Agenda Document Pack - Education and Children's Services Policy Board - 30/10/2025
Renfrewshire Council · 30 October 2025
Back to Education and Children's Services Policy Board — 30 October 2025 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
Page 1
23/10/2025 Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 30 October 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 333
Page 2
23/10/2025 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 333
Page 3
23/10/2025 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 as at 19 September 2025 Joint report by the Director of Finance & Resources and Director of Children’s Services. 5 - 14 2 Education Standards & Quality Report September 2025 Education Improvement Plan 2025/26 Report by the Director of Children's Services. 15 - 176 3 2025/26 Mid-Year Service Improvement Plan Monitoring Report Report by the Director of Children's Services. 177 - 225 4 Learning Estate Programme Update Report by the Director of Children's Services. 226 - 229 5 Learning Estate Strategy Update – Longlist Options Report by the Director of Children's Services. 230 - 269 6 Learning Estate – Roll Projections Report by the Director of Children's Services. 270 - 283 7 National Qualifications Results 2025 Report by the Director of Children's Services. 284 - 297 8 Early Learning and Childcare Annual Report Report by the Director of Children's Services. 298 - 315 Page 3 of 333
Page 4
23/10/2025 9 Joint inspections of services for children and young people at risk of harm - review of findings from the joint inspection programme 2021/25 Report by the Director of Children's Services. 316 - 321 10 Education Scotland Inspection of Jennyswell Nursery Report by the Director of Children's Services. 322 - 327 11 Education Scotland Inspection of Rashielea Primary School Report by the Director of Children's Services. 328 - 333 Page 4 of 333
Page 5
OFFICIAL To: Education and Children’s Services Policy Board On: 30 October 2025 Report by: Director of Finance and Resources and Director of Children’s Services Heading: Revenue and Capital Budget Monitoring as at 19 September 2025 1. Summary of Financial Position 1.1. The projected Revenue outturn at 31 March 2026 for Children’s Services is an overspend of £0.154m (0.1%) 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 278.190 278.343 (0.154) (0.1%) Table 2: Capital Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 53.194 53.194 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; 2.3. Approve the Premises Related budget virements totalling £0.021m set out at section 6.3; and Item 1 Page 5 of 333
Page 6
OFFICIAL 2.4. Note the budget adjustments detailed in sections 6 and 7. 3. Children’s Services Revenue Budget Projection - overspend of £0.154m by 31 March 2026 3.1. The Revenue Budget Monitoring report at Appendix 1 identifies a projected annual overspend of £0.154m (0.1% 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 - £0.677m 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 continue to be reviewed throughout the year with management. An over- recovery of income is currently projected in relation to cross-boundary charges. 4.2. Primary Schools - £0.590m overspend Employee costs, Premises costs and Transport costs are currently projected to overspend. The Employee costs overspend relates to teaching staffing, 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 - £0.097m overspend Transport costs are currently projected to overspend due to the SPT school transport contract being greater than available budget. 4.4. ASN Schools - £0.084m overspend Small overspends are currently projected in Employee costs, due to teaching staffing, and Premises costs, due to janitorial supplies being greater than available budget. 4.5. Additional Support for Learning - £0.441m overspend Employee costs are currently projected to overspend, mainly arising from an increase in demand for Additional Support Needs Assistants (ASNAs) within mainstream schools. Transport costs are currently projected to overspend, partly due to demand and partly due to increased cost of provision. 4.6. Children & Families - £0.340m underspend Third Party Payments are currently projected to underspend, and this is partly offset by projected overspends in Supplies and Services and Transfer Page 6 of 333
Page 7
OFFICIAL Payments. The underspend in Third Party Payments relates to Fostering & Adoption, where the number of fostering and kinship arrangements is less than previously predicted. The Supplies and Services projected overspend mainly relates 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. 5. Subjective Analysis - Significant Variances 5.1. Employees - £0.233m underspend Underspends are currently projected in teaching staffing, related to Early Learning & Childcare and Additional Support for Learning. The cost impact of the Scottish Government’s commitment to reduce class contact time has still to be factored into the projections, and this will be kept under review as the year progresses and the actual impact on teacher numbers becomes clear. It should also be noted that the pay award for teachers has not yet been settled for the 2025/26 academic session; as this is budgeted at 3%, there is a risk of overspend in teaching staffing that is yet to be quantified. 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 - £0.355m overspend The overspend in Premises costs is mainly due to increased janitorial costs across the school estate. 5.3. Transport Related - £0.807m overspend The overspend in Transport costs is due to SPT contracts for both mainstream school transport and ASN transport being higher than available budget, predominantly caused by price inflation and, to a lesser extent, by an increasing number of children requiring transport. 5.4. Supplies and Services - £0.102m overspend The overspend in Supplies and 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 - £1.522m underspend The projected underspend in Third Party Payments relates mainly to fostering, adoption and kinship, and will be kept under review throughout the year. 5.6. Transfer Payments - £1.243m 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. Page 7 of 333
Page 8
OFFICIAL 5.7. Income - £0.647m over-recovery An over-recovery of income is currently projected for Early Learning & Childcare in relation to cross-boundary charges, and in Children & Families across a number of headings. 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 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 approval 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 (0.021) Corporate Landlord transfers to Environment, Housing and Infrastructure relating to small repair projects 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 £53.194m. 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. A budget adjustment of £4.0m between years has taken place to reflect revised programming of the Thorn PS New Build project. Page 8 of 333
Page 9
OFFICIAL ___________________________________________________________________ Implications of this report 1. Financial The projected budget outturn position for Children’s Services’ Revenue budget is an overspend of £0.154m. 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 9 of 333
Page 10
OFFICIAL 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 improve health and safety arrangements. 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 10 of 333
Page 11
OFFICIAL ___________________________________________________________ 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 11 of 333
Page 12
Appendix 1 OFFICIAL RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2025/26 1 April 2025 to 19 September 2025 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Objective Summary Annual Budget at Period 3 Budget Adjustments Revised Annual Budget at Period 6 Projected Outturn Budget Variance (Adverse) or Favourable Previous Projected Outturn Variance Movement (Adverse) / Favourable £000 £000 £000 £000 £000 % £000 £000 Directorate 1,290 163 1,453 1,455 (2) (0.1%) 0 (2) Early learning and childcare 35,746 806 36,552 35,875 677 1.9% 133 544 Primary 71,085 755 71,840 72,430 (590) (0.8%) (409) (181) Secondary 96,675 694 97,369 97,466 (97) (0.1%) (454) 357 ASN Schools 8,471 81 8,552 8,636 (84) (1.0%) (33) (51) Additional support for learning (ASL) 20,385 319 20,704 21,145 (441) (2.1%) (224) (217) Psychological services 1,423 0 1,423 1,423 0 0.0% 0 0 Education development 2,194 1 2,195 2,195 0 0.0% 0 0 Attainment Challenge (145) (557) (702) (702) 0 0.0% 0 0 Facilities management 525 7 532 489 43 8.1% 17 26 Children & Families 37,587 684 38,271 37,931 340 0.9% 0 340 NET EXPENDITURE 275,236 2,953 278,189 278,343 (154) (0.1%) (970) 816 Page 12 of 333
Page 13
Appendix 2 OFFICIAL RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2025/26 1 April 2025 to 19 September 2025 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Subjective Summary Annual Budget at Period 3 Budget Adjustments Revised Annual Budget at Period 6 Projected Outturn Budget Variance (Adverse) or Favourable Previous Projected Outturn Variance Movement £000 £000 £000 £000 £000 % £000 £000 Employees 189,035 8,819 197,854 197,621 233 0.1% 558 (325) Premises Related 11,894 612 12,506 12,861 (355) (2.8%) (388) 33 Transport Related 7,283 2 7,285 8,092 (807) (11.1%) (792) (15) Supplies and Services 34,856 (3,863) 30,993 31,095 (102) (0.3%) (124) 22 Third Party Payments 17,818 0 17,818 16,296 1,522 8.5% 233 1,289 Transfer Payments 16,812 188 17,000 18,243 (1,243) (7.3%) (949) (294) Support Services 940 163 1,103 1,152 (49) (4.4%) (1) (48) GROSS EXPENDITURE 278,638 5,921 284,559 285,360 (801) (0.3%) (1,462) 661 Income (3,402) (2,968) (6,370) (7,017) 647 10.2% 492 155 NET EXPENDITURE 275,236 2,953 278,189 278,343 (154) (0.1%) (970) 816 Page 13 of 333
Page 14
Appendix 3 OFFICIAL 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 80 0 80 80 0 0% 10,623 10,623 0 0% Paisley Grammar New Campus 34,582 42,000 0 42,000 42,000 0 0% 85,600 85,600 0 0% Thorn PS New Build 309 4,273 (4,000) 273 273 0 0% 14,000 14,000 0 0% Dargavel Extension (Modular Units) 2,237 12 0 12 12 0 0% 2,250 2,250 0 0% Thistle Primary School 1,116 7,634 0 7,634 7,634 0 0% 45,000 45,000 0 0% Other Schools Investment Programmes 0 95 0 95 95 0 0% 95 95 0 0% Total Schools Estate(inc Early Years) Programme 1,553 270 0 270 270 0 0% 1,823 1,823 0 0% PMHS Extension 672 1,750 0 1,750 1,750 0 0% 36,894 36,894 0 0% ELCC Improvements 6 82 0 82 82 0 0% 88 88 0 0% Technology Replacement Strategy ICT 0 998 0 998 998 0 0% 4,998 4,998 0 0% TOTAL EDUCATION & CHILDREN'S SERVICES BOARD 51,019 57,194 (4,000) 53,194 53,194 0 0% 201,371 201,371 0 0% RENFREWSHIRE COUNCIL 1st April to 19th September 2025 POLICY BOARD: EDUCATION & CHILDEN'S SERVICES Budget Variance (Adverse) or Favourable CAPITAL INVESTMENT STRATEGY - NON-HOUSING SERVICES Current Year 2025-26 Full Programme - All years Budget Variance (Adverse) or Favourable Page 14 of 333
Page 15
To: Education and Children’s Services Policy Board On: 30 October 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Standards & Quality Report September 2025 Education Improvement Plan 2025/26 ___________________________________________________________________ 1. Summary 1.1 Renfrewshire’s annual Education Standards & Quality Report (September 2025) and Education Improvement Plan (2025/26) have been developed through a collaborative and consultative process involving a broad range of stakeholders. 1.2 The report and associated improvement plan are fully aligned with the National Improvement Framework (NIF) for Scottish education. A robust process of self- evaluation, incorporating a wide range of quantitative and qualitative data, alongside feedback from external partners, has informed the evaluation of progress and impact against our improvement priorities for session 2024/25. This evidence base has also been used to identify and shape our strategic priorities for improvement for the 2025/26 session. 1.3 Significant progress was made during the 2024/25 academic session, as detailed in the Standards and Quality Report. The report outlines the extent to which improvement priorities have been met and highlights the positive impact of our work across Renfrewshire’s schools and early years settings. It showcases a broad spectrum of successes and achievements, reflecting the collective efforts of staff, learners, and partners. Importantly, the report reaffirms our unwavering commitment to raising attainment and achievement for all, while promoting equity and providing targeted support for our most vulnerable children, young people, and families. This includes our continued focus on delivering The Promise, demonstrating how policy and practice are being shaped to improve outcomes for Care Experienced children and young people. 1.4 The Education Improvement Plan sets out our strategic direction for improvement, informed by robust evidence on current performance. It identifies where we need to improve and outlines how we intend to achieve this. The plan is structured around six key priority areas: • Reducing child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty. Item 2 Page 15 of 333
Page 16
• Placing children and young people’s human rights at the heart of the planning and delivery of services that affect them. • Protecting the most vulnerable members of our communities, including children and young people who are at risk. • Supporting and nurturing our children, families and communities. • Creating the best possible learning estate to allow children and young people to thrive. • Raising attainment and enhancing learning and teaching within an inclusive environment. 1.5. In addition to these priorities, the plan is underpinned by a set of overarching features of highly effective practice that will continue to evolve in support of our improvement agenda. These include leadership development, data analysis, quality improvement processes, professional learning, partnership working, and the school estate management plan. 1.6. Delivery of the Education Improvement Plan continues to be driven through a portfolio planning approach. Three distinct portfolio plans have been developed by collaborative teams, each led by a Head of Service. These portfolios provide a focused framework for implementation and are detailed within the plan: • Inclusion • Families and Communities • Curriculum, learning, teaching and assessment 1.7. This approach ensures a coherent and collaborative delivery of improvement activity, aligned to strategic priorities and responsive to the needs of children, young people and families across Renfrewshire. ___________________________________________________________________ 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board are asked to note the content of the Education Standards & Quality Report (September 2025) Appendix 1 and Education Improvement Plan (2025/26) Appendix 2. ___________________________________________________________________ 3. Background 3.1. The ‘Statutory Guidance: Standards in Scotland etc. Act 2000’ covers a series of local authority planning and reporting duties which took effect from 1 August 2017. 3.2. This places a duty on education authorities to prepare and publish annual plans outlining the steps they intend to take during the planning period. In addition, education authorities are required to prepare and publish an annual report evaluating the progress and impact of the steps taken. Page 16 of 333
Page 17
3.3. The guidance states that both the plan and the report must seek to reduce inequalities of outcome experienced by pupils as a result of socio-economic disadvantage, in pursuance of the NIF for Scottish education. 3.4. Copies of the plan and report are required to be submitted to Scottish Government. _________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – The priorities within the Education Improvement Plan support delivery of the priorities contained within Renfrewshire’s Community Plan, Council Plan and the Children’s Services Improvement Plan Economy Equipping all children and young people to achieve success in life Fair Creating inclusive and supportive learning environments for children and young people to attain and achieve Embedding children’s rights in our decision-making processes 4. Legal – no legal implications 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. Page 17 of 333
Page 18
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 – none MT/JO’N 6 October 2025 Author: Mairi Thomas, Education Manager, email - mairi.thomas@renfrewshire.gov.uk Page 18 of 333
Page 19
Education Standards and Quality Report Achieving Equity and Excellence in Renfrewshire September 2025 Page 19 of 333
Page 20
Education Standards and Quality Report September 20252 Page 20 of 333
Page 21
Education Standards and Quality Report September 2025 3 Introduction ................................................4 About this report .........................................5 Renfrewshire Council Plan Strategic Outcomes .............................6 Our Values ...................................................7 Renfrewshire Children’s Services Vision ............................................8 Children’s Services Improvement Plan Priorities ........................9 Local Context ........................................... 10 Successes and Achievements .................... 11 National Thematic Inspection —Education Scotland ................................ 18 Pupil Equity Funding (PEF) ......................... 20 Strategic Planning and Portfolio Management ........................ 22 How well did we do? .................................. 23 Inclusion .....................................................24 Families and Communities ........................32 Curriculum, Learning, Teaching and Assessment ........................42 Performance Information ..........................62 Stretch Aims .............................................. 72 Appendix A .................................................74 National Thematic Inspection: Local authority approaches to supporting school improvement—Summarised Findings Appendix B ................................................ 88 Case Study: “Don’t judge me by the cover, ‘cause I’m a real good book.”, Dolly Parton’s Imagination Library in Renfrewshire Appendix C ................................................ 92 Case Study: Young Leaders of Learning—Pupil Voice in Action Appendix D ................................................ 96 Case Study: Target Schools Programme Contents Page 21 of 333
Page 22
Education Standards and Quality Report September 20254 On behalf of Children’s Services, we are proud to present our annual Standards and Quality Report. This report celebrates the many and varied achievements of Renfrewshire’s children, young people, staff, and partners over the academic session 2024-25. Our unwavering commitment to delivering the highest quality of service for children, young people, and families continues to drive our work. This year’s report highlights progress and impact across our key themes: Curriculum, Learning, Teaching and Assessment; Inclusion; and Families and Communities. These priorities are underpinned by our shared commitment to equity and excellence, and our determination to close the poverty-related attainment gap whilst raising attainment for all. The ambition, creativity, and resilience shown by our learners and staff have been exceptional. Their efforts have ensured continued improvement and innovation across our services. We extend our heartfelt thanks to everyone who has contributed to these successes. We hope this report provides a clear and inspiring insight into how we work collaboratively, set high expectations, and strive to deliver the best possible outcomes for all in Renfrewshire. Introduction Councillor Emma Rodden Convener Education and Children’s Services Janie O’Neill Director of Children’s Services Page 22 of 333
Page 23
Education Standards and Quality Report September 2025 5 About this report Standards and Quality report This report outlines the progress made in delivering the priorities identified in our 2024/25 Education Improvement Plan, with a particular focus on the impact of our actions and interventions. How have we gathered evidence for the Standards and Quality report? A range of evidence and consultation with stakeholders including external partners, was used to measure our progress. This included: • Analysis of attainment and achievement data • School and Early Learning and Childcare (ELC) Standards and Quality reports and annual improvement plans • School and ELC self-evaluation returns on HGIOS/HGIOELC Quality Indicators 1.3, 2.3, 3.1 and 3.2 • Quality Improvement Visits to establishments and Education Manager reports • Development Officers’ impact reports • Attainment Adviser bi-annual reports • Academic partner impact reports • Survey information • Care Inspectorate and Education Scotland inspection reports • Professional learning evaluations • Consultation on a variety of topics with Heads of establishment, staff, children and young people and partners • Participation statistics related to aspiring leaders at all levels of the programme and analysis of their career progression • Accredited and internal award statistics Through robust and systematic self-evaluation, we identify both areas of strength and aspects requiring further development. This evidence- based approach enables us to strategically prioritise our improvement actions for the year ahead. Page 23 of 333
Page 24
Education Standards and Quality Report September 20256 Renfrewshire Council Plan Strategic Outcomes We will encourage kind and connected communities—where our citizens take pride in their place, attracting others to move here and share in the opportunities Renfrewshire has to offer. We will support a strong and flexible local economy—with Renfrewshire able to adapt after the pandemic, building up resilience to support good green jobs and skills for all local people to enjoy the benefits of both living and working here. We want Renfrewshire to be a fair place— where all our people have the best chances to live happy, healthy and fulfilled lives, to feel safe, supported and empowered to unlock the strength of our collective potential. We are working towards a greener future— taking responsibility for our impact on the planet and taking brave, bold steps to protect the natural environment that supports and benefits us all. We want our employees to feel proud to work for Renfrewshire Council because we are a values driven organisation, where we all understand and value our contributions, and we are passionate about making a difference for Renfrewshire. Cross cutting theme: Improving outcomes for children and families Page 24 of 333
Page 25
Our Values We are fair. We treat each other and everyone we deal with respectfully and work hard to build trust in Renfrewshire Council. We are helpful. We care about getting things right and are always approachable. We are great collaborators. We work as one team and with people who care about this place. We value learning to help us innovate, improve and deliver better services. Page 25 of 333
Page 26
Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Renfrewshire Children’s Services Vision Page 26 of 333
Page 27
Education Standards and Quality Report September 2025 9 Children’s Services Improvement Plan Priorities 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education • Improvement in attainment, particularly in literacy and numeracy • Closing the attainment gap between the most and least disadvantaged children and young people • Improvement in children and young people’s health and wellbeing • Improvement in employability skills and sustained, positive school-leaver destinations for all young people This report outlines the progress made in advancing our strategic priorities and highlights the positive impact of this work on our children and young people. Our improvement priorities are closely aligned with the key outcomes and objectives set out in the National Improvement Framework (NIF), ensuring coherence with national policy and direction. Reduce child poverty in Renfrewshire and improve outcomes for children and families currently living in poverty Support and nurture our children, families and communities Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Create the best possible learning estate to allow children and young people to thrive Protect the most vulnerable members of our communities, including children and young people who are at risk Raise attainment and enhance learning and teaching in an inclusive environment Page 27 of 333
Page 28
Education Standards and Quality Report September 202510 Scottish Index of Multiple Deprivation (SIMD) Across Renfrewshire, of the 225 data zones, one quarter are in the 20% most deprived areas. 66 datazones are within the 20% most deprived areas in the health domain. 56 datazones are within the 20% most deprived areas in the income domain. 58 datazones are within the 20% most deprived areas in the employment domain. 27,593 children and young people in early years, primary, secondary and additional secondary schools11 primary schools 50 early learning and childcare classes 9 of which are extended day and year provision and 1 class for children with additional support needs 23 early learning and childcare centres15 47 early learning and childcare funded providers; 36 nurseries and 9 childminders children’s houses and supported accommodation for young people leaving care.4 schools for children and young people with additional support needs2 Local Context Page 28 of 333
Page 29
Education Standards and Quality Report September 2025 11 Successes and Achievements We are delighted and proud to recognise and celebrate the outstanding successes and wide-ranging achievements across Renfrewshire’s schools and early learning and childcare settings. The United Nations Convention on the Rights of the Child (UNCRC) articles are used to establish and protect the fundamental human rights of all children worldwide. These articles serve as a framework for ensuring that children are safe, healthy, educated, and have the opportunity to thrive, both as individuals and as members of their communities and are reflected in the successes and achievements of our children and young people. SEL Worldwide Model School Status (PATHS awards) 2024/25 in recognition of their outstanding commitment to social and emotional learning in their establishment. • Dargavel Early learning and Childcare Centre 13 primary schools and 5 early learning and childcare classes/centres have now achieved this status. Renfrewshire’s Nurturing Relationships Approach (RNRA) Schools’ and ELCCs’ Accreditation Awards (as of June 2025): Jade (Level1 ) 67 Ruby (Level 2) 35 Amethyst (Level 3) 15 Gold (Level 4) 10 Scottish Book Trust ‘Reading Schools’ Awards Schools across Renfrewshire continued to achieve Reading Schools accreditation at core level or upgraded their existing awards to silver or gold. Core Level 23 Primary and 7 Secondary Schools Silver Level 10 Primary Schools Gold Level 17 Primary and 4 Secondary Schools Scottish Book Trust Book Donation The Scottish Book Trust donated nearly 8000 books to Renfrewshire which were gifted to children and young people from 30 establishments across early years to secondary. Page 29 of 333
Page 30
Education Standards and Quality Report September 202512 Paisley Book Festival 2025 • 45 schools engaged with this year’s Paisley Book Festival schools programme. 2376 pupils and 119 staff participated with a choice of 18 different events involving well-known authors. • Over 40 pupils from 7 secondary schools took part in this year’s Janet Coats Memorial Prize poetry competition. Isla Thomson from Gryffe High School was the overall winner with her poem ‘Now It’s a Memory’. The Promise— National Awards Two Renfrewshire schools received national Corporate Parenting Awards in 2024 for inclusive practice and positive partnerships. Kirklandneuk Primary School Winners of the ‘Positive Partnership’ award for their work on physical exercise for Care Experienced pupils. St Peter’s Primary School winners of the ‘Changing the Narrative’ award for using positive language about Care Experiences. Dolly Parton’s Imagination Library Renfrewshire Council agreed permanent funding for Dolly Parton’s Imagination Library in March 2025 ensuring a sustainable programme for children across Renfrewshire. Over 3100 children receive a free book each month from the Imagination Library with more than 150,000 books gifted to date. Over 20 early years settings achieved 100% registration of pupils to the Imagination Library in session 24/25. The work of Dolly Parton’s Imagination Library in Renfrewshire was shared with a presentation at the 30th anniversary ‘Homecoming’ conference to delegates from the UK, Ireland, America, Canada and Australia in June 2025. “ We love receiving our book every month. It’s so exciting to see which book it will be. I love that all the books help to teach my daughter something— kindness, compassion, friendships etc. The book choices are fantastic and great that they aren’t all really popular authors so we don’t already have the books gifted. An amazing initiative!” Parent More information is provided in a Case Study at Appendix B. Education Scotland Inspections 1 secondary school and 4 primary schools were inspected in session 24/25 and all inspections were positive. Gradings for all Quality Indicators inspected were either ‘Good’, ‘Very Good’ or ‘Excellent’. 4 Early Learning and Childcare settings were visited by Education Scotland and all inspections were positive Successes and Achievements Page 30 of 333
Page 31
Education Standards and Quality Report September 2025 13 PE, Physical Activity and Sport Sports Scotland School—Gold Awards • Arkleston Primary School • Barsail Primary School • Bishopton Primary School • Dargavel Primary School • Fordbank Primary School • Heriot Primary School • Newmains Primary School • Rashielea Primary School • St. Fillan’s Primary School • Wallace Primary School • Renfrew High School Sports Scotland School—Silver Awards • Paisley Grammar School • Lochfield Primary School • Bargarran Primary School • Arkleston Primary School Successes and Achievements Scottish Finest Woods Early Years Award In recognition of the work of early years settings in connecting children with nature through trees, woodlands, and forests. Winner— West Johnstone Early Learning and Childcare Centre Eco Schools Scotland Green Flag Awards • 5 Early Learning and Childcare establishments • 17 Primary schools • 1 Secondary school Climate Action Schools Young Reporters for the Environment Competition Renfrewshire’s Climate Change Champions won first place in the 15-18 video report category Pocket Garden design Competition Winner Houston Primary school Young Enterprise Scotland’s Company Programme— Regional Final Winners and National Final Runners Up Johnstone High School’s Food for Thought enterprise team impressed the judges to win in three categories: Social Impact, Best Business Report and People’s Choice. Page 31 of 333
Page 32
Education Standards and Quality Report September 202514 Science, Technology, Engineering and Maths (STEM) STEM Nation Award Winners • Brediland Primary School • St. Margaret’s Primary School • Our Lady of Peace Primary School Our Lady of Peace hosted an Education Scotland STEM Nation Award Open Day to showcase their excellent work for practitioners across Scotland. Winner of Primary Science Teacher Award 2025 for innovative practice and exceptional dedication to primary science teaching - John McGoldrick, Our Lady of Peace Primary School. Royal Society Partnership Grants primary showcase—Glasgow Science Centre 3 Renfrewshire schools were invited to showcase their work on building ‘Goblin’ electric cars. • Fordbank Primary School • Wallace Primary School • Our Lady of Peace Primary School Glasgow Science Festival Young Engineer Competition—West of Scotland champions Howwood Primary School—two Primary 6 pupils—Lucy and Abbie Davis Breastfeeding Friendly Scotland Early Learning Scheme 5 local authority centres and 4 funded providers are now fully accredited in this scheme that promotes a breastfeeding- friendly environment and supports families who breastfeed. • Moorpark Early Learning and Childcare Centre • St Margaret’s Early Learning and Childcare Class • Hugh Smiley Early Learning and Childcare Centre • St Mary’s Early Learning and Childcare Class • West Early Learning and Childcare Class • Carole’s Kiddies • Elaine Parkhill Childminding • Sharon’s Tiny Tots • Abbey Nursery Successes and Achievements GLEE choir—Regional winners Bridge of Weir Primary school – winners of the Regional Finals at Glasgow Concert Hall and then performed in the National Finals at the Usher Hall in Edinburgh. A remarkable achievement in their first year of participation. Page 32 of 333
Page 33
Education Standards and Quality Report September 2025 15 Digital Schools Award Scotland 29 primary schools, 3 secondary schools and 1 ASN school Digital Wellbeing Award 6 primary schools, 1 secondary school and 1 ASN school Digital Endorsement Award • Barsail Primary School • Rashielea Primary School Equitable Creative Coding Award • St. Catherine’s Primary School • Lochfield Primary School Get Safe Online Ambassadors A further 8 Primary staff achieved this status. 12 DigiLearnRen Days at Christmas Over 280 views of our videos on using Digital Tools for learning and teaching, with our overall YouTube Channel views reaching more than 2750 this session! Successes and Achievements Diversity 2025 Champions for Change prize by leading charity Nil by Mouth Glencoats and St Fergus primaries— in recognition of work aimed at raising awareness of different faiths and cultures and developing children’s awareness of equality, including anti-sectarianism, through joint community projects. Anti-racist education St James Primary School in Paisley— commended by the Scottish Parliament for their commitment to anti-racist education. UNICEF Rights Respecting School Awards 2024/25 Gold Awards • Arkleston Primary School— reaccreditation for 3rd time. • Rashielea Primary School Silver Awards • Barsail Primary School • Glencoats Primary School • Heriot Primary School • Kirklandneuk Primary School • Langcraigs Primary School • St. Anthony’s Primary School • St. Peter’s Primary School Page 33 of 333
Page 34
Education Standards and Quality Report September 202516 Renfrewshire Schools’ Christmas Evening of Music and Spring concert series Four sell out concerts at Paisley Abbey involving over 340 young performers. Renfrewshire Schools Ensembles included: Junior and Senior String Ensembles; Concert and Symphonic Wind Bands; Jazz Band; Senior Ceilidh Group; Guitar Ensemble; Percussion Ensemble; Pipe Bands and the school choirs of Bishopton, Williamsburgh, East Fulton and Riverbrae. Scottish Concert Band Festival National Finals (Perth) Gold Award Renfrewshire Schools Symphonic Wind Band Scottish Young Musician National Final 2025 Ash Paton S5 (Trumpet player) from Park Mains High School—winner of Renfrewshire Schools’ Young Musician and represented Renfrewshire at the national final. Renfrewshire Schools’ Senior Pipe Band achieved success at various competitions including: 1st place—Cowal Games (Novice A), Gourock Games and Renfrew Pipe Band Competition (Juvenile and Grade 2) In April 2025, 38 members of the Renfrewshire Schools’ Pipe Band proudly represented Renfrewshire and Scotland at Tartan Day 2025 in New York. Successes and Achievements Renfrewshire’s Music Service The music service has delivered a vibrant and enriching programme throughout the session, showcasing pupils’ talents through a wide range of concerts, performances, and competitions that have celebrated musical excellence and fostered creativity across our learning communities. Page 34 of 333
Page 35
Education Standards and Quality Report September 2025 17 Successes and Achievements Page 35 of 333
Page 36
Education Standards and Quality Report September 202518 In October 2024, a team of inspectors from Education Scotland visited Renfrewshire Council. During the visit, they talked to senior leaders, local authority officers, parents/carers, Head Teachers, teachers, representatives from professional associations and elected members. The purpose of the visit was to gather evidence about how Renfrewshire Council supports school improvement, with a focus on how we support schools to improve the quality of education through: • the implementation of effective improvement planning and standards and quality reporting; • self-evaluation and quality assurance; • professional learning; and • universal and targeted support and challenge. Feedback from the inspection was overwhelmingly positive. Selected quotations from the report are highlighted below, and throughout this document, to illustrate key themes. For a comprehensive overview, the full Thematic Inspection Report is available at Appendix A. “ Local authority officers collate information from individual school improvement plans and standards and quality reports to identify common areas of good practice, priority and need. They use this information very effectively to direct strategic decisions about local authority priorities, requirements for professional learning, advice or more targeted support for schools. This is helping local authority officers to maintain existing high standards, and to secure further improvement in the quality of school education for children and young people in Renfrewshire.” National Thematic Inspection—Local Authority Approaches to supporting school improvement— Summarised Findings—March 2025 “ In Renfrewshire, the professional learning offer is highly effective and is enhancing the quality of education in schools. It is tailored to meet universal, targeted and bespoke needs of schools, identified through rigorous data analysis. Professional learning is aligned closely to the local authority’s improvement priorities.” National Thematic Inspection—Local Authority Approaches to supporting school improvement— Summarised Findings—March 2025 “ The local authority’s advice and support for schools on approaches to self-evaluation and quality assurance is very clear and highly effective. Renfrewshire Council sets out its embedded and highly effective approaches to school improvement in the Quality Improvement Framework (QIF). As part of the QIF, council officers provide comprehensive guidance that supports headteachers to improve the quality of education through robust school improvement planning (SIP) and standards and quality reporting (SQR). The guidance provides school leaders with clear expectations and a useful structure for creating these plans and reports.” National Thematic Inspection—Local Authority Approaches to supporting school improvement— Summarised Findings—March 2025 National Thematic Inspection—Education Scotland Page 36 of 333
Page 37
Education Standards and Quality Report September 2025 19 National Thematic Inspection—Education Scotland “ Education Managers undertake a programme of school reviews each year to evaluate the quality and consistency of learning and teaching across the local authority. Headteachers and school staff welcome opportunities to participate in these collaborative review visits to other schools. School leaders find the school review model very helpful in supporting their ongoing improvement agenda. They acknowledge the strong collaborative working approaches to improve outcomes for all children and young people across Renfrewshire. Through these engagement visits, headteachers receive very helpful support and rigorous challenge, which improves and strengthens their self- evaluation and quality assurance processes.” National Thematic Inspection—Local Authority Approaches to supporting school improvement— Summarised Findings—March 2025 Page 37 of 333
Page 38
Education Standards and Quality Report September 202520 Pupil Equity Funding (PEF) is allocated directly to schools to support efforts in closing the poverty-related attainment gap and promoting equity in education. Renfrewshire has fostered a strong culture of school empowerment, enabling school leaders to make informed and innovative decisions about the use of PEF, grounded in robust self-evaluation. The local authority provides comprehensive guidance to schools, including a PEF planning template and clear expectations for reporting on impact. The introduction of a standalone PEF plan has enhanced the clarity of spending rationales, intended outcomes, and associated measures, whilst maintaining alignment with overall school improvement planning. Planning processes have also been streamlined to ensure more effective collaboration with procurement and finance teams. Annual guidance emphasises the importance of stakeholder engagement in the planning process. Schools are encouraged to adopt participatory budgeting (PB) approaches to meaningfully involve children and young people in decision-making around PEF spending. Schools are supported by the Data Analysis Team, the Attainment Advisor, and Education Managers to ensure PEF is fully invested in evidence-based, targeted interventions that improve outcomes for children and young people affected by poverty. A robust process is in place to review PEF planning and reporting across Renfrewshire schools. The Attainment Advisor plays a key role in this process, working collaboratively with Head Teachers, link Education Managers and Heads of Service. School plans and reports are evaluated against a range of quality criteria, including the clarity of intended outcomes, the robustness of associated measures and the use of data-informed rationales. This approach has contributed to an improvement in the quality of PEF planning. PEF planning and impact visits, involving the Attainment Advisor, are now embedded within the revised Quality Improvement Framework. These visits have strengthened the authority’s ability to identify both areas of effective practice and aspects requiring further development. There is a growing body of evidence highlighting the positive impact of targeted interventions on the attainment, achievement, and wellbeing of identified groups of learners. Many of these approaches have been shared through Head Teacher meetings and national platforms, including Education Scotland’s online professional learning events. In April 2025, Renfrewshire hosted an Equity Conference, themed “No Poverty of Ambition.” The event provided senior leaders with an opportunity to deepen their understanding of equity and explore sustainable approaches to PEF. Workshops, led by central officers and school leaders, showcased effective practice and explored key themes such as sustainability and transition. A key focus of the conference was also to promote the embedding of equity- driven approaches beyond discrete PEF-funded projects, supporting a more holistic Pupil Equity Funding (PEF) Page 38 of 333
Page 39
Education Standards and Quality Report September 2025 21 and sustainable culture of equity across the system. Evidence from a sample of PEF impact visits indicates that most Head Teachers are now actively considering sustainable models, such as the ‘grow your own’ approach, to build long-term capacity. Since the introduction of Pupil Equity Funding, Renfrewshire has maintained robust financial governance arrangements to ensure transparency, accountability, and effective use of resources. Head Teachers receive clear and comprehensive guidance from central teams, including Human Resources and Procurement, covering financial management, procurement processes and staff deployment. These arrangements are further strengthened by the dedicated support of the PEF Coordinator, who provides strategic oversight of all PEF activity and supports the central coordination of funds across the authority. A PEF Governance Board meets regularly to oversee key aspects of the fund, including planning, reporting, staffing, and the procurement of services and goods. The Board also plays a critical role in identifying and mitigating risks associated with the use of PEF, ensuring that funding continues to be deployed effectively to support improved outcomes for children and young people affected by poverty. Pupil Equity Funding (PEF) Page 39 of 333
Page 40
Education Standards and Quality Report September 202522 Strategic Planning and Portfolio Management A portfolio management approach is used to strengthen service improvement planning across Children’s Services. This model supports effective prioritisation, integration and joint planning, whilst reducing duplication and over-reporting. Three distinct portfolios are established, each led by a Head of Service: Each portfolio is responsible for developing and delivering a tailored portfolio plan aligned with our overarching service priorities. Whilst each plan addresses specific contextual needs, they are also interconnected through shared, cross-cutting actions that promote coherence and collaboration across the service. • Career Long Professional Learning Creating a collaborative culture where all staff are empowered to fully participate in career long professional learning. • Quality Improvement Framework Supporting and challenging establishments to improve standards and quality; collaborate, empower, improve. • Workforce Planning Maximising the potential of new and existing staff to build capacity and improve outcomes for children and young people. • School Estate Management Planning Providing innovative and creative learning environments which are welcoming to all; learner focused; supportive and inclusive; sustainable; and agile enough to support the needs and aspirations of all users. • Partnership working Capitalising on partnership working to achieve collective impact and added value. Inclusion Families and Communities Curriculum, Learning, Teaching and Assessment Dedicated planning teams were formed to support the development, implementation, and ongoing evaluation of each portfolio plan. These teams are also responsible for monitoring progress and reporting on impact at regular intervals throughout the year. Features of highly effective practice that underpin all portfolios include • Leadership Strong strategic leadership in Renfrewshire Council ensures that all decision-making and improvement planning is underpinned by the principles of empowerment. Current leaders and aspiring leaders are very well supported through high quality professional learning programmes. • Data Analysis Decision making and planning is centred around high-quality data and evidence. A data for improvement culture is embedded at all levels. Page 40 of 333
Page 41
The following sections summarise how well we are doing in achieving the outcomes set out in each Portfolio Plan. The Appendices contain additional case studies/reports which have been developed to provide further evidence of progress and impact. How well did we do? Page 41 of 333
Page 42
Education Standards and Quality Report September 202524 Inclusion The Promise Renfrewshire’s education services have demonstrated a strong and sustained commitment to The Promise, with a clear strategic focus on improving outcomes for Care Experienced children and young people. The work undertaken across schools aligns closely with the Education Improvement Plan 2024/25, particularly in relation to inclusion, wellbeing, and equity. The approach is underpinned by the principles of Getting It Right for Every Child (GIRFEC), the UNCRC, and the Whole Family Wellbeing framework. A key strength has been the effective delivery of projects funded by the Scottish Government’s ‘Keep The Promise’ Fund (administered by Corra), specifically at St Andrew’s Academy and Johnstone High School. At both schools, teams of Principal Teachers and Key Workers have led targeted interventions to support Care Experienced pupils, focusing on enhanced transitions, one-to-one wellbeing support, advocacy services and contextual safeguarding. At St Andrew’s Academy, a tailored transition programme has led to marked improvements in pupil engagement and wellbeing. Meanwhile, Johnstone High School has introduced a Wellbeing Tracker—based on SHANARRI indicators and shaped by pupil feedback—which enables staff to provide more responsive, data-informed support. Centralised data dashboards have been developed to systematically monitor the attendance, attainment, and wellbeing of Care-Experienced children and young people, enabling more targeted and responsive support. A range of evaluative tools—including surveys, feedback mechanisms, and focus groups—are utilised to inform ongoing self-evaluation and drive continuous improvement. A diverse range of innovative programmes and initiatives have been implemented to enrich the experiences of Care-Experienced children and young people. These include residential experiences through the Promise Champs initiative, youth clubs, creative arts projects, and the Paws for Progress pilot, which uses animal interaction to support emotional wellbeing and personal development. Strategic partnerships with the University of Glasgow, West College Scotland, and Ocean Youth Trust have enhanced post-school pathways and broadened opportunities for young people. These collaborations support progression into further and higher education, vocational training and personal development through experiential learning. There is strong evidence of impact across Renfrewshire, where 327 individuals currently serve as Promise Keepers—116 of whom are based in the Education sector. Promise Keepers work to raise awareness and improve services for Care Experienced children and young people. Their role is essential in ensuring that The Promise remains at the heart of how services are designed and delivered. All Promise Keepers receive tailored training to deepen their understanding of The Promise and are supported to carry out their responsibilities effectively. Page 42 of 333
Page 43
Education Standards and Quality Report September 2025 25 Care Experienced children and young people have been actively involved in co-designing roles, policies, and activities, including Promise Charters, youth-led clubs and transition programmes. The creation of dedicated spaces such as “The Cove” at Johnstone High School and the use of creative projects like Lego animation at Fordbank Primary have fostered a sense of belonging and visibility. Staff have reported increased confidence in supporting Care Experienced children and young people and family engagement has improved through alternative meeting formats and the involvement of Parent/Carer Ambassador Groups. The Communities That Care programme, delivered in partnership with Who Cares? Scotland, has been instrumental in embedding Care Experience into the curriculum and wider school culture. The programme’s reach across all schools, including training for over 500 sector partners, has ensured a consistent and trauma-informed approach. All 63 schools in Renfrewshire have received Stage 1 “Care Aware” training through the Communities That Care programme, with 85% actively delivering care experience lessons by June 2025. Evaluation data from 783 secondary pupils across seven schools showed a significant increase in empathy, understanding, and readiness to support Care Experienced peers. Teacher feedback highlighted the accessibility and impact of the curriculum, with many noting increased classroom discussion, pupil engagement and a reduction in stigma. Two Renfrewshire schools received national Corporate Parenting Awards in 2024 for inclusive practice and positive partnerships. Kirklandneuk Primary School in Renfrew won the Positive Partnership award for their work with OneRen and Active Schools on physical exercise for Care Experienced children and young people. St Peter’s Primary in Paisley won the Changing the Narrative award for using positive language about Care Experiences. Strategic leadership has been a key enabler of progress. The integration of Promise-related actions into School Improvement Plans and the Education Quality Improvement Framework reflects a system-wide commitment. Regular reporting to the Promise Strategic Oversight Group and the use of the Promise Mapping Tool have ensured accountability and alignment with national priorities. “ Important to love yourself and to be your number one person, The Promise has allowed us to be heard and have the opportunity to speak up” Care-Experienced Pupil on Renfrewshire’s Champs Board “ I enjoyed this lesson learning about care experienced people and what they can be going through.” Pupil Inclusion Page 43 of 333
Page 44
Education Standards and Quality Report September 202526 GIRFEC (Getting it Right for Every Child) Renfrewshire’s Children’s Services planning partners remain firmly committed to improving outcomes for all children and young people, with a particular focus on those who are most vulnerable. The Renfrewshire Children’s Services Partnership promotes the Getting it Right for Every Child (GIRFEC) approach, fostering a shared vision and collaborative action to support the wellbeing and development of every child. We are ambitious for all our children and young people. In line with this ambition, we are working to ensure that those with Additional Support Needs (ASN) have equitable access to the full range of experiences and opportunities available to their peers in mainstream settings. Staged Intervention Renfrewshire’s staged intervention approach is well-embedded across all sectors. Almost all educational establishments, including privately funded Early Learning and Childcare (ELCC) providers, consistently utilise Renfrewshire’s staged intervention documentation. This standardised approach ensures coherence across settings and contributes to the effectiveness of the Staged Intervention Support Panel (SISP) and the Education Support Resource Group (ESRG), both of which play a key role in coordinating and reviewing targeted support for children and young people. All Child’s plans and Team around the Child (TAC) minutes have captured the views of the child/young person and parents. Through the offer of universal and targeted training support, Child’s Plans are becoming more solution focussed; increasingly targets are based on robust assessment of need and interventions and supports are evaluated. Quality assurance processes allow for targeted support to be provided to the appropriate establishments. Analysis of the quality of plans as well as data from the ESRG ‘Requests for Assistance’ demonstrates that, through effective early intervention, the majority of children and young people are successfully supported in their own establishments within their locality. Robust triage processes ensure that referrals to the SISP and ESRG are reserved for the most vulnerable learners. All pupils referred through these Inclusion Page 44 of 333
Page 45
Education Standards and Quality Report September 2025 27 panels receive enhanced, tailored support via the Flexible Learning Resource, ensuring that interventions are proportionate, needs-led, and impactful. Flexible Learning Resource As part of the ongoing review of Renfrewshire’s Flexible Learning Resource, we are further developing our tracking systems to capture the breadth of support delivered across localities and to robustly monitor its impact. This work will be strengthened by the introduction of a new Virtual Head Teacher role. Through detailed data analysis, this role will support the proportionate and strategic allocation of resources, with a focus on improving attainment and achievement for pupils with Additional Support Needs (ASN). The role of coaching and modelling continues to evolve in response to the needs of children and young people. Triage and referrals to the SISP ensure that requests for coaching and modelling are consistently appropriate and targeted. Where implemented effectively, coaching and modelling strategies are clearly reflected in planning around the child, with almost all children supported being able to remain within their mainstream school setting. While stakeholder feedback acknowledges the positive impact of coaching and modelling in many cases, it also highlights some inconsistencies in delivery and outcomes. These findings will inform the ongoing review of the Flexible Learning Resource to ensure greater consistency and effectiveness. Data from coaching and modelling requests, alongside feedback from Head Teachers and support staff regarding training needs, has directly informed the development of the proposed central training programme for session 2025/26. A comprehensive training catalogue has been created, enabling support staff to access professional learning tailored to their individual development needs. Transition Policy The updated Transition Policy for children and young people with Additional Support Needs (ASN) was launched in April 2024 and has since been embedded across all educational establishments. This implementation was supported by centrally delivered training, co-facilitated by practitioners from both primary and secondary sectors. Targeted support for children transitioning from Early Years to Primary 1 was provided by the Inclusion Team through the Getting Ready for School programme, in collaboration with the Early Years Team. A transparent and robust process is in place for children referred to the ESRG for placement in ASN provision. This session, earlier identification of children requiring such placements enabled more effective planning and smoother transitions. Stakeholder feedback has been overwhelmingly positive, highlighting the process as clear, robust, and child-centred. In partnership with our Parent Ambassador Group, a parent-friendly version of the Transition Policy has also been developed. A detailed timeline and process for children allocated placements in an ASN provision will be added to this document following final review and approval. Inclusion Page 45 of 333
