • The dedication and willingness of the new management team to collaborate with practitioners and outside professionals to improve outcomes for children. 1.7 The following two areas for improvement were identified and discussed with the nursery manager and a representative from Renfrewshire Council: • Continue to improve further the quality of interactions between practitioners and children to ensure greater engagement, support and challenge for all children. • With the guidance of managers and local authority representatives continue to improve the quality of observation, planning for learning and tracking children’s progress. This will ensure all children make the sustained progress they are capable of. 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board is asked to note and celebrate the key strengths and recognise the areas for further improvement in the Education Scotland report on Kilbarchan Community Nursery. ___________________________________________________________________ 3. Background 3.1 Renfrewshire Council has a statutory duty to provide early learning and childcare places to eligible children. To meet this requirement, 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”). Kilbarchan Community Nursery is an approved Funded Provider on the Council’s Flexible Framework. 3.2 Children’s Services welcomes the process of audit undertaken by Education Scotland as supportive to continuous improvement in Renfrewshire’s education establishments. The team at Kilbarchan Community Nursery were positive about the inspection process and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.3 The report includes two areas for further improvement, and progress in addressing this will be monitored by Children’s Services officers through the Council’s Flexible Framework for Early Learning and Childcare Places and the Quality Improvement Framework. 3.3 The inspection report will inform planned improvement activity and will enable Page 206 of 216
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Page 4 of 5 the Community Nursery to build on the recognised strengths and focus further development on areas for improvement to enable the Centre 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 early learning and childcare 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 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 – no implications 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & 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 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. Page 207 of 216
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Page 5 of 5 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights - This links to, 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. List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website. __________________________________________________________ KMcD 23 July 2025 Author: Kathleen McDonagh, Education Manager, Telephone Number 07799034553 kathleen.mcdonagh@renfrewshire.gov.uk Page 208 of 216
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1 | Kilbarchan Community Nursery, Independent, 8633312 © Crown Copyright 27 May 2025 Dear Parent/Carer In March 2025, a team of inspectors from Education Scotland visited Kilbarchan Community Nursery. During our visit, we talked to parents/carers and worked closely with the manager/head of setting and staff. The inspection team found the following strengths in the setting’s work. • Nurturing, respectful relationships permeate the nursery and create a gentle relaxed environment. This enables children and their families to settle quickly and feel valued. The quality of teamwork amongst managers, practitioners and staff and their openness with families creates a strong sense of community. • Children are enthusiastic and benefit from warm friendships. This enables them to play cooperatively and take forward their interests together. They choose from a wide range of attractive learning spaces indoors and outdoors in the garden and local area. • The dedication and willingness of the new management team to collaborate with practitioners and outside professionals to improve outcomes for children. The following areas for improvement were identified and discussed with the manager/head of setting and a representative from Renfrewshire Council. • Continue to improve further the quality of interactions between practitioners and children to ensure greater engagement, support and challenge for all children. • With the guidance of managers and local authority representatives continue to improve the quality of observation, planning for learning and tracking children’s progress. This will ensure all children make the sustained progress they are capable of. Page 209 of 216
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2 | Kilbarchan Community Nursery, Independent, 8633312 © Crown Copyright We gathered evidence to enable us to evaluate the setting’s work using quality indicators from How good is our early learning and childcare?. Quality indicators help learning and childcare settings, local authorities and inspectors to judge what is working well and what needs to be improved. Here are Education Scotland’s evaluations for Kilbarchan Community Nursery Quality indicators for the nursery class Evaluation Learning, teaching and assessment good Securing children’s progress 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: Kilbarchan Community Nursery | Inspection Report | Education Scotland What happens next? We are confident that the setting 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 setting’s progress as part of its arrangements for reporting on the quality of its settings. Shona ES Taylor Assistant HM Inspector Page 210 of 216