Page 46
Education Standards and Quality Report September 202528 Parent Ambassador Group During our Education Scotland local authority inspection in October 2024, the work of the Parent Ambassador group was identified as effective practice worth sharing. “ As part of the local authority’s target to build on inclusive approaches, parents of children with additional support needs (ASN) are invited to volunteer as Parent Ambassadors. These parents play a key role in advising education officers on the creation or review of local authority policy and practices in relation to inclusion and ASN. They meet four times per year to discuss emerging issues and to consider local authority initiatives. A recent example of this consultation and collaboration is the development of the local authority’s policy for transitions. Parent Ambassadors feel that they have a genuine voice in representing the families of children with ASN, and the bespoke arrangements and approaches that are required.” National Thematic Inspection—Local Authority Approaches to supporting school improvement— Summarised Findings—March 2025 Additional Support Needs Assistants The allocation of Additional Support Needs Assistant (ASNA) resource has become increasingly equitable, reflecting a more accurate understanding of the needs across establishments. We continue to refine our model to ensure it best supports both learners and schools. Establishments now record staged intervention levels on SEEMiS and this data—alongside other relevant indicators more closely aligned with current levels of need—is used to inform the fair distribution of core ASNA hours. A review of children and young people receiving complex support hours has further ensured that resources are directed to those with the highest levels of need. Clear criteria have now been developed for assessing requests for exceptional support hours. This will enable more consistent and needs-led decision-making moving forward. Additionally, the ongoing review of children and young people currently receiving complex hours will support the reallocation of resources, allowing for a more equitable distribution of core hours across all establishments. Violence and Aggression Policy Through centrally delivered training, senior leaders, teaching staff, and support staff have developed a shared understanding of Renfrewshire’s updated Violence and Aggression (V&A) Policy, as well as the universal and targeted supports available to establishments in responding to distressed behaviour. Inclusion Page 46 of 333
Page 47
Education Standards and Quality Report September 2025 29 An increase in V&A incident recording, via Renfrewshire’s Business World system, indicates improved adherence to the recording process. Improved weekly monitoring of incidents by the Health and Safety team, Heads of Education and Education Managers ensures that patterns are recognised and addressed. This data has enabled the allocation of enhanced support in response to identified learner and staff needs. In addition, individualised planning and risk assessment support has been provided to establishments as required, ensuring a proactive and child-centred approach. Renfrewshire Skills Academy The Renfrewshire Skills Academy pilot has successfully increased SQA accreditation opportunities for young people whilst also supporting the development of essential life skills through pathways such as hairdressing, art, and outdoor education. These tailored experiences have contributed to improved attendance among individual young people and have positively influenced their confidence, motivation and aspirations. As a result, several learners have progressed to applying for college placements and work experience opportunities. Increased self-esteem and confidence have also led to greater social interaction with peers, which in turn has strengthened their overall engagement and investment in their educational placements. Education Officer— Child and Adult Mental Health Services (CAMHS) The Education Officer (CAMHS) role continues to develop successfully, with over 1,000 referrals received since its inception. As the only role of its kind in Scotland, it remains a key innovation in strengthening communication and processes between Education and CAMHS. The Officer continues to provide bespoke advice and support to schools, families and clinicians. Stakeholder feedback indicates that the role has had a ‘high impact’ on learners, patients and their families, with almost all education and health professionals reporting that it has positively influenced their professional practice. In recognition of its effectiveness, the role has now been made permanent and is fully funded by Children’s Services. The remit of the Education Officer has expanded to include support for children and young people who are either open to, or on a waiting list for, the Neurodevelopmental (ND) Pathway. ‘ 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 Looking ahead, further collaboration between CAMHS/ND Pathways and Education will be explored. This includes aligning Renfrewshire’s Staged Intervention model with referral processes for both pathways, progressing work on targeted neurodevelopmental assessments at Primary 4, and improving the referral process from Education to the ND Pathway. Inclusion Page 47 of 333
Page 48
Education Standards and Quality Report September 202530 Renfrewshire Attendance—2024/25 The chart opposite shows that attendance across all sectors has shown modest but consistent improvement, which is encouraging against the national backdrop of stubbornly low post-pandemic attendance. Primary attendance rose by 0.6 percentage points to 93.5%, secondary by 0.8 to 87.7%, and ASN schools by 0.8 to 91.1%. These figures mark the second year of recovery. Inclusion 84% 85% 86% 87% 88% 89% 90% 91% 92% 93% 94% 93.5% 87.7% 91.1% Primary Secondary ASN Page 48 of 333
Page 49
Education Standards and Quality Report September 2025 31 Educational Psychology Service Renfrewshire Educational Psychology Service (REPS) annually reports back on the 5 Whole Service Initiatives (WSI) and the Service Improvement Plan (SIP). The 5 WSIs are as follows: Non-Violent Resistance (NVR); Renfrewshire’s Nurturing Relationships Approach (RNRA); The Promise; Emotionally Based School Avoidance (EBSA) and Renfrewshire’s Inclusive Communication Environment. In addition to the report on the WSIs, the SIP is a focus of improvement within the service. The strands identified are Equalities; Self- Evaluation and Learning and Teaching. There is also an ongoing evaluation of the Locality Inclusion Support Network (LISN) and the Educational Psychology input into this forum as a major element to our service delivery. The standards and quality report which can be accessed here Standards and Quality Reports —Renfrewshire Educational Psychology Service outlines the work of the service in academic year 2024/25 and has identified next steps for the coming year 2025/26. Next Steps • Refresh Renfrewshire’s Vision for Inclusion to ensure a clear and shared understanding within Education services, and partners in Social Work and Health, of the presumption of mainstream; the profile of need of those who are most vulnerable and needs are most complex; the expanding ASN estate and the importance of multi-agency working. • Enhance resources to support children with additional support needs at Early Years as a key priority to ensure early intervention. • Improve speech, language and communication in the Early Years through collaborative pilot project involving Educational Psychology, Early Years Education staff, Speech and Language Therapy, Health Visiting and Health Improvement. • Appoint a Virtual Head Teacher to transform the operating model of our Secondary Flexible Learning Resources and to support Renfrewshire’s most vulnerable children and young people. • Improve attendance across Renfrewshire establishments with a focus on children and young people with ASN. • Improve the arrangements for children with ASN at the point of transition from primary to secondary schools. • Revise policies and processes in relation to Home Education. • Collaborate with key stakeholders, including the Parent Ambassador Group, to review and update Challenging Behaviour Risk Assessment processes, ensuring alignment with the language and principles of The Promise. • Develop a communication strategy to ensure parents are well informed about Renfrewshire’s Inclusion agenda, supports, and processes. Inclusion Page 49 of 333
Page 50
Education Standards and Quality Report September 202532 Families and Communities Family Wellbeing Support Service Since its introduction in January 2024, the Family Wellbeing Service has made very good progress in delivering against key strategic priorities within the Education Improvement Plan. A Framework for Family Wellbeing Support (FFWS) that aligns with the GIRFEC staged intervention framework was developed and implemented. The framework clearly outlines which family wellbeing team supports each level of need, ensuring that requests for assistance are directed to the appropriate part of the service based on assessed family need. Regular locality referral meetings between the communities and schools’ family wellbeing leads ensure that an assessment of need is carried out before allocating support to a family. This collaborative approach enabled flexible, creative responses tailored to family needs, including joint working across teams and signposting to wider services where appropriate. The Fast Online Referral and Tracking (FORT) system is the information management system for the family wellbeing service. A successful pilot was undertaken of the FORT system and an evaluation showed that this tool was well embedded across the community family wellbeing teams and funded third sector organisations, providing an effective platform for agencies to share information about families with whom they were working. FORT data shows that from July 2024–June 2025 the community family wellbeing team, including funded third sector partners, have worked with 1030 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. Interventions for families have included: 1-1 family support, NVR (Non-violent resistance), LIAM (Let’s Introduce Anxiety Management), EPEC (Empowering Parents Empowering Communities), Nurture input and support from third sector organisations. The 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 providing NVR support to 100 parents per term including the delivery of the first very successful NVR Dad’s group. There has been a notable increase in the number of EPEC groups delivered, including the successful facilitation of sessions by the first trained parent group leader. The Family Wellbeing service (FWS) has been 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 has been effective, and partners have reported that the family wellbeing service has been responsive to Requests for Assistance 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 November/December 2024 just after the Family Wellbeing launches and engagement events. Four highly successful family wellbeing community engagement events attracted 559 parents/carers and children. Page 50 of 333
Page 51
Education Standards and Quality Report September 2025 33 Families and Communities “ NVR has made a significant and positive impact on our family life, so thanks for steering me in the right direction and also supporting my wife and I too. Your advice and direction is always well received.” Parent from Dad’s group “ Thank you very much for the course , I found it really useful to better understand my little ones and to find better strategies in dealing with difficult situations.” Parent from Dad’s group Our partnership with 15 third sector organisations (TSOs), funded through the Whole Family Wellbeing Fund, was developed and enhanced 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 to discuss priorities going forward. In addition, third sector partners have attended training in NVR, LIAM and EPEC, building capacity to deliver these evidence-based interventions to more parents in future. “ To meet others having the same family experience makes you feel much less isolated.” Parent from EPEC group Care-Experienced Children and Young People Education Psychology/ Social Work Project As part of our response to The Promise, a one-year project was taken forward by Renfrewshire’s Educational Psychology Service (REPS) which allowed time from the Depute Principal, and many of the team, to align at a granular level with the needs identified by Social Work teams of Care Experienced young people in relation to barriers to learning. In collaboration with the team supporting young people in Children’s Houses, a psycho- education training pathway was developed, covering topics such as loss, bereavement, neurodiversity, trauma and attachment. Thirty-two staff members completed 12 hours of small-group training, supported by linked visits to develop tailored support plans. All participants reported increased confidence, with 100% agreeing the training was relevant and applicable to their practice. Notably, 60% observed a reduction in the duration of distressed behaviour among children and young people. The group of people highlighted by the Kinship SW team as needing support, were the carers themselves. At a carer event, there was moving discussion about the ways families tried to integrate and respond to the losses they and their children experienced. A fantastic piece of joint work between REPs, social workers and schools resulted in the ‘Brew and Blether’ events where Kinship Carer attendees were supported to reflect on the impact of loss and then invited to a ‘Seasons For Growth’ event. Page 51 of 333
Page 52
Education Standards and Quality Report September 202534 For the Adoption and Fostering team, helping carers understand neurodiversity and the approach of schools was a highlighted area. A version of Renfrewshire’s Inclusive Communication Environments provided to schools was created by REPs, consulting with Speech, Language and Occupational Therapies. An in-person event was held with an online session provided and recorded with a plan to use it for both SW staff and Carers in an ongoing way. All participants rated the sessions between 7 and 10 for relevance with comments on helpfulness and increased clarity in their understanding and strategies they now had available. Non-Violent Resistance (NVR) remained our compassionate approach to supporting distressed behaviour, with a focus on Care Experienced children. Training uptake grew, particularly among social work staff, and Level 2 Practitioner Enquiry highlighted powerful stories of positive change. Case studies showed improved attendance and wellbeing among young people with long-term social work involvement. The team is committed to NVR, aiming for all staff to complete Level 2 training within the year. Hearts and Minds In April 2024, Aberlour’s Attain Mentoring Project became Hearts and Minds; a service that supports Care Experienced children and young people with Neurodivergent needs. The programme works with individuals who are awaiting assessment by CAMHS, are currently undergoing assessment, or have received a formal diagnosis. The work of Hearts and Minds focusses on reducing the significant variables in relation to exclusion, reducing isolation and improving the health and wellbeing at home, in the community and at school. Through tailored, person-centred support, the programme not only enhances outcomes for children and families but also contributes to reducing demand on wider health and social care services. Targeted support has led to demonstrable improvements in family relationships, enabling children and young people to remain safely at home. A total of 23 children and young people, along with their families, received support resulting in two young people successfully returning home from care. Notably, all children and young people supported, sustained their placements at home, with none entering the care system. The mentoring programme has had a measurable impact on re-engaging children and young people with education by fostering trusted relationships with adult mentors. This approach has contributed to improved attitudes towards school, raised aspirations and increased attendance and attainment. Notably, 72% (8 out of 11) of young people who were previously not attending school, or were on a reduced timetable, are now attending school full-time. “ Having a mentor has given me confidence to learn to trust in another adult again”. Young person Families and Communities Page 52 of 333
Page 53
Education Standards and Quality Report September 2025 35 “ I wasn’t sure about having a mentor, but it has been great. I’ve had opportunities I wouldn’t have had and also built confidence I didn’t know I had, and also learnt how to cope in situations.” Young person The programme has demonstrated a positive impact on young people’s emotional wellbeing, with measurable improvements in self- confidence and problem-solving abilities. Among the eight young people who exited the service, there was an overall 29% increase in wellbeing scores. The most significant areas of improvement included a 40% increase in feeling confident and a 49% improvement in the ability to deal with problems well. Health and Wellbeing in Education Establishments Throughout this session we have continued to embed, develop and evaluate our curricular Health and Wellbeing programmes. Renfrewshire’s Alcohol and Substance Awareness Education Resource is being used across all sectors. An external evaluation of the resource was carried out in December 2024. Teachers agreed that the resource has successfully increased pupils’ knowledge and understanding of the potential risks and harms of using alcohol and substances. In September 2024, the Health and Wellbeing Development Officer was asked to share the success of the resource as part of a Scottish Government event, “Holyrood’s Health Inequalities in Scotland: The State of the Nation”. “ I really like the resources because we get to do groupwork. I’ve learned about how cigarettes can affect your body and how that can then affect your mental health.” P7 pupil The Education Manager (HWB) is an active member of a Tackling Vaping in Young People strategy group comprising members from across HSCP (Renfrewshire and NHSGGC) to develop board-wide strategies to tackle Vaping including education, policy development and support to quit. She has contributed to development of the NHSGGC’s new curricular vaping resource which will be promoted in schools next session. All of our schools successfully deliver Renfrewshire’s “It’s A Mental Health Thing”, our online programme which explores the impact of transition, relationships, social media and peer relationships on our wellbeing. 10 secondary schools are also working towards certification with our newly developed approach to the SQA Mental Health Award. Next session, this will be used across all secondary settings. “ Everyone has mental health but not everyone’s mental health is good which is why we should be aware of what we say to people.” S1 pupil The MVP (Mentors in Violence Prevention) Programme involves over 400 trained senior pupils as peer educators and is now being successfully implemented across all of our secondary schools. Feedback from the programme demonstrates increased awareness from both staff and pupils around the issues which affect relationships and how we can influence positive change in our schools and communities as active bystanders. 94% of pupils reported that, following training, they would be more likely to intervene in a situation which they felt was wrong. Families and Communities Page 53 of 333
Page 54
Education Standards and Quality Report September 202536 This session, we were delighted to pilot new gender-based violence training in partnership with Education Scotland, reaching staff across 14 early years and primary establishments. MVP training was also delivered to a wide range of partners, including Police Scotland, Barnardo’s, Women and Children First, residential care staff, Social Work and the Health and Social Care Partnership. Our strong collaboration with Youth Services continued through the Young and Equally Safe in Renfrewshire project, extending school-based work into the wider community. “ I am better informed to help victims of gender-based violence and prevent further violence.” S6 pupil “ I now feel more confident to be able to challenge the behaviours I am witnessing within my school.” MVP secondary teacher In June 2025, Renfrewshire proudly hosted the national Action for Change Youth Assembly in partnership with Education Scotland. Held at Paisley Town Hall, the event welcomed over 200 young people from schools across Scotland. A highlight of the day was the keynote address by Jackson Katz, co-creator of the Mentors in Violence Prevention (MVP) programme. We continue to prioritise the development of staff skills and knowledge across educational settings through our comprehensive Health and Wellbeing (HWB) training offer. This session, the CEOP (Child Exploitation Online Protection) training team delivered highly-evaluated training to staff working with children and young people across Renfrewshire Council. Our ongoing focus on suicide prevention and self-harm awareness includes regular training and targeted support for school staff, informed by referral trends to The Exchange counselling service. This work has been nationally recognised, featuring as a “Pockets of Practice” case study by Suicide Prevention Scotland and in Public Health Scotland’s Creating Hope podcast series. “ As a Pastoral Care Teacher, the training I’ve attended over the last two years has been beneficial to my day-to-day practice. It has given me confidence in dealing with difficult concerns with pupil wellbeing and it has enhanced my communication skills.” Principal Teacher Last session, we introduced our Approaches to Cognitive Behaviour Therapy (CBT) training for education staff. Feedback from nearly 200 staff from early years, primary and secondary sectors, indicates increased confidence and competence in using therapeutic approaches and language, with pupils reporting improved emotional regulation. “ The CBT training has had massive impact on how I have conversations with children in school and my own at home also. Focussing on thoughts is a useful way to help focus the children on what the issue actually is.” Depute Headteacher “ In our assemblies we learned how to calm ourselves down using finger breathing, box breathing and bubble breathing. It really helps you if you’re feeling stressed.” P7 pupil Families and Communities Page 54 of 333
Page 55
Education Standards and Quality Report September 2025 37 All primary schools and most early learning and childcare centres use an evidence-based programme to deliver emotional literacy. To date, 38 Renfrewshire establishments have successfully engaged in the PATHs (Promoting Alternative Thinking Skills) programme. Information sessions for parents as part of the schools’ P1 induction programmes have ensured families have knowledge of the PATHs approaches to use at home. Pupil PATHS pre and post surveys highlight increased levels of social and emotional competence, in particular: reduced aggression/disruptive behaviour; increased concentration and attention; improved social and emotional competence; and improved empathy. Almost all teachers agree that children can use calming strategies, and almost all agree that children are demonstrating an improved ability to recognise and label their emotions. Commendably, there are now 13 primary schools and 5 early learning and childcare classes/centres that have achieved the PATHS award Worldwide Model School Status in recognition of their outstanding commitment to social and emotional learning in their establishment. As part of the Children’s Services Partnership Plan, a comprehensive audit of Physical Education (PE) curriculum planners and current practice was undertaken across Renfrewshire schools. The audit involved engagement with children and young people, teaching staff, and key strategic partners, including OneRen and Education Scotland. The findings highlighted gaps in the explicit teaching of PE skills and in the progression of these skills from Early to Third Level. In response, specialist PE teachers are leading the development of a structured skills framework, a targeted training programme and the identification of key resources to support consistent and progressive delivery of PE across all stages. Counselling services Both The Exchange and Place2Be continue to provide very good school-based counselling services to support children and young people across our primary, secondary and ASN schools. Evidence from quarterly reports shows that the counselling services are supporting improvements in the emotional wellbeing of children, young people, staff and families. In addition, the services have been flexible and responsive in providing emotional support to groups of children, young people and staff to cope with critical incidents in school communities. The top referral theme each quarter continues to be anxiety across secondary schools and emotional regulation in primary schools. In the April 2024—end March 2025 period, The Exchange supported over 1770 children and young people through 1-1 therapeutic counselling. Young People Clinical Outcome scores for the last quarter show that 83% of young people are less distressed post- counselling with all feeling better following support. 93% of parents of children accessing the primary service reported an improvement using the Child and Youth Resilience Measure. “ It’s been helpful to talk about it and offload (bereavement). It’s like I am putting the pieces together.” Secondary Pupil “ I have realised there are no benefits to worrying! I need to rest before something nerve-racking happens, instead of panicking.” Secondary Pupil Families and Communities Page 55 of 333
Page 56
Education Standards and Quality Report September 202538 “ I feel that my daughter has really benefitted from her sessions and her worrying behaviours have almost completely stopped.” Parent Between April 2024 and March 2025, Place2Be provided targeted mental health and wellbeing support to over 350 children and young people across four partner schools. This included: 96 children and young people who engaged in one-to-one therapeutic counselling and 254 children and young people who accessed support through Place2Talk drop-in sessions. Post-intervention analysis using the Strengths and Difficulties Questionnaire (SDQ) indicated that 85% of children and young people who received counselling demonstrated improved outcomes. In addition to direct pupil support: 81 parents and carers benefitted from Place2Be’s Parent Partnership services; and school staff were supported through over 100 Place2Think consultation sessions, promoting reflective practice and enhancing staff capacity to support pupil wellbeing. Supervision Support for Head Teachers During the 2024–25 academic session, 12 Heads of establishment from across all educational sectors engaged in monthly online supervision sessions designed to support personal wellbeing and professional learning. These sessions provided a structured space for reflection, peer dialogue and leadership development. Prior to participation, Heads completed questionnaires outlining their aspirations for the programme. Common themes included a desire to enhance reflective practice, improve work-life balance, share the often-unspoken challenges of headship, and strengthen leadership capacity while managing the pressures associated with the role. The supervision model contributed to a supportive professional environment, fostering resilience and promoting wellbeing among senior leaders. “ I am able to speak honestly and openly about work-related concerns. My supervisor helps me to unpick the issues and find solutions. She empowers me to find my own solutions and scaffolds this process.” Head Teacher Each participant was coached through 11 individual supervision sessions. Results from pre and post-supervision questionnaires indicated that all participants reported an increase in their understanding of what professional, external supervision is and the benefits of this space to their practice. Furthermore, all participants reported an increase in their confidence in participating in this approach. More than half of participants reported an increase in the importance they place on their own wellbeing in the workplace. “ Supervision is a key part to reminding myself of the capacity I have as a leader and how I am maximising this through prioritising my own wellbeing to ensure I am in the best place professionally and personally to lead the school.” Head Teacher Participants were asked to detail the impact of the supervision sessions at the end of the programme. Feedback was overwhelmingly positive with all participants stating that they would recommend supervision to their colleagues. Families and Communities Page 56 of 333
Page 57
Education Standards and Quality Report September 2025 39 Health and Wellbeing Data Throughout the 2024–2025 session, Health and Wellbeing (HWB) data—including themes emerging from counselling referrals—has been used effectively to inform strategic improvement planning and to shape the professional learning and support offered to educational establishments. Capturing the views and experiences of children and young people remains a key priority in Renfrewshire. To ensure an up-to- date understanding of how young people are feeling, all young people from S1 to S6 were invited to complete the Warwick-Edinburgh Mental Wellbeing Scale (WEMWBS) in March 2025—marking the fourth consecutive year of implementation. Analysis of the 2025 data indicates a positive trend in overall wellbeing. The average wellbeing score increased from 45.7% in 2022 to 48.6% in 2025, whilst the proportion of young people reporting low wellbeing scores decreased from 31% to 23.8% over the same period. School-level data has been analysed and individual reports are available to establishments via the Data Dashboard. This enables schools to identify specific wellbeing trends and use the information to inform improvement planning and targeted interventions Education Scotland Inspections All Renfrewshire schools inspected by Education Scotland over the last 3 academic sessions, have received positive gradings for Quality Indicator (QI) 3.1 Ensuring Wellbeing, Inclusion and Equality with 71% receiving a ‘Very Good’ grading and 29% receiving a ‘Good’. This far exceeds national averages. Schools’ self-evaluation gradings for QI 3.1 (April 2025) Very Good 48 schools Good 14 schools Satisfactory 1 school 98% of schools evaluate themselves as ‘Good’ or better with 76% grading themselves as ‘Very Good’ Families and Communities Page 57 of 333
Page 58
Education Standards and Quality Report September 202540 Next Steps Family Wellbeing Service • Develop the NVR approach across communities that will be delivered by family wellbeing staff (including third sector) on a locality basis. • 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. • Introduce a Pay to Play option for parents as part of the Easter and Summer ASN playscheme, to increase respite opportunities for families of children with complex needs. • Extend the use of the FORT (Fast Online Referral and Tracking) system to 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. • Develop stronger links with housing and homeless services to improve family support. Educational Psychology/ Social Work Collaboration • Extend Educational Psychology Service input within Social Work Services for an additional year to sustain and build on work with staff and carers, with a continued focus on inclusion and the wellbeing of Care Experienced children and young people. • Develop understanding and training of Life Story Narratives across Children’s Services to compassionately support children’s rights, identity and sense of hope in partnership with corporate parents. • Deliver tailored, intensive family support to improve school attendance for care-experienced young people with neurodivergent needs, in close collaboration with education and social services. Hearts and Minds Service • Strengthen family relationships to prevent crisis and rebuild relationships so that children and young people remain in their family unit. • Provide mentoring to reduce isolation by fostering positive, trusting relationships with adult role models. Families and Communities Page 58 of 333
Page 59
Education Standards and Quality Report September 2025 41 Health and Wellbeing in Education Establishments • Deliver a comprehensive programme of HWB professional learning including targeted and bespoke interventions. • Develop National 4 and National 6 SQA Mental Health Awards. • Develop Mental Health Ambassador training to be delivered by senior phase pupils. • Implement a rigorous and consistent approach to pupil participation in Health and Wellbeing curricular planning and delivery. • In partnership with Iamme Scotland, NSPCC, Police Scotland, Health and Social Care Partnership, deliver an awareness-raising campaign on child sexual exploitation (CSE). • Through the NHSGGC board-wide Vaping strategy group, explore early intervention and prevention measures as well as board- wide policy development on Vaping for use in schools. • In line with the ADES commitments related to gender-based violence (GBV), provide support to secondary schools to implement Equally Safe at School (ESAS). • Involve all Renfrewshire secondary schools in 16 Days of Action with “Action for Change” projects supported by MVP school staff and Youth Services. • Provide training from YouthLink Scotland for Young and Equally Safe in Renfrewshire peer researchers to address issues raised at our youth assemblies. • Work in partnership with Women and Children First focussing on use of MVP to engage boys affected by domestic abuse. • Deliver online HWB sessions for parents on topics such as anxiety, internet safety, de-escalation/restorative approaches and self-harm. • Further develop our Approaches to CBT training offer to new cohorts and existing trained staff. • Provide bespoke/targeted support for schools in response to HWB data and quarterly reports from counselling services. • In partnership with Barnardo’s, extend the reach of evidence-based emotional literacy programme PATHs (Promoting Alternative Thinking Skills). • Continue to coordinate implementation of counselling services across all establishments to ensure that children and young people receive timeous wellbeing support. • Finalise Primary Physical Education skills framework and pilot in sample schools. Families and Communities Page 59 of 333
Page 60
Education Standards and Quality Report September 202542 Curriculum, Learning, Teaching and Assessment We are dedicated to delivering high-quality professional learning opportunities that cater to all levels of the education system from senior leaders to classroom practitioners and support staff. This strategic focus has contributed to measurable improvements in outcomes for children and young people, particularly those living in the most socioeconomically disadvantaged communities. All schools inspected by Education Scotland in the last 2 academic sessions have achieved a grading of either ‘Very Good’ or ‘Good’ for QI 2.3 Learning, Teaching and Assessment. Schools’ self-evaluation gradings for QI 2.3 Learning, Teaching and Assessment (April 2025) Excellent 1 school Very Good 24 schools Good 36 schools Satisfactory 2 schools 97% of schools evaluate themselves as ‘Good’ or better with 38% grading themselves as ‘Very Good’ Our Numeracy and Literacy Development Officers continue to play a pivotal role in supporting educational establishments by leading professional learning initiatives, driving curriculum development and providing tailored, bespoke support to target schools. “ Local authority Development Officers for numeracy, literacy, health and wellbeing, and the Digital Learning Manager, contribute to school improvement planning processes. They provide written guidance on aspects of their specialism. Where required, they also provide in-person support for identified schools. They use coaching and modelling approaches to help staff to plan in detail how they will raise attainment, and how they will measure success. This is building the confidence of school leaders and teachers and leading to better planning for improvement in these schools.” National Thematic Inspection: Local authority approaches to supporting school improvement – Renfrewshire Council Numeracy A comprehensive professional learning programme was implemented, combining both universal and bespoke training, to enhance learning and teaching in numeracy across all sectors. Universal training sessions were open to all practitioners and covered a variety of topics such as Playful SEAL, Maths Recovery, Maths and Data Talks, CPA (Concrete, Pictorial, Abstract) methods for teaching the four operations, and fractions, decimals, and percentages. Additionally, 30 bespoke training sessions were delivered across 18 establishments in response to specific school priorities. Training also supported newly qualified teachers and was featured in the Secondary Maths Learning Festival. Evaluation data indicates a highly positive response across all training, with over 98% of participants strongly agreeing/agreeing that the training improved their knowledge, skills, and confidence in teaching numeracy. 98% also strongly agreed/agreed it would have a positive impact on their learners. Most participants rated the training 10 out of 10. Page 60 of 333
Page 61
Education Standards and Quality Report September 2025 43 Curriculum, Learning, Teaching and Assessment “ Find the games and practical ideas for the classroom incredibly helpful.” Class Teacher “ This has made me excited to try out some new engaging tasks!” Class Teacher Further signs of impact are evident in attainment data. Renfrewshire’s June 2025 ACEL figures show a 1% increase in overall numeracy attainment across P1, P4, and P7 combined, with 85% of pupils now achieving the expected levels. The most prominent improvement occurred in P4, where attainment rose from 81% to 84% over the academic year. Notably, 11 of the bespoke training sessions focused on Number Talks, along with Engaging Maths and Data Talks, addressing requests to improve consistency, mental agility, and pupil engagement. Senior leaders from schools that participated in the Number/Maths and Data Talks training reported that adopting a consistent, whole school approach, including protected weekly time slots outside core lessons, has significantly enhanced both implementation and impact. A six month follow up survey confirmed sustained positive effects: almost all (95%) respondents felt extremely or somewhat confident in planning, delivering, and assessing pupil understanding through Number/Maths and Data Talks. Almost all (92%) teachers reported using this routine at least twice weekly, with 66 % running them 3-5 times per week—a significant increase from the 14 % rate noted immediately post training. “ Walking through the school, the level of engagement from the pupils and the buzz in the school is amazing to see.” Head Teacher “ Children are much more confident at using visual models … to describe their strategy in Number Talk sessions.” Class Teacher “ NumberTalks gave us better strategies we can use and understand better.” Pupil Page 61 of 333
Page 62
Education Standards and Quality Report September 202544 Combined P1/4/7 ACEL data from schools that participated in the refreshed Number/ Maths Talks training this year was also very encouraging: a 4-percentage point increase from 77 % to 81 %. Where a school reported daily number/maths talks, the overall improvement reached 8%. Ten schools also benefited from the Targeted Schools Programme (TSP), which provided guidance on effective interventions, assessment strategies and targeted training for whole- school teams, specific year groups and support staff. Focus groups with pupils, teachers, and Head Teachers from TSP reported positive effects on attainment, wellbeing, and confidence. In the targeted schools that focused on numeracy support for Primary 1, 4 and 7, combined ACEL data rose by 4% this year. Overall, targeted schools that received numeracy training saw a 5% increase in their combined data. A “Grow Your Own” Maths Modelling and Coaching Officer (MCO) initiative was introduced this year to upskill four practitioners from three establishments. Through monthly coaching sessions with the Maths Development Officer, these practitioners were supported to become MCOs, with the aim of promoting and sustaining best-practice pedagogy within their own schools. Survey and focus group insights reveal that teachers serving as MCOs strongly agreed/ agreed that the programme deepened their understanding of effective numeracy pedagogy and boosted their confidence in disseminating best practices to colleagues. All were able to provide examples of maths pedagogical approaches they implemented with either pupils or staff this session that were positively received. Completed evaluations and qualitative feedback from teachers working with an in-house MCO demonstrate the positive impact of the initiative in improving teacher knowledge, skills, confidence and engagement, as well as the achievement of children in numeracy and mathematics. In a pupil focus group with children working with an MCO, 81% reported feeling more confident about maths now compared to the previous year. Numeracy Champion sessions continued to be well attended, with most schools sending at least one staff member. These sessions included training, collaboration, feedback and updates. Additionally, two primary schools received inspection support. Another school received support with a Family Games session, and a separate school received input on P1 Transition for parents. All sessions were well received. Modelling sessions were also delivered to several schools upon request, with positive anecdotal feedback. “ Games are fun, and we don’t notice we are learning.” Pupil “ I like finding out how to use Bar Models as I found it easier to work out calculations.” Pupil The MathsBURST project, delivered in partnership with Glasgow University, was a particular success. It provided spatial skills training to 24 Primary 4 and 5 classes across 13 Renfrewshire primary schools. Pupils in the experimental group made substantial gains in pre and post-assessments of mathematics, spatial reasoning, and computational thinking compared to control groups. Curriculum, Learning, Teaching and Assessment Page 62 of 333
Page 63
Education Standards and Quality Report September 2025 45 Literacy A comprehensive programme of high quality, evidence-based professional learning has been delivered across all sectors linked to the GTCS Standards and informed by local and national priorities. In addition, effective targeted support has been provided to 10 schools as part of the Targeted Schools Programme. In focus groups, Head Teachers identified dedicated Development Officer support as a key benefit of being part of this programme. 37 bespoke career-long professional learning (CLPL) sessions have been delivered to 24 establishments during session 24/25 (3 early years settings, 19 primaries and 2 secondaries). These covered a wide range of areas including Talk for Writing, Jolly Phonics, Wraparound Spelling, using the Planning, Progression & Assessment Overviews, reading comprehension, the Primary Literacy Coaching Programme, Dive into Reading and more. CLPL continues to be provided to NQTs as part of their professional learning programme. In 98% of evaluations, practitioners agreed or strongly agreed that their knowledge and skill in teaching these aspects of literacy had increased. Talk for Writing In session 24/25, additional establishments joined the authority’s programme of Talk for Writing training for leaders and practitioners. Across Renfrewshire, most establishments now have staff trained in and actively using the approach including: • early years: 22 early years classes, 15 early years centres and 21 partner providers • primary: 43 schools • secondary: 2 schools • ASN: 2 schools A practice audit of the Talk for Writing ‘non- negotiables’ undertaken with primary Project Leads showed that participating schools had already embedded most key elements of the approach in their schools and had plans to implement the remainder during session 25/26. “ I used to hate writing and thought it was boring and hard. Now I get to write every day and we box up our writing so we’re doing a bit at a time. That means I don’t get as stressed out about it and actually enjoy it. My writing has definitely got better this year and I’m a lot more confident.” Pupil “ I’m a young leader of learning at school. Reading can open up the world and take you to a world of imagination where anything is possible.” Pupil Dedicated training for support staff was very positively received and evaluated with 100% of participants indicating that this had provided a good introduction to the Talk for Writing approach. “ I now understand the concept of Talk for Writing and feel more confident that I can actively help children to write creative and interesting stories.” Support Staff Data analysis demonstrates that Talk for Writing is continuing to have a significant impact on pupil attainment: • attainment in writing has consistently improved since the introduction of Talk for Writing in session 21/22 • attainment of pupils living in 30% most deprived areas has increased in both Talk for Writing cohorts, with an 11-percentage point increase in those that started in session 21/22. Curriculum, Learning, Teaching and Assessment Page 63 of 333
Page 64
Education Standards and Quality Report September 202546 Renfrewshire Libraries (One Ren) School Library Service OneRen provides a professionally qualified librarian to 11 secondary schools in Renfrewshire. Pupils are signed up as joint school and public library members automatically as recommended in Vibrant Libraries, Thriving Schools, the national strategy for school libraries. This academic year, there were 190 visits to all 11 locations with 3,323 class visits, information literacy sessions and clubs taking place, 201 pupil hours were spent volunteering in libraries, 29,100 physical books were borrowed and 38 author events were held in school libraries with an additional 10 held as part of Paisley Book Festival and Will Eisner week. A Scottish Book Trust funded author residency was undertaken with poet, Simon Lamb, at St Andrew’s Academy Library which included publication of a poetry book. Johnstone High Library has been awarded an author residency for the 25/26 academic year being only one of 8 schools in Scotland awarded this. Future Paisley Curriculum, Learning, Teaching and Assessment Page 64 of 333
Page 65
Education Standards and Quality Report September 2025 47 and Live Literature funding allowed craft clubs, writing workshops, author events and comic book creation across many schools. Reading schools accreditation this year was awarded to Gryffe High, Johnstone High, Park Mains High–5 secondary schools are now at Gold level and 1 at core. Bookbug Bag Gifting Bookbug bags support families to read, sing and play with their little ones to give them the best start in life. Every child in Renfrewshire receives a bag at 4 key stages: 3-5 weeks (Baby Bag); 13-15 months (Toddler Bag); age 3 (Bookbug Explorer Bag); Primary 1 (Bookbug Primary 1 Family Bag). The library service distributed 1986 Explorer Bags to pre-5 establishments, and 1854 Primary 1 Bags. Summer Reading Challenge 2024 Marvellous Makers! Summer Reading Challenge 2024 was delivered by public libraries and the Skoobmobile in partnership with the Reading Agency and promoted to all primary schools. 1534 children signed up with 733 (48%) completing the Challenge reading 6 books or more or achieving their personal reading goal. St Fillan’s Primary won the overall trophy, and the best improver award went to Barsail Primary School who increased their participation and completion rates from 2023. 138 children signed up digitally with 69 completers which is well above the national average for digital participation and the highest digital participation in Scotland. Skoobmobile The Skoobmobile provides a programme of book borrowing, story times, online learning and creative activity to primary schools and pre-5 establishments. Regular after-school community stops provide access to good quality books and activities free of charge on the school doorstep or grounds. Nine primary schools were supported over the last twelve months and 2 bedtime reading sessions were delivered at Williamsburgh and St Charles primaries which were well received. Young Leaders of Learning The Young Leaders of Learning (YLL) programme, developed by Education Scotland, empowers children and young people to actively participate in improving their schools by engaging in reciprocal visits, sharing effective practices and promoting learner involvement in school improvement activities. Following staff training sessions in May/June 2024 and pupil training in August 2024, 34 primary schools and 6 secondaries signed up to participate in this programme. Throughout the session, identified young leaders took part in preparatory activities, including teambuilding with their partner school’s young leaders on how to use evaluative language and planning and preparing for the school visits. Ultimately, this led to an evaluative visit to a partner school to assess an identified area of focus. Almost all schools chose to focus on an aspect of Relationships from the How Good is Our School (HGIOURS) pupil evaluation document and a few focussed on an aspect of Learning and Teaching. Curriculum, Learning, Teaching and Assessment Page 65 of 333
Page 66
Education Standards and Quality Report September 202548 A wide range of improvements were identified by the young leaders across all participating schools. These included enhancements to both relationships and learning and teaching. To support the implementation of these identified improvements, young leaders in each school have developed their own action plans. Many of these have been written by pupils and formally incorporated as priorities within the 2025–26 school improvement plans. A Case Study on Young Leaders of Learning can be found at Appendix C. Development of the Renfrewshire Learning, Teaching and Assessment Strategy—The Renfrewshire Way In collaboration with a cross-sectoral working group, alongside engagement with staff and pupils, Renfrewshire Council has developed and launched The Renfrewshire Way—our strategic approach to learning, teaching, and assessment. This framework was introduced to establishment leaders at the Equity Conference in April 2025, where it received 100% positive feedback. “ A truly excellent resource. The importance of shared definition and understanding of key concepts, and tracking cannot be understated.” Head Teacher “ Very impressed with the resource. This is a great tool to support school improvement and to be more efficient in any form of change.” Head Teacher The Renfrewshire Way is a supportive and practical toolkit structured around four key areas: • The Learning Environment • High-Quality Learning and Teaching • Effective Use of Assessment • Planning, Tracking and Monitoring Each area outlines clear expectations for all establishments and staff, supported by quality- assured guidance, sector-specific resources, and research for early years, primary and secondary education. To ensure accessibility, the Renfrewshire Way is available via desktop links across all council devices. A formal launch for all staff took place on the August 2025 in-service day, accompanied by a recorded presentation and materials developed by the working group. Following this, a programme of professional learning will be rolled out to support implementation and continuous improvement across all sectors. Assessment and Moderation A comprehensive audit was undertaken during this session to inform the next phase of Renfrewshire’s assessment and moderation strategy. This process involved meaningful engagement with senior leaders through surveys and focus groups, ensuring a broad and representative understanding of current practice and priorities. In addition, targeted consultation took place with secondary Curricular Network groups, focusing on ongoing assessment activity within subject areas and departments. This collaborative approach has provided valuable insights to guide future developments, strengthen consistency and enhance the validity of assessment across the authority. Curriculum, Learning, Teaching and Assessment Page 66 of 333
Page 67
Education Standards and Quality Report September 2025 49 Key messages from the audit: Early Years and Primary • 96% of establishments engage in in-house moderation. Activities included moderation of Achievement of a Level and collaborative planning. • 72% of establishments engage in cluster moderation – there is a strong focus on Writing. • Additional training is required in Assessment for Learning (Formative Assessment), creating and using high-quality assessments, data literacy and standardised assessments. • Progression and consistency across the authority and cross-cluster working are areas for development. Secondary • Moderation is valued and impactful. Staff see tangible benefits, especially when working collaboratively. • Time is key. Dedicated space for moderation and reflection is essential to sustain this work. • Assessment is shaping curriculum. Departments are adapting their approaches based on moderation findings. • Broad General Education (BGE) needs more consistency. There is enthusiasm, but staff would welcome clearer authority-wide standards and expectations. • Support must be practical. Teachers are seeking shared tools and resources to support consistent practice. • Momentum exists. Staff are taking action based on moderation—this is a prime opportunity to build on that progress. RAMG (Renfrewshire’s Assessment and Moderation Group) will continue next session and will be involved in taking forward the next steps based on the feedback received through the audit. Early Years Over the past four years, Renfrewshire’s Early Level Progression Tool has been embedded across all Early Learning and Childcare (ELC) settings to provide a summative overview of children’s progress within the early level of Curriculum for Excellence. Designed to identify key developmental milestones, the tool supports consistent assessment of progress without altering individual settings’ approaches to tracking, observing, and documenting learning. Recent consultation with ELC leaders and practitioners indicates strong endorsement of the revised guidance, with 100% of respondents reporting that staff found the tool beneficial. Practitioners have demonstrated increased confidence in making professional judgements about children’s learning and development and are using data more effectively to identify barriers and gaps and plan for children’s next steps. Furthermore, data shows a rise in moderation activity across settings, contributing positively to the reliability and validity of assessment data. Curriculum, Learning, Teaching and Assessment Page 67 of 333
Page 68
Education Standards and Quality Report September 202550 This reflects a growing culture of collaborative professional dialogue and shared standards in early years education. The progression tool data on children’s progress in Literacy, Numeracy and Health and Wellbeing is providing us with robust information which is being used effectively to shape our workforce development programme enabling us to address areas where staff are lacking in confidence, knowledge and skill. ELC Heads and Managers are making increasing use of this data to inform improvement plans and ensure positive outcomes for children. Progression data collected in May 2025 indicates a positive trend in literacy attainment over the past three years. However, there has been a slight decline in attainment in both numeracy and health and wellbeing (HWB). When analysed by gender, these trends are largely consistent, with the notable exception of HWB among girls, which has shown an improvement of 4 percentage points over the same period. Analysis by deprivation levels reveals that for children residing in the 30% most deprived areas, attainment has declined across all three areas: literacy, numeracy, and HWB. For those in the 70% least deprived areas, literacy attainment has remained stable, whilst numeracy and HWB have both experienced decreases. These findings align with our Primary 1 data, where improvements in attainment have not mirrored those observed in other stages. This will be a key focus for targeted intervention and support in the upcoming academic session. Furthermore, analysis conducted by the data team has revealed a strong and consistent correlation between the Early Level Progression Tool data and Achievement of a Level (ACEL) judgements. The evidence clearly demonstrates that literacy and numeracy milestone scores are reliable predictors of attainment outcomes in Primary 1. This alignment reinforces the value of the progression tool in supporting early identification of learning needs and informing targeted interventions. Improved coordination of support across the early level has led to a significant increase in the implementation of evidence-based programmes and initiatives within the core curriculum areas of Literacy, Numeracy, and Health and Wellbeing. ELC settings are now benefitting from targeted support through high-impact approaches such as Talk for Writing, SEAL Maths, and the Jenny and the Bear programme. Curriculum, Learning, Teaching and Assessment Page 68 of 333
Page 69
Education Standards and Quality Report September 2025 51 Training for middle leaders has been successful with Deputes, seniors, graduates and early years teachers participating in the CLPL offered. 100% of course participants have agreed or strongly agreed that they now have a deeper understanding of well-planned transitions and are more confident about leading transition approaches in practice. All staff who attended training on self-evaluation and improvement planning agreed or strongly agreed that their knowledge and understanding of self-evaluation for continuous improvement has increased and they are now confident about applying this learning to their practice. 84% of respondents stated that their knowledge of Realising the Ambition had increased by attending the series of bite size sessions offered between October 2024 and May 2025. These virtual twilight sessions enabled some staff teams to attend collectively, resulting in rich professional dialogue and shared understanding within individual settings. Primary colleagues also attended these sessions resulting in valuable conversations about effective pedagogy and practice across the early level. Two-part training sessions and the Forest Kindergarten Leader Course have been effective in ensuring that ELC staff are applying theory to practice to provide positive outcomes for children. In follow up sessions, all course participants have provided evidence of action taken to improve the quality of the learning environment and the documentation of children’s learning and development. A total of 11 early years practitioners have successfully achieved the SQA Forest Kindergarten Award at SCQF Level 7, demonstrating commendable commitment to professional learning and the promotion of high- quality outdoor experiences for young children. An initial scoping exercise has been undertaken on establishing a foundation for developing a Birth to 3 framework to support early years practitioners to adopt best practice for planning, assessment, recording and reporting. This included an outward research approach adopted in other councils, including Glasgow City, Highland and Falkirk councils. Through effective collaboration with Education Scotland, NHS Greater Glasgow and Clyde and Educational Psychology services—and following a comprehensive consultation with a wide range of leaders including headteachers, heads of centres and managers from funded provider settings—a coordinated and strategic plan has been developed to strengthen language and communication across Renfrewshire, including the early years sector. This plan is closely aligned with the national Speech, Language and Communication (SLC) Change Theory and reflects a strong local commitment to early intervention, inclusion and equity. It represents a shared vision and collective responsibility for improving outcomes in speech, language and communication development for all children. Curriculum, Learning, Teaching and Assessment Page 69 of 333
Page 70
Education Standards and Quality Report September 202552 Digital Learning Our digital plan is bringing about improvements in digital pedagogy and resources. Good progress has been made in finalising our Assess, Build, Innovate plan as we move towards a new digital strategy that underpins The Renfrewshire Way and high-quality learning experiences for all. As part of the central refresh to improve infrastructure, our Flexible Learning Resource establishments were upgraded with both pupil and staff devices. In addition, establishments were given replacement devices as requested, additional Secondary labs for certification were purchased and 15 establishments received funding towards the cost of new Promethean Panels. A working party collaborated to develop Mobile Phone Guidance for schools, aimed at promoting consistent, respectful, and responsible use of mobile technology across educational settings. The guidance was formally approved by the Education Board, marking a significant step in supporting schools to positively embrace mobile technology to enhance learning now and, in the future, Curriculum, Learning, Teaching and Assessment Page 70 of 333
Page 71
Education Standards and Quality Report September 2025 53 whilst protecting staff, children and young people from the possible disruptive and harmful consequences of misuse. Digital Strategy There was a refresh of the Digital Learning Champions (DLC) with a minimum of 3 posts shared weekly on the DLC Team. This has resulted in over 2340 unique users visiting DigiLearnRen where all the information is stored. As part of the review process for the refreshed digital strategy, education staff were invited to complete a survey. In response to survey findings, a cross-sectoral Digital Strategy Working Party was established. The group analysed the survey results and developed a series of short, medium, and long-term actions to inform the refreshed strategy. This collaborative approach ensures the refreshed strategy Transform to Innovate Renfrewshire is shaped by practitioner insight and aligned with the evolving digital needs of learners and educators across Renfrewshire. Parents Portal is now live across all Renfrewshire schools, with 14,369 parents registered and 20,433 pupils linked, representing approximately 75% of the pupil population. The digital platform has significantly streamlined administrative processes, with over 5,000 Annual Data Checks completed electronically. Additionally, 48 schools have adopted the Parents Evening booking system, offering families greater flexibility and choice in scheduling appointments. Groupcall Messenger has now been successfully rolled out across all Renfrewshire educational establishments, replacing SEEMiS for text messaging. The platform enables schools and centres to send emails, text messages, and push notifications directly to both parents and staff, streamlining communication and improving efficiency. In Term 1 alone, a total of 201,441 emails were sent via the platform, resulting in a n estimated cost saving of approximately £7,000. Digital Schools Awards In October 2024, an information session was delivered to schools to introduce the new suite of digital awards and to showcase best practice from establishments that had recently achieved recognition. Presentations were shared by Rashielea Primary School (Digital Endorsement Award), Bargarran Primary School (Digital Wellbeing Award), and Langcraigs Primary School (Digital School Award), providing valuable insights and inspiration for other schools on their digital learning journeys. This session we ran a Professional Learning network in conjunction with Education Scotland, focusing on the new Digital ELC Award. All establishments who attended have registered for the Award and have indicated that they will apply this year. Curriculum, Learning, Teaching and Assessment Page 71 of 333
Page 72
Education Standards and Quality Report September 202554 Glow Blogs Following a survey of establishments, 18 schools and centres requested support to enhance digital practice. To date, 10 have received tailored one-to-one support, while the remaining establishments have benefited from universal support, including access to training resources aimed at building staff confidence. In parallel, background work has been undertaken to improve the accessibility of digital platforms for parents and carers, ensuring more inclusive and effective engagement. Professional Learning A series of webinars and face-to-face sessions were held, along with individual support provided to a number of establishments, including advice on using tools to support learning and teaching and ‘how to’ guides. Just2Easy, a free digital tool available through Glow for Early Years and Primary settings, has gained positive traction following a series of professional learning webinars. The sessions have been viewed over 200 times, with participants rating them an average of 4.4 out of 5. Feedback was overwhelmingly positive: 99% of attendees found the course materials to be very or extremely useful and 100% indicated they would begin using Just2Easy within their establishment. The webinars on Adobe Express for Primary and Secondary staff focussed on how to use Adobe Express with learners. The recordings have been viewed over 130 times. Attendees rated the session overall 4.9 out of 5, with all agreeing their confidence had increased as a result of the session and they would implement the learning in class as well as sharing with colleagues. Some of our PL Wakelets were updated this session and a new one created for using Adobe Express, with over 100 views. Curriculum, Learning, Teaching and Assessment We offered a series of Promethean drop- in sessions throughout 24/25, which were supported by our Promethean Trainers. We had around 20 staff benefitting from these hints and tips sessions. Two sessions were held in collaboration with Education Scotland on planning your digital strategy, with 20 schools and ELCs attending. Participants were offered the opportunity for a follow-up digital visit and 8 were visited to discuss their next steps, changes to practice and impact on learners. Two went on to achieve their Digital School Award. Attendees rated the usefulness of the materials provided at 4.75 out of 5 with a final rating of 4.44 out of 5 for impact on their confidence, knowledge and skills. All participants said they would share the information from the session with colleagues and implement the learning. Page 72 of 333
Page 73
Education Standards and Quality Report September 2025 55 Our Apple Regional Training Centre (RTC) held 9 face-to-face sessions focusing on accessibility tools, writing stimuli, coding, creativity and assessment with 72 attendees from 32 different schools. The feedback from attendees, both at the time and in the follow- up evaluation, demonstrated that 100% said that they could put into practice the learning gained and that they had made changes to their practice following the sessions. There has been an increased number of Apple Teacher certifications across Renfrewshire and the feedback has been used to identify next year’s professional learning sessions. In addition, the Winter Wonderland activities created by our very own RTC Facilitator, Ruth Burnett, were viewed over 1090 times. Renfrewshire’s Lending Library funded by Heritage Interactive was launched in March, with 3 schools benefitting so far from the kit, alongside the support provided by Ruth Burnett. Curriculum, Learning, Teaching and Assessment Page 73 of 333
Page 74
Education Standards and Quality Report September 202556 The My Future Pathways programme continues to provide meaningful and targeted opportunities for young people aspiring to careers in the construction industry. As a result of their participation, six young people successfully achieved the industry- recognised CSCS (Construction Skills Certification Scheme) qualification, enhancing their employability and readiness for site- based work. In addition, a further five young people gained a Health & Safety qualification, equipping them with essential knowledge to work safely and confidently in construction environments. The first Renfrewshire Employability week successfully took place from 2nd – 7th September. The Local Employability Partnership supported the delivery of 200 engagements for Renfrewshire pupils from all sectors with a key focus on our most vulnerable young people. Curriculum, Learning, Teaching and Assessment Developing the Young Workforce Multi-agency Future Pathways Meetings are now in place across all secondary schools to ensure robust planning processes for young people to access and sustain positive destinations. In 2023/24, the number of young people entering a positive destination after leaving school was 97.1%. This is a rise of 0.6% from the 2022/23 capture point. Of our care experienced leavers, 90% entered a positive destination which remains in line with previous sessions. The number of leavers from quintile 1 entering a positive destination was 95.2% an increase of 1% from 2022/23. Launched in September 2024, Renfrewshire’s Pathfinders Programme provides enhanced transition support for school leavers, offering direct pathways into West College Scotland courses, integrated work placements and access to a range of bespoke qualifications tailored to individual needs and aspirations. Through the school leaver follow-up process, 18 young people participated in the programme and have been successfully supported into positive destinations, including further education, training, and employment. All 13 Renfrewshire secondary schools have a Developing the Young Workforce (DYW) coordinator. DYW Coordinators play a crucial role in connecting education and the world of work, helping young people prepare for their future careers. A total of 16,226 DYW engagements have been recorded across our schools during session 2024/25. These included work placements, employer engagements and career events. A range of social values programmes have been developed to enhance young people’s readiness for future pathways, including a project-based learning initiative delivered in partnership with Canon and a group of 20 S3 pupils at Johnstone High School. This innovative collaboration provided young people with opportunities to develop key meta-skills such as creativity, problem-solving, communication, and collaboration. These programmes continue to play a vital role in supporting all young people, including those most vulnerable, to build the transferable skills needed to access and sustain positive post-school destinations Page 74 of 333
Page 75
Education Standards and Quality Report September 2025 57 In March 2025, the first cohort of six Career Ready students graduated from the programme at Park Mains High School, marking a significant milestone in Renfrewshire’s commitment to developing employability skills in young people. Building on this success, the programme has now been upscaled to include 4 secondary schools, with 27 young people currently participating in the two-year coaching and mentoring programme. Career Ready offers young people the opportunity to work with a dedicated mentor from the world of work, access to a series of skills-focused masterclasses, and a four-week paid internship during the summer holiday period. In July 2025, 12 students successfully completed internships with Renfrewshire Council, gaining valuable workplace experience and confidence. Feedback from both mentors and participants has been overwhelmingly positive, highlighting the programme’s impact on career readiness and aspiration. Plans are now in place to extend Career Ready to additional secondary schools in session 2025/26, further strengthening pathways to positive post-school destinations. Curriculum, Learning, Teaching and Assessment Page 75 of 333
Page 76
Education Standards and Quality Report September 202558 Young People from Castlehead High School and Renfrew High School are now in year 2 of the DXC Digital Futures Academy. Twelve S3 pupils are working alongside industry experts and gain exposure to cutting edge technologies. The programme includes personal career planning, goal setting, action planning and decision making. Fifty-five girls from across all Renfrewshire secondary schools took part in the Barclays BTech DYW event in February 2025, an opportunity to visit the Barclay’s workspace and be inspired to become the next generation of technologists. 225 young people from Renfrewshire secondary schools accessed the Future Paisley Pathways Programme during February and March 2025. The programme was developed to inform young people about both further education routes and professional development opportunities in Renfrewshire’s cultural sector. Young people attended taster workshops with experienced professionals in technical theatre, events management, podcasting, tourism and performing arts. They were also given the opportunity to visit the newly refurbished Paisley Arts Centre to see performances from Paisley Opera, Right2Dance and West College Scotland’s performing arts students. Each performer talked about their experiences and journey into their creative field. Feedback from young people indicates the programme was successful in increasing awareness of opportunities in local creative industries and pathways available at both University of the West of Scotland (UWS) and West College Scotland (WCS) with a 92% satisfaction rating in the exit survey. Colleagues at Soft FM have developed a traineeship programme for Renfrewshire school leavers. Six trainees were recruited in December 2024 and are now on a pathway to secure permanent employment with Renfrewshire Council. Curriculum, Learning, Teaching and Assessment Renfrewshire young people were among the first to replace a school day with a work shadowing experience as a Modern Apprentice. Try Something Different - Apprentice for a Day was delivered during Scottish Apprenticeship Week 3rd – 7th March 2025. 12 young people had the opportunity to explore industries that interest them but also to learn about the many benefits of work-based learning from real apprentices. Feedback from young people was very positive ‘Being an apprentice today has made me think about my future, it’s motivated me now. I’ve always wanted to be an engineer but I’ve never had any experience of it, so I wanted to come along today and have a try at it to see if I like it, and I have, so I think I’ll be applying soon’. Page 76 of 333
Page 77
Education Standards and Quality Report September 2025 59 Seventeen primary schools participated in the WCS school science programme with approximately 753 pupils having the opportunity to participate in STEM workshops delivered by key staff and ambassadors in this curricular area. Pupils had the opportunity to access experiments in fingerprint analysis, lung capacity and rockets. A Primary Poster Competition ‘When I Grow Up’ invited all primary age pupils to showcase their dream careers and the steps required to achieve it, winning posters were displayed in Invest Renfrewshire. Renfrewshire schools continue to demonstrate a strong commitment to environmental sustainability through active participation in national climate action initiatives. Both the Eco-Schools and Climate Action Schools programmes are empowering learners and educators to take meaningful action on climate change, biodiversity loss, litter and pollution—fostering a culture of environmental responsibility across the authority. Currently, 24 Renfrewshire establishments are engaged in the Eco-Schools programme and have successfully achieved the prestigious Green Flag Award, recognising their sustained efforts in promoting sustainability at a whole- school level. In addition: • 149 pupils from 6 classes have taken part in the Climate Ready Classrooms programme, building their knowledge and confidence to act on climate issues. • 8 teachers have completed Climate Ready Classrooms training, enhancing their capacity to lead climate education in their settings. • Renfrewshire’s Climate Change Champions represented the authority at the Keep Scotland Beautiful Youth Forum Networking Event, contributing to national dialogue and sharing local successes. Anti-Racist Education In collaboration with the West of Scotland Development Education Centre (WOSDEC), a comprehensive programme of CLPL was successfully designed and delivered during this session to support leaders at all levels in developing whole-school approaches to anti-racism. This included workshop-based training for senior leaders, facilitated by WOSDEC, which received highly positive feedback. Several Head Teachers have since initiated school-based activities to extend the learning across their staff teams. To support ongoing engagement, WOSDEC’s anti-racism resources have now been made available to all educational establishments for future use. Additionally, the Educational Psychology Service contributed to the development of a self-evaluation toolkit aimed at supporting practitioners in reflecting on their personal values and beliefs in relation to anti-racism. This toolkit is currently being piloted in two primary schools and one secondary school, with a view to informing wider implementation. Curriculum, Learning, Teaching and Assessment Page 77 of 333
Page 78
Education Standards and Quality Report September 202560 Next Steps • Provide ongoing universal Literacy and Numeracy support across all sectors in line with individual establishment improvement plans through delivery of high quality, evidence-based CLPL. • Provide bespoke Literacy and Numeracy support to an increasing number of target schools as part of the Targeted Schools Programme (Phase 3) to raise attainment and close the poverty-related attainment gap. • Deliver the Maths Recovery course and develop a Secondary Maths Learning Festival in partnership with an external provider. • Establish a network of ELCC Numeracy Champions to share best practice and stay updated with research, developments, and trends. Continue to promote the Primary Numeracy Champions network. • Provide numeracy family engagement initiatives as part of the transition programmes from ELCC/P1. • Rollout Maths BURST Spatial Skills Programme from Primary 4 to Primary 7. • Continue to embed Talk for Writing in schools and early years settings currently using the approach and extend the programme to an increased number of establishments in session 25/26 with the provision of CLPL, resources and support. • Work in partnership with Talk for Writing to update the ‘Planning, Progression & Assessment’ overviews to include 3rd level and updated guidance in relation to non- fiction writing. • Continue to develop the use of Dolly Parton’s Imagination Library to support learning in early years settings and extend the programme to a greater number of children under 2. • Provide YLL pupil training in August 2025 for new cohorts supported by the Young Leaders trained in 2024-25. • Continue to quality assure the YLL process to maximise impact. • Provide a training programme to support implementation of the Renfrewshire Way. • Incorporate the work of the Assessment and Moderation working group into the Renfrewshire Way. • Create a new working group to support with quality assurance and further development of the Renfrewshire Way toolkit. • Provide authority guidelines and a pack of support materials for assessment. • Carry out Quality Improvement visits to primary schools and ELC establishments with a focus on assessment and moderation. Curriculum, Learning, Teaching and Assessment Page 78 of 333
Page 79
Education Standards and Quality Report September 2025 61 • Devise and implement a cross-sector moderation project across 2 clusters with a specific focus on reading. • Provide a varied programme of CLPL for ELC settings to support effective curriculum delivery and the provision of a high-quality learning environment. • Promote the health and wellbeing of ELC leaders and staff through a targeted programme of support. • Launch the Early Years Position Statement to ensure key messages are effectively communicated and embedded across all ELC settings. • Collaborate with Education Scotland, NHS and Educational Psychology to implement the plan to improve language and communication across Renfrewshire, including in our Early Years establishments. • Continue the work to develop a new framework for Renfrewshire’s children aged 0-3 which will maximise their development and support staff in adopting best practice in planning, assessment, recording and reporting. • Implement a refreshed DYW Work Placement model across all secondary schools to support an enhanced curriculum offer. • Promote Foundation Apprenticeships in key employability areas. • Implement Renfrewshire Future Pathways as the authority employability strategy to deliver 100% positive destinations by 2028. • Continue to enhance the senior phase curricular offer to include a wide range of opportunities for achievement through the SCQF. • In partnership with WOSDEC, provide cross sector online anti-racism training for all staff. • Provide bespoke support and training to a cluster of establishments to support the development of an anti-racist curriculum. Curriculum, Learning, Teaching and Assessment Page 79 of 333
Page 80
Education Standards and Quality Report September 202562 Performance Information The Data Team provides highly effective analytical and evaluative support to both the central team and school leadership. Throughout the academic year, the team produces timely and insightful data summaries aligned with key milestones. These reports encompass a range of thematic areas, including Senior Phase (initial and leavers’ data), Broad General Education (BGE), attendance, exclusions, and comprehensive analyses of large-scale datasets such as Health and Wellbeing surveys. Their work plays a critical role in informing strategic planning, monitoring progress, and supporting evidence-based decision-making across the organisation. Data is utilised highly effectively to inform the strategic deployment of Scottish Equity Fund (SEF) resources and targeted interventions. Through a robust process of data-informed self-evaluation, specific areas of need were identified, leading to the implementation of tailored interventions. These were supported by centrally deployed expertise from Literacy, Numeracy, and Health and Wellbeing (HWB) Development Officers, ensuring a coordinated and evidence-based approach to closing the attainment gap. During our Education Scotland local authority inspection in October 2025, our Data Strategy was identified as effective practice worth sharing. “ The local authority has a clear and highly effective ‘Data Strategy’ that underpins the work of all. The strategy is successful in ensuring that robust data is accessible for practitioners, teachers, school leaders and education officers alike. A data ‘dashboard’ for each school provides a wealth of data that can be interrogated in different ways. The Data Strategy provides a comprehensive programme of skills development for practitioners, teachers, school leaders and education officers. As a result, the use of data is firmly embedded in the work of all. Decisions, refinement to practice and interventions at school and local authority levels are based on robust data evidence. This is leading to strong educational outcomes for children and young people.” National Thematic Inspection—Local Authority Approaches to supporting school improvement— Summarised Findings—March 2025 Page 80 of 333
Page 81
Education Standards and Quality Report September 2025 63 Performance Information Target Schools Programme Phase 2 of the Target Schools Programme was implemented with the strategic aim of raising attainment and closing the poverty-related attainment gap in literacy and numeracy for children living in SIMD 1 and 2 areas. Target schools within the primary sector were identified through detailed data analysis. The programme involved the deployment of additional staffing in these schools, alongside bespoke support and targeted CLPL opportunities. The primary evaluative measure for the programme was improvement in Curriculum for Excellence attainment. Supplementary data sources included GL assessment results and qualitative feedback gathered through focus groups with Head Teachers, class teachers, and pupils. Teachers working with targeted pupils had varying levels of pedagogical knowledge. Regular check-ins were implemented to provide tailored, responsive support, enabling more effective professional development and improved classroom practice. This engagement supported both the Development Officer (DO) and individual teachers to understand the specific needs of targeted pupils and supported moderation. Teachers valued the sessions for providing focused time to reflect on and discuss best-practice interventions. Although some staff were initially hesitant, most responded positively to the support and engaged openly with the DO. They also appreciated the opportunities to discuss pupil progress and intervention strategies with their peers. All pupils involved in the programme agreed that they felt more confident after receiving additional support. Of the 161 targeted pupils remaining in June 2025: • 93% achieved the expected level in listening & talking • 75% achieved the expected level in reading • 60% achieved the expected level in writing • 76% achieved the expected level in numeracy Across all curricular areas, the majority of P4 and P7 pupils who achieved the expected level had maintained attainment since the previous year. Further analysis of Achievement of Curriculum for Excellence Levels (ACEL) data indicates clear progression in pupil attainment from Primary 3 to Primary 4 and from Primary 6 to Primary 7. Notable improvements have been observed across all measures, reflecting the positive impact of targeted interventions. More information on the Target Schools Programme can be found at Appendix D. Page 81 of 333
Page 82
Education Standards and Quality Report September 202564 Attainment in Literacy & Numeracy—SCQF Level 5 A ainment in Literacy & Numeracy –SCQF Level 5 Renfrewshire leavers consistently perform above na onal figures in literacy and numeracy 87 88 90 87 85 83 82 82 83 82 81 81 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 2024 Percentage of Leavers Achieving SCQF 5 Literacy Renfrewshire Na onal 76 78 80 77 75 76 69 71 73 71 71 72 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 2024 Percentage of Leavers Achieving SCQF 5 Numeracy Renfrewshire Na onal A ainment in Literacy & Numeracy –SCQF Level 5 Renfrewshire leavers consistently perform above na onal figures in literacy and numeracy 87 88 90 87 85 83 82 82 83 82 81 81 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 2024 Percentage of Leavers Achieving SCQF 5 Literacy Renfrewshire Na onal 76 78 80 77 75 76 69 71 73 71 71 72 60 65 70 75 80 85 90 95 100 2019 2020 2021 2022 2023 2024 Percentage of Leavers Achieving SCQF 5 Numeracy Renfrewshire Na onal Percentage of Leavers Achieving SCQF 5 Literacy Renfrewshire leavers consistently perform above national figures in literacy and numeracy Percentage of Leavers Achieving SCQF 5 Numeracy Renfrewshire National Renfrewshire National Page 82 of 333
Page 83
Education Standards and Quality Report September 2025 65 Average Total Tariff 655 712 738 720 670 671 1232 1327 1366 1326 1229 1293 200 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Renfrewshire Leavers- Average Total Tariff by SIMD Quintile SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) 46% 45% 46%46% 47% 923 981 1094 984 933 942 889 943 993 944 914 916 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Average Total Tariff Points- All Leavers Renfrewshire National 48% 655 712 738 720 670 671 1232 1327 1366 1326 1229 1293 200 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Renfrewshire Leavers- Average Total Tariff by SIMD Quintile SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) 46% 45% 46%46% 47% 923 981 1094 984 933 942 889 943 993 944 914 916 400 600 800 1000 1200 1400 1600 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Average Total Tariff Points- All Leavers Renfrewshire National 48% The average total tariff measures school leaver’s attainment across all subjects and qualifications. Renfrewshire leavers consistently have a higher average tariff than national, indicating that our pupils achieve more qualifications and at higher grades than their counterparts across the country. Attainment gaps between pupils living in most and least deprived areas have remained consistent over the previous 6 years. The latest data shows improvement in attainment of those living in SIMD 20% most deprived areas. Average Total Tariff Points—All Leavers Renfrewshire Leavers—Average Total Tariff by SIMD Quintile Renfrewshire National SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived)% Gap Page 83 of 333
Page 84
Education Standards and Quality Report September 202566 School Leaver Destinations 92.5 90.3 91.8 93.9 92.8 95.2 96.9 97.2 99.8 98.8 98.1 98.7 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Percentage of Renfrewshire School Leavers in Positive Initial Destination- SIMD Quintile 1 & 5 SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived)) Linear (SIMD Quintile 5 (20% Least Deprived)) -4pp -7pp -8pp -5pp -5pp 95.0 94.0 96.5 96.6 96.4 97.1 95.1 93.4 95.5 95.7 95.9 95.7 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Percentage of School Leavers in Positive Initial Destination Renfrewshire National -3pp 92.5 90.3 91.8 93.9 92.8 95.2 96.9 97.2 99.8 98.8 98.1 98.7 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Percentage of Renfrewshire School Leavers in Positive Initial Destination- SIMD Quintile 1 & 5 SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived)) Linear (SIMD Quintile 5 (20% Least Deprived)) -4pp -7pp -8pp -5pp -5pp 95.0 94.0 96.5 96.6 96.4 97.1 95.1 93.4 95.5 95.7 95.9 95.7 65.0 70.0 75.0 80.0 85.0 90.0 95.0 100.0 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Percentage of School Leavers in Positive Initial Destination Renfrewshire National -3pp Percentage of School Leavers in Positive Initial Destination Percentage of Renfrewshire School Leavers in Positive Initial Destination—SIMD Quintile 1 & 5 Renfrewshire National The percentage of Renfrewshire school leavers in a positive initial destination has increased on previous years and remains ahead of national figures. The gap between leavers from most and least deprived areas has decreased and is now at the lowest point in the previous 6 years. SIMD Quintile 1 (20% Most Deprived) SIMD Quintile 5 (20% Least Deprived) Linear (SIMD Quintile 1 (20% Most Deprived) Linear (SIMD Quintile 5 (20% Least Deprived) Percentage Point Gap Page 84 of 333
Page 85
Education Standards and Quality Report September 2025 67 Destinations by Care Experience 96% 94% 97% 97% 97% 98% 65% 70% 75% 80% 85% 90% 95% 100% 2018/19 2019/20 2020/21 2021/22 2022/23 2023/24 Percentage of Renfrewshire School Leavers in Positive Initial Destination- Care Experience Leavers with Care Experience Leavers with No Care Experience Destinations by Care Experience -14pp The percentage of care-experienced leavers entering a positive destination has increased over 5 years and the size of the gap is lower than in 2018/19. -7pp -9pp -10pp -7pp -8pp 81% 86% 90% 87% 90% 90% Percentage of Renfrewshire School Leavers in Positive Initial Destination— Care Experience The percentage of care-experienced leavers entering a positive destination has increased over 5 years and the size of the gap is lower than in 2018/19. Leavers with Care Experience Leavers with No Care Experience Percentage Point Gap Page 85 of 333
Page 86
Education Standards and Quality Report September 202568 Primary Attainment in Literacy & Numeracy Primary attainment in literacy and numeracy continues to increase and is now beyond pre-pandemic levels. Primary Literacy- Percentage Achieved Expected Level Primary Numeracy- Percentage Achieved Expected Level Primary Attainment in Literacy & Numeracy Primary attainment in literacy and numeracy continues to increase and is now beyond pre-pandemic levels. 76% 70% 72% 74% 76% 78% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Literacy- Percentage Achieved Expected Level 84% 80% 81% 83% 84% 85% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Numeracy- Percentage Achieved Expected Level Primary Attainment in Literacy & Numeracy Primary attainment in literacy and numeracy continues to increase and is now beyond pre-pandemic levels. 76% 70% 72% 74% 76% 78% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Literacy- Percentage Achieved Expected Level 84% 80% 81% 83% 84% 85% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Numeracy- Percentage Achieved Expected Level Page 86 of 333
Page 87
Education Standards and Quality Report September 2025 69 SIMD Attainment Gaps Pupils in most deprived areas were most significantly affected by the pandemic causing gaps to widen. These have now begun to reduce and in both literacy and numeracy are lower than pre-pandemic levels. Primary Literacy—Percentage Achieved Expected CfE Level by SIMD Quintile Primary Numeracy—Percentage Achieved Expected CfE Level by SIMD Quintile 76% 67% 72% 74% 74% 77% 93% 92% 91% 92% 93% 92% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Numeracy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) 67% 55% 61% 60% 64% 68% 86% 85% 82% 87% 88% 87% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Literacy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) SIMD Attainment Gaps Pupils in most deprived areas were most significantly affected by the pandemic causing gaps to widen. These have now begun to reduce and in both literacy and numeracy are lower than pre-pandemic levels. -25pp -27pp-21pp-30pp -19pp-19pp-19pp-24pp-17pp -19pp-20pp -15pp 76% 67% 72% 74% 74% 77% 93% 92% 91% 92% 93% 92% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Numeracy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) 67% 55% 61% 60% 64% 68% 86% 85% 82% 87% 88% 87% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2020-21 2021-22 2022-23 2023-24 2024-25 Primary Literacy- Percentage Achieved Expected CfE Level by SIMD Quintile Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) SIMD Attainment Gaps Pupils in most deprived areas were most significantly affected by the pandemic causing gaps to widen. These have now begun to reduce and in both literacy and numeracy are lower than pre-pandemic levels. -25pp -27pp-21pp-30pp -19pp-19pp-19pp-24pp-17pp -19pp-20pp -15pp Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived) Quintile 1 (20% Most Deprived) Quintile 5 (20% Least Deprived)Percentage Point Gap Percentage Point Gap Page 87 of 333
Page 88
Education Standards and Quality Report September 202570 S3 Attainment Attainment in S3 has been on an increasing trend over the previous 4 years. The largest increases have been in attainment at Fourth Level. S3 Literacy Attainment S3 Numeracy Attainment S3 Attainment Attainment in S3 has been on an increasing trend over the previous 4 years. The largest increases have been in attainment at Fourth Level. 95% 85% 90% 92% 92% 61% 60% 67% 72% 74% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 2024-25 S3 Literacy Attainment Achieved 3rd Level or Above Achieved Fourth Level 95% 93% 93% 96% 94% 68% 73% 76% 80% 79% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 2024-25 S3 Numeracy Attainment Achieved 3rd Level or Above Achieved Fourth Level S3 Attainment Attainment in S3 has been on an increasing trend over the previous 4 years. The largest increases have been in attainment at Fourth Level. 95% 85% 90% 92% 92% 61% 60% 67% 72% 74% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 2024-25 S3 Literacy Attainment Achieved 3rd Level or Above Achieved Fourth Level 95% 93% 93% 96% 94% 68% 73% 76% 80% 79% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2018-19 2021-22 2022-23 2023-24 2024-25 S3 Numeracy Attainment Achieved 3rd Level or Above Achieved Fourth Level Achieved 3rd Level or Above Achieved 4th Level Achieved 3rd Level or Above Achieved 4th Level Page 88 of 333
Page 89
Education Standards and Quality Report September 2025 71 Attainment & Exclusions Attendance across all sectors has increased on the previous year following a decrease since the pandemic. Exclusion rates in secondary are lower than the pandemic peak but remain high. Rates in ASN schools have decreased consistently since 2019-20. Attendance Rates by Sector Exclusion Rate per 1000 Pupils by SectorAttainment & Exclusions Attendance across all sectors has increased on the previous year following a decrease since the pandemic. Exclusion rates in secondary are lower than the pandemic peak but remain high. Rates in ASN schools have decreased consistently since 2019-20. 94.9 90.1 91.1 95.4 91.5 91.192.8 87.0 90.2 92.8 86.9 89.793.1 86.8 89.6 93.5 87.7 91.1 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Primary Secondary ASN Attendance Rates by Sector 2019-20* 2020-21* 2021-22 2022-23 2023-24 2024-25 8.1 39.6 49.5 2.9 43.1 43.6 3.8 72.9 25.8 4.5 60.3 20.8 5.0 39.5 5.16.1 48.9 2.5 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 Primary Secondary ASN Exclusion Rate per 1000 Pupils by Sector 2019-20* 2020-21 2021-22 2022-23 2023-24 2024-25 Attainment & Exclusions Attendance across all sectors has increased on the previous year following a decrease since the pandemic. Exclusion rates in secondary are lower than the pandemic peak but remain high. Rates in ASN schools have decreased consistently since 2019-20. 94.9 90.1 91.1 95.4 91.5 91.192.8 87.0 90.2 92.8 86.9 89.793.1 86.8 89.6 93.5 87.7 91.1 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 90.0 100.0 Primary Secondary ASN Attendance Rates by Sector 2019-20* 2020-21* 2021-22 2022-23 2023-24 2024-25 8.1 39.6 49.5 2.9 43.1 43.6 3.8 72.9 25.8 4.5 60.3 20.8 5.0 39.5 5.16.1 48.9 2.5 0.0 10.0 20.0 30.0 40.0 50.0 60.0 70.0 80.0 Primary Secondary ASN Exclusion Rate per 1000 Pupils by Sector 2019-20* 2020-21 2021-22 2022-23 2023-24 2024-25 2019-20* 2020-21* 2021-22 2022-23 2023-24 2024-252019-20* 2020-21* 2021-22 2022-23 2023-24 2024-25 Page 89 of 333
Page 90
Education Standards and Quality Report September 202572 Stretch Aims The local authority’s approach to setting stretch aims is strategically focused on both recovery and acceleration. Initially, the emphasis was placed on restoring attainment levels to those observed prior to the pandemic, followed by a sustained effort to exceed those benchmarks. Schools were guided to set attainment targets aligned with this rationale. These annual school targets are intended to ensure that the approach is pupil-centred and should lead to more effective tracking of progress across the broad general education. Core plus aims are centred on Writing across the broad general education (BGE). This is a key improvement area for the authority and was selected based on performance at each stage. Evidence-based interventions are being used to support schools with improving Writing. Additional aims are included which focus on attainment of pupils living in SIMD most deprived and least deprived areas. This provides a rich set of data to inform future planning. Within the Quality Improvement Framework, bi-annual secondary school attainment visits have been renamed as ‘Improving outcomes for young people’ meetings. This change reflects the focus of the meetings moving beyond a discussion of SQA attainment to include all SCQF awards as well as work around improving outcomes. The revised agenda for these meetings, created in partnership with secondary Head Teachers, includes discussion of the local authority stretch aims and individual schools’ performance alongside them. Page 90 of 333
Page 91
Education Standards and Quality Report September 2025 73 Measure Type 2017/ 2018 2018/ 2019 2019/ 2020 2020/ 2021 2021/ 2022 (Baseline) 2022/ 2023 2023/ 2024 2023/ 2024 Target- 2024/ 2025 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 76% 76% - 70% 72% 74% 76% 78% 79% -1.4% 6% % primary pupils achieving expected level in numeracy Core 83% 84% - 80% 81% 83% 84% 85% 87% -2.1% 4% % P1 pupils achieving expected level in writing Core + 83% 83% - 78% 81% 81% 83% 82% 85% -2.9% 1% % P4 pupils achieving expected level in writing Core + 77% 76% - 70% 69% 74% 76% 77% 79% -1.6% 8% % P7 pupils achieving expected level in writing Core + 76% 76% - 70% 73% 74% 77% 79% 78% 0.7% 5% % 16-19 olds participating in education, employment or training Core 91.6% 91.7% 92.4% 93.0% 93.3% 92.8% - - 95.2% - - % leavers achieving 1 or more pass at SCQF level 5 (All SCQF) Core 90.0% 91.4% 92.6% 93.4% 91.5% 90.9% - - 93.3% - - % leavers achieving 1 or more pass at SCQF level 6 (All SCQF) Core 69.1% 69.7% 71.4% 77.1% 72.9% 70.5% - - 75.0% - - Stretch Aims—2024/25 Update Whilst we have not yet met all our targets, attainment has improved across every measure since the baseline year. Stretch Aims Page 91 of 333
Page 92
Appendix A Page 92 of 333
Page 93
Education Standards and Quality Report September 2025 75 In October 2024, a team of inspectors from Education Scotland visited Renfrewshire Council. During our visit, we talked to senior leaders, local authority officers, parents/carers, headteachers, teachers, representatives from professional associations and elected members. Purpose and themes The purpose of the visit was to gather evidence about how Renfrewshire Council supports school improvement, with a focus on how they support schools to improve the quality of education through: • the implementation of effective improvement planning and standards and quality reporting • self- evaluation and quality assurance • professional learning • universal and targeted support and challenge Context of the local authority Renfrewshire Council is an urban local authority in the west of Scotland. It is the tenth largest council in Scotland in terms of population. Renfrewshire Council covers a relatively small geographical area (261 km²), including the towns of Paisley, Renfrew, Erskine and Bishopton. Twenty-six percent of children and young people in primary and secondary schools live within deciles 1-2 of the Scottish Index of Multiple Deprivation (SIMD). Approximately 26% of children in primary schools and 39% of young people in secondary schools have been assessed as requiring additional support with their learning. The average attendance in 2022/2023 was 90.2%. The national average is 90.2%. In 2023/2024 in Renfrewshire Council, children and young people are educated across 50 primary schools, 11 secondary schools, two specialist schools and 14 supported learning centres within mainstream schools. One school provides Gàidhlig (Gaelic) Medium Education. The service leadership structure is the Director of Children’s Services; two Heads of Education; a Service Improvement Manager; nine Education Managers; a team of five Development Officers and Education Officers. The Director was appointed in December 2023. One Head of Education was appointed in July 2024. The second Head of Education is in an acting post, and a permanent Head of Education is due to take up post in November 2024. National Thematic Inspection: Local authority approaches to supporting school improvement—Summarised Findings Page 93 of 333
Page 94
Education Standards and Quality Report September 202576 Renfrewshire Council sets out its embedded and highly effective approaches to school improvement in the Quality Improvement Framework (QIF). As part of the QIF, council officers provide comprehensive guidance that supports headteachers to improve the quality of education through robust school improvement planning (SIP) and standards and quality reporting (SQR). The guidance provides school leaders with clear expectations and a useful structure for creating these plans and reports. Headteachers appreciate the degree of flexibility to reflect their school community and context within the format of standards Theme 1 How do local authorities support schools to improve the quality of education through implementing effective improvement planning and standards and quality reporting? • How clear and effective is the local authority’s arrangements and advice to schools on self-evaluation, improvement planning and standards and quality reporting? • How does the local authority ensure that schools’ self-evaluation is accurate, rigorous and robust, based on reliable and comprehensive data and information? • In what ways does the local authority promote collaboration with all stakeholders, especially learners, as essential to effective self-evaluation and identification of priorities? • What is the role of central teams in providing critical feedback to school leaders on the quality/robustness of their self-evaluation and school improvement planning processes? • To what extent does the local authority use the data from individual school or cluster improvement plans and standards and quality reports, to direct their officers’ work? and quality reports. For example, a few headteachers use an interactive, digital format for standards and quality reporting. They use a multimedia approach to illustrate their school’s improvement journey and outcomes in a dynamic and user-friendly way. The Education Scotland Attainment Advisor provides bespoke advice and support for individual schools on the quality of their annual Pupil Equity Fund (PEF) plans. This helps to ensure that the targets that school leaders set are specific and measurable. Each school cluster has a link Education Manager who works directly with the schools within that area. This enables Education Managers to develop strong relationships with individual schools. Education Managers provide headteachers with evaluative written feedback on draft school improvement plans and standards and quality reports. Education Managers and Heads of Education moderate the quality of this feedback to ensure there is consistency in approach. As a result, school leaders feel that there is a sense of equity, as well as rigour, across the authority. Appendix A Page 94 of 333
Page 95
Education Standards and Quality Report September 2025 77 Local authority Development Officers for numeracy, literacy, health and wellbeing, and the Digital Learning Manager, contribute to school improvement planning processes. They provide written guidance on aspects of their specialism. Where required, they also provide in-person support for identified schools. They use coaching and modelling approaches to help staff to plan in detail how they will raise attainment, and how they will measure success. This is building the confidence of school leaders and teachers and leading to better planning for improvement in these schools. As part of the local authority’s target to build on inclusive approaches, parents of children with additional support needs (ASN) are invited to volunteer as Parent Ambassadors. These parents play a key role in advising education managers on the creation or review of local authority policy and practices in relation to inclusion and ASN. They meet four times per year to discuss emerging issues and to consider local authority initiatives. A recent example of this consultation and collaboration is the development of the local authority’s policy for transitions. Parent Ambassadors feel that they have a genuine voice in representing the families of children with ASN, and the bespoke arrangements and approaches that are required. The local authority’s guidance is clear that headteachers are expected to collaborate with and involve parents and learners as part of their approaches to self-evaluation and school improvement planning. Parents who met with HM Inspectors felt they had a good understanding of the priorities for improvement in their child’s school. They receive regular updates from headteachers at Parent Council meetings, and more widely through school newsletters. Parents were less aware of the local authority’s priorities for improvement. During COVID 19, Parent Council forum meetings were held online. Authority-wide Parent Council forum meetings have recently been re-instated, and the Director plans to build on this approach. Parents appreciate workshops and information sessions that are organised by schools. They suggested that more sessions on topics such as mental health and wellbeing and coping with children’s anxiety would be beneficial. In the 2024/2025 education plan, the local authority outlines a clear commitment to continue to roll-out and embed the national ‘Young Leaders of Learning’ programme. This has the potential to increase the voice of learners in authority-wide improvements, such as in the creation of the new Learning, Teaching and Assessment Strategy. Local authority officers collate information from individual school improvement plans and standards and quality reports to identify common areas of good practice, priority and need. They use this information very effectively to direct strategic decisions about local authority priorities, requirements for professional learning, advice or more targeted support for schools. This is helping local authority officers to maintain existing high standards, and to secure further improvement in the quality of school education for children and young people in Renfrewshire. Appendix A Page 95 of 333
Page 96
Education Standards and Quality Report September 202578 The local authority has a range of effective strategies to evaluate school performance. Education Managers co-design these strategies with headteachers and other stakeholders. Collaboration is a strong feature of the local authority’s approaches to self-evaluation for self-improvement. This is ensuring staff have confidence that they are playing a full part in the local authority’s aspirations and delivery of improved outcomes for all learners. Theme 2 How do local authorities support schools to improve the quality of education through self-evaluation and quality assurance? • What methods does the local authority use to evaluate school performance (review the quality of education) for example, gathering evidence from stakeholders, review/ validated self-evaluation visits, attainment analysis)? How effective are these methods? How often does this take place? • To what extent do officers carry out regular and rigorous evaluation of the quality of school provision? How is this work quality assured? • How does the local authority evaluate the quality of learning, teaching and assessment? • How clear and effective is the advice and support for schools on approaches to self- evaluation and their quality assurance? How effectively does the local authority moderate this at strategic and school levels? • How does the local authority identify and share effective practice through quality assurance? Is this making a difference across the authority? The local authority’s advice and support for schools on approaches to self-evaluation and quality assurance is very clear and highly effective. Managers have produced a suite of documents to provide templates, guidance and helpful exemplars to support self- evaluation. Overall, headteachers indicate that the approaches and documents are streamlined, coherent and support high quality self-evaluation using robust evidence and triangulation. The Education Scotland Attainment Advisor has supported headteachers to measure impact more accurately and develop evaluative writing through self-evaluation for continuous improvement sessions. There is strength across the authority in individual headteachers’ capacity, confidence and experience to lead self-evaluation effectively and accurately. This is reflected in the concordance of individual school’s self- evaluation and evaluative gradings from HM Inspectors in school inspections over recent years. Appendix A Page 96 of 333
Page 97
Education Standards and Quality Report September 2025 79 All headteachers engage in regular, high- quality dialogue about attainment with Heads of Education, Education Managers and peer headteachers. They welcome the level of challenge and interrogation they receive. Senior leaders have developed a strong culture of data literacy at all levels of the education system. Education Managers, headteachers and, increasingly, class teachers are skilled in their understanding and use of data. The Management Information Officer provides a comprehensive data dashboard for all schools. The Attainment Advisor supports staff very effectively to use data for improvement. This has successfully developed headteachers’ confidence and capability to measure and evidence improvements in outcomes for learners. In turn, this has been developed well across schools to support teachers’ use of data to plan and evaluate improvements and outcomes for children and young people. As a result, staff analysis and use of data across the local authority is strong, as is the overall reliability and validity of attainment data. This strong focus on data, and its clear use to inform improvement, has led to sustained, positive improvement trends in attainment across the broad general education and senior phase. Education Managers undertake a programme of school reviews each year to evaluate the quality and consistency of learning and teaching across the local authority. Headteachers and school staff welcome opportunities to participate in these collaborative review visits to other schools. School leaders find the school review model very helpful in supporting their ongoing improvement agenda. They acknowledge the strong collaborative working approaches to improve outcomes for all children and young people across Renfrewshire. Through these engagement visits, headteachers receive very helpful support and rigorous challenge, which improves and strengthens their self-evaluation and quality assurance processes. School leaders have a strategic approach to support focused evaluation to inform continuous improvement which includes capturing the views of stakeholders. This includes, importantly, learners voice through pupil focus groups, parents’ views through parent forum meetings and teachers’ professional associations. Overall, the local authority is proactive and responsive in its approach to securing improvement. This is driven by high quality and reliable data and intelligence about school performance. Education Managers and other central staff engage with schools very positively. Headteachers report there is consistency in the approach taken by members of the central team. Teachers’ professional association representatives who met with inspectors report positive and open relationships with senior education officers, who they feel are responsive to feedback. There is a strong culture of trust and openness among central staff and headteachers. Education Managers work together to moderate the quality of feedback they provide to schools on their SIP and SQR. In addition, they liaise with each other and engage in peer visits to moderate their work in schools. Peer headteachers accompany Heads of Education and Education Managers to all attainment visits, school reviews and learning observations. This helps to moderate and strengthen capacity for improvement by sharing agreed standards across schools and the wider local authority. Appendix A Page 97 of 333