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 21 August 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Gleniffer High School ___________________________________________________________________ 1. Summary 1.1 Gleniffer High School was inspected by Education Scotland in March 2025 as part of a national sample of education. Education Scotland uses different models of inspection and at Gleniffer High School the short model approach was deployed. Inspectors assessed the school with a focus on two quality indicators which are referenced in How Good is our School? 4 Quality Indicator 2.3 Learning, teaching and assessment. Quality Indicator 3.2 Raising attainment and achievement. 1.2 This was a very positive inspection which evaluated all quality indicators as ‘ Quality Indicator 2.3 Good Quality Indicator 3.2 Good 1.3 As part of the inspection model the following area was also reviewed: Quality Indicator 2.1 Safeguarding Education Scotland do not attach an evaluative grade to this. Instead in the Summary of Inspection Findings there are evaluative statements provided which are positive and contribute to the overall school ratings. 1.4 The inspection report in the form of a letter to parents, published by Education Scotland on 10 June 2025, is attached as an appendix to this report and is also available from the Director of Children’s Services or from the Education Scotland website. Item 16 Page 211 of 216
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Page 2 of 4 1.5 The letter to parents identified three key strengths of the school. • The caring supportive relationships between young people and staff that create a welcoming and nurturing learning environment. • Senior leaders’ approaches to encouraging close partnership working. Successful partnerships are developing young people’s employability skills and contributing to sustained improvements in the number of young people who achieve positive destinations. • The strong focus by staff on providing a wide range of courses that meet the needs of learners who may require additional support. As a result, increasing numbers of young people are attaining qualifications at Scottish Credit Qualification Framework levels 3 and 4. 1.6 The inspection report also identified three areas for further improvement. • Continue to develop the ‘Gleniffer toolkit’ to support teachers in embedding greater consistency in approaches to learning and teaching through professional learning and collaboration. This will help to improve further the quality of young people’s learning experiences. • Continue to improve approaches to the planning of learning. Teachers should make full use of all available information about young people to ensure that all learners make the best possible progress. • Continue to improve attainment at National 5 and Higher. This should include a focus on more young people achieving high quality passes. 1.7 There is an agreed set of procedures for responding to inspection reports which will support the school and Children’s Services to plan how these areas for further improvement will be addressed. Actions are detailed within the school improvement plan which is shared with parents and carers. In addition, the school will be supported in its improvement journey by Children’s Services. ___________________________________________________________________ 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 for Gleniffer High School ___________________________________________________________________ 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 Gleniffer High School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. ___________________________________________________________________ Page 212 of 216
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Page 3 of 4 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 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 - The short inspection includes a focus on QI 2.1 Safeguarding. In evaluating this QI, one of the themes that HM Inspectors evaluate is 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. Page 213 of 216
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Page 4 of 4 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. _________________________________________________________ Children’s Services EH 18 July 2025 Author:: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 214 of 216
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1 | Gleniffer High School, Renfrewshire Council, 8628831 © Crown Copyright 10 June 2025 Dear Parent/Carer In March 2025, a team of inspectors from Education Scotland visited Gleniffer High School. During our visit, we talked to parents/carers and young people and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • The caring supportive relationships between young people and staff that create a welcoming and nurturing learning environment. • Senior leaders’ approaches to encouraging close partnership working. Successful partnerships are developing young people’s employability skills and contributing to sustained improvements in the number of young people who achieve positive destinations. • The strong focus by staff on providing a wide range of courses that meet the needs of learners who may require additional support. As a result, increasing numbers of young people are attaining qualifications at Scottish Credit Qualification Framework levels 3 and 4. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Continue to develop the ‘Gleniffer toolkit’ to support teachers in embedding greater consistency in approaches to learning and teaching through professional learning and collaboration. This will help to improve further the quality of young people’s learning experiences. • Continue to improve approaches to the planning of learning. Teachers should make full use of all available information about young people to ensure that all learners make the best possible progress. • Continue to improve attainment at National 5 and Higher. This should include a focus on more young people achieving high quality passes. Page 215 of 216
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2 | Gleniffer High School, Renfrewshire Council, 8628831 © 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). 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 Gleniffer High School Quality indicators Evaluation Learning, teaching and assessment 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. A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Gleniffer High 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. Jacqueline Gallagher HM Inspector Page 216 of 216