Page 98
Education Standards and Quality Report September 202580 Headteachers engage in rigorous self-evaluation with Education Managers around PEF plans, interventions and impact. The Attainment Advisor also supports this work very well. Staff in schools and clusters are working more closely together to use PEF resources more collaboratively. This approach is helping to maximise the impact of interventions and help to plan for sustainability of approaches. The local authority has many networks where school staff can share, and hear about, effective practice and the impact on children and young people. Headteacher meetings are held four times throughout the year. Central staff use their well-informed knowledge of individual schools to identify headteachers to present emerging or effective practice with their peers. Headteachers value these opportunities to hear about the implementation and impact of new initiatives and effective and embedded practice. Headteachers work across locality clusters and quartile groups of schools with similar contexts and profiles of deprivation. These networks provide further opportunities to share more specific approaches to school improvement and learn about effective practice from peers. This is encouraging cross-cluster collaboration and is strengthening subject networks very well across the secondary sector. Appendix A Page 98 of 333
Page 99
Education Standards and Quality Report September 2025 81 Theme 3 How do local authorities support schools to improve the quality of education through professional learning? • What professional learning does the local authority currently provide to support school improvement? • What is the impact of this on developing the skills and knowledge of school leaders and staff on school improvement? • What support systems (e.g., mentoring, networks of practice, peer support groups, cluster support) are available for school leaders and staff? How are these approaches improving school performance and outcomes for learners? • To what extent do senior leaders have opportunities to support improvement beyond their own establishment? What difference is this making? • How effectively does the local authority utilise Associate Assessors (if applicable) to support school improvement across establishments. • Does the local authority’s professional learning strategy draw on support from national organisations? The local authority’s provision of professional learning for staff at all levels is embedded within the QIF. In Renfrewshire, the professional learning offer is highly effective and is enhancing the quality of education in schools. Development officers play a key role in designing and delivering a broad range of learning opportunities, which contribute significantly to improved educational outcomes. Managers and headteachers state that the support from Education Managers and the Attainment Advisor has been particularly valuable in addressing poverty-related attainment gaps, through universal and tailored professional learning. Overall, education staff are very well supported and strongly encouraged to engage in career- long professional development, promoting continual improvement in practice. The professional learning offer provided by the local authority is both proactive and responsive to the needs of staff. It is tailored to meet universal, targeted and bespoke needs of schools, identified through rigorous data analysis. Professional learning is aligned closely to the local authority’s improvement priorities. There are examples of bespoke professional learning for literacy, numeracy, health and wellbeing and inclusion that have resulted in improved outcomes in various schools. As part of the local authority’s Data Strategy, specific training is offered for staff at all levels on using data to drive improvement. This training has focused on skills development to build confidence in staff with the interpretation and evaluation of data. This has been developed and embedded over several years, beginning with leaders, and now for class teachers and support staff. Appendix A Page 99 of 333
Page 100
Education Standards and Quality Report September 202582 The local authority is currently developing a professional learning offer to align with the development of the new Learning, Teaching and Assessment strategy. This professional learning offer is being planned by a short-life working group of staff from schools and central officers. Senior leaders have benefitted from a worthwhile programme of professional learning focussing on self-evaluation for continuous improvement. This was delivered in collaboration with Education Scotland staff and HM Inspectors. All senior leaders evaluated this positively in terms of impact on improvements within school improvement planning. An online directory of professional learning for staff at every level, including support staff, is shared annually and updated throughout the session. Education Managers and Development Officers know their schools very well and deliver bespoke professional learning that is relevant to individual schools’ identified areas for improvement. In addition to this, staff identify their own areas for development through the Professional Review and Development process at school level. This approach ensures that school leaders and staff are developing the appropriate skills and knowledge for self- evaluation and driving improvement within their schools. Engagement and feedback from staff on professional learning is tracked and evaluated centrally by Education Managers and Development Officers. Schools who have received targeted support are revisited by officers to evaluate impact in more depth. The well-planned offer of professional learning, that is shared annually with all staff, is informed by feedback from the previous year. This allows staff to access professional learning which directly supports their school improvement priorities and individual professional learning needs. This wide range of impactful professional learning is improving the quality of experiences for children and young people and enhancing the capacity of all staff to lead and promote continuous improvement. Development officers work directly in schools with senior leadership teams and school champions for literacy, numeracy, digital learning, Developing the Young Workforce, and health and wellbeing. Within secondary schools, subject forums support staff within curricular areas. Staff involved in these networks are effectively supported by local authority officers through high-quality professional learning which is building capacity for improvement within school teams. The regular network meetings create valuable opportunities for collaboration, knowledge and skills development, as well as the sharing of best practice. This nurtures a culture of continuous improvement. A “train the trainer” model is actively supporting professional learning within schools and across clusters. This promotes an ethos of strong collaboration and is helping to build capacity for leading improvement at authority level beyond the central team. Development officers provide practical support to class teachers through coaching and modelling of practice. This is a very successful way to deliver targeted support. The local authority is now developing the role of ‘modelling and coaching’ officers within school staff teams in a more consistent and universal way. This has the potential to further drive improvements at classroom level. This approach also supports the local authority’s aim to embed a practitioner inquiry into professional learning. Appendix A Page 100 of 333
Page 101
Education Standards and Quality Report September 2025 83 Headteachers attend regular meetings where central officers provide input on local and national education priorities. They benefit from the peer support opportunities that are a key feature of the QIF. Additionally, middle leaders benefit from a variety of well-structured aspiring programmes, which are facilitated by experienced senior leaders from both schools and the central team. The range of aspiring leadership programmes, from principal teacher to headteacher, are very successful in encouraging participants to apply for promoted posts and to undertake the ‘Into Headship’ qualification. This is building leadership capacity within the council’s own workforce. A tailored professional learning programme for Newly Qualified Teachers (NQTs) offers core and optional elements to support professional development. Led by an Education Manager and Development Officer, it aligns with the Standard for Full Registration, ensuring it is relevance and robust. This programme is responsive to the needs of schools through engagement with senior leaders and annual evaluations from NQTs themselves. Additionally, the local authority’s collaboration with the General Teaching Council for Scotland on a pilot programme for Early Career Teachers reflects a proactive approach to supporting new staff, promoting an environment where they feel valued, heard, and equipped to deliver high-quality education to children and young people. This comprehensive support system demonstrates a strong commitment to professional learning. The local authority draws on the skills and experience of the senior leaders within schools to support professional learning. This happens within clusters, quartiles and wider within the West Partnership. Professional learning programmes that were delivered through collaboration with the West Partnership, ‘Improving our School’ and ‘Improving our Classroom’ were spoken very highly of by staff who had participated within the programmes. Guidance and support from Associate Assessors from within the local authority supports wider moderation and a shared understanding of national standards. Collaboration with external organisations within healthcare and further/higher education further enhances the comprehensive professional learning package provided by the local authority. Appendix A Page 101 of 333
Page 102
Education Standards and Quality Report September 202584 Theme 4 How do local authorities deliver universal support and challenge for all schools, and/ or targeted support for specific schools to improve the quality of education? • What is the universal offer of support and challenge for all schools? • How does the local authority use the data from individual school or cluster improvement plans and standards and quality reports, to provide targeted support? • What measures are used to identify the need for targeted support? • Is there targeted support for specific schools? What might that look like? (examples?) What action is taken if a review of a school concludes that a school is not performing satisfactorily and requires targeted support? • What support systems (for example: mentoring, networks of practice, peer support groups) are available for school leaders and staff? • What is the role of central staff in facilitating/contributing to collaborative approaches, which improve school performance and outcomes for learners? Renfrewshire Council’s QIF sets out clearly the local authority’s approach to supporting schools, including arrangements for universal and targeted support. Its highly effective programme for universal and targeted support for schools is embedded and understood well across the system. Over the last three years, managers have reviewed and further refined the established systems and approaches to support and challenge to ensure they are further responsive to need. The local authority offers three levels of support and challenge to schools: universal, bespoke and targeted. The universal level applies to all schools and comprises pastoral support, scrutiny of improvement plans and self-evaluation returns, analysis of attainment/ achievement data, school reviews and a comprehensive professional learning offer. The bespoke offer is a nuanced and responsive approach to support and challenge, in addition to the universal offer. It provides headteachers with autonomy to request support on particular aspects of provision to meet the needs of the school. The targeted programme is an intensive improvement model for schools that require additional help to secure improvement in attainment. Schools on this programme are identified through quality reports; attainment data being lower than anticipated; local contextual information; or following external inspections. Renfrewshire Council have very few schools that require this level of support. Managers have recently revised the format of headteacher meetings as part of the universal offer to all schools. These termly meetings Appendix A Page 102 of 333
Page 103
Education Standards and Quality Report September 2025 85 include school leaders from all sectors. Managers have considered the purpose of these meeting in collaboration with headteachers. There is now a strong emphasis on strategic improvement and supporting collaboration among headteachers to support and challenge each other. This is helping to build capacity for improvement very well across the education service. Headteacher meetings also provide a valuable opportunity for officers and headteachers to share effective practice. Headteachers find this opportunity to learn from each other particularly beneficial to inform and influence change and improvement. In addition, there are sectoral headteacher meetings and cluster meetings planned throughout the year. Education Managers facilitate and support these meetings well. The local authority uses a wide range of high-quality data and information to monitor the performance of schools. This includes, for example, attainment, attendance and exclusions data and outcomes of, or proximity to, national inspection activity. Education Managers also gather a range of information relating to schools’ improvement planning and evaluation by reviewing school documentation and through a blend of planned and responsive visits to schools. They collate this information into a data dashboard of all schools. They update this regularly and use this information to plan their engagement with and monitor the progress of individual schools. As a result, the local authority has a broad and reliable range of information about the performance of schools and identify which schools are included in the targeted support programme. The data dashboard helpfully informs the work of officers. It also supports officers to have rigorous and robust discussions with headteachers about outcomes for children and young people. Managers identify the level of support required by schools using the data dashboard and intelligence collected by engaging regularly with the system. Headteachers provide evaluations of performance to managers, using triangulation of evidence to justify their identified priorities for improvement. Headteachers feel that the quality of support for schools is strong. Local authority managers and officers know their schools very well and provide well-considered and responsive levels challenge and support. Schools in the targeted programme are not on track in two or more ACEL measures across P1, P4 or P7, because of the proportion of children in SIMD 1 and 2 and school rolls. Where a school requires targeted support due to concerns around performance or outcomes, local authority managers and officers implement a range of different actions. This is responsive and proportionate to individual need and can include, for example, temporary additional staffing, coaching for senior leaders, and increased frequency of education manager engagement with schools. Schools requiring targeted support are required to have an action plan with baseline measures which is monitored regularly. These targeted actions have led to specific improvements in areas such as attainment in literacy and numeracy and leadership capacity. The local authority also provides individual schools with a bespoke programme of support. Education Managers and headteachers draw on a skilled and knowledgeable team of development officers, modelling and coaching officers and peer headteachers to provide specific support. Such examples of support can include modelling and coaching, working directly with pupils, supporting teachers to develop resources and materials and delivering professional learning. This bespoke approach is effective in bringing about improvements Appendix A Page 103 of 333
Page 104
Education Standards and Quality Report September 202586 in school performance in specific ways, which are responsive to individual school needs. Headteachers value this approach and speak highly of the impact colleagues with specific remits have. For example, primary headteachers identify the role played by development officers in writing and numeracy. This is leading to improved attainment for specific groups of children. Headteachers benefit from networks of support at local authority, cluster, and school levels. Local authority officers work together very effectively to promote a culture of ongoing improvement in the quality of education. Officers are linked to key groups and networks to provide universal support and challenge to schools. All newly appointed headteachers are given a mentor to support them in their understanding of operational deliverance and strategic school improvement. Headteachers speak highly of this approach and the high- quality coaching conversations on which the mentoring is based. 5. Any other relevant information Elected members who met with HM Inspectors felt that they had positive relationships with the Director and senior officers and had confidence in their leadership of education provision in Renfrewshire. They identified that education staff’s use of data to inform improvement, and the comprehensive professional learning offer as key strengths. They feel they are supported well by senior officers. They receive comprehensive briefings and reports in advance of committee meetings. These tend to focus on schools that have been recently inspected. A few elected members suggested that they would like more frequent updates on how well all individual schools were performing, in addition to inspection information. They suggest this could be achieved by way of briefing papers or having a few schools as a ‘spotlight’ feature during committee meetings. This is worthy of consideration by senior education officers. 6. Effective practice worth sharing • The local authority has a clear and highly effective ‘Data Strategy’ that underpins the work of all. The strategy is successful in ensuring that robust data is accessible for practitioners, teachers, school leaders and education officers alike. A data ‘dashboard’ for each school provides a wealth of data that can be interrogated in different ways. The Data Strategy provides a comprehensive programme of skills development for practitioners, teachers, school leaders and education officers. As a result, the use of data is firmly embedded in the work of all. Decisions, refinement to practice and interventions at school and local authority levels are based on robust data evidence. This is leading to strong educational outcomes for children and young people. Appendix A Page 104 of 333
Page 105
Education Standards and Quality Report September 2025 87 • As part of the local authority’s target to build on inclusive approaches, parents of children with additional support needs (ASN) are invited to volunteer as Parent Ambassadors. These parents play a key role in advising education officers on the creation or review of local authority policy and practices in relation to inclusion and ASN. They meet four times per year to discuss emerging issues and to consider local authority initiatives. A recent example of this consultation and collaboration is the development of the local authority’s policy for transitions. Parent Ambassadors feel that they have a genuine voice in representing the families of children with ASN, and the bespoke arrangements and approaches that are required. Appendix A Page 105 of 333
Page 106
Appendix B Page 106 of 333
Page 107
Education Standards and Quality Report September 2025 89 Case Study: “Don’t judge me by the cover, ‘cause I’m a real good book.”, Dolly Parton’s Imagination Library in Renfrewshire Programme Overview Dolly Parton’s Imagination Library (DPIL) is a universal book gifting programme that aims to foster a love of reading in children by providing them with high-quality, age-appropriate books through the post each month. In March 2021, Renfrewshire Council became the first local authority in Scotland to offer the programme universally to all children aged 2–5, extending an initiative which had already been in place for care-experienced children since 2011. Books are selected by a panel of literacy experts and delivered directly to each child, addressed in their own name. which an approach that makes the experience of reading feel personal, special, and consistent. The rationale for investing in DPIL is rooted in the strong body of evidence linking early reading to improved language development, emotional wellbeing, and long-term educational attainment. Local implementation of the programme is not simply about distributing books, it is integrated into early years pedagogy, community events, and intergenerational learning activities, and has become a valued part of Renfrewshire’s literacy and equity offer. What Has Been Done Since 2020, Renfrewshire has scaled DPIL into a core part of its early years and family learning offer. The programme operates through a network of over 100 ambassadors across council, partnership, and private nurseries, who champion its benefits and embed books into everyday practice. Children hear the books read aloud in nurseries, enabling even those who are not read to at home to engage with them. Staff use DPIL books as contexts for learning, supporting early literacy through “stay and play” sessions, outdoor reading events, and family engagement activities. The programme has also expanded to include senior secondary pupils who volunteer as ‘reading role models’ in nurseries, and some intergenerational events where older adults read to young children (and vice versa!) in social care settings. Registration has been promoted through libraries, health visitors, and community partners, with particular focus on ensuring equitable access regardless of socio-economic background. Page 107 of 333
Page 108
Education Standards and Quality Report September 202590 Impact To date, over 162,000 books have been gifted to children in Renfrewshire. As of early 2025, 3,300 children are currently registered - representing 64% of the eligible 2–5 population. Parents, carers, and educators consistently report wide- ranging benefits: • 96% of parents say they read more often with their child as a result of receiving the books • 83% report that their child is more excited about books and reading • 71% feel the programme is helping prepare their child for school • 99% say their child is reading a wider variety of books • 100% of surveyed early years settings read the monthly book aloud and use it to support wider learning • 95% of settings say the programme has increased interest in reading for pleasure Beyond these figures, parents speak powerfully about the emotional impact including the excitement of receiving post in a child’s name, the value of shared routines at bedtime, and the confidence DPIL has given them to engage in reading, even among those who themselves had previously struggled with literacy. Next Steps DPIL in Renfrewshire is now a core part of the Children’s Services offer, with funding secured and integration embedded across early years The Council will continue to monitor and evaluate the programme’s impact, strengthen outreach to under-represented groups (such as families of two-year-olds not yet accessing services), and promote universal equity in early literacy, one book, one child, one month at a time. Appendix B Page 108 of 333
Page 109
Education Standards and Quality Report September 2025 91 Appendix B Page 109 of 333
Page 110
Appendix C Page 110 of 333
Page 111
Education Standards and Quality Report September 2025 93 Case Study: Young Leaders of Learning—Pupil Voice in Action There is now considerable evidence from research that supports the view that addressing learner participation in all aspects of a school makes for effective policy making, enhances school life and improves a range of outcomes for learners. The Young Leaders of Learning (YLL) Programme was developed by Education Scotland to further support learner participation in Scotland’s schools and give children and young people a bigger say in their education and their schools. Programme Overview The YLL programme empowers children and young people to take an active role in school improvement by participating in reciprocal visits between partner schools, identifying strengths and areas for development within an agreed shared theme, and providing constructive feedback to their school to inspire change. The programme is built on the principles of learner participation, collaboration, and children’s rights (UNCRC Articles 12 and 13). It promotes meaningful pupil voice and helps schools better understand the learner experience from the perspective of young people themselves. Renfrewshire’s engagement with the YLL programme began with two pilot projects (2023- 24), one in primary and one in secondary, before launching a full programme that is now entering its second full year. It has grown quickly, with high levels of voluntary participation across schools. Each participating establishment identifies a team of pupils, ideally a mix of confidence levels and diverse academic strengths, who are then trained in giving feedback, exploring themes from How Good is Our School? (pupil version) and planning school visits. What Has Been Done In 2024/25, 34 primary and 6 secondary schools from across Renfrewshire worked in pairs to explore a shared theme. Each school received staff training, followed by a pupil training day led by the local authority. The heart of the programme lies in reciprocal visits, where young leaders tour each other’s schools, conduct interviews, observe practice (without visiting live lessons), and then present their reflections and action points to senior leaders. The collaboration at the heart of the YLL programme is one of its greatest strengths for staff, school leaders, and pupils alike. YLL fosters a culture of reflection, self-evaluation and improvement that goes beyond individual classrooms. Impact Across both primary and secondary, the programme has had clear benefits for young people, staff, and schools. Pupils consistently reported feeling that their voice was heard and valued, and described increased confidence, leadership, and interpersonal skills. Feedback from primary pupils included reflections on the excitement of having “an important job,” getting to “interview staff” and “writing our improvement plan”. For pupils with a quieter disposition, the programme offered structured ways to contribute, such as note-taking or observation, with many building confidence over time. The experience of seeing another school and recognising both similarities and differences helped to build pride in the pupils’ Page 111 of 333
Page 112
Education Standards and Quality Report September 202594 own schools while developing critical thinking and the ability to makes links and connections in the ideas that they had for their own school. Staff also reflected positively, describing strong professional learning opportunities, deeper insight into pupil perspectives, and strengthened links across schools. The most meaningful change occurred when young people were given genuine ownership of the programme. The young leaders from session 2024-25 will now go on to support the training of the next cohort, building sustainability and developing peer leadership. While the overall model was successful, there was some variability in impact across school partnerships. Where schools invested significant time in preparation and planning, pupils were able to move beyond surface-level improvement suggestions to more strategic improvement ideas. Examples include: • Improving the consistency of learning language used across all classrooms • Introduction of whole-school, skills-based learning days that encourage collaboration across different stages • Clarifying procedures for addressing incidents of bullying to ensure they are more easily understood by pupils. Pupils and staff also reported wanting more opportunities to meet their partner schools, making the sharing events more interactive, and have felt the benefit of having the space and time for collaboration with another school. “ I built my confidence by having to mingle with others and stepping out of my comfort zone.” Secondary young leader “ It was good to see behind the scenes of the school and make suggestions for how they could improve it.” Secondary young leader “ Being a YLL means we can change our school in a positive way.” Primary young leader “ We made friends, became more confident and got our voices heard.” Primary young leader Next Steps The YLL programme is now embedded as a core participation offer in Renfrewshire and will expand further in 2025/26. Eight additional schools have joined the programme, and partnerships for the new year will be based on shared improvement themes from How Good is Our School? (pupil version). This expansion means that almost all of our schools are now engaged in the programme, which empowers pupils to drive positive change within their school communities. In addition, the sharing events will be restructured into more interactive formats, and schools are being encouraged to make use of their existing young leaders to support peer training. To see how two schools have collaborated to bring the Young Leaders of Learning programme to life, watch this short and inspiring video: https://youtu.be/aeFYu9sv2FE?si=4pTS_ m9rNRCwREQZ Appendix C Page 112 of 333
Page 113
Education Standards and Quality Report September 2025 95 Appendix C Page 113 of 333
Page 114
Appendix D Page 114 of 333
Page 115
Education Standards and Quality Report September 2025 97 Case Study: Target Schools Programme Programme Overview The Target Schools Programme (TSP) was developed in response to persistent and uneven patterns in attainment, particularly stemming from recovery following the pandemic. School data revealed that, while some schools were returning to pre-pandemic performance levels, others, particularly those serving more deprived communities, were experiencing slower progress or continued stagnation in primary school attainment. These trends mirrored national concerns but prompted a local response in Renfrewshire that moved beyond generic deprivation measures. Rather than targeting the schools with the highest levels of deprivation alone, the approach focused on identifying those individual pupils where comparative data showed they could and should be experiencing better attainment with the correct support in place to meet their needs. The programme’s design was deliberately strategic, combining historic attainment data, pupil numbers, and SIMD analysis to identify schools where resources could have the greatest impact on children. This more refined targeting aimed not only to close the poverty-related attainment gap but also to raise attainment across the authority. What Has Been Done In 2024/25, ten primary schools took part in Phase 2 of the programme. Each school was supported to identify pupils in P1, P4, and P7 who were not meeting expected Curriculum for Excellence levels, or were at risk of not doing so, but who did not have a formal additional support needs. The premise was to support those who might otherwise have less access to additional support. To enable this, each school received additional staffing, most commonly in the form of supply cover, which allotted time for class teachers or principal teachers to work intensively with target groups. Small-group teaching formed the core of the intervention model, creating space for individualised support. Schools employed slightly different models to match their context and best meet the needs of their pupils. For example. in some schools, this was led by the class teacher and in others, experienced staff such as PTs or NQTs were leading the programme. Development Officers provided bespoke support to each school, offering literacy-focused CLPL, moderation opportunities, and access to assessment tools. These professionals played a key role in embedding consistent practice, building staff confidence, and responding to and supporting with challenges. In many cases, support staff were also included in professional learning, helping to embed consistency of approach and making the interventions more sustainable. Impact Both quantitative and qualitative evaluation data point to a strong and positive impact. Teachers discussed greater clarity of progress, and increased engagement. The use of small groups enabled deeper diagnostic assessment and targeted instruction, particularly benefiting those who were unlikely to raise concerns in a full class setting. Pupils reported improved confidence, engagement with learning, and an enjoyment of the small-group settings. Page 115 of 333
Page 116
Education Standards and Quality Report September 202598 Appendix D Headteachers noted that the biggest difference was often in pupil confidence and teacher judgement. Focus groups also highlighted the relational nature of the work: pupils benefitted not only from the academic input but from being supported by adults who already knew them and understood their needs, and getting to work closely with their classmates. Next Steps Building on the success of Phase 2, the programme is now expanding significantly. In 2025/26, it will support 30 primary schools. The next phase will retain the core elements of staffing, development officer support, and targeted small-group teaching but will introduce several refinements. Percentage Increase in ACEL Stage Attainment—2023–24 to 2024–25 Percentage of Pupils Achieving Expected Level in Target Area by Stage 11% 2% 4% 11% 1% 5% 2% 5% 1% 0% 1% 0% 2% 2% 1% 1% 0% 2% 4% 6% 8% 10% 12% 14% Listening & Talking Reading Writing Numeracy Listening & Talking Reading Writing Numeracy P4 P7 Percentage Increase in ACEL Stage Attainment- 2023-24 to 2024-25 Target School Non-target School 80% 50% 88% 0% 50% 100% Reading Writing Numeracy Percentage of Pupils Achieving Expected Level in Target Area by Stage P4 P7 Target School Non-target School 11% 2% 4% 11% 1% 5% 2% 5% 1% 0% 1% 0% 2% 2% 1% 1% 0% 2% 4% 6% 8% 10% 12% 14% Listening & Talking Reading Writing Numeracy Listening & Talking Reading Writing Numeracy P4 P7 Percentage Increase in ACEL Stage Attainment- 2023-24 to 2024-25 Target School Non-target School 80% 50% 88% 0% 50% 100% Reading Writing Numeracy Percentage of Pupils Achieving Expected Level in Target Area by Stage P4 P7 P4 P7 Page 116 of 333
Page 117
Education Standards and Quality Report September 2025 99 Appendix D Page 117 of 333
Page 118
For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 118 of 333
Page 119
Education Improvement Plan 2025/26 Page 119 of 333
Page 120
Education Improvement Plan September 20252 Contents Introduction ............................................................................3 Renfrewshire’s Education Improvement Plan ......................4 Renfrewshire Council Plan Strategic Outcomes ....................5 Our Values ...............................................................................6 Renfrewshire Children’s Services Vision ................................7 Education Improvement Plan Priorities ...............................8 Stretch aims ............................................................................9 Inclusion ...............................................................................10 Curriculum, Learning, Teaching and Assessment ..............30 Families and Communities—Health and Wellbeing ..........46 Appendix ...............................................................................56 Appendix 1—Stretch aims ..............................................57 Page 120 of 333
Page 121
Education Improvement Plan September 2025 3 Welcome to Renfrewshire Council’s Education Improvement Plan for the school session 2025/26. This plan is informed by robust self-evaluation and evidence gathered by the Central Team, enabling us to identify meaningful next steps to enhance the learning experiences of all our children and young people. Rooted in the Council’s values—Fair, Helpful, Collaborative, Learning—this plan outlines how we will deliver on both local priorities and the national priorities set out in the National Improvement Framework. Our plan focuses on three main themes, and the document itself is structured around these themes: • Inclusion. • Families and Communities. • Curriculum, Learning, Teaching and Assessment. We remain ambitious for every child and young person in Renfrewshire. While we aim to raise attainment for all, we maintain a sharp focus on narrowing and closing the poverty-related attainment gap. Through a blend of universal and targeted approaches, we will ensure that every learner is supported to succeed— both in school and in life beyond. This plan represents our proactive and systematic approach to continuous improvement. We warmly invite parents, carers, and all our partners to work alongside our Early Learning and Childcare settings, schools, and services to help realise the outcomes and impacts we have identified within the plan. Introduction Councillor Emma Rodden Convener Education and Children’s Services Janie O’Neill Director of Children’s Services Page 121 of 333
Page 122
Education Improvement Plan September 20254 This Education Improvement Plan supports the delivery of the priorities contained within key plans such as Renfrewshire Council’s Plan, Children’s Services Partnership Plan and Children’s Services Improvement Plan. It also allows us to deliver on the National Improvement Priorities for education as well as other relevant strategic and policy drivers such as: • ‘Delivering Excellence and Equity in Scottish Education: A Delivery Plan for Scotland’. • Scottish Equity Framework. • Getting it Right for Every Child (GIRFEC). • Whole Family Wellbeing. • The Promise Scotland—findings of the Independent Care Review. • Putting Learners at the Centre: Towards a Future Vision for Scottish Education— Professor Ken Muir. • Additional Support for Learning Review— ‘Support for learning: all our children and all their potential’. • United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024. • General Teaching Council for Scotland Professional Standards 2021. • Developing the Young Workforce. • The Expansion of Early Learning and Childcare in Scotland. • OECD report on ‘Scotland’s Curriculum for Excellence’. • Mental Health Strategy 2017–2027. Renfrewshire’s Education Improvement Plan Page 122 of 333
Page 123
Education Improvement Plan September 2025 5 Renfrewshire Council Plan Strategic Outcomes We will encourage kind and connected communities—where our citizens take pride in their place, attracting others to move here and share in the opportunities Renfrewshire has to offer. We will support a strong and flexible local economy—with Renfrewshire able to adapt after the pandemic, building up resilience to support good green jobs and skills for all local people to enjoy the benefits of both living and working here. We want Renfrewshire to be a fair place— where all our people have the best chances to live happy, healthy and fulfilled lives, to feel safe, supported and empowered to unlock the strength of our collective potential. We are working towards a greener future— taking responsibility for our impact on the planet and taking brave, bold steps to protect the natural environment that supports and benefits us all. We want our employees to feel proud to work for Renfrewshire Council because we are a values driven organisation, where we all understand and value our contributions, and we are passionate about making a difference for Renfrewshire. Cross cutting theme: Improving outcomes for children and families Page 123 of 333
Page 124
Education Improvement Plan September 20256 Our Values We are fair. We treat each other and everyone we deal with respectfully and work hard to build trust in Renfrewshire Council. We are helpful. We care about getting things right and are always approachable. We are great collaborators. We work as one team and with people who care about this place. We value learning to help us innovate, improve and deliver better services. Page 124 of 333
Page 125
Education Improvement Plan September 2025 7 Working together to get it right for children, families and communities—protecting, learning, achieving and nurturing. Renfrewshire Children’s Services Vision Page 125 of 333
Page 126
Education Improvement Plan September 20258 Education Improvement Plan Priorities 5 National Improvement Framework (NIF) Priorities • Place the human rights and needs of every child and young person at the centre of education. • Improvement in attainment, particularly in literacy and numeracy. • Closing the attainment gap between the most and least disadvantaged children and young people. • Improvement in children and young people’s health and wellbeing. • Improvement in employability skills and sustained, positive school-leaver destinations for all young people. This report outlines the progress made in advancing our strategic priorities and highlights the positive impact of this work on our children and young people. Our improvement priorities are closely aligned with the key outcomes and objectives set out in the National Improvement Framework (NIF), ensuring coherence with national policy and direction. Reduce child poverty in Renfrewshire and improving outcomes for children and families currently living in poverty Support and nurture our children, families and communities Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Create the best possible learning estate to allow children and young people to thrive Protect the most vulnerable members of our communities, including children and young people who are at risk Raise attainment and enhance learning and teaching in an inclusive environment Page 126 of 333
Page 127
Education Improvement Plan September 2025 9 Stretch aims The local authority’s approach to setting stretch aims is based on recovery and acceleration: recovery to pre-pandemic levels of attainment and then increase attainment beyond pre- pandemic levels from 2024 onwards. Local authority stretch aims have been set for 2025/26, with interim annual targets each year. To support this approach, schools set their own attainment targets following the same rationale. These annual school targets are intended to ensure that the approach is pupil centred and should lead to more effective tracking of progress across the broad general education. Core plus aims are centred on writing across the broad general education (BGE). This is a key improvement area for the authority and was selected based on performance at each stage. We continue to use evidence-based interventions to support schools with improving writing. Additional stretch aims relating to attendance, exclusions and pupil wellbeing have also been included at local authority level. Across all measures, additional stretch aims have been identified for attainment gaps, measured using SIMD, as well as for all pupils. This is to maintain the joint focus of raising attainment for all and closing the poverty related attainment gap. Page 127 of 333
Page 128
Inclusion Page 128 of 333
Page 129
Education Improvement Plan September 2025 11 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Review of Renfrewshire’s Vision for Inclusion Restatement of Renfrewshire’s Vision for Inclusion to ensure a clear understanding of the presumption of mainstream; the profile of need of those who are most vulnerable, and needs are most complex; the expanding ASN estate and the importance of multi-agency working. Develop a shared understanding of Renfrewshire’s Vision for Inclusion with partners e.g. Social Work and Health. By June 2026: All children and young people will benefit from an ethos and culture of inclusive learning and teaching practices and relationships through: • Strong leadership. • Empowered staff who will use their knowledge of the children and young people to drive inclusive practice. Through thematic establishment reviews evaluate the following: • Monitoring and tracking systems which reflect early intervention supports to ensure they are robust. • The assessment systems used to identify the needs of learners. • The strong leadership and distributed leadership driving inclusion. • Audit the flexible curriculum pathways for learners. Page 129 of 333
Page 130
Education Improvement Plan September 202512 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Review of Renfrewshire’s Vision for Inclusion (continued) Build capacity in those working with Renfrewshire’s children and young people by working with partners to deliver joint training and services. All children and young people will be supported to overcome barriers to learning and achieve their full potential through: • Early intervention. • Regular communication with children and young people, parents and carers to review learning. • Effective assessment systems which identify the diverse needs of children and young people. • Flexible learning pathways. By June 2026, the Flexible Learning Resource (FLR) will be structured to allow bespoke support to be provided in relation to the following needs: Attendance and Emotionally Based School Avoidance, interrupted learners, Social and Emotional needs, learners at risk of exclusion, social and communication needs. Locality Education Officers will quality assure Child’s plans through the Education Support Resource Group (ESRG) process this will include plans which require joint planning between base school and FLR. Moderation of Multi Agency plans will show that they are of a high standard and reflect joint planning. Termly analysis of attendance data will show an upwards trend across establishments. Attendance data in relation to children accessing support from the FLR will show an increase in attendance. An audit of reduced timetables recorded through ESRG will show that: • Reduced timetables are being used appropriately to support children and young people to increase time in school. • Reduced timetables are being regularly reviewed at school level. Page 130 of 333
Page 131
Education Improvement Plan September 2025 13 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Review of Renfrewshire’s Vision for Inclusion (continued) Partners, including Social Work and Health will be kept updated in relation to Renfrewshire’s ASN estate and processes in place to support children and young people in our education establishments. Termly analysis of exclusion data will show a reduction in exclusion rates across all sectors. Exclusion data in relation to children accessing support from the FLR will show a decrease in number of exclusions. Achievement and attainment levels will improve for children and young people with ASN. Qualitative feedback from children and young people receiving support from FLR will be gathered to evaluate the effectiveness of support provided. Monitoring and tracking systems in our Flexible Learning Resource will show that the needs of learners are being met within this provision. Page 131 of 333
Page 132
Education Improvement Plan September 202514 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Early Years Create an early years Flexible Learning Resource to support children with additional support needs. Bespoke packages of support will be accessed through ESRG process. By June 2026: The Early Years FLR will support the implementation of universal and targeted supports within Renfrewshire’s ELC. Audit of ESRG information across establishments will provide information on impact of early intervention. Qualitative feedback from practitioners will be gathered via Forms and focus groups to evaluate effectiveness of EY FLR. Tracking and monitoring data from FLR will illustrate impact of early intervention. The Early Years data will be drawn from the 13–15 month; 27–30 month and 4–5 year ASQs. This data will show a reduction of developmental concerns over time. This is in line with the national aims. A multi-agency plan for improving speech, language, and communication in the early years across Renfrewshire will be developed and piloted for 2–3 year olds. The pilot will explore: • CLPL for education and health practitioners. • Effective play spaces and resources. • Tracking and monitoring progress. • Targeted support and early intervention. • Parental involvement and community supports. • Mapping of community supports to develop intelligence to determine what families can already access and understand gaps in supports. There will be an increase in support for Children and young people with language and communication needs. Improvements in workforce development and knowledge of early language and communication, how to identify needs and how to meet these needs. Page 132 of 333
Page 133
Education Improvement Plan September 2025 15 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Early Years (continued) To launch the Early Years position statement in order that key messages are shared and embedded into practice across all ELC services. ELC staff will be clear of the expectations in relation to providing high quality early learning provision in Renfrewshire. On quality visits Education Managers/ Development Officers will gather information on the quality of provision. Care Inspectorate and Education Scotland inspection grades. To promote the health and wellbeing of ELC leaders and staff through a target programme of support. By June 2026: ELC leaders and practitioners will have increased resilience and capacity to support them in their roles. Improved attendance across the ELC workforce. Pre and post training evaluations of ELC staff and leaders. Staff attendance levels. Page 133 of 333
Page 134
Education Improvement Plan September 202516 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Early Years (continued) Continue the work to develop a new framework for Renfrewshire’s children aged 0-3 which will maximise their development and support staff in adopting best practice in planning, assessment, recording and reporting. By June 2026: Children are making very good progress in every aspect of their development. A revised framework will provide best guidance to staff supporting the overall development of children aged 0 to 3 years. On quality visits Education Managers/ Development Officers will gather information on the quality of provision on: • the effectiveness of interactions and engagement to support the overall development of children aged 0 to 3 years. • planning, assessment, and tracking data for children aged 0 to 3 gathered at an individual establish level. Engagement and consultation with ELC staff on the effectiveness of the Framework in supporting practice. Care Inspectorate grades. Page 134 of 333
Page 135
Education Improvement Plan September 2025 17 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Virtual Head Teacher/Skills Academy A newly created Virtual Head Teacher post will work closely with establishments to provide support to: • Children and young people who are experiencing attendance and emotionally based school attendance issues. • Children and young people at risk of or currently excluded. • Children and young people that require a Flexible Learning Placement. • Care experienced children and young people. The Virtual Head will support all learners to engage in an appropriate learning pathway by supporting the continuity of their wellbeing and learning to achieve aspirational education outcomes. By June 2026: There will be a shared vision statement in relation to the FLR. Support will be equitably distributed across the FLR resource through VHT chairing the Staged intervention Support Panel. The needs of children and young people will be met as support packages will be tracked and monitored through a robust system. Regular review and evaluation of support packages will ensure the quality assurance of Child’s plans and supports. There will be improved communication between base schools and FLR resource. A shared understanding of the FLR role will be evident through an audit of Education Support Resource Group (ESRG) requests taken to Staged Intervention Support Panel. An audit of SISP tracker will demonstrate equitable distribution of resource and provide data in relation to the support needs of the children and young people supported through FLR. Locality Education Officers/Virtual Head Teacher will quality assure plans of children being supported through FLR resource. FLR data will show an increased number of children reengaging with base school. Page 135 of 333
Page 136
Education Improvement Plan September 202518 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Virtual Head Teacher/Skills Academy (continued) This post will be a single point of contact for all Primary and Secondary FLR Principal Teachers. Children and young people placed in FLR will have the opportunity to access a wide and varied curriculum and have achievement opportunities. Children and young people attending FLR have access to base school transition supports, wider achievement opportunities and community links. Monitoring and tracking of FLR data will show: • An increase in children and young people attendance. • A decrease in incidents leading to exclusion • Improvements in achievement and attainment. • Positive and sustained destinations for school leavers. • Increase in HWB scores. An audit of FLR curriculum will show an increase in curricular and wider achievement opportunities for children and young people. Page 136 of 333
Page 137
Education Improvement Plan September 2025 19 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Review of Coaching and Modelling—all sectors A short life working party of practitioners in FLR and mainstream will: • Provide a clear vision for the role of coaching and modelling officers. This will be clearly defined and shared with establishments. The resource will aim to build capacity in staff across establishments and a clear process to access this resource will be created. By August 2026: A target group of practitioners will provide feedback on the impact of coaching and modelling, and this will shape next steps for the working party. Coaching and modelling staff will provide a consistent service appropriate to sector. Almost all referrals for coaching and modelling input will allow children and young people YP to remain in their base school. This early intervention will reduce number of referrals to SISP for FLR intervention. Practitioners across Renfrewshire establishments will be upskilled to allow the majority of pupil needs to be met in their mainstream establishment. A shared vision statement will be created and there will be a shared understanding of the role of coaching and modelling officers across sectors. Impact data will report that children and young people remain at staged intervention 2 and remain in base school following a period of coaching and modelling. Audit of referrals to ESRG following period of coaching and modelling will illustrate impact of early intervention through coaching and modelling approach. Quality assurance of Child’s plans will show that coaching and modelling strategies are embedded in base school practice. Qualitative feedback from practitioners will be gathered via Forms and focus groups to evaluate effectiveness of coaching and modelling. Page 137 of 333
Page 138
Education Improvement Plan September 202520 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Prioritise Attendance and Exclusion 4 weekly and termly reports with a focus on the attendance/exclusions of those with Additional Support Need will be produced and monitored. This will inform the Target School Programme (CLTA). Link with colleagues at Educational Psychology Service working with our 5 pilot schools to: • Support their embedded EBSA cases. • Improve their recording and use of SEEMIS coding. • Create and implement consistent non- attendance processes and • Strengthen supports during transitions. The Renfrewshire attendance and EBSA guidance will be updated in partnership with the steering group, the five pilot schools and Educational Psychology Service. By June 2026: Attendance and late coming data will show an upward positive trend. Exclusions will be monitored and reduced, with a specific focus on those young people who are care experienced. When implemented, part-time timetables will be appropriately and strategically implemented to help improve attendance among children and young people. EBSA pilot school data and good practice will be shared and disseminated amongst establishments. Data on attendance and exclusions gathered termly including: Attendance gap monitored: • Difference in percentage attendance between 20% most. • Deprived and 20% least deprived. • % lost to unauthorised absence will decrease. • % lost to truancy or unexplained absence will decrease. • % lost to self-certified will decrease. • Number of late comings (arrives before mid-opening). • Number/Percentage of schools who have • Improved on the previous year. Audit of part time timetables submitted to ESRG will show that all have clear review dates. Sample of Child’s plans will show: • That establishments have robust plans to increase child or young person’s time in school. • That the views of the child or young person and parent have been captured. Page 138 of 333
Page 139
Education Improvement Plan September 2025 21 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Update Transition Arrangements Improved transition arrangements will be created for Primary 6/7 into S1. Transition arrangements are being reviewed for children accessing Riverbrae ELCC. Training will be delivered in relation to the updated timelines. By June 2026: A consistent transition process will be followed by all establishments and as a result children and young people will be better supported during transition. Consistent transition arrangements will ensure robust information is provided by establishments to inform ESRG decisions regarding ASN placements. There will be a clear process for children accessing Riverbrae ELCC for a period of assessment and to support transition back to base ELCC. All children and young people are placed appropriately and supported through enhanced transition. Qualitative data from evaluation of Early Years into P1 process will show that stakeholders find the process transparent and consistent. Review of pilot timeline for P6/7 into S1 will show an improvement in consistency. Review of pilot process to access Riverbrae ELCC will show an improvement in consistency across locality. An audit of complaint numbers regarding communication and transparency of ASN placements will highlight improved arrangements. Audit of training evaluations will show increased understanding of transition processes and policy. Page 139 of 333
Page 140
Education Improvement Plan September 202522 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Revise Home Education Process In line with revised guidance in relation to Home Education we will: • Revise process to ensure that it is in line with updated guidance – focus on opportunity for relationship building and collaboration. • Clear guidance will be provided to LA staff who will be identified as point of contact for HE requests. This will ensure a consistent response and clear process. • Ensure consistent responses to what support is offered to parents/carers. • Review record keeping process with a focus on children/young people who do not require consent. By June 2026: The revised Home Education Policy will be fair, clear, transparent and provide clear guidance in line with updated guidance. Clear guidance and process will be shared with relevant staff and available online to parents/ carers so they have improved knowledge and awareness. The process will promote collaborative relationships with home educating families by informing families about what support may be available to them, and to signpost to practical support and resources as set out in the updated guidance. A draft policy will be produced and shared with stakeholders for review. A clear central process will be implemented and evaluated. Quality assurance measures will be in place across Locality Education Officer team. There will be a central tracking system of requests which will show consistent recording of annual checks with families. Page 140 of 333
Page 141
Education Improvement Plan September 2025 23 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Policy Updates The current Children’s Behaviour Risk Assessment will be refreshed in partnership with key stakeholders including the Parent Ambassador Group and aligned with the language of the Promise. By August 2026: Our Children’s Behaviour Risk Assessment will be child centred and align with policy updates Included, Engaged and Involved. Feedback from Parents Ambassador group will show that the Children’s Behaviour Risk assessment is inclusive in its design taking in to account the needs of children and young people with additional support needs and care experienced. This will enhance the current processes for supporting children and young people with dysregulated behaviour. Feedback from practitioners will show that the Children’s Behaviour Risk assessment is user friendly and aligns with Renfrewshire’s staged intervention approach. We will continue to update key local policies based on national updates, guidance and local need. Clear policies will be in place to support establishments and provide consistency across Renfrewshire. Feedback from practitioners will show a greater understanding of policy and guidance in relation to ASN. Additional Support Needs Assistant (ASNA) Contracts A proportion of contracts will be made permanent across Renfrewshire establishments to ensure consistency of support. Distribution of permanent ASNA support will be equitably distributed across establishments. Support staff will feel part of their school community and secure in their workplace. There will be an equitable approach to the deployment of support. There will be a reduction in number of temporary contracts. Feedback from senior leaders will show that workforce is more stable. Page 141 of 333
Page 142
Education Improvement Plan September 202524 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? Communication Strategy for Parents An audit will be carried out of the information available to parents and what information stakeholders find valuable. An online central place where parents can access information and support will be created by June 2026. The information will be easily accessible to parents. Practitioners across establishments will be aware of this resource and will signpost parents to it for information. By June 2026: The audit will provide data on information available to parents/carers. This will allow us to identify gaps in information and ensure information is correct and current. Questionnaire feedback will provide data on the information stakeholders would find useful to ensure the proposed information to be shared in the central space algins with feedback from stakeholders. Audit of multiagency supports will provide live links to resources for parents/carers. Gaps in information will be clearly identified. All links to resources will be live and relevant. We will have a clear vision of what information stakeholders find useful and would like access to. Page 142 of 333
Page 143
Education Improvement Plan September 2025 25 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? CAMHS Education Advisor There will be a single point of contact between CAMHS and Education. This role will also support wider collaboration across Specialist Children’s Services (CAMHS and Neurodevelopmental Services) and Children’s Services more broadly, including Education and Social Work. Termly neurodevelopmental training will be delivered as part of the universal and targeted offer. This will include personalised support for teachers, support staff, and senior leadership teams across a range of topics, delivered in collaboration with SCS clinicians. By June 2026, there will be significantly improved partnership working expanding to all areas within and across Children’s Services and Specialist Children’s Service. Improved information sharing and improved expedience in support to families and schools (virtual school/HS) either directly or via signposting. Improved understanding of supporting Neurodivergence in the mainstream classroom- and development of individualised strategies to support specific individual cases. Feedback from services supported by the Education Advisor role will highlight improvements in target children and young people’s: • Engagement. • Attainment. • Attendance. • Wellbeing. • Capacity to self regulate. Practitioners will demonstrate increased confidence in delivering targeted interventions and creating inclusive environments, as evidenced by self-assessment surveys and feedback, and observed practice. Page 143 of 333
Page 144
Education Improvement Plan September 202526 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? CAMHS Education Advisor (continued) The partnership between Education and the Neurodevelopmental (ND) Assessment Process will be strengthened through the streamlining of the ND Pathway referral process which will align the CAMHS referral criteria and staged intervention levels. Schools will have access to, and be supported with, implementation of Discharge Plans. Schools are active partners in the ND assessment process, attending multi-agency meetings and using ND resources effectively and at the earliest opportunity to support children and young people. Improved transition process as a result of wider ND understanding. ND Assessment of all children in Renfrewshire who require it by P4. Increased education access to clinicians. Improved quality of ‘next steps’ planning alongside families, clinicians and schools —post diagnosis. Improved quality and accuracy in Neurodevelopmental referrals from Children’s Services. Appropriate support provided at the earliest opportunity. Improved understanding of how to support children and young people’s mental health needs within school environment. Improved communication with parents. Improved attainment from assessed children P4 onwards. Reduced requirement for ND referrals in early secondary. ND Data on school assessment. Feedback from establishments on ND assessment process. Reduced volume of declined referrals from Children’s Services due to lack of information. Increased signposting to third sector partners. Feedback from establishments. Feedback from establishments. CAMHS re-referral data. Page 144 of 333
Page 145
Education Improvement Plan September 2025 27 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? CAMHS Education Advisor (continued) Decline in avoidable re-referrals to CAMHS. CAMHS EO will Chair Principal Teacher Support for Learning monthly LISN meeting. Creating monthly opportunity to share good practice, building resilience and capacity within schools. Feedback from establishments. Feedback from Principal Teacher Support for Learning. Participation in Transition Planning group. Provide in-clinic Family Advice/Advocacy. Improved awareness/consideration at point of transition of children and young people on SCS Pathways. Improved transition for P7 children on SCS Pathways. Improved advocacy for families seeking school support in the clinical setting- improving their understanding of school supports and possible ‘home based’ strategies. Feedback from parents will show an improvement in: • Feeling understood/listened to • Understanding of appropriate education support. • Understanding of appropriate 3rd Sector supports. • Feedback from establishments will show improved parental communication. Page 145 of 333
Page 146
Education Improvement Plan September 202528 Inclusion Action Plan What will we do collectively? What difference will we make? How will we measure success? CAMHS Education Advisor (continued) Work within the Partnership Working for Children with Disabilities WFWB 3rd Sector/ Neurodivergence and their Families, Steering Group. Improved communication between home and school. Ensuring an overview of all 3rd Sector support to: • Support discharge planning. • Supporting waitlisted children and young. people on both pathways. • Appropriate early intervention. • Improved understanding of the needs of families with children and young people with ASN. Increased 3rd Sector referrals. Feedback from families, children and young people. There will be an ongoing partnership with the Whole Family Wellbeing school team in supporting children and young people around key areas such as attendance, attainment and health and wellbeing. By June 2026: Through partnership working, children, young people and families get the right support at the right time. Improved family wellbeing which has a positive impact on areas such as attendance, attainment and health and wellbeing. Inappropriate referrals decrease as a result of streamlined referral processes and improved partnership working. Ongoing monitoring of the following data: • Referral data. • Family Wellbeing Scale outcomes. • Qualitative case studies from children, young people and families accessing support. • Attainment data. • Attendance data. • Health and wellbeing data. Page 146 of 333
Page 147
Education Improvement Plan September 2025 29Page 147 of 333
Page 148
Curriculum, Learning, Teaching and Assessment Page 148 of 333
Page 149
Education Improvement Plan September 2024 31 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? The Renfrewshire Way, Renfrewshire’s Learning, Teaching and Assessment Strategy. Provide CLPL programme for staff at all levels to support aspects of the new toolkit including: • Setting up an appropriate learning environment. • Using features of highly effective practice in learning and teaching such as retrieval practice and adaptive teaching. • Developing the Young Workforce in action. • Gathering and using class data. • Developing an enquiry approach. Development of ‘Renfrewshire Way Practice on a Page’ overviews for each of the areas identified within the toolkit. Create new cross sectoral working group of teachers and practitioners across all levels, with a passion for Learning and Teaching, to support the continued development and growth of the new online Toolkit: By June 2026: All staff (individually or in groups) will use The Renfrewshire Way to implement our vision for highly effective learning, teaching and assessment. All staff are empowered and supported to strengthen their practice through collaboration and CLPL. Almost all children and young people’s experiences improve as the vision for highly effective practice is implemented in each establishment. Features of highly effective learning, teaching and assessment are evident in almost all classes visited as part of Renfrewshire’s Quality Improvement Framework. Establishment standards and quality reports June 2026 highlight that use of the Renfrewshire Way has led to sustained change and positive impact in the classroom. CLPL evaluations will demonstrate that for almost all participants they have: • Increased confidence in how to successfully apply their new skills, knowledge and understanding in their teaching. • Increased confidence in evaluating the impact of this teaching on children and young people’s progress and using this to inform next steps in learning. Ongoing development of The Renfrewshire Way through submission of resources created by schools and individual staff. Page 149 of 333
Page 150
Education Improvement Plan September 202532 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? The Renfrewshire Way, Renfrewshire’s Learning, Teaching and Assessment Strategy. (continued) • Addition of appropriate resources and removal of those which become outdated. • Develop future CLPL opportunities as the resource develops. • Link with Assessment and Moderation working group to incorporate resources created by them into The Renfrewshire Way. • Creation of bi-annual Renfrewshire Way newsletter to keep all informed on: • Additions to the toolkit. • Progress of the Renfrewshire Way Working Group. • Feedback from CLPL opportunities. • Best practice within and beyond the authority. Develop and distribute Renfrewshire Way baseline evaluation to all establishments. This will be followed up one year later to measure the success of the toolkit and improvements to Learning and Teaching. Almost all QIF and external evaluations of HIGIOS Quality indicator 2.3 Learning, Teaching and Assessment are Good or better. The Renfrewshire Way evaluation (baseline & follow up) will demonstrate the success of the toolkit and improvements to Learning & Teaching. Page 150 of 333
Page 151
Education Improvement Plan September 2025 33 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Targeted Schools Programme Introduce and implement Target School Programme (Phase 3) to raise attainment and close the poverty related attainment gap across all literacy and numeracy measures for children in SIMD 1 and 2. This will include; • Identifying 17 target schools in primary sector through interrogation of data. • Deployment of additional staff in primary schools through the use of SAC funding. • Providing bespoke support to target schools and CLPL to staff through the engagement of Development Officers, and staff with specialist skills. • Monitoring the implementation of baseline assessment and interventions through Development Officer support. By September 2025: The sharing of experiences and good practice in phase 1 and 2 will inform best practice in moving into phase 3. All leaders will identify the targeted groups of individuals using TSP criteria to ensure maximum support for the children and young people. By June 2026: The poverty gap will have narrowed from 24.6 to 22.6 percentage points in literacy and from 15.1 to 14.5 percentage points in numeracy. All class teachers in P1, P4 and P7 will demonstrate increased confidence in the implementation of both reading and maths recovery programmes including assessment. All schools will have access to additional support with regards to improving literacy and numeracy in P1,P4 and P7 bespoke to identified groups of children. strengthened approach to implementing GL standardised assessment approaches in literacy and numeracy will contribute to improvements in almost all children’s experiences and progress. Attainment and tracking data will show that almost all targeted children are making progress in literacy and numeracy with a trend towards closing identified attainment gaps. Overall attainment for literacy will improve to 80%. Overall Attainment for numeracy will improve to 87 %. Baseline assessment and post support assessment for individual targeted children will show improvement in attainment across literacy and numeracy. Qualitative feedback from children and all staff involved will be gathered via focus groups to evaluate effectiveness of the programme and will evidence their awareness of improvement in attainment. Page 151 of 333
Page 152
Education Improvement Plan September 202534 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Assessment and moderation Improving attainment is a regular feature in School Improvement Plans, and therefore improving our assessment and moderation practice is vital in achieving this. • Clear assessment and moderation guidance for all sectors through a short life working group will be created. • A cross cluster approach to assessment and moderation in reading will be piloted. By January 2026: Clear guidelines and resource materials will be accessed through the learning and teaching resource ensuring a consistent approach across the authority. By May 2026: All curricular networks will be familiar with the new guidelines to support consistent approaches in assessment and moderation. By June 2026: Early years practitioners and teachers from two clusters will be working together through professional discussion, sharing pedagogical approaches, resources and assessments in reading. This will support the improvement of teacher professional judgment across the levels. Attainment and tracking data will show that almost all targeted children are making progress in literacy and numeracy with a trend towards closing identified attainment gaps. Overall attainment for literacy will improve to 80%. Overall Attainment for numeracy will improve to 87 %. Baseline assessment and post support assessment for individual targeted children will show improvement in attainment across literacy and numeracy. Qualitative feedback from children and all staff involved will be gathered via focus groups to evaluate effectiveness of the programme and will evidence their awareness of improvement in attainment. Page 152 of 333
Page 153
Education Improvement Plan September 2025 35 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Curriculum Reform Education Scotland has now begun work on the review of the Scottish curriculum also known as the Curriculum Improvement Cycle (CIC). Work with senior leadership and middle leadership teams to ensure the curriculum remains up to date and relevant for all children and young people. Tests of change to be supported across secondary schools in line with the share, learn and adopt model as identified in the CIC. Renfrewshire colleagues will engage with the SDS My World of Work Profiling Tool National co-design group to ensure access to ongoing developments in this key area of curriculum development. Staff will have access to high quality CLPL from SDS on Meta-skills and progression pathways. By June 2026: Relaunch secondary curricular networks to build staff capacity to lead and deliver curriculum improvement with a clear rationale to support improvement. There will be an increased focus on staff CLPL on IDL/PBL to ensure Renfrewshire’s children and young people have high quality curricular-linked learning experiences. Children and young people from P5–S6 will have access to the new national approach to learner profiles and will be supported to make natural links between the skills they are developing through their current learning, and possible future career paths. There will be enhanced middle leadership and practitioner agency across all curricular areas and a greater understanding of the Know, Do, Understand model and technical frameworks as they are released by Education Scotland. Provide consistent opportunities for children and young people to access high quality interdisciplinary learning by developing capacity with identified secondary colleagues. Children and young people will feel empowered to make informed, confident decisions about their future and have a better understanding of the impact of wider achievement on their skills development. This will be reflected in positive, sustained destination figures. Page 153 of 333
Page 154
Education Improvement Plan September 202536 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Career Long Professional Learning (CLPL)—Universal and Targeted offers Deliver a comprehensive core programme of CLPL across sectors linked to professional standards and informed by local/national priorities. By June 2026: Our strengthened approach to CLPL will better equip leaders and practitioners with the knowledge, skills and confidence to effect positive change for all children and young people. Almost all leaders and participants in CLPL will have a greater understanding of conditions required for successful implementation of learning and teaching approaches/interventions. Evaluations post training will demonstrate that for almost all participants the training has: • Increased confidence in how to successfully apply their new skills, knowledge and understanding in their teaching and • Increased confidence in evaluating the impact of this teaching on children and young people’s progress and using this to inform next steps in learning. A strengthened approach to implementing approaches /targeted interventions in literacy and numeracy will contribute to improvements in almost all children and young people’s experiences and progress. Attainment and tracking data shows that almost all targeted children and young people are making progress in literacy and numeracy with a trend towards closing identified attainment gaps. Page 154 of 333
Page 155
Education Improvement Plan September 2025 37 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Senior Phase—Consortium Continue to enhance the senior phase curricular offer to include a wide range of opportunities for achievement through the Scottish Credit and Qualifications Framework (SCQF). By June 2026: A strengthened senior phase curriculum will equip all young people with the confidence, knowledge, skills and experience to achieve their full potential and the widest range of curriculum pathways. SCQF Ambassador Programme promoted across all Renfrewshire secondary schools. Young people will have access to a wide range of vocational learning opportunities, experiences and qualifications linked to growth employment sectors and those with predicted skills shortages. Evidence of increased awareness, availability and forward planning of vocational learning opportunities and bespoke pathways gathered through QIF visit and Improving Outcomes Meetings. We will increase the range of awards and qualifications available in the senior phase to ensure a valuable learning experience for all young people. Career Ready Programme will continue to be upscaled to include young people from 4 secondary schools across Renfrewshire with a total of 25 young people engaging in the programme. Increase awareness and uptake of Foundation Apprenticeships among pupils, parents, schools, and employers. Continue to strengthen partnerships with colleges, employers, and SDS to ensure Foundation Apprenticeship offerings are in line with local labour market needs and growth sectors. Young people will access and successfully complete Foundation Apprenticeships in key employability areas. Foundation Apprenticeships will be promoted as a high-value pathway for senior-phase pupils supporting equity & employability. The tracking of Foundation Apprenticeship will show increased uptake, completion, and progression to employment or further study. SDS data and feedback from young people and employers will be used to refine delivery and report on progress and best practices. Page 155 of 333
Page 156
Education Improvement Plan September 202538 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Developing Young Work Force Implement a refreshed DYW Work Placement model across all secondary schools to include meaningful school/employer partnerships to support an enhanced curriculum offer. By June 2026: All young people in Quintile 1 will have access to suitable work placement opportunities aligned with their chosen career pathways and will receive the necessary support to secure and maintain a positive post-school destination. Business partnerships to support young people with employability skills. Work placement data on RUBI and WorkIT will be evaluated to evidence improved engagement with relevant opportunities. Mapping exercise completed to ensure employer links are robust across all secondary schools. Employability Month (Sept 2025) will evidence an increased level of engagement with local employers in target sectors. DYW Ambassador Programme embedded across all Renfrewshire Secondary schools. Implement Renfrewshire Future Pathways as the authority employability strategy to deliver 100% positive destinations by 2028. All secondary schools will have identified business/employer links who are making valuable contributions to the curriculum. There will be structured systems and processes in all schools to support positive destinations as per the Future Pathways Meetings guidelines. 100% of young people will enter a positive destination. Increased % of young people from quintile 1 will achieve a positive destination. 100% of care experienced young people will achieve a positive destination. Page 156 of 333
Page 157
Education Improvement Plan September 2025 39 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Developing Young Work Force (continued) Widening access strategies to support young people from Quintile 1 to access higher and further education. 16-19 participation measure—95% of young people will sustain positive destination. Young people will benefit from accessing employability programs funded and coordinated by the Local Employability Partnership (LEP). Improved levels of scrutiny and support are demonstrated in the quality of tracking and monitoring data related to school leavers and destinations. Collaboration with SDS and Invest in Renfrewshire will ensure all young people are supported to enter and sustain positive destinations. Monthly SDS data checks and use of the Participation Portal to evidence supports/ interventions in place for senior phase young people and their intended post school pathway. Young Leaders of Learning (YLL) Programme Engage a second cohort of Young Leaders in the programme, and an increased number of establishments, to support learner participation in school improvement activity across primary and secondary establishments. This programme will include the below from the local authority: • CLPL for staff and pupils if required—schools can choose to train their next cohort of YLLs using YLLs from session 2024–25. By June 2026: An ever-improving structure for the inclusion of learner voice into our self-evaluation processes is in place. Young Leaders from session 2024-25 and 2025- 26 have an improved range of skills including teamwork, collaboration, organisation, leadership, evaluation and planning. School staff and children and young people’s pre & post YLL programme evaluation: • shows improvement in a range of skills and use of evaluative language. • shows improvement in collaboration and sharing good practice with other schools. • demonstrates increased learner participation in school improvement activity. Development and progress in school action plans following reciprocal visits. Page 157 of 333
Page 158
Education Improvement Plan September 202540 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Young Leaders of Learning (YLL) Programme (continued) • Provision of an appropriate partner school, looking at a similar theme from HIGIOURS – majority have identified Learning and Teaching as the overarching theme for session 2025–26. • Quality assurance of school visits—link Education Manager (EM) will join a sample. • Ongoing support for and liaison with establishments during session 2025–26. • Facilitation of a Sharing Showcase in June 2026 for all taking part. • Following feedback from those involved in session 2024-25, provision of YLL badges and certificates to all participants. In each establishment, YLLs from session 2024- 25 will use their leadership skills to deliver improvement through their formal action plans. Establish a Teams page for partner schools to share resources created as a result of participation in the programme. They will develop personal confidence, build relationships and friendships and will drive forward improvement in their own school through YLL Action Plans. Young Leaders are confident to share practice in their school and are more familiar with the language and processes of school improvement. Enhanced relationships between partner schools will allow for further collaboration. Participating schools will have access to resources created by other YLLs—enhancing their own YLL action plan/school improvement plan. YLLs will develop relationships and friendships sustained beyond the programme. Progress reported by YLLs in June 2026 school Standards & Quality reports. School Improvement Plans 2026-27 detail how YLL programme will be further developed in each participating school – this information should be provided by the YLL themselves. Progress and impact of 2024-25 action plans gathered in October 2025 demonstrates most identified improvements have been completed by YLLs. This will be almost all by March 2026. Page 158 of 333
Page 159
Education Improvement Plan September 2025 41 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Anti- Racism Education Deliver a programme of online CLPL in partnership with WOSDEC for leaders at all levels to increase confidence in the implementation of whole establishment approaches to anti racism. By June 2026: All participants will have increased confidence and understanding in delivering an anti-racist curriculum through a whole school approach. Qualitative data from participants, including post evaluations, will be collated to demonstrate impact of training. Three establishments will be involved in implementing the self-evaluation toolkit designed by EPS to engage staff across those establishments in bespoke anti racist activity. Participants will have carried out self-evaluation and will have a deeper understanding and reflection of their values and approaches to diversity and inclusion across the establishment. Establishments involved will measure success through school improvement planning and self-evaluation. A cluster of establishments will be developing a training programme for staff in partnership with WOSDEC. This will involve exploring generic anti-racist principles, along with focussed small group/stage or level specific discussion of and practice in the new national anti-racist resource. All staff in participating schools will have developed an understanding of anti-racism through a number of planned discussions, activities and events. Pre and post CLPL statements will demonstrate that all staff have increased knowledge and confidence and will be acknowledged through establishment self-evaluation. Page 159 of 333
Page 160
Page 160 of 333
Page 161
Education Improvement Plan September 2025 43 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Create and develop a Renfrewshire Digital Learning Strategy Following our self-evaluation of digital learning requirements across the education estate, throughout session 2025–26 time will be prioritised to ensure the development of a digital learning strategy with a view to implementation and evaluation throughout session 2026–27. “Transform to Innovate Renfrewshire” will focus on Transformation, Capacity Building and Innovation. This will include; • Further developing cross sector working groups to support the creation of this strategy. • Developing a calendar of Professional Learning for leaders at all levels alongside relevant support materials and including Professional Learning Networks for sharing practice. • Alignment with both the wider Council Digital Strategy and “The Renfrewshire Way”, enhancing and enriching understanding of the features of highly effective practice using digital to support implementation. By June 2026: All staff understand the vision for “Transform to Innovate Renfrewshire” including expectations in delivering highly effective digital practice. All staff are empowered and supported to strengthen their digital practice through collaboration and professional learning. Features of highly effective digital learning are evident in almost all classes visited as part of Renfrewshire’s Quality Improvement Framework, with the ongoing device refresh contributing to these improvements. School standards and quality reports highlight that high quality digital professional learning has led to sustained change and positive impact in the classroom. Evaluations post training and at regular intervals will demonstrate that for almost all participants the training has: • Increased confidence in how to successfully apply their new skills, knowledge and understanding in their teaching. • Increased confidence in evaluating the impact of using these digital tools with learners. We will see an increase in the number of staff certifications in using digital tools effectively, such as Apple Teacher, Google and Adobe Express Educators, alongside an increasing number of staff “sharing their digital learning” and accessing DigiLearnRen. Page 161 of 333
Page 162
Education Improvement Plan September 202544 Curriculum Learning, Teaching and Assessment Action Plan What will we do collectively? What difference will we make? How will we measure success? Create and develop a Renfrewshire Digital Learning Strategy (continued) • Continued refresh of staff and learner devices to ensure access to high quality devices to allow access to appropriate digital tools, including new Promethean panels • Investigation and development of a business case linked to 1-2-1 devices • Ensure a consistent approach to communication across establishments, including core content for websites, guidance for social media use and support for additional tools available via Parents’ Portal and Groupcall, including absence reporting • Alignment of digital strategy with relevant CIC emerging technologies guidance • Development of operational guidance around key digital areas to ensure a consistent approach across establishments By June 2026: 95% of families will be registered for Groupcall and Parents Portal, making use of the range of communications tools available to them, leading to a reduction in print costs linked to the print strategy. The Professional Learning networks will realise a 5% increase in the number of establishments applying for Digital Awards meaning almost all learners’ experiences improve as the vision for highly effective digital practice is realised in each establishment. Analysis of refresh data in relation to number of devices, including Promethean panels which have been refreshed this session. The operational guidance which will form part of the digital learning strategy will be tested with a focus group of staff from across schools and a cross-sector group of senior leaders. Page 162 of 333
Page 163
Education Improvement Plan September 2025 45Page 163 of 333
Page 164
Families and Communities— Health and Wellbeing Page 164 of 333
Page 165
Education Improvement Plan September 2025 47 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Informed by local and national priorities, develop and deliver a comprehensive programme of universal, targeted and bespoke professional learning to support effective delivery of Health and Wellbeing across all sectors. Topics will include: • Understanding self-harm and suicide • Relationships & sexual health including LGBTI education. • Alcohol & Substance Awareness • Online safety. • Themes emerging from surveys, counselling statistics and feedback from children, young people and schools/centres. By June 2026: Almost all children and young people (CYP) have increased knowledge and understanding of the health and wellbeing supports available to them and access these as required to improve mental health and wellbeing. Almost all participants have improved knowledge, confidence and practice across a range of health and wellbeing topics. Almost all participants understand and are clear about how to respond to the distressed behaviour of CYP. There will be an ASIST (Applied Suicide Intervention Skills Training) trained member of staff in all secondary schools. Pupil Support teams who are better-equipped to respond to young people and others presenting with suicidal ideation. All establishments engaging with Education Scotland’s LGBT Inclusive Education have an improved knowledge, confidence and skills in how to create a welcoming and equitable learning environment. LGBT young people feel included and see themselves reflected in their learning and are protected from discrimination and harm. Qualitative feedback from young people will be gathered via Forms and focus groups to evaluate effectiveness of HWB programmes and will evidence their awareness of available supports and how these are being accessed and used. Number of hits of the Renfrewshire digital signposting resources indicate that CYP, staff and parents/carers know where to access support information. Professional learning pre and post evaluations and focus groups demonstrate improved scores in knowledge and confidence. A target group of practitioners will provide feedback on the longer-term impact of their CLPL on CYP and case studies will be developed to evidence this. CLPL participation statistics highlight the reach of the training across Renfrewshire. Case Studies evidence the longer-term impact of CLPL on the mental health and emotional wellbeing of CYP. Page 165 of 333
Page 166
Education Improvement Plan September 202548 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Deliver safeTALK suicide prevention training for young people aged 16 and over and staff as requested by establishments. Young people and staff participating in safeTALK have an improved knowledge and confidence around the topic of suicide prevention. Number of schools engaging with LGBT Inclusive Education across the curriculum. CLPL feedback from Public Health Scotland in relation to safeTALK, demonstrates improved scores of knowledge and confidence. Develop robust approaches to improve learner voice in relation to Personal and Social Education (PSE) courses within secondary settings—aligns to wider work of Children’s Services Partnership. By June 2026: All secondary schools have participated in activities in relation to learner voice included in the delivery and development of the PSE curriculum. Developed resources are based on the Lundy Model of Child Participation. There is a consistent approach to gathering the views of young people across all secondaries. Young people know and understand what action has been taken as a result of their feedback. Audit of learner voice responses from all secondary schools will provide qualitative data for improvement of the PSE curriculum. Improvements will be reflected in school PSE plans. Support schools to deliver an appropriate level of SQA Mental Health Award as part of their curricular Mental, Emotional, Social and Physical Wellbeing approaches. Participating schools expand their delivery of the SQA Mental Health Award to include levels 4, 5 and 6 where appropriate to increase the opportunities and attainment of young people. Audit of schools will demonstrate an increased number of young people completing SQA Mental Health Award units. Young people have improved skills and knowledge about mental health and develop positive coping strategies to address mental health concerns. SQA data will show an increased number of schools and young people gaining SQA Mental Health Award accreditation. Page 166 of 333
Page 167
Education Improvement Plan September 2025 49 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? In partnership with Barnardo’s, additional Early Years and Primary establishments will be supported to implement evidence- based emotional literacy programme PATHs (Promoting Alternative Thinking Skills). By June 2026: PATHS is embedded across participating establishments to support the teaching of emotional literacy from Early Years–P7. Consistent approaches are evident across participating establishments. All children from participating establishments have strategies to manage and regulate their emotions enabling them to make more positive choices. PATHS quarterly reports and impact reports show high levels of engagement in the programme and improved scores for targeted children. Further promote and enhance Renfrewshire’s Alcohol and Substance Awareness Education Programme, to assess its reach and impact. Collaborate with partners in NHSGGC and I am Me Scotland to support its implementation across the wider health board and to address any gaps. Through the NHSGGC board-wide Vaping strategy group and Renfrewshire’s Vaping and Young People group (including HSCP, Trading Standards and Youth services), explore early intervention and prevention measures as well as board-wide policy development on Vaping, contextualised for implementation in Renfrewshire schools. By March 2026: The programme has been reviewed and gaps addressed to reflect Scottish Government Vaping legislation, current research and key information from partners. By June 2026: All establishments are embedding the programme into the PSE curriculum and CYP have increased knowledge and understanding of how to keep themselves safe and healthy in relation to alcohol and substances. Almost all participants in CLPL have improved knowledge and understanding and are confident to teach the programme in their classes. NHSGGC reports will demonstrate the impact of the board-wide work in tackling Vaping in YP. Audit information across all establishments provides evidence that the resource is embedded in HWB/PSE programmes. Platform analytics provide information about reach as well as feedback from users – practitioners and CYP. CLPL feedback from staff demonstrates an increased knowledge in relation to alcohol, substances and vaping. Page 167 of 333
Page 168
Education Improvement Plan September 202550 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? A Renfrewshire schools’ policy on Vaping, aligned to NHSGGC board-wide policy, has been disseminated to schools ensuring consistent approaches to tackling Vaping. Fewer young people are Vaping in schools and there is less disruption to learning and teaching thus improving the school environment. Feedback from children and young people demonstrates an increased knowledge around topics in relation to alcohol, substances and vaping. Audit of Vaping use in schools pre and post implementation of policy will evidence improvements. Create and deliver a series of online parent/carer sessions alongside bespoke in-person training for individual establishments as required. Topics will include: • Understanding anxiety. • Harmful behaviour including self-harm. • Restorative approaches. • De-escalation techniques for parents/carers. • Keeping your child safe online. By June 2026: Parents/carers are more knowledgeable and confident in supporting their child’s wellbeing. Online courses have been developed for target audiences. Pre and post evaluation data from parent/carers demonstrates improvement in knowledge, understanding and confidence. Page 168 of 333
Page 169
Education Improvement Plan September 2025 51 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Conduct a HWB survey (WEMWBS) across all establishments with all CYP from S1–S6, providing us with this data set for a 5th year. Analyse results/trends at authority and school level to identify actions/strategic priorities. In partnership with the data team and Educational Psychology team, support schools to make effective use of HWB data to identify priorities and bring about improvement. By June 2026: Analysis of survey results has led to identification of strengths and areas for improvement to be actioned. By October 2026: Almost all schools have engaged with HWB datasets to identify school priorities. By June 2026: Improvements in ensuring wellbeing, equity and inclusion are such that all schools evaluate QI 3.1 as ‘Good’ or better and an increasing number of schools evaluate QI 3.1 as ‘Very Good’ or better from the June 2025 figure. WEMWBS survey scores for 2026 show that wellbeing is improving. Average wellbeing scores will increase from the 2025 figure and the % of young people S1-6 falling into the low wellbeing score will decrease from the 2025 figure. (Average wellbeing scores improved from 45.7% in 2022 to 48.6% in 2025. The % of young people S1-6 falling into the low wellbeing score has decreased from 31.3% in 2022 to 23.8% in 2025). Schools’ self-evaluation gradings for QI 3.1 at June 2026 compared to the June 2025 gradings: 76% (48 schools) VG. 22% (14 schools) Good. 1 school Satisfactory. All Education Scotland inspections grade QI 3.1 as ‘Good’ or better. Through QI Visits and scrutiny of school improvement plans it is evident that the rationale for HWB improvements is based on sound self-evaluation including use of data. Page 169 of 333
Page 170
Education Improvement Plan September 202552 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Facilitate implementation of The Exchange counselling service to all establishments and Place2Be counselling service in targeted schools. By June 2026: All CYP requiring specialist Counselling, receive timeous support to cope with issues and build resilience. Staff benefit from consultancy support where required e.g. advice, guidance and strategies in relation to supporting targeted CYP as required. Counselling service termly reports provide referral data and qualitative information to highlight the positive impact of the service on CYP’s mental health and wellbeing. 100% CYP access counselling screening appointment within 5 days of referral. More than 83% secondary YP show clinical improvement post counselling. More than 88% primary children show clinical improvement post counselling Improved attendance at appointments greater than 80% in secondary and greater than 94% in primary. In partnership with an accredited CBT therapist, provide a 5-week professional learning course to a further 2 cohorts of teachers on skills and knowledge around Cognitive Behaviour Therapy (CBT). Offer a universal ‘Introduction to CBT’ session for all education staff to promote a consistent use of language across establishments. Teachers participating in the CBT training demonstrate more confidence and skills in supporting young people in one-to-one discussion and benefit from the structure CBT provides. All participants have basic skills in CBT language and can support CYP through having an effective CBT conversation. Qualitative data from CBT participants, including pre and post questionnaires, will be collated to demonstrate impact with an additional follow up impact questionnaire 6 months post training. Page 170 of 333
Page 171
Education Improvement Plan September 2025 53 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? Provide the training and resources to build on Gender Based Violence (GBV) work and Mentors in Violence Prevention (MVP) programme across all mainstream secondary schools. Training will focus on building capacity in existing and newly trained schools. In line with the ADES commitments in relation to GBV, provide support to secondary schools implementing Equally Safe at School (ESAS) to take a whole-school approach to address GBV. By June 2026: All secondary schools are implementing the MVP programme/GBV prevention approaches. All participating practitioners have an enhanced knowledge and understanding of the MVP programme and are better prepared for conversations/teaching relating to GBV. Almost all participating young people are empowered and have the skills to challenge abusive, bullying, and discriminatory behaviours which affect relationships within our schools and communities. By April 2026: Key staff complete the ESAS e-learn module to enable them to effectively lead GBV prevention work in their schools. All ADES commitments related to GBV will have been overtaken. Pre and post CLPL evaluations demonstrate that all staff have increased knowledge and confidence. Focus groups of mentors and mentees evidence that young people confidently deliver lessons to their peers. Pre and post evaluations demonstrate an improvement in knowledge and confidence of young people in relation to GBV. Observation of MVP in action in a sample of schools by Renfrewshire training team at agreed points in the academic year. Number of MVP and ESAS schools show that all secondaries are participating and committed to tackling GBV. Renfrewshire’s peer education offer in schools will be developed and enhanced to include a Mental Health Ambassador Programme. By June 2026: Key teachers are trained to deliver the Renfrewshire Mental Health Ambassador Programme to pupils within the senior phase. The peer education model improves young people’s knowledge and ability to recognise issues related to mental health and wellbeing. Number of schools participating in the Mental Health Ambassador Programme. Pre and post evaluations from staff and young people. Page 171 of 333
Page 172
Education Improvement Plan September 202554 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? In partnership with I Am Me Scotland, NSPCC and partners in health, youth services and Police Scotland, Renfrewshire schools will take part in a local campaign focussing on exploitation. By June 2026: All secondary schools are implementing the MVP programme/GBV prevention approaches. All participating practitioners have an enhanced knowledge and understanding of the MVP programme and are better prepared for conversations/teaching relating to GBV. Almost all participating young people are empowered and have the skills to challenge abusive, bullying, and discriminatory behaviours which affect relationships within our schools and communities. By April 2026: Key staff complete the ESAS e-learn module to enable them to effectively lead GBV prevention work in their schools. All ADES commitments related to GBV will have been overtaken. Pre and post CLPL evaluations demonstrate that all staff have increased knowledge and confidence. Focus groups of mentors and mentees evidence that young people confidently deliver lessons to their peers. Pre and post evaluations demonstrate an improvement in knowledge and confidence of young people in relation to GBV. Observation of MVP in action in a sample of schools by Renfrewshire training team at agreed points in the academic year. Number of MVP and ESAS schools show that all secondaries are participating and committed to tackling GBV. Renfrewshire’s peer education offer in schools will be developed and enhanced to include a Mental Health Ambassador Programme. By June 2026: Key teachers are trained to deliver the Renfrewshire Mental Health Ambassador Programme to pupils within the senior phase. The peer education model improves young people’s knowledge and ability to recognise issues related to mental health and wellbeing. Number of schools participating in the Mental Health Ambassador Programme. Pre and post evaluations from staff and young people. Page 172 of 333
Page 173
Education Improvement Plan September 2025 55 Families and Communities: Health and Wellbeing What will we do collectively? What difference will we make? How will we measure success? In partnership with I Am Me Scotland, NSPCC and partners in health, youth services and Police Scotland, Renfrewshire schools will take part in a local campaign focussing on exploitation. By October 2025: A group of young people in S2 have produced materials to be used in campaign work and workshops to be delivered across all Renfrewshire secondary schools. A group of young people in S2 in targeted schools have participated in a play and workshops focussing on exploitation. By March 2026: Young people in S2 pupils across all secondary schools have participated in workshops focussing on exploitation. All young people have increased awareness of how to recognise, resist and report exploitation helping them stay safe and make informed choices in their lives. Pre and post evaluations demonstrate an improved shift in knowledge of young people in relation to exploitation. Using the audit information gathered, finalise the Primary Physical Education skills framework and pilot in sample schools. In partnership with OneRen, provide professional learning for teachers on the teaching of key skills in PE. By December 2025: A draft skills framework for Curriculum for Excellence Early-Second Level has been developed. By June 2026: The skills framework has been piloted across a sample of establishments and user data gathered to inform refinement of the framework. Teachers participating in CLPL are more knowledgeable about, and confident in teaching the key skills in PE. Feedback from schools (teachers and children) and key partners demonstrates that the final skills framework reflects user views. Audit across pilot primary schools demonstrates the positive impact of the skills framework on learning and teaching. Pre and post CLPL evaluations show increased knowledge and confidence of teachers. Page 173 of 333
Page 174
Appendix Page 174 of 333
Page 175
Education Improvement Plan September 2025 57 Appendix 1 Stretch aims Measure Type 2017/ 2018 2018/ 2019 2019/ 2020 2020/ 2021 2021/ 2022 (Baseline) 2022/ 2023 2023/ 2024 2023/ 2024 Target- 2024/ 2025 Difference to Target Difference to Baseline % primary pupils achieving expected level in literacy Core 76% 76% - 70% 72% 74% 76% 78% 79% -1.4% 6% % primary pupils achieving expected level in numeracy Core 83% 84% - 80% 81% 83% 84% 85% 87% -2.1% 4% % P1 pupils achieving expected level in writing Core + 83% 83% - 78% 81% 81% 83% 82% 85% -2.9% 1% % P4 pupils achieving expected level in writing Core + 77% 76% - 70% 69% 74% 76% 77% 79% -1.6% 8% % P7 pupils achieving expected level in writing Core + 76% 76% - 70% 73% 74% 77% 79% 78% 0.7% 5% % 16-19 olds participating in education, employment or training Core 91.6% 91.7% 92.4% 93.0% 93.3% 92.8% - - 95.2% - - % leavers achieving 1 or more pass at SCQF level 5 (All SCQF) Core 90.0% 91.4% 92.6% 93.4% 91.5% 90.9% - - 93.3% - - % leavers achieving 1 or more pass at SCQF level 6 (All SCQF) Core 69.1% 69.7% 71.4% 77.1% 72.9% 70.5% - - 75.0% - - Page 175 of 333
Page 176
For further information, please contact Children’s Services Renfrewshire Council Email: education@renfrewshire.gov.uk Page 176 of 333
Page 177
Page 1 of 6 OFFICIAL To: Education and Children’s Services Policy Board On: 30 October 2025 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: 2025/26 Mid-Year Service Improvement Plan Monitoring Report __________________________________________________________________ 1. Summary 1.1. The Service Improvement Plan for Children’s Services is a three-year plan covering the period 2025-2028. The purpose of the plan is to identify the priorities being addressed, the key tasks to be implemented, the implementation timetable, and our measures of success. 1.2. The Service Improvement Plan is part of a suite of documents which describe the strategic direction for the Service and the Council. This also includes the Council Plan, Community Plan, Risk Management Plan, and the Workforce Plan. The Service also makes a major contribution to the delivery of the Renfrewshire Children’s Services Partnership Plan, the Education Improvement Plan, and Renfrewshire’s Community Justice Outcomes Improvement Plan. 1.3. This update reflects on the first six months of our Service Improvement Plan and the most recent data that is available. It highlights areas where we are already making progress and some areas for improvement where we want to have a sharper focus on. Of the performance indicators, eight are on target, 13 have narrowly missed their target and 11 are below target. 1.4. All actions are either in progress or have been completed and e table below provides a summary of the status the performance indicators. __________________________________________________________________ 2. Recommendations 2.1 It is recommended that the Education and Children’s Services Policy Board note: a) the contents of this report; b) the achievements of Children’s Services during the first six months of 2025/26 which fall within the remit of this Board; and c) that a revised suite of performance indictors will be submitted to a future meeting of this Board for approval. Item 3 Page 177 of 333
Page 178
Page 2 of 6 OFFICIAL __________________________________________________________________ 3. Background 3.1 Children’s Services are responsible for the delivery of early learning and childcare, universal services such as primary and secondary education, social work services to children and families, justice social work services, and targeted and specialist services for specific identified needs. These include child protection services, the provision of education to children and young people with additional support needs, mental health and addictions services for children and young people, and management and rehabilitation services for people who have committed offences. 3.2 The Service Improvement Plan (SIP) is a comprehensive statement of the outcomes the service aims to achieve, and the actions it will take to achieve these. It fits within the wider planning framework of the Council by taking account of Community Planning themes and Council priorities. The SIP enables elected members to have oversight of developments within the service and to consider and develop policy options which reflect customer need and resource availability. 3.3 The priority actions and performance indicators set out in the attached Mid-Year Service Improvement update detail the specific actions the service has achieved and will continue to progress to deliver improved outcomes for Renfrewshire’s children, young people, and their families and communities. Progress towards actions and indicators will be reported in the annual outturn report in spring 2026. 3.4 The suite of Children’s Services indicators is currently being reviewed and on completion, a new scorecard for 2026/27 will be developed and submitted to this Board for approval. ___________________________________________________________________ 4. Summary of performance/data indicators on track 4.1 Children’s Services has continued to exceed its target for ensuring that our care experienced children and young people are looked after in a community setting, with 91.8% of young people cared for in this way. In some circumstances, a residential house or school can be a more suitable setting for children and young people based on their individual needs, however, the service will always seek to have a child live in a community setting either with their own family or with an alternative family where appropriate. 4.2 The number of unpaid work clients beginning work placements within 7 working days of the order continues to surpass the target, with 71% meeting the target. With 78% of all unpaid work orders being completed by the required date. The team continues to strive to find ways of reducing the number of late contacts to improve the figure. 4.3 Almost two-thirds (60%) of young people with an open throughcare involvement were participating in employment, training or educational placements. While this figure is slightly lower than the same period last year (61%) it remains above the target of 55%. Page 178 of 333
Page 179
Page 3 of 6 OFFICIAL 4.4 All Stage 1 complaint received by the service in the first quarter of 2025/26 were responded to within timescales agreed with customers. This highlights the continuous efforts of the service to maintain the high standard of performance in this area. The number of complaints received in this period remained relatively low. Complainants are always kept fully informed of timescales and anything that might impact them. ___________________________________________________________________ 5. Summary of performance/data indicators which have not met target 5.1 Stay on rates increased in 2024-25 with 91.4% of pupils staying on from S4 to S5 and 63.1% staying on from S4 to S6. There has been considerable variation in these rates over recent years, with a higher percentage of pupils staying on in school during the pandemic and a greater proportion leaving school in the following years. The 2024/25 figures were below Renfrewshire targets however it is important to note that Renfrewshire has continued to increase the percentage of school leavers entering a positive initial destination. Therefore, pupils that are not staying on at school are doing so to enter further education or the workplace. 5.2 The percentage of pupils satisfied with establishments decreased in 2024/25 to 75.8%. While this is a decrease from previous years this does not represent a consistent trend as the figure had increased to 82.6% in 2023/24. This data comes from pupils’ responses to the Education Scotland Survey statement “I enjoy learning at my school”. The surveys are conducted during school inspections and therefore represent a small proportion of Renfrewshire’s pupils, resulting in a high degree of variation year on year. Schools inspected in 2024/25 were Kirklandneuk Primary School, Bargarran Primary School, Mossvale Primary School & Nursery Class, Kilbarchan Primary School and Gleniffer High School. This measure does not take into account other statements which cover the broader aspects of school life, such as pastoral care, extracurricular activities, and the relationships between pupils and staff. 5.3 The percentage of care leavers with open throughcare involvement who have experienced a period of homelessness in the past six months decreased significantly from 6% in Q1 of 2024-25 to 3% in Q1 of 2025-26. In 2025-26 this constitutes 5 out of 152 care leavers with throughcare involvement. The service continues to strive towards the target of no care experienced young person having a period of homelessness. ___________________________________________________________________ 6 Key priorities over the next six months 6.1 The service has a number of priorities for the next six months and beyond, these include: • Continue to progress Renfrewshire’s response to Keeping The Promise. • Continue to enhance our approach to the whole family wellbeing model, promoting early and preventative intervention. • In accordance with UNCRC, ensure that voices of children and young people are heard and included, and their human rights are respected. • Ensure that robust child protection responses are in place and implement the recommendations from the children at risk of harm inspection. Page 179 of 333
Page 180
Page 4 of 6 OFFICIAL • Focus on securing permanency arrangements for children where this is the best outcome. • Support children, young people and their families to prepare for the transition to adult services and greater independence. • Ensure compulsory supervision is only utilised in the children’s hearing system where it is in the children’s interests and reflects national policy. • Implement the Equally Safe Strategy. • Review and develop the unpaid work scheme to improve outcomes for individuals and communities. • Review and evaluate the redesign of children and justice social work and develop a new operating model for Children’s Services. • Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health. • Play a critical part in our local response to poverty, sharing data and insight to direct resources to areas of greatest impact. • Closing the poverty related attainment gap and improving attainment of our lowest 20% learners through effective use of data, targeted approaches, the implementation of a learning and teaching strategy and through strengthened assessment, tracking and monitoring, • Ensure robust action plans are in place to develop and align with the work of the Curricular Improvement Cycle, • Through robust self-evaluation with key stakeholders, we will refresh our resource and supports offered to maximise impact further. • Continue to strengthen our approach to planning and future proofing our learning estate. • Continue to work with establishment leaders to support our children and young people with ASN, • Continue to develop strategies to improve attendance and reduce exclusions - three targeted secondary schools are currently working on a National pilot with Education Scotland on the Improving Attendance Quality Improvement Programme. • Continue to support vulnerable young people to achieve and sustain positive pathways after leaving school. • Effective delivery of our key workforce priorities to support the health, safety and wellbeing of our staff and address the priorities identified within the staff survey. __________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Page 180 of 333
Page 181
Page 5 of 6 OFFICIAL We consider our services performance against a number of strategic outcomes to measure how we are delivering better outcomes for our local communities. 4. Legal None. 5. Property/Assets None. 6. Information Technology Service developments relating to information technology are key enablers of service improvement, modernisation, and support service-level and corporate objectives. 7. Equality and Human Rights No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because it is for noting only. 8. Health and Safety None. 9. Procurement None. 10. Risk Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact Personal information will only be held as required to deliver the service. This will be done in accordance with data protection legislation. 12. Climate Risk Actions and performance indicators aligned to Strategic Priority 4: Green, of Renfrewshire’s Council Plan, highlights activities across the Council to tackle climate change. 13. Children’s Rights Children’s rights and the articles which underpin them have been considered as part of the preparation of this report. The report highlights many of the activities which partners in Renfrewshire undertake to achieve positive outcomes for children and their families through wider child, adult and community protection work. 14. COSLA Policy Position None. List of Background Papers Children's Services 2025-2028 Service Improvement Plan Page 181 of 333
Page 182
Page 6 of 6 OFFICIAL 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 is Yvonne Farquhar, Policy Manager, yvonne.farquhar@renfrewshire.gov.uk __________________________________________________________________ Author: Andrew Voysey, Policy Officer, andrew.voysey@renfrewshire.gov.uk Page 182 of 333
Page 183
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2025 –28 Mid-Year Report October 2025 Page 183 of 333
Page 184
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Welcome to our six-monthly update • This update reflects on the first six months of this Service Improvement Plan, highlighting areas where we are already making progress and some areas we want to focus on more, perhaps because performance isn’t moving in the direction we anticipated or because of other pressures or factors that makes this even more of a priority for us. • The following pages shine a spotlight on some great projects or practice and highlight areas where we want to improve or develop further. At a service level, there is a stronger focus on the Council Plan Strategic Outcomes that are closely aligned with Children’s Services. Towards the end of this document, you will find a full update against all the actions and performance indicators we use to measure progress. • We report on 37 performance indicators, 20 which are reported annually and 17 reported quarterly. Some annual indicators are based on data that is one-year behind, owing to having no more recent comparable information. This will be updated as comprehensive data becomes available through subsequent data collections. Page 184 of 333
Page 185
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan Place: Engagement with education staff was undertaken to identify areas of need to aid in the implementation of digital based pedagogies. New gender based violence training has been provided to further implement our ‘Equally Safe’ strategy. Economy: A series of internships and training programmes have been introduced to support young people into positive destinations. Work is ongoing to upscale the delivery of these programmes to improve access to more young people. Green: Collaboration is ongoing with Hub West Scotland and local authorities to develop new routes to Net Zero. A series of visits to newly completed schools in partner local authorities have been planned to learn about their strategies. Page 185 of 333
Page 186
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Fair: Nurturing bright, happy and healthy futures for all Achievements • The guidance for delivering high quality learning, ‘The Renfrewshire Way’, was launched in April 2025 and is being rolled out throughout this academic year. • The social work re-design is being continuously reviewed to ensure that new processes for referrals are reducing the number requiring longer- term allocations. • The Promise Keeper network continues to grow across the Council, HSCP, and partner organisations. The Promise Team has worked with other local authorities who are seeking to replicate Renfrewshire’s model. • A group of Physical Education (PE) teachers are developing a new teaching programme and identifying key resources to support the consistent delivery of PE across all stages and throughout Renfrewshire. 97% of our school leavers are in positive destinations. Attainment gap in literacy decreased between pupils living in the most and least deprived SIMD areas. 91.8% of our care experienced children and young people are looked after in the community. An increased number of care leavers are in employment, training, or education. Page 186 of 333
Page 187
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Living our Values: making a difference together We are focusing on promoting the health and wellbeing of our staff. We are ensuring that support is available for those who need it. 83% of Freedom of Information requests were responded to on time. 100% Stage 1 complaints were resolved within agreed timescales. 90% Stage 2 complaints were resolved within agreed timescales. More opportunities to learn together, share practice, and better inform children and young people and their families who need it. Children’s Service has a renewed focus on staff development and learning Page 187 of 333
Page 188
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Improving Outcomes for Children and Families Achievements • The Promise Keeper Network in Renfrewshire continues to grow and develop, with over 350 ‘Promise Keepers’ now being involved. The network is now working collaboratively with other local authorities to share and develop best practice. • We are continuing to embed the UNCRC throughout Children’s Services, ensuring that children’s rights are protected and supported in all decisions across Council services. • Work is ongoing to expand the role of the Young Leaders and Learners Programme to promote the voice of pupils. Areas for improvement and development • The poverty-related attainment gap continues to be an area of focus for the service. We will continue to target our work to support all children and young people to achieve the best possible outcome and positive destination. A large proportion of looked after children being placed in families. Across all of our work and all of our efforts, we hope for loving and happy lives for Renfrewshire’s children – working together to get it right for children, families and communities – protecting, learning, achieving and nurturing. Every priority of our Council Plan contributes to improving the lives of Renfrewshire’s children and their families. We continue to review the implementation of the Social Work redesign to ensure it delivers for our service users. We continue to welcome people to Renfrewshire that arrive through government humanitarian schemes. Page 188 of 333
Page 189
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Action Plan October 2025 Page 189 of 333
Page 190
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key ACTION STATUS OVERDUE CHECK PROGRESS IN PROGRESS COMPLETED Page 190 of 333
Page 191
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Progress development work in relation to the priority schools identified in the School Estate Management Plan - Paisley Grammar School Community Campus 31-Aug-2026 Paisley Grammar School continues to progress in construction and remains on track for 2026 delivery. Building is progressing ahead of schedule at this point in time, and the fit out of classrooms has begun for test purposes on quality. A travel plan is being developed for the new school, and a new working group set up to develop and implement improved local infrastructure on Renfrew Road. Progress development work in relation to the priority schools identified in the School Estate Management Plan - Thorn Primary School 31-Mar-2026 Decision made at March 2025 Policy Board to pause the delivery of a like-for-like Thorn Primary School and undertake an options appraisal to widen the scope of this project. In line with the Learning Estate Strategy, this action has now developed into a wider strategic business case assessment of the Johnstone Learning Estate. Undertake an evaluation of the roll out of full Wi-Fi across the school estate 31-Mar-2027 As part of the ongoing digital refresh in establishments, devices continue to be refreshed to make full use of the completed and installed Wi-Fi and switch upgrade. Page 191 of 333
Page 192
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Progress development work in relation to the priority school identified in the Learning Estate Management Plan - Extension and Adaptations to Park Mains High School 31-Aug-2027 Project is progressing on track with contractor now on board with design team. Final design development is in process, planning application has been submitted, and commercial agreement on construction is being finalised. Intention it to award final construction contract in early 2026 to begin construction thereafter. Progress development work in relation to the priority schools identified in the Learning Estate Management Plan - A New Dargavel Primary School 31-Aug-2027 Project to deliver a new primary school in Dargavel in progressing and remains on track for August 2027 opening. School has been named Thistle Primary School. Civil engineering work commenced earlier in 2025 and has prepared the land for construction. Construction due to commence in November 2025. Implement the priority actions from the National Strategy for Community Justice with our Community Justice partners. 31-Mar-2027 Good progress has been made on improving coordination of local supports following release from custody. Strong links have been made with the nationally commissioned Upside voluntary throughcare service, which commenced in April 2025. We now have established monthly pre-release planning meetings, ensuring key partners have oversight the needs and circumstances of each individual returning to Renfrewshire. This collaborative approach enhances information sharing and decision-making, enabling services to effectively plan around the needs of each person. Early progress has been made in identifying arrest referral pathways for people arriving into police custody. Routes have been identified into local alcohol and drugs service supports, and ongoing work will look at how we can complement this with supports around mental health and wellbeing. Page 192 of 333
Page 193
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Continue to implement ‘Equally Safe at School’ in line with Scottish Government’s Equally Safe Delivery Plan 2024-26 31-Mar-2027 In line with ADES commitments around prevention of gender-based violence (GBV), training was provided to secondary school staff by Equally Safe at School (ESAS) team from Rape Crisis Scotland in March 2025. All secondary schools and Mary Russell ASN school are now registered for the programme and schools have been supported in ESAS improvement planning for school session 2025/26 in line with local authority expectations. All schools are required to record incidences of gender-based violence on SEEMiS (Bullying and Equalities module) to enable monitoring and reporting of incidents over time. At present, very few schools are selecting GBV when describing the nature of an incident. Plans are in place to provide guidance for schools to support more accurate reporting of GBV incidents. Education Scotland’s ‘Train the Trainer’ training was provided for Mentors in Violence Prevention (MVP) trainers for primary schools. Following this, we were delighted to pilot, in partnership with Education Scotland, new GBV training for colleagues across 14 early years and primary establishments. To further enhance the programme this session, MVP training has been delivered to partners across Renfrewshire Council including Police Scotland, Barnardo’s, Women and Children First, staff working within children’s homes, Social Work and the Health and Social Care Partnership. We have continued to build our strong partnership with Youth Services through Young and Equally Safe in Renfrewshire, a Scottish Government funded project which takes the excellent work of Renfrewshire young people from our schools, into our community. This has included various events and campaigns including involvement in Renfrewshire’s “Reclaim the Night” walk for 16 Days of Action. In June 2025, Renfrewshire hosted a national “Action for Change” youth assembly in partnership with Education Scotland. The event took place in Paisley Town Hall and was attended by over 200 young people from schools across Scotland. It was a privilege to have Jackson Katz, co-founder of MVP, visit from America as our main speaker. Page 193 of 333
Page 194
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update A digital strategy will be developed, implemented and evaluated for children, young people and families which will focus on Transformation, Capacity Building and Innovation 31-Mar-2027 Survey of education staff highlighted areas of needs which have been categorised under transformation, capacity building and innovation. Feedback was shared with schools in June 2025. As part of the new learning and teaching strategy to raise attainment and achievement for all, digital based pedagogies have been included. A working party comprising of education staff from all sectors has been convened and the refreshed digital strategy project name “Transform to Innovate Renfrewshire” has been shared with establishments. A timeline of short, medium and long term actions have been identified and shared amongst the staff in the working party. Further investigation and research into a 1-2-1 device deployment from P5/6 to S6 has begun. Support from the PMU has been discussed and a presentation on progress to date shared with the Digital Board . Ensure that evidence-based data driven decision making improves outcomes for children, families and communities 31-Mar-2026 The service has a clear data strategy and uses this to ensure that decisions are data informed. The strategy is included in the SIP. The priority for the data team is early years data and ensuring that EY data is embedded in the learning estate strategy. The team regularly attend the Data Advisory Group. Implement Renfrewshire's Equally Safe Strategy 31-Mar-2028 Work continues with partner agencies to implement the national Equally Safe Delivery Plan at a local level. The Gender Based Violence Strategy Group has officially rebranded as the Equally Safe in Renfrewshire Multi-Agency Partnership, marking a renewed and unified commitment to ending violence against women and girls in line with the national Equally Safe Strategy. Key actions are underway including the ongoing roll out of the Safe and Together model and the introduction of the Equally Safe in Practice Framework across the partnership. Page 194 of 333
Page 195
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What we will do Due Date Status Progress update Working in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire and Developing the Young Workforce West, we will ensure planned robust approaches to supporting our most vulnerable learners into positive destinations 31-Mar-2025 Career Ready summer internship programme successfully completed for 27 Renfrewshire young people. The programme continues to be upscaled across Renfrewshire Secondary Schools. SLFU Practitioners Network took place on 11 June, representatives from Education, SDS and Invest in Renfrewshire met to discuss planning processes and share practice. Young People from Castlehead High School and Renfrew High School completed year 2 of the DXC Digital Futures Academy. 12 S3 pupils are working alongside industry experts to gain exposure to cutting edge technologies. The programme includes personal career planning, goal setting, action planning and decision making. A number of social values programmes have also been developed including a project-based learning initiative delivered in partnership with Canon and a group of 20 young people in S3 at Johnstone High School. This work continues to support all our learners including the most vulnerable to develop key meta- skills which will allow them to access future destinations. My Future Pathways programme continues to offer opportunities for young people who are interested in pursuing a career in the construction industry. 6 young people gaining industry accredited qualification CSCS and a further 5 gaining Health & Safety qualification in April 2025. Contribute to the Council’s Workforce Plan and Strategic Recruitment and Talent Management Plan to enable us to meet workforce demands particularly in relation to Teaching and Social Work. 31-Mar-2027 Robust support is provided to newly qualified social workers (NQT) via a variety of methods to support retention and workforce demand. Page 195 of 333
Page 196
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Implementation of the Learning, Teaching and Assessment Strategy that clearly articulates the vision for planning and delivering high quality learning, teaching and assessment 31-Mar-2027 ‘The Renfrewshire Way’, this guidance has now been launched at the Equity Conference which took place on 30 April and was well received. This will be implemented session 2025/26 by all practitioners across all sectors. As part of the ongoing work in this area assessment guidelines and a pack of support materials will be available for all practitioners by January 2026. Raise attainment and skills for learning, life, and work to enhance opportunities and choices for all our children and young people 31-Mar-2027 Target schools continue to support identified groups of learners. Baseline assessments have been completed and all interventions are now in place. Evaluations are being gathered to evaluate the impact of this work. We will embed the whole family wellbeing service and request for assistance process to ensure that families get the right support at the right time, based on need. 31-Mar-2028 Work is ongoing to embed whole family wellbeing with several events and groups being created. Currently case studies are being drawn up and will be shared nationally through the Improvement Service. The key development actions for the Family Wellbeing Service during 2025-26 will be included in the Education Improvement Plan. Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health. 31-Mar-2028 A comprehensive audit of Physical Education (PE) curriculum planners and current practice was undertaken across Renfrewshire schools. The audit involved engagement with children and young people, teaching staff, and key strategic partners, including OneRen and Education Scotland. The findings highlighted gaps in the explicit teaching of PE skills and in the progression of these skills from Early to Third Level. In response, specialist PE teachers are leading the development of a structured skills framework, a targeted training programme and the identification of key resources to support consistent and progressive delivery of PE across all stages. Page 196 of 333
Page 197
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Ensure robust action plans are in place to develop and align with the work of the Curricular Improvement Cycle. 31-Mar-2028 The central team have met with representatives from Education Scotland to raise awareness of the CIC. A presentation was shared with all head teachers to raise awareness of the ongoing work in this area and the timeframe for implementation. A number of head teachers are involved in national working groups representing Renfrewshire Council. Focus on securing permanency arrangements for children where this is the best outcome. 30-Jun-2026 Monthly meetings are scheduled to monitor all cases where permanency is the plan for the child. Good progress is being made in this area of practice. Implement the recommendations from the children at risk of harm inspection. 31-Mar-2026 RCPC’s updated Improvement Plan was approved in March 2025. It includes the improvement actions from the joint inspection of services for children at risk of harm in Renfrewshire and improvement actions from recent learning reviews. The priorities in the RCPC Improvement Plan are: • Voice of infants, children, young people and families (Inspection action) • Chronologies (Inspection action) • Data (Inspection action) • Mental Health Support (Inspection action) The Improvement plan is overseen by the Continuous Improvement Subgroup. The voice strategy has been approved and leads identified to take forward each of the priority areas. We are currently recruiting for staff to improve our collection and analysis of data. Review the impact of the social work re-design. 30-Nov-2026 The impact of the social work service redesign is monitored on an ongoing basis by capturing and analysing a range of relevant data. Indications are that the changes to how the service deals with new referrals to social work is working as intended and is reducing cases requiring longer term allocation. Page 197 of 333
Page 198
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Provide support and intervention at the right level and the right time to allow children and families to move out of the system quickly when challenges are addressed and resolved. 30-Jun-2026 A new approach to duty referrals was introduced in November 2024. Early indicators show new referrals are dealt with timeously by the dedicated Initial Response Team. New referrals are dealt with more quickly compared to the previous duty model. The number of families requiring longer term Social Work support has also reduced and the partnership with Barnardo’s Early Help Service means that many families are less likely to be re-referred to Social Work. Families report improved outcomes with this early intervention support. Assessment reports to SCRA and for Child Protection processes are being submitted more quickly ensuring that families receive quicker care plan decisions. Continue to work with establishment leaders to support our children and young people with Additional Support Needs. 31-Mar-2028 Restatement of Renfrewshire’s Vision for Inclusion to ensure a clear understanding of the presumption of mainstream; the profile of need of those who are most vulnerable, and needs are most complex; the expanding ASN estate and the importance of multi-agency working. Early intervention continues to be a key priority of the service. The service is developing a pilot project to explore how we support children and young people. A Virtual Head Teacher post is being created to transform how the Secondary Flexible Learning Resources operates. Attendance is a local priority which we report on 4 weekly and termly. This has a focus on the attendance and exclusion of ASN children. Work is ongoing on a review of information and support that is available to ensure that stakeholders are aware of the resources they could access. Managing and Reporting Violence and Aggression Incidents in Establishments Policy will continue to be embedded, ensuring that local processes are followed to track and monitor incidents resulting in appropriate interventions and supports being actioned. 31-Mar-2028 Training courses on the implementation of the refreshed Managing and Reporting Violence and Aggression Incidents in Educational Establishments policy is available both online and in person. Page 198 of 333
Page 199
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update The Promise Strategic Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families (CF) 31-Mar 2025 Children’s Services continues to show strong leadership and unwavering commitment to Keep The Promise, driving forward transformative change. During this period, the Promise Strategic Oversight Group convened to discuss key developments, including Promise Scotland’s shift in national delivery support and the introduction of the Children (Care, Care Experience and Services Planning) (Scotland) Bill. Planning and development activities have commenced to shape the Renfrewshire’s Promise Strategic Plan (2026–29), with a focus on alignment with the Renfrewshire Children’s Services Plan. Supporting our workforce remains central to our approach. The Promise Human Library has grown to 92 members, and a soft launch is planned to enhance engagement with care experienced young people. We are progressing the Guaranteed Interview Scheme, with a proposal scheduled for submission to the Corporate Management Team in July. Additionally, the newly formed Care Experienced Staff Network held its first meeting, creating a safe and supportive space for colleagues with lived experience to connect and share. Renfrewshire’s Promise Keeper Network has grown to 350 members, with increased visibility and new services coming onboard. The Promise Team has supported two other local authorities in replicating the network model. Strategic integration is evident, with The Promise is embedded in IJB planning and preparations underway for a Health Promise event in September. A successful webinar on relationships and sexual health was delivered in partnership with Health Inclusion colleagues, engaging carers and professionals across Renfrewshire. The Promise Manager met with strategic council officers to share updates on recent developments, including contributions to the Trauma-Informed Renfrewshire Roadmap and the Community Planning Partnership Annual Report. The Promise Manager has joined the COSLA Local Government Promise Board, contributing to national strategic leadership. Renfrewshire Promise Team has been invited to join the Central-West Promise regional network, strengthening collaboration and shared learning. Page 199 of 333
Page 200
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Green What we will do Due Date Status Progress update Continue to work with other council services to deliver improvements to the school estate which offer a high degree of environmental sustainability and energy efficiency. 31-Mar-2026 Latest collaboration has been around sustainability through working with Hub West Scotland in a collaboration group with 3 other local authorities to understand road maps to net zero. Ongoing collaboration continues with North Lanarkshire to understand ways of working. Multiple opportunities are coming up to visit newly completed schools in partner local authorities and learn about their projects. A recent visit took place to the new Faifley Campus in West Dunbartonshire. Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Engage and participate in Trauma Informed and Responsive Renfrewshire programme 31-Mar-2026 Children’s Services continues to actively participate in the governance arrangements for A Trauma Informed and Responsive Renfrewshire. Page 200 of 333
Page 201
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Actively promote health and wellbeing support for staff 31-Mar-2027 Operational update in February 2025 for all senior leaders there will be a Health and Safety Team update from and an update on supports available for staff wellbeing from Organisational Development. Place the human rights and needs of every child and young person at the heart of service planning and delivery (UNCRC) 31-Mar-2027 We continue to promote and ensure the following aims are embedded in the service, • To ensure children’s rights are respected and protected in law in Scotland • Public authorities legally required to respect and protect children’s rights in their work • Public authorities required to proactively promote children’s rights • Unlawful for public authorities to act incompatibly with UNCRC Through engagement and participation, we will ensure the collective views, needs and aspirations of children, young people and families are met. 31-Mar-2027 The young leaders of learners programme has been developed further with 35 establishments now engaging in work relating to promoting pupil voice. YLL Celebration Events allowed Young Leaders to share their experiences and improvement actions and provide feedback on the programme. YLL staff training included 6 new schools who will join the programme in August 2025 – 4 primary schools, 1 ASN and 1 secondary. In partnership with the HSCP, closely collaborate with young people and their families to ensure a smooth transition to adult services. 31-Mar-2027 Multi-agency development sessions have taken place in 2024 & 2025. Consultation with senior leadership team in children’s services social work and Adult service social work under HSCP. Work is ongoing. Page 201 of 333
Page 202
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Take forward findings from Employee Survey and develop actions across the following three priority areas. 31-Mar-2028 A short life cross service working group has been established to look at clear actions across the three priority areas. Play a key role in the Reshaping Renfrewshire – Transformation Programme and associated workstreams. 31-Mar-2028 The Service is actively engaging with the transformation programme. The social work redesign has been in place for just over 9 months and is showing positive impact on outcomes. Engage with the Data Advisory Group to ensure data activities align with the Data Strategy Framework, cross- service data sharing opportunities are identified, and data improvement activities are carried out in a consistent manner across the organisation. 31-Mar-2026 The service has a clear data strategy which has been embedded in the SIP. Data is being gathered to support the AI assessment work and improvement activities. Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic medium and Gaelic learner education to Renfrewshire Council residents. 31-Mar-2026 Right to GME continues to be highlighted in P1 registration forms and via the Children & Young People Consultation survey. In addition, 2 annual events are hosted at our GME provision for prospective parents and for the wider community to raise awareness of the availability of GME within Renfrewshire. Page 202 of 333
Page 203
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Indicators October 2025 Page 203 of 333
Page 204
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key PERFORMANCE INDICATOR STATUS BELOW TARGET WARNING (within 10% of Target) ON TARGET NOT COMPARABLE DATA ONLY PERFORMANCE IMPROVING PERFORMANCE IN RANGE PERFORMANCE GETTING WORSE Page 204 of 333
Page 205
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target Percentage of Looked After Children cared for in the community 90.2% 90.8% 90% 91.6% 91.8% 89.9% The proportion of looked after children residing in community settings has increased by 0.2 percentage points, reaching 91.8%. The majority of looked after children continue to be cared for within the community, either with their families or with alternative carers such as extended family or friends. This reflects the service’s ongoing commitment to prioritising family-based care wherever appropriate. While residential placements may be necessary for a small number of children and young people due to their individual needs, such arrangements are considered only when community-based care is not suitable. The overarching aim remains to support children in environments that promote stability, wellbeing, and continuity of care. This indicator is also reported annually through the Local Government Benchmarking Framework (CHN9: ‘Balance of care for looked after children’), which measures the percentage of children being looked after in the community. The most recent published data for 2023/24 shows that 92.8% of looked after children in Renfrewshire were cared for in community settings, exceeding the national average of 88.8%. Page 205 of 333
Page 206
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target Percentage of accommodated Looked After Children placed with families 89.5% 82.6% 89.6% 90.5% 90.6% 83% The majority of accommodated children continue to reside in family-based settings, typically with friends or relatives, which remains the preferred model of care. As of the end of June 2025, over 90% of accommodated children were placed in such settings—substantially exceeding the target of 83%—despite a decline of nearly 7 percentage points between Quarter 1 and Quarter 2 of the 2024/25 reporting period. Nonetheless, there are circumstances in which placement in a residential facility is deemed more appropriate, either to meet the specific needs of the child or as directed by a children’s hearing. Page 206 of 333
Page 207
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target Percentage of care leavers participating in employment, training or education 61% 50% 59% 58% 60% 55% The percentage of care leavers with an open Throughcare involvement who were engaged in employment, education, or training increased by 2 percentage points compared to the previous reporting period. At the end of Q1 25/26, 60% of the 91 care leavers with an open Throughcare involvement were positively participating in employment, education or training. Percentage of care leavers who have had a period of homelessness in the last 6 months 6% 4% 2% 3% 3% 0% The proportion of care leavers with an open Throughcare involvement who have experienced a period of homelessness in the past six months has remained the same at 3%, representing 5 individuals out of 152 care leavers with an open Throughcare involvement. Given the small numbers involved, consistently fewer than 10, some fluctuation in percentages is to be expected. All individuals were accommodated either with family members, friends or provided with temporary homeless accommodation within Renfrewshire or in other local authority areas. Throughcare and Housing services continue to work collaboratively to prevent homelessness and to support care leavers in sustaining tenancies. Page 207 of 333
Page 208
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target The percentage of NEW clients subject to a new supervision order seen by a supervising officer within 1 week 56% 57% 75% 79% 71% 85% Performance in this area is subject to fluctuation, during quarter 1, 64 of 90 orders were on target, however, it is worth noting that 22 cases that were late were due to factors out with the control of the service. • 11 Failed to attend • 4 were in custody or were already on an order • 3 in employment or an agreed alternative • 4 came from Courts out with Paisley which resulted in a delay in the administration of the order. % of NEW unpaid work orders/requirement complete by the required date 79% 93% 83% 97% 78% 75% The number of unpaid work/requirements completed were 30 from a possible 38. All remaining 8 cases were revoked early: • 5 orders revoked for being breach • 3 orders revoked due to Court review Page 208 of 333
Page 209
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target Percentage of NEW unpaid work clients seen within 1 working day of the order 68% 55% 66% 63% 66% 70% 59 of 89 new unpaid work clients were seen withing one working day of the order. Of the 30 cases not on target: . 9 clients failed to attend . 3 clients were in employment as an agreed alternative . 4 were already on supervision and /or an order . 4 from other Court (notification delay) . 1 client was on holiday . 5 clients were “Level 1” which JSW do not report on . 1 client was in custody The remaining 3 cases (3.3%) were areas where performance could be improved Percentage of NEW unpaid work clients receiving an induction within 5 working days of the order 67% 61% 69% 69% 69% 75% Of the 89 cases 61 new unpaid work clients received an induction within 5 working days of the order. Of 28 cases not on target: • 9 clients failed to attend • 4 clients were In employment or an agreed alternative • 5 clients were already on supervision and /or order (no need for 2nd induction) • 4 clients were “Level 1” which JSW do not report on • 1 client had complex placement requirements • 1 client was in custody at the time • 1 client was ill • 1 client was on holiday Of the remaining 2 late cases, 1 order was served late and 1 was late due to staff sickness. Page 209 of 333
Page 210
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target Percentage of NEW unpaid work clients beginning work placement within 7 working days of the order 70% 66% 69% 70% 71% 65% The Q1 target was achieved with 64 out of 89 cases being on time. Of the 25 cases not on target: • 8 clients were currently on an order • 3 clients were in employment • 2 clients failed to attend • 1 client was ill • 1 client was on holiday • 1 was in custody at the time. • 9 cases were late as the initial contact by the team occurred late. The team are working on ways to increase speedy responses for cases. Page 210 of 333
Page 211
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 4 96.1% 95.7% 94% TBC 98% Renfrewshire remains ahead of the national figures and in line with the virtual comparator in this measure. In the 2023/24 leavers cohort 94% of Renfrewshire pupils achieved this literacy at SCQF level 4, compared with 94% nationally and 95% for the virtual comparator. The percentage of leavers in Renfrewshire achieving literacy at SCQF level 4 or above has remained relatively constant over the past 5 years. Targets for this measure were set before the pandemic. % of Leavers attaining numeracy SCQF Level 4 93.4% 93.0% 93% TBC 94% Renfrewshire is consistently ahead of national figures over 5 years and remains in line with the virtual comparator. In the 2023/24 leavers cohort 93% of Renfrewshire pupils achieved SCQF level 4 numeracy, compared with 91% nationally and 92% for the virtual comparator. At SCQF level 4, numeracy attainment above national and virtual comparator is a consistent trend over the previous 5 years. Page 211 of 333
Page 212
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 5 87.1% 85.3% 83% TBC 88% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire is consistently in line with the virtual comparator and ahead of national figures in this measure. In the 2023/24 leavers cohort 83% of Renfrewshire pupils achieved this measure, compared with 81% nationally and 85% for the virtual comparator. Targets for this measure were set before the pandemic. % of Leavers attaining numeracy SCQF Level 5 76.9% 75.3% 76% TBC 77% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire remains ahead of the virtual comparator and national figures in this measure. In the 2023/24 leavers cohort 76% of Renfrewshire pupils achieved this measure, compared with 74% nationally and 71% for the virtual comparator. Renfrewshire remains in line with pre-pandemic levels, which is the most credible like for like comparison. Targets for this measure were set before the pandemic. Page 212 of 333
Page 213
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Average total tariff score of all school leavers in Renfrewshire 984 933 941 TBC 960 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is ahead of 2018/19 leavers cohort, which was 923. Targets for this measure were set before the pandemic. Average total tariff score of leavers living in SIMD 30% most deprived areas 745 681 681 TBC 700 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is ahead of the 2018/19 leavers cohort, which was 674. Targets for this measure were set before the pandemic. Page 213 of 333
Page 214
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Percentage gap in average total tariff score of school leavers resident in SIMD 30% most deprived and those from the 70% least SIMD deprived Renfrewshire areas. 32% 36% 38% TBC 28% The size of the gap between pupils living in most and least deprived areas has increased further in 2023/24. This is because the average total tariff score of leavers from the 30% most deprived SIMD areas increased more than those from the 70% least deprived SIMD areas. Please note - leavers in the 2020, 2021 and 2022 cohorts experienced alternative assessment methods to pre-pandemic cohorts and therefore data should be treated with caution as it is not a direct comparator with previous years. Average Total Tariff Score of Looked After Children (school leavers) 328 320 283 TBC 340 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. There is a high degree of variability in this data due to small cohorts. The 2023/24 data is in-line with pre-pandemic levels; in 2018/19, this figure was 280. Targets for this measure were set pre-pandemic. Page 214 of 333
Page 215
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Gap between the Average Total Tariff Score of Looked After Children (school leavers) and that of the total Renfrewshire leavers cohort 67% 66% 62% TBC 63% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Attainment of both care experience pupils and the general cohort have followed similar patterns over this period. The percentage gap between the average total tariff score of care experienced school leavers and the general leavers cohort has improved by 5 percentage-point. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 15.4 16 14 9 10 The size of the attainment gap has decreased by 6 percentage points since 2023-24 as a result of increased attainment of pupils living in SIMD 30% most deprived areas. The size of the gap is the lowest in the previous 7 years at 9 percentage points. Pupils living in most deprived areas were more significantly impacted by the pandemic which caused these gaps to widen. The data indicates that positive progress has been made to rectify this, and the size of the gap is now lower than in 2018-19. Page 215 of 333
Page 216
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 13.4 11 11 9 9 The size of the attainment gap has decreased by 2 percentage points since 2023-24 as a result of improved attainment of pupils living in SIMD 30% most deprived areas. The size of the gap is the lowest in the previous7 years. Pupils living in most deprived areas were more significantly impacted by the pandemic which caused these gaps to widen. The data indicates that positive progress has been made to rectify this, and the size of the gap is now lower than in 2018-19. Page 216 of 333
Page 217
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils entitled to Free School Meals and pupils not entitled 21 22 18 11 15 Please note that due to changes in free meal entitlement these comparisons are not reliable. Previous years data will include P4 attainment which is now covered under universal provision. The size of the attainment gap has decreased since 2022/23 and is now lower than in 2021/22. Attainment of pupils entitled to free meals has increased by 7 percentage points since 2021-22 compared with 4 percentage points for those that are not entitled. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils entitled to Free School Meals and pupils not entitled 17 18 14 17 14 Please note that due to changes in free meal entitlement these comparisons are not reliable. Previous years data will include P4 and P5 attainment which is now covered under universal provision. The size of the attainment gap has decreased since 2022/23 and is now lower than in 2021/22. Attainment of pupils entitled to clothing grants is in line with pre- pandemic levels at 17 percentage points. This is an increase since 2023-24 but lower than the previous 3 years. Page 217 of 333
Page 218
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of School leavers in a positive destination 96.% 96.4% 97.1% TBC 98% The percentage of leavers entering a positive destination has increased in Renfrewshire to 97.1%. This is an increase over 5 years and Renfrewshire remains ahead of the national figure (95.7%). Compared to the previous year, a higher proportion of Renfrewshire's 2023/24 leavers cohort have entered higher education (43.1% up from 41.6%) and further education (26.1% up from 24.9%). With more leavers entering higher and further education, this means that the proportion of leavers entering employment has fallen from 26.1% to 21.4%. Compared with national figures, Renfrewshire has a higher proportion of leavers entering higher education and a lower proportion of leavers that are unemployed. An update on this position will be available in February 2026 Page 218 of 333
Page 219
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value No of foundation apprenticeships accessed by Renfrewshire school pupils 55 14 21 TBC 45 We have a higher number starting Foundation Apprenticeships this year, so hopefully we will see greater figures completing moving forward. During 2023/24, 21 young people from Renfrewshire schools began Foundation Apprenticeships. More frameworks have been established in the area but had to be cancelled due to no uptake. A richer curriculum is currently offered at school that includes a wide range of new courses and creates additional opportunities for young people. We will continue to work with West College Scotland to provide attractive options for young people and intend to grow this number year after year as part of the wider goal of positive post-school destinations for all young people. Percentage of pupils satisfied with establishments Education Scotland Survey N/A 77.3% 82.6% 75.8% 100% Figures for this indicator are taken from pupil responses to surveys sent out by inspectors; in this case, it is the proportion responding positively to the statement “I enjoy learning at my school”. As such, they relate to a proportion of pupils in a small number of schools. Schools inspected in 2024/25 were Kirklandneuk Primary School, Bargarran Primary School, Mossvale Primary School & Nursery Class, Kilbarchan Primary School and Gleniffer High School. This measure does not take into account other statements which cover the broader aspects of school life, such as pastoral care, extracurricular activities, and the relationships between pupils and staff. Page 219 of 333
Page 220
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of children attending school (Primary) 92.6% 92.8% 93.1% 93.8% 95.5% Renfrewshire primary schools have worked hard to maintain a strong level of attendance, with a further increase from 2023/24. This is the fourth consecutive increase following the pandemic. National and virtual comparator data for the 2024/25 school term will be available in Spring 2026. % of children attending school (Secondary) 87.1% 86.9% 86.8% 87.6% 91% Renfrewshire secondary schools have worked hard to maintain attendance in challenging circumstances since the pandemic. The latest data shows an increase in attendance since 2023/24 which has previously been static over the previous 3 years. National and virtual comparator data for the 2024/25 school term will be available in Spring 2026. Page 220 of 333
Page 221
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2020/21 2021/22 2022/23 2023/24 2024/25 Target Explanation of performance Value Value Value Value Value % of young people choosing to stay onto S5 (as % of S4 roll at September previous year) 93.3% 94.5% 92.1% 89.5% 91.4% 92% The percentage of pupils staying on to 5th year has increased in comparison to 2023/24. There is no national comparator data for this specific measure at present. % of young people choosing to stay onto S6 (as % of S4 roll at September two years before) 69% 72.4% 66.4% 62.6% 62.8% 71% Stay on rates for young people choosing to stay on to S6 remain below target. Education for the senior phase has a strong focus on personal development and employability skills as well as on academic attainment, and support is offered to ensure positive post-school positive destinations for all. No comparator data is available at present. Page 221 of 333
Page 222
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target % of Stage 1 complaints responded to within timescales agreed with customers 100% 100% 100% 100% 100% 95% Children's Services received 13 Front Line (Stage 1) complaints; 11 were for Education and 2 for Social Work. All complaints were completed within the target timescale. % of Stage 2 complaints responded to within timescales agreed with customers 86% 94% 100% 97% 90% 95% Children's Services received 70 Investigation (Stage 2) complaints in Q1; 63 Education and 7 Social Work. 63 complaints were completed within the target timescale; 51 Education and 12 Social Work. 6 Education and 1 Social Work complaints completed outwith target. This represents a drop of 7 percentage points from Q4 of 2024/25. % of FOI requests completed within timescale by Children's Services 85% 81% 79% 81% 83% 100% Children's Services has, for the second consecutive reporting quarter, seen an improvement in performance. 83% of FOIs were completed within timescales for Q1 of 25/26, an increase of 2% from the previous quarter. For Q1, Children's Services had 71 FOI responses due; 47 Education and 24 Social Work. 59 were completed within the required timescale; 35 Education and all 24 Social Work FOIs. 11 Education FOIs were completed outwith timescales. Page 222 of 333
Page 223
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values Indicator Current Status Short term trend Long term trend Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2025/26 Explanation of performance Value Value Value Value Value Target Completion rate of corporate induction within 30 days of starting employment with the Council. New Indicator 6% 100% This is a new indicator. It covers the number of new starts within Children's Services who completed all nine induction modules on iLearn within the first 30 days of employment. Of the 52 new starts in Q1, 3 completed all induction modules within 30 days. * Note, reported numbers do not include colleagues on the Terms and Conditions Casual / Sessional, Internship, Non- Payroll Resources and Miscellaneous. Completion rates of mandatory training courses. New Indicator 46% 100% This is a new indicator. Of the 15,198 Children's Services colleagues, 46% had completed all of their mandatory training courses by the end of June 2025. This represents 44% of teachers and 50% of non-teaching colleagues completing training. Completion rates of Personal Development Plans. New Indicator TBC This is a new indicator. Data will be available in future updates. Page 223 of 333
Page 224
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Management Information Indicator Q1 2024/25 Q2 2024/25 Q3 2024/25 Q4 2024/25 Q1 2024/25 Explanation of performance Value Value Value Value Value Percentage of children registered in this period who have previously been on the Child Protection Register 22.0% 4.0% 4.7% 3.2% 2.9% There were 35 new COP registrations between April and June 2025; down from the number of new CP registrations in the same period of 2024. Of the CP registrations in this period, 8 children had previously been registered. Re-registrations are monitored as part of the Renfrewshire Child Protection Committee’s performance management to ensure that there have been no inappropriate de- registrations Number of children on the Child Protection Register at quarter end date 76 76 71 63 67 As of the end of Q1 in 2025/26, 67 children were listed on the Child Protection Register (CPR). During this period, 35 children were newly registered, while 31 were removed from the register. The Renfrewshire Child Protection Committee monitors trends in child protection activity and receives regular reports detailing a range of performance indicators. Please note that there are no targets for these indicators Page 224 of 333
Page 225
Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2024 - 27 For more information, please contact: csdatapolicy@renfrewshire.gov.uk Page 225 of 333
Page 226
To: Education and Children’s Services Policy Board On: 30 October 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. 3.2. The building’s internal features are progressing with science labs, ICT rooms, and art rooms all at the point of fit out and fixed furniture implementation 3.3. The formation of the external pitches is well underway, and the artificial sports pitch is largely complete with lining now in place. Item 4 Page 226 of 333
Page 227
A recent visit took place involving the Paisley Grammar Parent Council, and all associated Primary School Parent Councils. This was a very positive visit which allowed understanding of the benefits that will be brought by the new school. 4. Park Mains High School Extension & Internal Interventions 4.1. The design process is ongoing with technical design nearing completion. The contractor is commencing the market testing process where specific costings will be received to inform the final project cost. 4.2. Work is continuing to prepare for an advanced works package that will allow a prompt start on site for foundation works and full build preparation. It is anticipated that this contract will be presented to the February 2026 Finance, Resources and Customer Services Policy Board. 4.3. Following the submission of the planning application in the summer of this year, the application remains on track to be determined at the November 2025 Planning and Climate Change Policy Board. 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 has largely completed and work is continuing to finalise commercial and contractual arrangements ahead of formal site commencement. In September 2025, a contract recommendation was approved to award Hub West Scotland with an advanced works package to begin the site preparation, foundations, and drainage works on the site. Work continues to manage contract arrangements for this work and will finalise in the coming weeks in anticipation of the first formal construction activity commencing on site. 5.2. The project remains on track to complete in the summer of 2027 and updates will be provided to the upcoming board on the progress of construction as it formally commences. ___________________________________________________________________ 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. 2. HR and Organisational Development None. Page 227 of 333
Page 228
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. 11. Privacy Impact None. Page 228 of 333
Page 229
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 Oct 2025 Author: Jack Lochans – Strategic Learning Estate Manager jack.lochans@renfrewshire.gov.uk Page 229 of 333
Page 230
1 To: Education and Children’s Services Policy Board On: 30 October 2025 Report by: Director of Children’s Services __________________________________________________________________ Heading: Learning Estate Strategy Update – Longlist Options 1. Summary 1.1 In 2024, Renfrewshire Council agreed a new learning estate strategy with the overall aim of initiating a strategic programme of investment in schools through detailed assessment of the entire learning estate. The ambition of the investment programme is to ‘create the best possible learning estate to allow children and young people to thrive’ 1.2 A key output of the assessment was identification of a cohort of 14 priority schools highlighted as requiring investment to ensure they meet the ambition of the strategy. 1.3 A decision to review provision at those schools resulted in commencement of a business case process, setting out the Strategic Case for Change for the Johnstone primary estate, Johnstone High School and Trinity High School. These were presented to the Education and Children’s Services Policy Board in August 2025. 1.4 This paper notes the progress of the reviews, presenting the current long list of routes forward for future investment in respect of the above areas. Members should note that this paper is not the formal OBC document and is simply an interim communication update on the considerations of options that will form part of the OBC. Officers are working to compile the detailed analysis supporting each option in the background, and as agreed, this will be presented back to the March 2026 Policy Board for Members to decide on the shortlist of options to proceed with. Item 5 Page 230 of 333
Page 231
2 2. Recommendations 2.1 It is recommended that members of the Education and Children’s Services Policy Board: a. Note the updates detailed within this report and consider the routes forward for the future provision of primary education in Johnstone, at Johnstone High School and at Trinity High School. b. Note that these routes forward will be further developed and assessed in anticipation of submission of Outline Business Cases (OBC), identifying the recommended way forward for each project and presenting a shortlist of options for consideration. c. Note that informal stakeholder engagement on options for Johnstone primary and secondary learning estate and Trinity High School will continue and will inform development of the business cases. 3. Background 3.1 Renfrewshire Council published a new Learning Estate Strategy in 2024 setting out plans to improve its education infrastructure through a structured approach to assessment of school buildings. 3.2 Schools were assessed against numerous criteria including condition, suitability for delivery of the curriculum, capacity and demand. 3.3 Using a prioritisation framework, the strategy assessed the entire school estate, identifying those areas most in need of consideration as part of long- term investment planning, to ensure that the Council is best placed to: • Secure best value from strategic learning estate decisions around investment • Meet the expected long-term demand for education provision across Renfrewshire whilst delivering improvements in school buildings and learning environments • 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 communities. 3.4 At the Education and Children’s Services Policy Board of March 2025, 14 priority schools were agreed. As this included four schools in Johnstone (Auchenlodment, St Margaret’s and Thorn Primaries, and Johnstone High School), it was agreed officers would consider the school estate across the town when developing and considering options for future investment and change. This approach will ensure a holistic perspective is taken to the review Page 231 of 333
Page 232
3 and option development, securing best use of existing capacity and that future investment from the Council has the potential to benefit the whole Johnstone community. 3.5 As part of the Learning Estate Strategy, it was agreed that neighbouring schools to those listed in the priorities could be considered as part of a project to invest in the priority school, however, this should only be progressed if there is a clear business, education, and social impact evidenced through a detailed business case process. As a reminder, the agreed 14 priority schools for investment were as follows: Priority Ranking Property Score Establishment Condition Suitability Capacity Quartile 1 2.2 Paisley Grammar School 0.6 0.8 0.4 0.4 2 2.4 Trinity High School 0.9 0.8 0.1 0.6 3= 2.5 Auchenlodment Primary School 0.6 1.2 0.3 0.4 3= 2.5 Heriot Primary School 0.9 1.2 0.2 0.2 3= 2.5 Johnstone High School 0.6 1.2 0.3 0.4 3= 2.5 St Peter's Primary School 0.6 1.2 0.3 0.4 4= 2.6 Bridge of Weir Primary School 0.6 0.8 0.4 0.8 4= 2.6 Thorn Primary School 0.9 0.8 0.3 0.6 4= 2.6 West Primary School 0.9 1.2 0.3 0.2 4= 2.6 Castlehead High School 0.9 1.2 0.3 0.2 4= 2.6 St Margaret's Primary School 0.9 1.2 0.3 0.2 4= 2.6 Gallowhill Primary School 0.9 1.2 0.3 0.2 4= 2.6 Brediland Primary School 0.9 1.2 0.3 0.2 5= 2.7 St Catherine's Primary School 0.9 1.2 0.4 0.2 3.6 Following the agreement of the priority school lists, in May 2025, members agreed a standardised four-stage business process and outline timeline for the priority schools. It was agreed the first projects to move through this process would be the Johnstone primary estate, Johnstone High School and Trinity High School. 4. Business Case Development 4.1 In August 2025 an update to the Learning Estate Strategy was presented at the Education and Children’s Services Policy Board. This included a Strategic Case for Change document for each of the Johnstone primary estate, Johnstone High School and Trinity High School. 4.2 The documents set out the factual operating context at the schools and articulated the strategic need for change. These documents set out the principal challenges faced by each of the schools, confirming the mandate for a strategic justification for change, summarising key elements that need to be addressed at each school/location, and why, which informs and supports progressing future option development for consideration as part of the overall business case process. Page 232 of 333
Page 233
4 4.3 Members of the Policy Board agreed that the next stage in the process for these projects would be development of the Outline Business Case (OBC) stage which will focus on the development of proposed options for change, supported by a robust analysis of whether such options are beneficial and viable. The expectation is that the OBC’s will be presented back to this Policy Board in March 2026 with a preferred route forward, and a short list of associated options that can achieve this and which would form part of a more detailed assessment through the Full Business Case stage. 4.4 To assist with this, officers committed to returning to this Board in October 2025 with an interim update on the OBC options process in respect of each priority project area. These documents are presented as appendices A, B, and C, as follows: • Johnstone Primary School Estate – Routes Forward • Johnstone High School – Routes Forward • Trinity High School – Routes Forward 4.5 At this stage officers have considered a range of broad options that are typically involved in a best practice school option appraisal investment programme to inform viable routes forward for the OBC process. This has been informed through an understanding of the operating context of each school set against the business needs, objectives and scope articulated in critical success factors in the Strategic Case for Change. 4.6 The critical success factors express criteria which act as a tool for providing an initial triage assessment of the practicality, adaptability and desirability of the longlist options. The critical success factors are included below in Appendix D. 4.7 As officers work to progress and develop the detail of the OBC stage, the key routes forward identified in this interim report will be developed into a longlist of associated options aligned with each potential route, and stakeholder engagement is expected to play a part in this stage of business case development. 4.8 The broad options that are presented at this stage have been assessed with initial triage level of analysis. The Board should note that at this stage, the high-level triage analysis is principally supporting the identification of options that cannot meet the critical success factors and have been noted as not non- viable and will therefore not be subject to any further in-depth detailed work. All other options will remain under consideration through the development of the OBC process until March 2026 when the detailed findings will be presented back. Page 233 of 333
Page 234
5 5. Initial Triage Considerations 5.1 Officers continue to undertake detailed assessments to develop a longlist of options in the development of the OBC, however, an initial triage assessment of the list of potential routes forward has supported an early determination that some options can be ruled out at this initial stage. 5.2 This initial triage process has been used to identify option(s)/routes forward that would fundamentally fail to meet key aspects of the desired outcome being targeted by the Council. 5.3 In this context, consideration has been given at this early stage to the critical success factors included in Appendix D, such as strategic fit, value for money, and achievability of an option. By way of illustration initial broad options in relation to Johnstone primary learning estate that promote investment in buildings that would fail to support the strategic objective of moving school capacities towards being more efficient and sustainable, have been triaged as non-viable on the grounds of the evidence presented in the Strategic Case for Change (presented to the Board in August 2025). The Strategic Case for Change outlined that the clear and substantial over provision of primary school capacity in Johnstone, with that excess capacity expected to deteriorate further over future years as school rolls fall further, with school capacity anticipated to operate close to 50% in the next 10 years. On that basis, options that would fail to address this overcapacity would not align with the agreed Learning Estate Strategy strategic planning objective of striving to move the Council’s learning estate to have schools operating in an efficient manner between 80-95% capacity. In this context options that would not achieve this have been deemed as strategically non-viable at this stage. 5.4 In addition to the critical success factors outlined at Appendix D, consideration has also been given to the extent an option or route forward is likely to support the Council to meet specific space standards that are expected to be met as part of a modern school provision. given to an option is whether the proposed development would be acceptable to modern space requirements of the particular site. 5.5 In this context there are two core metrics considered as part of this process. The mandatory minimum site size which must align with the School Premises (General Requirements and Standards) (Scotland) Act 1967. A clear space metric is outlined in this legislation for what is the minimum size a site must meet, depending on the intended number of pupils. It is however also recognised that these mandatory minimum sizes, fall significantly short of modern-day requirements and expectations in relation to modern learning estates. For that reason, BB103 area guidelines for mainstream schools has also been adopted as the optimal sizing metric when assessing the adequacy of a site to meet current and future requirements. Use of the BB103 guidance has provided the opportunity to assess options reflecting contemporary expectations in respect to modern learning estate site deliverables which are of particular importance when a local authority is potentially investing at scale Page 234 of 333
Page 235
6 to deliver a modern facility that will support community needs for generations to come. 5.6 By way of illustration in respect to the application of these key space metrics in the assessment process, this is clearly evidenced in Appendix C for Trinity High School. The existing school site is significantly short of both the minimum legislative requirements, and the BB103 metrics. On this basis alone, it cannot be justified to rebuild or refurbish a building on the existing site where legislation and best practice guidance suggests this is not appropriate for current standards. This factor, along with key elements of the triage assessment, has supported the early discounting of the existing school or school site as being option that merit detailed development. 5.7 According to the 1967 Regulations, a school of the capacity of Trinity High School (1,032 pupils) shall require a minimum area of 56,656m2 of space to account for the school and sports provision. The current extent of Trinity High School site is just 19,516m2, falling significantly short of this metric. As a comparison, the current Paisley Grammar School Community Campus is being constructed on a site of over 60,000m2. 5.8 A link to the School Premises (General Requirements and Standards) (Scotland) Act 1967 can be found as follows: https://www.legislation.gov.uk/uksi/1967/1199/pdfs/uksi_19671199_en.pdf 6. Value for Money and Affordability 6.1 Throughout the business case development process, the value for money of different options will be assessed as part of the overall appraisal criteria to support the Council to achieve a decision that is best value informed. A value for money assessment process provides the ability to financially assess different options over the whole life period of a school, recognising that different options can present quite different financial requirements both in scale of initial and longer-term investment, the timing of that investment over the whole life period as well as wider costs to operate and run the learning facility. The value for money appraisal process creates a single comparable measurement of overall cost between different options taking account of initial investment, major lifecycle and reactive maintenance as well as operational running costs over the whole life period, adjusting appropriately for the impact of the time value of money on when those costs are expected to be incurred. 6.2 It is however important to note that a value for money appraisal and affordability assessment represent quite distinct financial considerations for decision making purposes. For example, a particular option may present the optimal value for money when assessed over the whole life period of a school but could present challenges in respect to immediate financially affordability and sustainability. In such circumstances the Council could take an informed decision to select an alternative option which delivers similar education, social Page 235 of 333
Page 236
7 and community outcomes but which has lower but acceptable whole life value for money, on the basis it is a more financially deliverable or affordable option within the context of the Council’s financial planning and when set against the very significant further investment needs in other schools over the long term. 6.3 During this stage of the business case development process, viable options will have relatively broad cost estimates applied to provide a contextual assessment of how the option aligns with the Council’s affordability envelope. As outlined as part of the initial Learning Estate Strategy, over a 20 - 25 year strategic planning time horizon, it is likely that the Council will identify long term investment need running into billions of pounds. To inform initial cost projections, analysis has been undertaken of two current live Renfrewshire Council projects (Paisley Grammar School – PGS - and Thistle Primary School - TPS), to provide live market tested cost metrics that can be used to inform forecast build rates for future. This process takes account of when projects are broadly anticipated to reach on-site construction coupled with published medium term construction market inflation projections. 6.4 Assuming a mid-point construction in the 1st quarter of 2031 using published inflation calculations and the projected costs of current projects, it has been estimated that in a secondary school project of similar site conditions and design parameters to PGS Campus, the cost metric per secondary pupil is projected to be circa £76,000. 6.5 Similarly for a primary school and utilising TPS, it is estimated that in a primary school project of similar site conditions and design parameters, the cost metric per primary pupil is projected to be circa £69,000. 6.6 Whilst no project is the same, and bespoke costings require to be worked up for each of the options included in the OBC, this information provides general insight into future cost associated with the construction market and likely affordability considerations and constraints for the Council when developing and appraising business case options. To illustrate this point, the Council has earmarked a further £170 million of investment capacity to support further investment in the learning estate. Depending upon the mix of future projects that are agreed, in terms of new build projects, £170m would support new learning estate facilities of similar specification to PGS/TPS in broad terms for between 2,200 – 2,450 pupils. That could for example be represented by 2 medium sized secondary schools, or one secondary and three medium sized primary schools. This demonstrates the relative constraints of £170 million and therefore the business case process will consider as part of option development if there are opportunities within options to deliver efficiencies that will support both economies of scale in cost and or where the project drives out revenue efficiencies that could be diverted to support addition borrowing and expand the Council’s overall investment capacity. Page 236 of 333
Page 237
8 7. Further Considerations 7.1 All of the above information has allowed a first pass triage process to assess the broad viability of potential routes forward, to allow officers to place full focus on only viable options. For options that are considered viable, these have been noted in the appendices of this document as requiring further investigation and analysis. Officers will continue to assess these options and will bring in more detailed assessments to inform the production of the OBC prior to it being presented in March 2026. Examples of the data and further assessments that will inform these options to allow a short list to be identified are: • Cost estimates of the options • Disruption and operational assessments (such as decant strategies, and school operations during construction) • Travel considerations (such as school transport implications and figures) • Detailed site assessments for options with alternative sites • Planning policy considerations • Roll projections and potential class configurations/school rolls for options that consider merged schools • Environmental sustainability • Wider community benefit, placemaking, and ability for options to consider partner services 7.2 The above information will be compiled to create more detailed assessments of potential options and will supplement the summarised concise analysis of options included in the appendices of this report. 8. Land Identification and Assessment 8.1 It is important to consider that whilst a list of options for routes forward are presented in this report, there may be several associated sub options that make up the longlist of options that will be assessed for viable routes forward. This will include for example a range of alternative possible sites that could locate a new build school where this has been identified as a viable option for appraisal. 8.2 Officers are currently working through a detailed process to identify and appraise suitable land for relevant options that require it. This process is considering many factors, and will focus on: • Ownership • Site area/size • Active travel • Planning policy • Placemaking Page 237 of 333
Page 238
9 • Flood risk, topography, and history • Budget considerations • Utilities connections and viability • Roads and transport connections and viability 8.3 To support this process, this exercise is seeking to identify potential land availability options within the overall catchment of the school or schools in question and for High Schools in particular, which have much larger catchments, this may include options which involve sites outwith the town or immediate location the existing school is located. 9. Communications & Engagement 9.1 Since August, officers have started initial informal community and stakeholder engagement and communication on the business case process. This has included meetings with head teachers, ward members and parent councils in the Johnstone and Trinity areas. 9.2 A survey was also issued to all parents and staff of the agreed priority schools progressing through the business case process currently (Johnstone Learning Estate and Trinity High School). This invited their views on what they like about the school’s condition, facilities and location now, what they would improve, and what they think should be important to us as we move forward with future school investment. 9.3 Findings from this engagement will help to shape the final analysis of options, and any further options that should be considered. As responses from initial stakeholder engagement are analysed and understood, officers will carry out further engagement to ensure awareness and understanding of the processes the Council are undertaking and to fully capture the views and perspective of the community and key stakeholders. 10. Next Steps 10.1 Officers will continue to develop the OBC for consideration at the Education and Children’s Services Policy Board in March 2026, in keeping with the indicative high-level timeline previously presented to Policy Board in May 2025. 10.2 It is expected at this point the longlisted options will be appraised and assessed against the critical success factors and the analysis of those options will be published for members as part of the OBC. Based on that analysis, the OBC will recommend a preferred way forward and associated shortlisted options linked to this would progress into the Full Business Case (FBC) stage for detailed development and appraisal. Page 238 of 333
Page 239
10 10.3 As part of the FBC there will be in-depth analysis of the preferred way forward and the shortlisted options, including a whole life cost model and ongoing engagement with relevant stakeholders. Each will be rigorously assessed in terms of scope, solution, service delivery, implementation and funding. The FBC are expected to be presented to Policy Board in January 2027. 10.4 Throughout development of the FBC in 2026, the shortlisted options will begin their initial design process. This will consider the first draft of building outputs, including size and scale, as well as the more detailed requirements needed as part of the development. Implications of the 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 & 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. Page 239 of 333
Page 240
11 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 & Human Rights The recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety None 9. Procurement 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 Learning Estate Strategy updates will directly work to identify, manage and reduce risk. 11. Privacy Impact None 12. Children’s Rights When considering any future school provision, the impact this will have on children is 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 admission policy applies, to ensure that schools that are oversubscribed can be managed. 13. 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. 14. COSLA Policy Position None Page 240 of 333
Page 241
12 List of Background Papers - None Author: Jack Lochans, Strategic Learning Estate Manager – jack.lochans@renfrewshire.gov.uk Page 241 of 333
Page 242
13 Appendix A – Johnstone Primary School Estate Routes Forward Option 1: Do nothing Continue to operate all primary schools in Johnstone as they currently are. This includes: Auchenlodment, St Margaret’s and Thorn Primary Schools which have been identified as priorities for investment, as well St Anthony’s, St David’s, Cochrane Castle, and Fordbank Primary Schools. Main Advantages Value for money • No capital outlay required, however significant future capital outlay will be required on building maintenance with no improvement to configuration or suitability for delivering the curriculum. Main Disadvantages Strategic Fit • Does not achieve ambition of Learning Estate Strategy with regards to condition or suitability of schools. • Underestimates the challenges posed by the current condition and layout of the school buildings and the challenge of improving the learning environments. • Although St Margaret’s predates minimum space requirements under School Premises (General Requirements and Standards) (Scotland) Act 1967, and BB103 Area Guidelines for Mainstream Schools, it should be stressed that the site is severely constrained, with little usable outdoor space and the school would not be built to its current size and extent if planned now. • No benefit to the wider community can be derived from this option. Value for Money • Will create an additional burden on the ongoing maintenance required of these buildings. • Schools in Johnstone will continue to operate below optimal occupancy offering poor value for money in the long term. • This option would continue to see a very high standard of PPP school estate in Johnstone continue to be underutilised with significant financial outgoings associated with the ongoing operation of these schools. Page 242 of 333
Page 243
14 Conclusions With the disadvantages outlined above, this is not a viable option and will be discounted as a route forward. This option would bring no benefit to the school or wider community and would not serve to improve the education experience of anyone involved. The primary school estate in Johnstone would continue to operate at inefficient levels, with roll projections showing a further decline is to be expected across the area. With regards to the PPP estate (Fordbank, Cochrane Caste, and St David’s – significant financial outlay is required each year to operate these, and this option would not work to make best use of these very high standard buildings. Page 243 of 333
Page 244
15 Option 2: Retrofit of all Priority Schools Identified Carry out a comprehensive retrofit of the current buildings of Auchenlodment, St Margaret’s and Thorn primary schools to bring them up to Net Zero Public Sector Building Standards (NZPSBS) or better, whilst improving the overall condition and suitability of the environments. Main Advantages Strategic Fit • Contributes towards net zero ambitions through retention of embodied carbon and significant improvements in energy consumption. • Will allow buildings to be fully reconsidered to improve both condition and suitability. Value for Money • Subject to detailed costing it is likely to involve a lower capital outlay • Lower operating costs from a more energy efficient building Main Disadvantages Strategic Fit • Improvements to the site and external learning will be limited as any improvements need to work with and around the existing site. • This option to retrofit would not address the over-provision of school capacity in Johnstone and would result in the school capacity in operation with a declining population. • Although St Margaret’s predates minimum space requirements under School Premises (General Requirements and Standards) (Scotland) Act 1967, and BB103 Area Guidelines for Mainstream Schools, it should be stressed that the site is severely constrained, with little usable outdoor space and the school would not be built to its current size and extent if planned now. Value for Money • A deep retrofit is a complex and demanding project requiring careful planning and execution. Although capital costs would be less in comparison to an equivalent new build, the costs will still be significant, and will carry significant inherent risk associated with refurbishing an existing building and it would have to be evidenced through whole life cost modelling that a retrofit was better overall value than new build. Affordability • The full extent of work required, and therefore cost, may only become fully apparent as areas of the internal fabric of the building are exposed and a full understanding of the buildings condition is apparent. This could result in the Page 244 of 333
Page 245
16 divergence between refurbishment cost and new build cost being marginal and ultimately impacting negatively on the whole life value for money appraisal. Achievability • This option would involve significant disruption to the Johnstone primary school estate with decants required for all schools during the extent of the works, or for a very elongated and costly route to construction by working around current building users. Conclusions Whilst this option is more attractive in terms of retaining embodied carbon through the reprovision of current assets, the overall cost and challenges associated may represent poor value for money, particularly when considered over a whole life basis. The scale of school capacity in Johnstone would remain broadly unaffected, and this option would therefore see significant excess school capacity continue to be provided across Johnstone, delivering poor long term value for money. It is not proposed that the option of retrofitting these three priority schools, in their current context, is a viable option on the grounds of strategic fit whereby it would not address the clear over provision of school capacity in the area. Further, it is noted that St Margaret’s Primary School does not meet current minimum space requirements as per legislation and would therefore be questionable as to why a significant investment in such a school would be taken forward given it is too small for modern standards.. Page 245 of 333
Page 246
17 Option 3: New Build Schools for all Priority Schools Identified Rebuild Thorn, Auchenlodment and St Margaret’s primary schools on their current sites, to a reduced capacity, to continue as standalone primary schools. Retain St David’s, Cochrane Castle, Fordbank and St Anthony’s primary schools as they are now. Main Advantages Strategic Fit • Ensures that all pupils in Johnstone will be educated in modern, good condition schools, capable of meeting the aspirations of the Learning Estate Strategy with regards to the condition and suitability. • Main Disadvantages Strategic Fit • Provision of 3 new schools and disposal of their predecessors may not be as sustainable as retrofitting current structures. However, it is recognised that new buildings would be designed and constructed in a manner that significantly contributes to the net zero plan with energy efficiency at the forefront. It is also possible that material from demolished buildings could be used on new sites as in fill or for levelling land. • Constructing three new schools would not address the ongoing over provision of school places in Johnstone. To be able to deliver schools to ‘optimal capacity’ would require all three new build schools to be smaller than a single stream primary school (i.e. a school with 1 class from primary 1 to primary 7 which equals a capacity of 217 places). Roll projections show that all three schools are expected to fall well below this figure of 217 therefore to build these schools at an ‘optimal’ capacity would require very small schools with combined year groups in less than 7 classes. This would be a significantly limiting factor for schools in such a tight urban geography. • A new build project on the existing St. Margaret’s site would not meet minimum space requirements under School Premises (General Requirements and Standards) (Scotland) Act 1967, or BB103 Area Guidelines for Mainstream Schools, and is therefore not a viable option – a new site would be required. Value for Money • Existing high-quality facilities at the West Johnstone Joint Campus, and Fordbank, would remain underutilised, operating below optimal capacity, therefore presenting poor value for money from the significant financial outlay on PPP contracts. Page 246 of 333
Page 247
18 Affordability • This option would require considerable capital investment for single-stream schools and would not offer best value for money given current and projected demand across Johnstone as a whole and the wider commitments of the Learning Estate Strategy. • The investment required would limit council’s readiness to address other priority schools identified through the learning estate strategy Achievability • This option would involve significant disruption to the Johnstone primary school estate with decants required for all schools during the extent of the works. Conclusions Providing a new build property for each of the schools would require a significant capital cost and would leave existing high-quality facilities underutilised and operating below optimal capacity and would still leave excess capacity across the whole Johnstone Primary School Estate. Committing to the replacement of three existing primary schools in like-for-like fashion may impact Renfrewshire Council’s ability to maintain the necessary pace of investment in the Learning Estate Strategy. It is proposed that this option is not considered further as part of the preferred way forward on the basis that this would see the delivery of brand new very small schools which cannot evidence any form of best value with such close proximities of schools. Further, with St Margaret’s site not meeting modern minimum space requirements, it would require a new site to be identified for a new build school. Page 247 of 333
Page 248
19 Option 4: Redesign of the Primary School Estate in Johnstone This option would see the development of a wider master plan review and associated proposals that would deliver a reduced number of establishments and right-sized overall school capacity across Johnstone This masterplan approach would secure the ambition of accommodating all primary school children in Johnstone in a good quality school accommodation, with high suitability for delivering the curriculum, that will sustainably meet the educational needs across Johnstone over the long term and support wider community needs. This option must consider the priority establishments that require intervention as part of the Learning Estate Strategy prioritisation matrix. These schools are Thorn, Auchenlodment, and St Margaret’s and options will consider: • Making best use of capacity of existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • Consider the location of any proposed new build school facility that would look to combine more than one existing school on the same site • Consider the most appropriate catchment area configurations to support overall efficiency and capacity to support the delivery of the best educational outcomes. Main Advantages Strategic Fit • Ensures that every pupil in Johnstone will be educated in modern, high-quality condition schools. • Meets the requirements of Renfrewshire Council’s vision for education and the objectives of the Learning Estate Strategy • Contributes towards net zero ambitions through provision of a new school built to NZPBS standard or better, with significant improvements in energy consumption to the existing schools. • Ensures all schools can work at optimal occupancy, reflecting changing school rolls and demand. • The sale of disused sites could bring capital receipts to the council. Value for Money • Makes the most of existing high condition facilities including PPP estate which attracts a high financial output each year to operate, offering better value for money from the learning estate in Johnstone • Offers opportunities to improve Early Years and additional support needs provision in Johnstone through better use of existing space. • Increased value for money through a reduction in operating costs associated with the operation of combined schools, and a school built to modern standards. Page 248 of 333
Page 249
20 Affordability • Appropriate levels of capital spend required through the provision of a whole area master planned new build option(s), and making better use of existing high-quality assets provides the best opportunity to strategically develop and identify the most effective solution to meet the long term needs of Johnstone in a manner that consider need across the whole geography and will minimise unnecessary spend. Main Disadvantages Achievability • Potential need to decant pupils during new build element if a current school site was selected, could bring disruption during this period, albeit the scale of disruption of this option is significantly lower than alternative options presented. • Proposals to merge schools and or catchments areas present concerns linked to the expectations and aspirations of parts of the school community. Conclusions This holistic master planned option provides the opportunity to identify a more efficient use of existing quality learning environments, whilst addressing overprovision of capacity in Johnstone as a whole. The implementation of a new build school option to accommodate more than one existing school will also directly support addressing all objectives of the Learning Estate Strategy and works to significantly improve the experience of all users of current poor condition buildings. This option would see current high-quality buildings utilised in an efficient way, making best use of the assets, and ultimately will work to ensure that every primary pupil in Johnstone is educated in a high-quality building, suitable for delivering the modern curriculum. This option and specific configurations within it should be further considered in the OBC process as part of the preferred way forward. Page 249 of 333
Page 250
21 Summary of Options for Johnstone Primary School Estate Option Description Viable 1 Do nothing Continue to operate all primary schools in Johnstone as they currently are. This includes: Auchenlodment, St Margaret’s and Thorn Primary Schools which have been identified as priorities for investment, as well St Anthony’s, St David’s, Cochrane Castle, and Fordbank Primary Schools. NO 2 Retrofit of all Priority Schools Identified. Carry out a comprehensive retrofit of Auchenlodment, St Margaret’s and Thorn primary schools to bring them up to Net Zero Public Sector Building Standards (NZPBS) or better, whilst improving the overall condition and suitability of the environments. NO 3 New Build Schools for all Priority Schools Identified Rebuild Thorn, Auchenlodment and St Margaret’s primary schools on their current sites, to a reduced capacity, to continue as standalone primary schools. Retain St David’s, Cochrane Castle, Fordbank and St Anthony’s primary schools as they are now. NO 4 Redesign of the Primary School Estate in Johnstone This option would deliver the implementation of a wider master plan review resulting in a reduced number of establishments across Johnstone, with the ultimate ambition of accommodating all primary school children in Johnstone into a good quality school, with high suitability for delivering the curriculum and supporting wider community needs. This option must consider the priority establishments that require intervention as part of the Learning Estate Strategy prioritisation matrix. These schools are Thorn, Auchenlodment, and St Margaret’s. This option will consider the following: YES Page 250 of 333
Page 251
22 • Making best use of capacity of existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • The location of any new build school facility that would look to combine more than one existing school on the same site • Consider the most appropriate catchment area configurations to support efficiency and capacity. Page 251 of 333
Page 252
23 Appendix B – Johnstone High School Routes Forward Option 1: Do nothing Retain the building as-is and continue to operate the high school in its current format Main Advantages Value for money • No capital outlay required, however significant future capital outlay will be required on building maintenance with no improvement to configuration or suitability for delivering the curriculum. Main Disadvantages Strategic Fit • Maintaining the current building will not help ensure delivery of the best possible learning environments for all users, nor would it meet the objectives of the Learning Estate Strategy or help future proof against further developments in technology or curriculum. Value for Money • The most recent condition report in 2022 assessed the buildings a ‘C- Poor’ (exhibiting major defects/not operating efficiently) with a maintenance cost of £10.5m over the next 18 years to maintain the building as it is now at a poor standard. • The building is, and would remain in future, too big for its current and projected roll, making operation less efficient and more expensive Conclusions With the disadvantages outlined above, this is not a viable option and will be discounted as a route forward. This option would bring no benefit to the school or wider community and would not serve to improve the education experience of anyone involved. Johnstone High School would continue to operate at inefficient levels. Page 252 of 333
Page 253
24 Option 2: Retrofit of Johnstone High School Carry out a comprehensive retrofit of Johnstone High School in order to bring it up to Net Zero Public Sector Building Standards (NZPSBS) or better, whilst improving the overall condition and suitability of the environments. Main Advantages Strategic Fit • Contributes towards net zero ambitions through retention of embodied carbon and significant improvements in energy consumption. • Spaces within the building can be redesigned to reduce overall capacity of school to meet decline in demand, making better use of the asset in a layout reconfiguration. Value for Money • Lower operating costs from a more energy efficient building of a size that allows for optimal occupancy • Subject to detailed costing it is likely to involve a lower capital outlay Affordability • Continued use of existing sports facilities at the adjacent sports hub and therefore fewer design considerations Main Disadvantages Strategic Fit • The most appropriate location and provision within the asset could be compromised by being constrained with current configuration and location of building on site. Value for Money • A deep retrofit is a complex and demanding project requiring careful planning and execution. Although capital costs would be less in comparison to an equivalent new- build, the costs will still be significant, and will carry significant inherent risk associated with refurbishing an existing building and it would have to be evidenced through whole life cost modelling that a retrofit was better overall value than new build. • Due to the design of current building and inefficient layout, large portions of the building may require to be demolished and rebuilt as part of a retrofit, leading to the question of whether better overall value would be gained in a new build. Affordability • The full extent of work required, and therefore cost and timeline, may only become fully apparent as areas of the internal fabric of the building are exposed and a full understanding of the buildings condition is apparent. This could result in the divergence between refurbishment cost Page 253 of 333
Page 254
25 and new build cost being marginal and ultimately impacting negatively on the whole life value for money appraisal. Achievability • A decant would be required for pupils of the school over a long spanning construction period. In a secondary school this would pose significant challenge in terms of maintaining curriculum delivery and retaining access to specialist equipment or workshops. This would add a level of complexity and cost to the project. Conclusions This option is more attractive in terms of making the most of existing assets, retaining embodied carbon and addressing Council commitments on net zero. The overall cost and challenges associated may represent poorer whole life value for money if the building cannot meet critical success factors and the ambition of the Learning Estate Strategy around longevity, for example, if the super structure even with a deep retrofit, would have a limited lifespan. This option could simply delay the inevitable requirement of a new build school being required when considered over a whole lifetime period. Although the option can facilitate layout and configuration changes which would deliver improved suitability and capacity in line with the Learning Estate Strategy, it would unlikely offer an optimal outcome as the existing building would provide a level of constraint on flexibility. Whilst challenges exist with this option, it is proposed to be retained and investigated further, particularly around potential decant logistics, and associated costings of the project. This can then be compared against alternative options to determine the options with overall best value. Page 254 of 333
Page 255
26 Option 3: New Build Johnstone High School on Current Site Rebuild Johnstone High School at the current site, with the potential for decanting current pupils during building works, depending on school placement on site. Main Advantages Strategic Fit • This would deliver a new school built to modern educational and building standards, of a size that allows for optimal occupancy. • Meets the requirements of Renfrewshire Council’s vision for education and the objectives of the Learning Estate Strategy • Contributes towards net zero ambitions through provision of a new school built to NZPBS standard or better, with significant improvements in energy consumption to the existing school. Affordability • Continued use of existing sports facilities at the adjacent sports hub meaning lower design and build costs Main Disadvantages Strategic Fit • Strategic Fit - the short-term disruption associated with a decant may outweigh longer term gain for all stakeholders. • Affordability – Decanting pupils and staff may not align with resourcing constraints especially around available space or demand for modular classrooms and could therefore attract significant costs to provide a suitable decant facility. Achievability • A decant could be required depending where new build was located on the existing site and if the continued operation of the existing school could not be accommodated over the full construction period. In a secondary school this would pose significant challenge in terms of maintaining curriculum delivery and retaining access to specialist equipment or workshops. This would add a level of complexity and cost to the project. Conclusions This option would be able to deliver on all objectives associated with the Learning Estate Strategy with the ability to offer an enhanced education experience and much improved asset with reduced operating costs in a more sustainable fashion. However, as this option could involve decanting of the school community to Page 255 of 333
Page 256
27 facilitate a rebuild of the school, careful consideration of the decant strategy would have to be undertaken to determine overall impact of this option on the learning and teaching experience for the period of the decant. The viability of this option will become clearer in the investigation of a decant strategy, which will inform costs and disruption. This option should continue to be assessed further and can then be compared against alternative options to determine the options with overall best value. Page 256 of 333
Page 257
28 Option 4: New Build Johnstone High School on Alternative Site Build a new Johnstone High School elsewhere in the catchment on a suitable site; on completion, demolish the current building and sell or develop the land. Main Advantages Strategic Fit • This would deliver a new school built to modern educational and building standards, of a size that allows for optimal occupancy. • Meets the requirements of Renfrewshire Council’s vision for education and the objectives of the Learning Estate Strategy • Contributes towards net zero ambitions through provision of a new school built to NZPBS standard or better, with significant improvements in energy consumption to the existing school. • Would allow repurposing of the existing site for Council use or sale. Achievability • Flexibility of timescale through the continued operation of the existing school during the design and build process • Avoids decanting of the school community with all associated cost and upheaval Main Disadvantages Value for Money • The cost of buying suitable land for the new school if suitable Council-owned land cannot be identified. • The potential for increased school transport budgets due to increased travel distances for pupils Achievability • The challenge of finding a suitable site for a new school. Conclusions This option would address condition, sufficiency and suitability and would be able to meet most of the objectives of the Learning Estate Strategy. The current unknown of this option is whether the objective could meet active travel objectives if appropriate land cannot be sourced in an appropriate location of the catchment area, which would transition too many young people into requiring home to school transport. This will become clearer through specific site assessments. However, this option should continue to be assessed further and can then be compared against alternative options to determine the options with overall best value. Page 257 of 333
Page 258
29 Summary of Options for Johnstone High School Option Description Viable 1 Do nothing Retain the building as-is and continue to operate the high school in its current format NO 2 Retrofit of Johnstone High School Carry out a comprehensive retrofit of Johnstone High School in order to bring it up to Net Zero Public Sector Building Standards (NZPSBS) or better, whilst improving the overall condition and suitability of the environments. YES 3 New Build Johnstone High School on Current Site Rebuild Johnstone High School at the current site, with the potential for decanting current pupils during building works, depending on school placement on site. YES 4 New Build Johnstone High School on Alternative Site Build a new Johnstone High School elsewhere in the catchment on a suitable site; on completion, demolish the current building and sell or develop the land. YES Page 258 of 333
Page 259
30 Appendix C – Trinity High School Routes Forward Option 1: Do nothing Retain the building as-is and continue to operate the high school in its current format Main Advantages Value for money • No capital outlay required, however significant future capital outlay will be required on building maintenance with no improvement to configuration or suitability for delivering the curriculum. • Demand on places for Trinity could be managed through strict application of Renfrewshire Council admissions policy for schools. Main Disadvantages Strategic Fit • Maintaining the current building will not help ensure delivery of the best possible learning environments for all users, nor would it meet the objectives of the Learning Estate Strategy or help future proof against further developments in technology or curriculum. • Although Trinity predates minimum space requirements under School Premises (General Requirements and Standards) (Scotland) Act 1967, and Area Guidelines for Mainstream Schools (BB103) it should be stressed that the site is severely constrained, with little usable outdoor space and the school would not be built to its current size and extent if planned now. • School capacity is not sufficient for demand, making operation less efficient and more expensive • The current building does not meet the ambition of the Learning Estate Strategy in that it will not help ensure delivery of the best possible learning environments for all users or help future proof against further developments in technology and curriculum. • Does not contribute to Renfrewshire Council ambitions for sustainability and energy efficiency. Value for Money • The most recent condition report shows that remedial maintenance cost of at least £10m over the next 20 years will be required to simply maintain the building as it is now. This would not bring any improvement to the overall suitability and layout of the building or its grounds to support curriculum delivery. Page 259 of 333
Page 260
31 • The building is, and would remain in future, too big for its current and projected roll, making operation less efficient and more expensive Conclusions With the disadvantages outlined above, this is not a viable option and will be discounted as a route forward. This option would bring no benefit to the school or wider community and would not serve to improve the education experience of anyone involved. Page 260 of 333
Page 261
32 Option 2: Retrofit of Trinity High School Carry out a comprehensive retrofit of Trinity High School in order to bring it up to Net Zero Public Sector Building Standards (NZPSBS) or better, whilst improving the overall condition and suitability of the environments. Main Advantages Strategic Fit • Contributes towards net zero ambitions through retention of embodied carbon and significant improvements in energy consumption. • Spaces within the building can be redesigned to reduce overall capacity of school to meet decline in demand, making better use of the asset in a layout reconfiguration. Value for Money • Lower operating costs from a more energy efficient building. • Potentially, less capital outlay required than for a new-build option. Main Disadvantages Strategic Fit • Although Trinity predates minimum space requirements under School Premises (General Requirements and Standards) (Scotland) Act 1967, and Area Guidelines for Mainstream Schools (BB103) it should be stressed that the site is severely constrained, with little usable outdoor space and the school would not be built to its current size and extent if planned now. • The site constrains would limit the design in being able to deliver the full ambition of the Learning Estate Strategy. Value for Money • A deep retrofit is a complex and demanding project requiring careful planning and execution. Although capital costs would be less in comparison to an equivalent new- build, the costs will still be significant. • Due to the design of current building and inefficient layout, large portions of the building may require to be demolished and rebuilt as part of a retrofit, leading to the question of whether better overall value would be gained in a new build. Affordability • The full extent of work required, and therefore cost and timeline, may only become fully apparent as areas of the internal fabric of the building are exposed and a full understanding of the buildings condition is apparent. Achievability • A decant would be required for pupils of the school over a long spanning construction period. In a secondary school Page 261 of 333
Page 262
33 this would pose significant challenge in terms of maintaining curriculum delivery and retaining access to specialist equipment or workshops. This would add a level of complexity and cost to the project. Conclusions This option is more attractive in terms of making the most of existing assets, retaining embodied carbon and addressing Council commitments on net zero. However, the option would fail to address challenges around suitability and sufficiency, with the footprint of the current site falling significantly short of current required space metrics for a secondary school of this size. This option should therefore not be considered as part of the preferred way forward. Page 262 of 333
Page 263
34 Option 3: New Build Trinity High School at Current Site Rebuild Trinity High School at the current site on its existing footprint with consideration for partner/community facilities, while decanting pupils elsewhere for the duration of the demolition and building works. Main Advantages Strategic Fit • This would deliver a new school built to modern educational and building standards, of a size that allows for optimal occupancy. • Contributes towards net zero ambitions through provision of a new school built to NZPBS standard or better, with significant improvements in energy consumption to the existing school. • Spaces within the building can be redesigned to reduce overall capacity of school to meet decline in demand, making better use of the asset in a layout reconfiguration. Value for Money • Lower operating costs from a more energy efficient building. Main Disadvantages Strategic Fit • Although Trinity predates minimum space requirements under School Premises (General Requirements and Standards) (Scotland) Act 1967, and Area Guidelines for Mainstream Schools (BB103) it should be stressed that the site is severely constrained, with little usable outdoor space and the school would not be built to its current size and extent if planned now. • The site constrains would limit the design in being able to deliver the full ambition of the Learning Estate Strategy. Achievability • A decant would be required for pupils of the school over a long spanning construction period. In a secondary school this would pose significant challenge in terms of maintaining curriculum delivery and retaining access to specialist equipment or workshops. This would add a level of complexity and cost to the project. • Finding suitable premises in which to base the school during decant may be an onerous task, whilst the option of decanting the school community throughout other secondary schools in Renfrewshire risks additional upheaval for other school communities Page 263 of 333
Page 264
35 Conclusions The current site of Trinity High School is unsuitable for construction of a modern school due to the footprint of the current site falling significantly short of required space metrics for a secondary school of this size. Any option involving decanting of the school community to facilitate a rebuild or refurbishment of the school would bring considerable challenges and disbenefits. This option would fail to achieve improvements to the suitability of the school environment due to constrained space. This option should not be considered as part of the preferred way forward. Page 264 of 333
Page 265
36 Option 4: New Build Trinity High School at Alternative Site a) Build a new High School elsewhere in the catchment on a suitable site with consideration for partner/community facilities; on completion, demolish the current building and sell or develop the land. While each individual option will be assessed on its own merits, particular attention will be given to those that offer the most advantageous and cost- effective solutions for the wider Learning Estate, maximising opportunities and delivering benefits for the broader community and estate. b) One specific option that will be brought back as part of the OBC, is that in the consideration of sites, King George V Playing Fields will be explored. Given the proximity of this site to Renfrew High School, this will warrant as part of this specific site option appraisal the consideration and implications for the long-term requirements associated with Renfrew High School and the potential of a joint campus solution. Main Advantages Strategic Fit • This would deliver a new school built to modern educational and building standards, of a size that allows for optimal occupancy. • Contributes towards net zero ambitions through provision of a new school built to NZPBS standard or better, with significant improvements in energy consumption to the existing school. • Spaces within the building can be redesigned to reduce overall capacity of school to meet decline in demand, making better use of the asset in a layout reconfiguration. Value for Money • Lower operating costs from a more energy efficient building. Achievability • Flexibility of timescale through the continued operation of the existing school during the design and build process • Avoids decanting the school community with all associated cost and complication. • A secondary school building project on a new site would prove attractive to the market. Main Disadvantages Achievability • The challenge of finding a suitable site for a new school. • The cost of buying suitable land to house the new school if suitable Council-owned land cannot be identified. Page 265 of 333
Page 266
37 Conclusions This option would address condition, sufficiency and suitability and would be able to meet most of the objectives of the Learning Estate Strategy. The current unknown of this option is whether the objective could meet active travel objectives if appropriate land cannot be sourced in an appropriate location of the catchment area, which would push too many young people into requiring home to school transport. This will become clearer through specific site assessments. However, this option should continue to be assessed further and can then be compared against alternative options to determine the options with overall best value. Page 266 of 333
Page 267
38 Option Description Viable 1 Do nothing Retain the building as-is and continue to operate the high school in its current format NO 2 Retrofit of Trinity High School Carry out a comprehensive retrofit of Trinity High School in order to bring it up to Net Zero Public Sector Building Standards (NZPSBS) or better, whilst improving the overall condition and suitability of the environments. NO 3 New Build Trinity High School at Current Site Rebuild Trinity High School at the current site on its existing footprint with consideration for partner/community facilities, while decanting pupils elsewhere for the duration of the demolition and building works. NO 4 New Build Trinity High School at Alternative Site c) Build a new High School elsewhere in the catchment on a suitable site with consideration for partner/community facilities; on completion, demolish the current building and sell or develop the land. While each individual option will be assessed on its own merits, particular attention will be given to those that offer the most advantageous and cost-effective solutions for the wider Learning Estate, maximising opportunities and delivering benefits for the broader community and estate. d) One specific option that will be brought back as part of the OBC, is that in the consideration of sites, King George V Playing Fields will be explored. Given the proximity of this site to Renfrew High School, this will warrant as part of this specific site option appraisal the YES Page 267 of 333
Page 268
39 consideration and implications for the long-term requirements associated with Renfrew High School and the potential of a joint campus solution. Page 268 of 333
Page 269
40 Appendix D – Critical Success Factors Critical Success Factors for Learning Estate Projects The following factors will be considered when assessing the detail of all options. Strategic fit and business needs • That options meet the objective of providing proposed investment priorities to complement and enhance the quality of school provision. • That options overcome the strategic challenges identified of operating schools which are in poor condition with excess capacity and high operational costs. • That options fit Renfrewshire Council’s Learning Estate Strategy and other Council and Scottish Government policies and ambitions for education. Potential Value for Money • That options optimise the social, economic and environmental value to the community in terms of potential costs, benefits and risks. Supplier capacity and capability • That options match the ability of providers to deliver any required design and construction services. • That options are attractive to potential suppliers of design and construction services. Potential affordability • That options can be funded from available sources of finance. • That options will 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 • That options will match Renfrewshire Council’s ability to respond to and facilitate the required changes. • That options match the skills of Council Officers, Consultants and Contractors required for successful delivery. • That options seek to address the aspiration, need and ambition of the school and wider community. Page 269 of 333
Page 270
OFFICIAL To: Education and Children’s Services Policy Board On: 30 October 2025 _________________________________________________________________ Report by: Director of Children’s Services _________________________________________________________________ Heading: Learning Estate – Roll Projections __________________________________________________________________ 1. Summary 1.1 In order to support our comprehensive Learning Estate Strategy, which was approved in August 2024, Renfrewshire Council has worked with data specialists Edge Analytics, to produce a new iteration of a full-estate pupil projection model that spans the next 15 years. This model offers an estimate of the number of pupils expected to attend each of Renfrewshire’s primary and secondary mainstream schools. The full overview of estate projection for the next 15 years can be found in Appendix 1. 1.2 Analysis of key components of the projections are outlined in this report with explanation of some differences from previous iterations of the model. __________________________________________________________________ 2. Recommendations 2.1 The Board is asked to: 2.1.1. Note the contents of this report, including the 15-year roll projection estimates for each of Renfrewshire’s primary and secondary mainstream schools. 2.1.2. Note the insertion of two scenarios per school, which are based on ‘medium’ and ‘high’ projections in recognition of the uncertainty naturally associated with roll projection modelling over a long-term basis. Item 6 Page 270 of 333
Page 271
OFFICIAL 3. Background 3.1. Renfrewshire Council has continued to work in partnership with Edge Analytics to produce an updated roll projection model for the primary and secondary learning estate. 3.2. Work has been ongoing with Edge Analytics since early 2023, with progressive development in the modelling over the last two years. 3.3. The methodology and data used to create the modelled projections is outlined further in this report. This updated model has been developed using the latest iteration of available data and building on the 10-year model which was presented to Board in October 2024, the projection period has been extended to a 15-year period, to support the longer-term strategic estate planning being progressed by the Council. 3.4. A further difference can be evidenced in the latest projection model with each school now showing a ‘medium’ projection and a ‘high’ projection scenario. This method allows a range to be applied per school, rather than presenting a single fixed projection per school recognising the inherent uncertainties associated with modelling very long-term school roll projection. This allows consideration of the fact that projection models use best estimates and assumptions across a wide range of input variables that will ultimately impact and influence actual pupil numbers that emerge in the future, and therefore recognises a range of upper and lower projection scenarios provides a more effective output to support long-term strategic planning. By providing a range, it will allow scenarios to be planned for, and potential circumstances to be considered where the high model could arise. Further detail on the differences between these projections is shown further down in this report. 3.5. In Appendix 1 of this report, a table outlining the 15-year projections for all schools in Renfrewshire is provided. It should be noted this does not include the Council’s two additional support needs schools, Riverbrae and Mary Russell, as admissions to these establishments are allocated on a needs basis, which cannot be projected through a roll-projection model for catchment demand. __________________________________________________________________ 4. Roll Projection Methodology 4.1. The purpose of conducting a pupil-projection forecast is to determine an approximation of the future expected number of pupils that require primary or secondary education in Renfrewshire to support long-term strategic planning and decision-making. 4.2. This projection methodology is built on a foundation of historical data for births, current NHS data, primary and secondary school census information, and Renfrewshire’s Housing Land Audit (HLA) which outlines future known development in the area. 4.3. An important aspect of roll projection models is they are merely an informed estimate. There are many significant variables, including the fundamental aspect that the expected number of births in an exact geographical area can only be estimated based on trends, and assumptions based off national Page 271 of 333
Page 272
OFFICIAL trajectory. Pupil projections produced through these models are therefore best used for high-level future planning and estate management to determine any intervention that may be required in years to come. 4.4. With the above information, pupil projection models can be used to both mitigate any potential capacity pressures and strategically plan the most appropriate size and scale of estate in line with the Council’s Learning Estate Strategy. 4.5. A summary of the process flow for producing the pupil projections is shown below. This process combines all relevant data sets and completes a cohort progression with pupils moving ahead a stage as each projection year progresses. This process is supplemented with additional, or reducing pupil numbers based on a migration factor, and also the impact of all known house building through the HLA. Figure 1: Edge Analytics forecasting methodology __________________________________________________________________ 5. Pupil Product Ratio – New House Building 5.1. As noted above, one of the key considerations in a projection model is the pupil yield impact of future housing developments. This impact can be translated into what is described as the pupil product ratio (PPR) – a figure derived from assessing historical trends that estimate the number of children typically generated by a new housing development. These figures are used to determine the pupils generated when a new house is built and also used to support proposed levels of developer contributions that are sought through the planning application process. 5.2. Renfrewshire has used a PPR rate for a number of decades, and this was revised in 2018 following a benchmarking exercise with other local authorities. It is important to note that the PPR rate is only used to determine the pupils produced for new houses built in any particular year. The PPR rate does not apply to existing housing that has been built in any previous year, to the Page 272 of 333
Page 273
OFFICIAL year in question. This therefore means that for a roll projection model, the PPR rate is only one of the many elements that is considered. 5.3. To determine the impact of established housing, the model uses current ‘known’ children of all ages (from birth onwards) by assessing school census data, NHS and GP registrations, and applies future birth projections to these houses. 5.4. To confirm, the PPR rate is therefore only ever applied once – when the house is built. Beyond the PPR, a methodology is included for migration in and out of catchment areas and is supplemented by the core data applied against existing households, which a new-build house will fall into beyond the year it is constructed. It is the ongoing migration factors, and the general production methodology through established housing that need to be considered to understand the number of pupils that will continue to be produced through existing housing. 5.5. To support the development of this pupil projection forecast, Renfrewshire has commissioned two scenarios against every school – a ‘medium’ and ‘high’ rate for PPR. These rates have been produced by Edge Analytics using data from new-build homes to determine the likely level of pupils moving into a new build home when it completes construction. The medium rate is deemed to be the most likely to apply across the authority, however, on recognition of differing circumstances and situations based on geographies and demographics, in some instances there could be a higher pupil yield from new build homes. 5.6. By producing two scenarios for each school – a medium, and a high – it will allow school estate planning to be more strategic based on possible scenarios, rather than fixating on a single detailed figure. In some schools, the difference between the medium and high scenario are negligible, with others producing a clearer difference. 5.7. It is important to note these rates only apply to new-build homes, and the model continues to consider deep levels of data in all other aspects including births, pupil census, NHS / GP registrations, with a migration impact also applied. 5.8. The PPR rates of both the medium and high model are shown below: Medium Model Houses Flats Pre-School 0.19 0.04 Primary 0.22 0.02 Secondary 0.11 0.01 High Model Houses Flats Pre-School 0.27 0.06 Primary 0.30 0.02 Secondary 0.15 0.01 Page 273 of 333
Page 274
OFFICIAL __________________________________________________________________ 6. Data Inputs 6.1. This pupil projection model has been produced using the latest available data sets to ensure projections are reflective of expected trajectory. This includes re-baselining the ‘actual’ starting point of the projection which is the true number of pupils in each school in the previous academic year through the school census, which allows cohort progression to be conducted. Intelligence will continue to be gained on future projections as every year passes, with the latest births, local population, and house-building activity. 6.2. National data continues to show a decline in the number of pupils being produced from housing developments which is reflected in the overall projection trends in comparison to the 2024 projections. 6.3. A significant factor that is impacting projections in this iteration is a revised Housing Land Audit (HLA), and how that information has been used. The HLA includes all known housing sites in Renfrewshire and estimates how many houses will be built on each site in future years. The current projections are based on the 2024 HLA which estimates completions to 2031. However, not all dwellings on sites identified in the HLA are expected to be developed in that seven year period. and are noted as being constructed beyond the seven-year programme. In the 2024 pupil projection model (based on the 2023 HLA), all dwellings noted as being constructed beyond the seven-year house building projection were spread evenly over the remaining three years of the 10-year pupil projection model. This led to remaining house building all being assumed to complete in a three-year period which will ultimately not be the case. 6.4. In this latest iteration of the model, as it is a 15-year projection, all remaining house building that currently does not have an indication of when it will be constructed and is sitting in the category of ‘post 2031’, is apportioned across the remaining eight years of the projection model. This has resulted in the reduction of a sharp peak of pupil yields in the early 2030s which was shown in the previous model, as housing development is now spread, flattening the projection curve. The key consideration with this data, is that pace of house building will continue to change each year and is subject to many external factors including economy, housing sales, funding available for affordable housing, and the construction market. 6.5. Analysis of the 2023 HLA used in last year’s pupil projection, compared to the 2024 HLA used in the current pupil projection also shows that there is a reduction of circa 550 houses planned to be built across Renfrewshire. This is predominantly due to completions on sites in the HLA, which has reduced the total amount of housing land available. There has also been a reprofiling of the pace of construction with a significant volume of housing that was noted as being due to be under construction already, not yet started. This overall downturn in output, accumulated with a slow in pace of planned delivery of new houses plays a role in a reduction of overall pupil projections across the period. While some of the projections in Appendix 1 show a sharp decline in the later years of the 15-year period, this is because development that far ahead is not yet known. The Council is currently producing a new Local development Plan that will identify additional land for housing development. The impact of these new sites on school rolls will be modelled as part of the plan preparation exercise. Page 274 of 333
Page 275
OFFICIAL 7. Key Findings – 15-Year Pupil Projection Model 7.1. Whilst pupil projections for all mainstream schools have been produced and are included in Appendix 1, some key findings to support future Learning Estate Strategic Planning and current project delivery, have been highlighted below. Park Mains High School 7.2. In May 2023, a decision was made to redesign and extend Park Mains High School and limit the capacity to 2,000. A project to complete this extension has been ongoing and is due to start construction on site in 2026, completing in 2027. Figures for Park Mains have been closely monitored over the past two years, to ensure that current school roll remains on track with future projections. 7.3. The most recent pupil forecasts show even with the high scenario, the 15-year peak is showing below the 2,000 future school capacity. In 2024, as part of the previous pupil projection forecasts published, it showed a scenario of Park Mains potentially reaching 2,169 pupils in the academic year 2033-34. It should be pointed out projections for all schools assume current rates of placing requests from outwith the catchment will continue, and have modelled those forward. The Council has clearly outlined its position in relation to how the capacity of Park Mains would be managed, should a scenario occur where the 2,000 figure was reached. The long-standing Admissions Policy would be utilised if required to ensure priority places went to pupils living in the catchment who attended an associated primary school. This position remains, albeit, current projections suggest this would not be required, even in the ‘high’ scenario. 7.4. Whilst in the table below, the capacity of Park Mains is shown as 1,717 (which has now been formally calculated to take account of the additional modular units in place, along with timetable and room utilisation factors applied), the school will be extended to 2,000 for the 2027-28 academic year, showing sufficient space being available in time for an increasing pupil roll over the years ahead. Secondary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 Park Mains High School Medium 1,440 1,463 1,517 1,550 1,576 1,592 1,636 1,698 1,775 1,809 1,843 1,865 1,849 1,836 1,809 1,801 1,785 1,776 High 1,440 1,463 1,517 1,556 1,590 1,614 1,669 1,743 1,834 1,873 1,914 1,941 1,930 1,926 1,909 1,911 1,902 1,8981717 Page 275 of 333
Page 276
OFFICIAL Dargavel 7.5. The area of Dargavel continues to be closely monitored due to the significant housing development already complete and further planned. Following the decision to progress to the design and construction of a new 800-capacity primary school in the area, now named Thistle Primary School, construction is due to commence by the end of 2025. This will take the permanent primary school capacity to more than 1,300 in the local area when construction completes in 2027. The numbers shown in the projections are for the Dargavel Primary catchment as it currently stands, which will - when Thistle Primary opens in summer 2027 - become two catchments. 7.6. The Council’s Admissions Policy continues to be used to manage short term capacity in Dargavel, and as a result, a number of pupils have been offered a place at Bishopton Primary School over the last two years. This process will continue until 2027 when the new Thistle Primary School is set to open in Dargavel. 7.7. By considering the information presented in this report about the revised data from the HLA, including a slow in pace of housebuilding and improved spread of development, the peak of primary education demand in Dargavel is flattening, having previously showed a sharper peak around the early 2030s. This is compounded by the reduced PPR rate following a national downturn in both births and pupil yields from new development. This model also reflects the first iteration of pupils diverting to Bishopton Primary School, as they are now captured in the Bishopton Primary School census, rather than being included in Dargavel figures. The projections represent current cohort progression and assume those who have started school in Bishopton Primary will remain there. However, in practice, families living in the Thistle Primary catchment whose child has already started school elsewhere will have the option to send their child to the new school once it opens. If so, the projections show sufficient capacity will exist to cope with this demand. 7.8. The cumulative effect of these matters shows both a medium and high projection rate that can be accommodated in the permanent planned school capacity of over 1,300. Trinity High School 7.9. The previous projection model forecast that Trinity High School was expected to grow in excess of 100% capacity in the coming years and sustain this. With the information contained in this report using the latest data, a more stable spread of growth is now expected in Secondary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 Dargavel Primary School Medium 462 591 620 711 787 860 928 977 994 1,051 1,052 1,048 1,051 1,039 1,026 1,011 998 989 High 462 591 620 719 804 889 973 1,037 1,069 1,132 1,136 1,133 1,133 1,119 1,101 1,080 1,063 1,050698 Page 276 of 333
Page 277
OFFICIAL Trinity High. The figures show that Trinity High is expected to rise close to (medium scenario), and slightly above 100% (high scenario)., However the decision to progress the development of a business case for future options for Trinity High School was based on challenges around condition, suitability and site size, as well as capacity, and those remain the case. St Andrew’s Academy 7.10. The capacity of St Andrew’s has been operating above its historical agreed metric for many years. The school is operating successfully through efficient use of space and timetable management, and has done so for some time. However, the latest projections show the St Andrew’s school roll is expected to reduce across the lifespan of this projection. 7.11. Over and above the reduction shown in the current projections, it is also anticipated that with the opening of the new Paisley Grammar School Community Campus in August 2026, young people whose families may have previously made placing requests for their children to attend a non-catchment secondary may instead choose to go to their catchment secondary in the future. While this is an assumption, and has not been modelled, it will be carefully monitored to understand the impact the new Paisley Grammar Community Campus school may have in retaining associated primary school leavers and the impact this has on the roll at St Andrew’s Secondary. Secondary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 Trinity High School Medium 940 952 977 995 984 985 997 999 1,015 1,020 1,024 1,014 992 965 943 928 912 899 High 940 952 977 997 988 992 1,006 1,010 1,029 1,034 1,039 1,030 1,010 985 967 955 942 9321032 Secondary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 St Andrew's Academy Medium 1,465 1,476 1,492 1,470 1,447 1,430 1,422 1,405 1,405 1,401 1,370 1,361 1,334 1,323 1,277 1,245 1,228 1,194 High 1,465 1,476 1,492 1,473 1,453 1,439 1,436 1,423 1,429 1,428 1,400 1,392 1,369 1,362 1,320 1,294 1,281 1,2481250 Page 277 of 333
Page 278
OFFICIAL 8. Ongoing Monitoring 8.1. Whilst a number of key findings have been outlined in this report, the full projections can be seen for each school in Appendix 1. In some instances, schools show that they could get close to, or very slightly over capacity for a short period. These schools will be monitored and work will take place with the Education Resources team, and within school leadership teams to manage capacities, room usage, and admissions where appropriate. __________________________________________________________________ Implications of this report 1. Financial Any mitigations that are required to accommodate pupils in the short term at local level, or by administering the Council’s admissions policy will bring no, or minimal financial impact. Any financial impact of opening a new classroom to accommodate catchment pupils will require teaching resource costs, and classroom provisions. This is a standard process that is managed in line with department budgets. For any further measures that require to be implemented, these will be progressed in line with the approved Learning Estate Strategy and its associated financial model. 2. HR and Organisational Development None. 3. Community/Council Planning 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 Roll projections will allow the learning estate to be scaled appropriately, with consideration for any future capital investment required to meet the demand needs. Similarly, roll projections will identify any establishments that are showing as having significant surplus capacity that can be considered by the wider Learning Estate Strategy. 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 Page 278 of 333
Page 279
OFFICIAL 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 to address future capacity needs will be conducted in collaboration with the Council’s Procurement team and adhere to appropriate regulations. 10. Risk The production and monitoring of roll projections is a mechanism of risk management to plan the future scale of the learning estate and any subsequent mitigations that are required to be implemented. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights This report does not cover a new policy, function, or strategy nor a substantive change to an existing policy, function or strategy which will have an impact on 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 15/10/25 Author: Jack Lochans, Strategic Learning Estate Manager – jacklochans@renfrewshire.gov.uk Page 279 of 333
Page 280
OFFICIAL Appendix 1 – Full Estate 15 Year Roll Projections Primary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 Arkleston Primary School Medium 269 295 282 297 299 304 310 294 281 276 268 263 250 252 253 254 256 259 High 269 295 282 297 300 305 312 296 283 278 269 265 252 253 255 257 260 263 Auchenlodment Primary School Medium 189 195 210 221 247 249 253 257 271 267 271 268 269 273 271 269 268 267 High 189 195 210 221 249 253 257 262 276 272 275 272 273 276 273 270 268 268 Bargarran Primary School Medium 203 216 219 227 226 217 207 196 184 178 162 158 159 162 162 163 163 164 High 203 216 219 228 226 218 208 197 186 179 164 159 160 164 164 165 165 166 Barsail Primary School Medium 316 308 310 321 314 304 297 275 266 244 227 212 197 188 188 187 186 186 High 316 308 310 322 315 305 299 277 268 247 229 214 200 190 189 188 187 187 Bishopton Primary School Medium 398 367 397 389 395 386 389 388 388 340 338 332 326 325 325 325 326 327 High 398 367 397 391 399 392 398 400 402 355 353 347 340 340 340 340 340 342 Brediland Primary School Medium 200 196 205 196 205 208 207 211 209 195 193 187 187 183 184 186 187 189 High 200 196 205 196 205 209 207 211 209 196 194 188 188 184 186 188 190 193 Bridge of Weir Primary School Medium 456 442 421 421 389 371 371 359 358 353 346 347 351 361 362 364 365 367 High 456 442 421 421 390 372 372 360 360 355 348 349 353 363 365 367 369 372 Bushes Primary School Medium 360 330 312 312 307 295 280 265 249 237 220 201 194 183 183 184 184 185 High 360 330 312 313 307 296 281 267 251 239 222 204 197 186 186 187 188 189 Cochrane Castle Primary Medium 135 126 113 99 92 90 87 95 100 101 106 110 112 109 108 106 104 103 High 135 126 113 99 92 91 89 98 104 106 111 115 117 114 112 109 107 105 Dargavel Primary School Medium 462 591 620 711 787 860 928 977 994 1,051 1,052 1,048 1,051 1,039 1,026 1,011 998 989 High 462 591 620 719 804 889 973 1,037 1,069 1,132 1,136 1,133 1,133 1,119 1,101 1,080 1,063 1,050 East Fulton Primary School Medium 231 224 228 233 248 256 262 264 266 259 260 251 245 234 232 231 230 229 High 231 224 228 234 249 257 264 267 270 263 264 255 249 237 235 233 231 230 Fordbank Primary School Medium 263 268 257 240 232 227 221 214 204 195 194 189 182 178 179 179 180 181 High 263 268 257 240 232 229 224 218 209 200 199 194 186 183 184 185 185 187 Gallowhill Primary School Medium 218 218 207 203 208 206 208 197 182 183 178 173 168 165 164 164 163 162 High 218 218 207 203 208 207 210 199 184 185 180 175 169 166 165 165 164 163 Glencoats Primary School Medium 186 181 179 172 178 171 170 151 137 130 123 113 110 105 108 111 114 118 High 186 181 179 173 179 172 171 152 139 131 124 114 111 107 111 115 119 124 Heriot Primary School Medium 243 232 212 199 192 192 198 181 173 165 158 149 141 133 133 133 133 133 High 243 232 212 199 192 192 198 181 174 166 160 151 143 135 135 135 135 135 Houston Primary School Medium 534 532 510 511 500 492 502 473 475 461 434 422 405 383 381 378 376 374 High 534 532 510 512 501 494 504 477 481 468 441 430 413 390 387 384 381 378 Howwood Primary School Medium 123 116 104 97 94 85 81 62 55 53 50 46 43 40 41 41 41 41 High 123 116 104 98 95 86 82 63 57 55 51 47 44 42 42 42 43 43 Inchinnan Primary School Medium 129 125 124 121 116 114 119 123 128 130 133 135 138 136 135 134 133 132 High 129 125 124 122 116 114 119 126 133 135 138 141 144 142 141 139 138 136 Kilbarchan Primary School Medium 218 214 203 193 189 174 167 170 173 172 181 185 191 196 197 197 198 198 High 218 214 203 193 189 175 168 173 177 177 186 190 196 202 203 203 204 205 Kirklandneuk Primary School Medium 477 446 436 423 428 419 392 382 373 361 352 343 339 345 351 357 364 373 High 477 446 436 425 432 424 398 389 379 367 358 347 342 351 358 366 377 389 352 302 272 401 519 184 377 489 489 242 698 377 327 352 352 434 569 217 352 619 Page 280 of 333
Page 281
OFFICIAL Primary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 Langbank Primary School Medium 79 75 73 64 59 59 55 52 50 51 52 51 49 49 49 49 49 49 High 79 75 73 64 59 60 55 52 51 51 52 51 50 50 49 49 49 49 Langcraigs Primary School Medium 295 286 279 255 237 236 227 210 196 172 163 154 135 122 122 122 122 122 High 295 286 279 255 237 236 228 210 196 172 164 155 136 123 123 123 123 123 Lochfield Primary School Medium 263 252 262 264 260 263 263 258 258 247 243 239 237 231 226 222 218 215 High 263 252 262 265 263 267 269 267 270 260 256 252 249 242 236 230 224 220 Lochwinnoch Primary School Medium 194 199 189 184 154 139 137 148 143 138 133 133 128 126 123 120 118 115 High 194 199 189 184 154 139 139 152 150 146 141 141 136 133 129 125 121 117 Mossvale Primary School Medium 210 207 203 196 204 205 213 209 199 195 196 184 177 172 171 170 169 167 High 210 207 203 196 204 205 216 212 202 199 201 189 181 176 175 173 171 170 Newmains Primary School Medium 410 403 410 400 389 372 344 335 331 318 313 305 296 304 306 307 309 311 High 410 403 410 401 391 374 346 337 333 320 315 306 298 306 308 310 312 315 Our Lady of Peace Primary School Medium 238 230 241 242 232 230 227 224 225 222 222 217 213 206 204 203 202 202 High 238 230 241 243 233 231 228 227 229 225 226 220 215 208 206 205 204 203 Ralston Primary School Medium 385 382 382 385 377 367 365 365 353 346 339 333 332 331 331 330 331 331 High 385 382 382 386 378 367 366 367 354 347 340 334 333 332 331 331 331 331 Rashielea Primary School Medium 175 161 152 139 134 135 131 124 120 122 120 120 116 116 115 114 113 113 High 175 161 152 140 136 136 132 126 123 125 122 122 118 117 116 115 114 114 St Anne's Primary School Medium 148 137 139 135 132 136 132 124 120 117 114 111 107 104 104 103 103 102 High 148 137 139 136 132 137 133 125 122 120 116 113 109 106 105 105 104 103 St Anthony's Primary School Medium 230 245 274 271 264 275 282 282 288 271 270 264 258 253 253 253 252 253 High 230 245 274 271 265 277 285 286 293 276 275 270 263 258 257 257 257 257 St Catherine's Primary School Medium 206 218 238 254 273 288 273 277 274 262 255 249 242 239 238 238 237 237 High 206 218 238 254 273 290 276 279 277 265 259 253 245 242 241 240 239 239 St Charles' Primary School Medium 398 388 400 381 377 367 359 347 337 326 321 314 309 301 296 291 287 283 High 398 388 400 382 382 373 369 360 355 344 340 333 327 318 311 304 298 293 St David's Primary School Medium 103 91 88 81 76 78 82 84 92 94 100 104 106 104 103 101 99 97 High 103 91 88 81 77 79 84 87 96 98 104 109 111 109 107 104 102 99 St Fergus' Primary School Medium 159 170 151 152 154 137 129 116 97 96 90 82 79 75 78 80 82 85 High 159 170 151 153 155 138 130 117 98 97 91 83 80 77 80 83 86 90 St Fillan's Primary School Medium 94 90 97 99 92 96 102 102 100 98 96 95 93 90 90 90 90 90 High 94 90 97 99 92 96 102 102 101 100 98 96 94 92 92 91 91 91 St James' Primary School (Paisley) Medium 182 168 161 147 148 147 147 148 136 136 137 130 125 122 121 120 119 118 High 182 168 161 147 148 148 149 150 138 138 140 133 128 124 123 122 121 120 St James' Primary School (Renfrew)Medium 527 558 553 550 560 559 542 525 510 498 488 474 467 476 482 488 496 504 High 527 558 553 553 565 564 548 531 516 504 493 479 470 482 490 498 509 521 St John Bosco Primary School Medium 253 257 242 245 240 231 217 216 219 214 208 205 203 203 201 200 198 198 High 253 257 242 246 243 235 222 224 228 223 218 215 213 212 210 207 206 205 434 100 434 459 327 272 459 352 459 242 327 272 459 184 175 184 217 676 272 Page 281 of 333
Page 282
OFFICIAL Primary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 St John Ogilvie Primary School Medium 230 244 242 257 259 259 252 255 257 261 265 266 264 266 265 265 265 265 High 230 244 242 258 261 261 255 259 262 265 269 270 268 269 268 268 268 268 St Margaret's Primary School Medium 169 170 173 167 156 149 152 153 150 146 149 152 150 147 145 144 143 142 High 169 170 173 167 157 150 154 155 154 150 153 156 154 150 149 147 145 144 St Mary's Primary School Medium 263 278 298 310 312 312 325 327 330 327 325 322 319 313 313 314 315 315 High 263 278 298 311 313 313 327 330 335 332 331 328 326 320 321 321 322 323 St Paul's Primary School Medium 193 180 167 156 149 141 136 138 132 126 124 119 117 113 114 114 115 116 High 193 180 167 156 149 142 137 138 133 127 124 120 118 115 115 116 117 118 St Peter's Primary School Medium 210 223 216 212 209 201 201 177 167 154 145 135 123 114 114 115 115 115 High 210 223 216 212 209 201 201 177 168 154 145 136 124 115 115 115 116 117 Thorn Primary School Medium 158 152 136 123 113 110 111 102 93 89 88 89 86 82 82 82 82 82 High 158 152 136 123 113 111 111 103 94 90 89 90 87 83 83 83 83 83 Todholm Primary School Medium 408 389 396 384 388 381 374 379 379 362 361 353 345 339 336 331 328 325 High 408 389 396 386 394 389 386 397 402 387 387 379 371 364 359 353 348 345 Wallace Primary School Medium 324 330 360 373 397 400 420 429 420 413 403 391 383 365 365 365 365 365 High 324 330 360 374 398 401 422 431 422 415 405 393 385 367 367 367 367 367 West Primary School Medium 405 403 396 390 389 385 373 374 366 369 366 361 357 350 350 351 352 353 High 405 403 396 391 391 387 376 378 371 375 373 368 364 358 359 360 361 362 Williamsburgh Primary School Medium 327 334 325 333 346 349 353 364 375 379 389 392 391 395 394 394 394 395 High 327 334 325 335 349 353 357 368 380 384 393 396 394 398 397 396 397 398 Woodlands Primary School Medium 264 251 199 177 168 165 168 152 150 155 155 153 149 146 145 144 143 142 High 264 251 199 178 169 165 170 155 153 158 158 156 152 148 147 145 144 143 272 272 761 594 459 327 217 352 272 434 434 Page 282 of 333
Page 283
OFFICIAL Secondary School Model Capacity 2022-23 2023-24 2024-25 2025-26 2026-27 2027-28 2028-29 2029-30 2030-31 2031-32 2032-33 2033-34 2034-35 2035-36 2036-37 2037-38 2038-39 2039-40 Castlehead High School Medium 765 753 737 719 690 676 666 662 679 687 697 705 710 728 713 699 683 665 High 765 753 737 720 691 678 669 666 684 692 703 712 717 736 724 712 696 680 Gleniffer High School Medium 1,097 1,115 1,123 1,146 1,151 1,150 1,161 1,138 1,117 1,112 1,085 1,065 1,034 1,016 956 900 863 822 High 1,097 1,115 1,123 1,147 1,153 1,154 1,167 1,146 1,128 1,125 1,098 1,079 1,049 1,033 974 920 885 845 Gryffe High School Medium 963 958 960 930 937 929 885 882 842 805 786 754 749 722 707 687 655 645 High 963 958 960 930 938 931 887 885 847 811 792 761 756 729 715 697 665 655 Johnstone High School Medium 921 869 872 866 869 899 894 896 882 872 827 793 779 764 751 745 752 752 High 921 869 872 867 871 903 901 908 898 890 846 813 799 787 776 772 781 783 Linwood High School Medium 430 436 431 449 456 448 442 456 437 433 422 426 423 425 422 415 412 400 High 430 436 431 449 457 450 444 460 441 438 427 431 429 430 428 421 418 406 Paisley Grammar School Medium 1,008 1,065 1,096 1,083 1,077 1,089 1,093 1,097 1,105 1,114 1,100 1,097 1,089 1,084 1,064 1,058 1,052 1,035 High 1,008 1,065 1,096 1,085 1,080 1,094 1,101 1,107 1,117 1,127 1,115 1,113 1,106 1,103 1,085 1,081 1,076 1,059 Park Mains High School Medium 1,440 1,463 1,517 1,550 1,576 1,592 1,636 1,698 1,775 1,809 1,843 1,865 1,849 1,836 1,809 1,801 1,785 1,776 High 1,440 1,463 1,517 1,556 1,590 1,614 1,669 1,743 1,834 1,873 1,914 1,941 1,930 1,926 1,909 1,911 1,902 1,898 Renfrew High School Medium 841 829 881 875 886 894 900 908 905 901 890 875 859 822 802 789 776 763 High 841 829 881 877 890 899 905 914 912 907 898 883 867 833 816 805 795 784 St Andrew's Academy Medium 1,465 1,476 1,492 1,470 1,447 1,430 1,422 1,405 1,405 1,401 1,370 1,361 1,334 1,323 1,277 1,245 1,228 1,194 High 1,465 1,476 1,492 1,473 1,453 1,439 1,436 1,423 1,429 1,428 1,400 1,392 1,369 1,362 1,320 1,294 1,281 1,248 St Benedict's High School Medium 709 725 783 810 818 825 820 812 799 799 780 774 771 779 776 772 774 767 High 709 725 783 810 820 829 826 821 810 812 793 788 785 795 793 790 794 787 Trinity High School Medium 940 952 977 995 984 985 997 999 1,015 1,020 1,024 1,014 992 965 943 928 912 899 High 940 952 977 997 988 992 1,006 1,010 1,029 1,034 1,039 1,030 1,010 985 967 955 942 932 1329 1230 1425 960 1380 576 1717 1267 1250 850 1032 Page 283 of 333
Page 284
Page 1 of 14 To: Education and Children’s Services Policy Board On: 30 October 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: National Qualifications Results 2025 ___________________________________________________________________ 1. Summary 1.1 This report summarises attainment in the Scottish Qualifications Authority (SQA) National Qualifications in 2025, based on the key measures contained within the Insight benchmarking tool. 1.2 As has been well documented, due to the Covid-19 pandemic, alternative methods of assessment were put in place for the 2020 and 2021 exam diet. The 2022 and 2023 diets were also seen as a transitional point back to a traditional model of assessment. Subsequently, caution is advised in making direct comparisons between years that had different assessment approaches. 1.3 Skills Development Scotland are currently tracking school leavers’ destinations. Insight is normally updated in spring and a further report providing data on our school leavers’ attainment will be submitted to the Education and Children Service’s Policy Board when this data becomes available. This report will provide data on the attainment of all pupils in the senior phase by stage (S4, S5 and S6). ___________________________________________________________________ 2. Recommendations 2.1 Members of the Education and Children’s Services Policy Board are asked to: • note the content of this report; • note the efforts of the young people and staff in achieving these results; and • agree that a further report will be brought to the Education and Children’s Services Policy Board when leavers data becomes available. Item 7 Page 284 of 333
Page 285
Page 2 of 14 ___________________________________________________________________ 3. Background 3.1. Insight is a performance evaluation tool provided by the Scottish Government to schools and education authorities as a way of benchmarking performance in four key measures: • Attainment in literacy and numeracy; • Improving attainment for all; • Attainment versus deprivation; and • Leavers’ destinations. 3.2. This report provides data and commentary on the performance of each of our senior phase cohorts (S4, S5 and S6) over the last three years and against our virtual comparator for three of the measures detailed above. Leavers’ destinations will become available in February/March 2026 and will form part of the report to this board in Spring 2026 or as soon thereafter if the data release is delayed. 3.3. In addition to these local benchmarking measures, this report will provide data in relation to the number and quality of passes at each qualifications level. 3.4. The methodology for the Insight ‘virtual comparator’ (VC) is unchanged in 2025. The virtual comparator allows authorities and schools to make statistically valid comparisons between how young people have performed against young people nationally, who share four similar characteristics. These characteristics are gender, year group, percentage of time spent in mainstream classes (ASN), and the Scottish Index of Multiple Deprivation (SIMD) decile which measures the level of deprivation experienced in the area that a pupil resides. ___________________________________________________________________ 4. Attainment in literacy and numeracy (S4, S5 and S6) 4.1. Raising attainment in literacy and numeracy remains a key priority of Renfrewshire Council children’s services and this is reflected in one of the key priorities of the National Improvement Framework. 4.2. Attainment in literacy and numeracy includes passes at National 4 and 5 in English and Maths and passes in some other awards at Scottish Certificate and Qualification Framework (SCQF) levels 4 and 5 which contain certain core elements of literacy and numeracy. The tables which follow, provide data on our performance in literacy and numeracy, alongside our virtual comparator and national figures, for each of our senior phase cohorts Page 285 of 333
Page 286
Page 3 of 14 Table 1 - % S4 Pupils Achieving Literacy & Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2023 94 90 77 68 National 2023 92 88 76 64 Virtual Comparator 2023 93 89 77 65 Renfrewshire 2024 92 92 80 70 National 2024 90 88 75 64 Virtual Comparator 2024 91 89 76 65 Renfrewshire 2025 91 91 81 72 National 2025 91 89 77 68 Virtual Comparator 2025 92 90 78 69 4.3. Attainment in literacy in S4 has increased at SCQF level 5 since 2023 and remains ahead of both the national and virtual comparator figures. There have however been some decreases in SCQF level 4 literacy over this period. These decreases are also visible in national data and while Renfrewshire remains in line with national figures it was marginally behind the virtual comparator in 2025. 4.4. Attainment in numeracy remains ahead of comparators at both SCQF level 4 and SCQF level 5 in 2025. This has been a consistent trend over the previous 3 years. Attainment in SCQF level 5 numeracy has increased over time and is 2 percentage points higher than in 2024. Attainment at SCQF level 4 numeracy has remained broadly consistent over time with the current figure marginally below 2024 but remaining above the previous year. Table 2 - % S5 Pupils Achieving Literacy and Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2023 94 93 84 76 National 2023 93 90 81 70 Virtual Comparator 2023 94 91 82 71 Renfrewshire 2024 94 91 82 74 National 2024 93 90 81 71 Virtual Comparator 2024 94 91 82 72 Renfrewshire 2025 94 93 85 77 National 2025 92 90 80 71 Virtual Comparator 2025 93 91 82 73 4.5. The percentage of pupils achieving literacy in S5 remains high and in 2025 was above the virtual and national comparator at both SCQF level 4 and Page 286 of 333
Page 287
Page 4 of 14 SCQF level 5. Attainment at SCQF level 4 remains unchanged on previous years while attainment at SCQF level 5 has increased to 85%. 4.6. S5 attainment in numeracy has increased since 2024 at both SCQF level 4 and SCQF level 5. Renfrewshire remains ahead of its comparators at both levels and is now 4 percentage points ahead of national at SCQF level 4 and 6 percentage points ahead of national at SCQF level 5. Table 3 -% S6 Pupils Achieving Literacy & Numeracy Year % Achieved Level 4 Literacy % Achieved Level 4 Numeracy % Achieved Level 5 Literacy % Achieved Level 5 Numeracy Renfrewshire 2023 96 93 88 75 National 2023 93 90 81 70 Virtual Comparator 2023 95 92 84 73 Renfrewshire 2024 95 93 84 77 National 2024 93 90 81 71 Virtual Comparator 2024 94 92 83 73 Renfrewshire 2025 95 91 82 75 National 2025 93 91 81 72 Virtual Comparator 2025 95 92 83 74 4.7. S6 attainment in literacy has remained ahead of national figures at both levels however is marginally behind the virtual comparator at SCQF level 5. The percentage of pupils achieving SCQF level 4 literacy is unchanged from the previous year at 95% but there has been a slight decrease at SCQF level 5. 4.8. Attainment in numeracy in S6 is in line with national figures but is marginally behind the virtual comparator at SCQF level 4 due to a slight decrease in the Renfrewshire figure. However, Renfrewshire is 3 percentage points ahead of national figures in numeracy and 1 percentage point ahead of the virtual comparator at SCQF level 5 ___________________________________________________________________ 5. Improving attainment for all 5.1. Each qualification on the Scottish Certificate and Qualifications Framework (SCQF) is attributed a number of tariff points. The higher level of qualification, the more tariff points are attributed. Each pupil gains a number of points that represents the number and level of qualifications they have gained. This report uses complementary tariff points, which measures a fixed volume of learning. Complementary tariff points allow for fair comparison across Scotland, regardless of differences in curricular models. 5.2. Within this measure, Insight breaks the data down into three groups: the average complementary tariff points for the lowest attaining 20%, the middle attaining 60% and the highest attaining 20% and compares these with the virtual comparator and the national figure. Page 287 of 333
Page 288
Page 5 of 14 5.3. The 2025 figures show that Renfrewshire is in line with or ahead of its comparators in all attainment cohorts in S4. Compared to national figures, the Renfrewshire average complementary tariff is 8% ahead for the lowest 20%, 4% ahead for the middle 60% and less than 1% ahead in the highest 20% cohort. These figures are consistent with previous years. The average complementary tariff in the lowest 20% attainment cohort is in line with the previous years data whereas there have been increases since 2024 in the middle 60% and highest 20% cohorts. 5.4. It is a simiar picture within S5 across the three attainment cohorts. Renfrewshire is ahead of both comparators within the lowest 20% and middle 60% attainment cohorts and remains closely in line within the highest 20% cohort. This has been a consistent pattern over time however there had been a decrease in the lowest 20% attainment cohort in 2024 to 115 which had Graph 2: S5 Average Complementary Tariff Points 2025 Graph 1: S4 Average Complementary Tariff Points 2025 Page 288 of 333
Page 289
Page 6 of 14 resulted in Renfrewshire falling behind comparators for the first time. The increase in 2025 to an average complementary tariff of 132 has returned Renfrewshire to a position where it is 21% ahead of the national figure and 11% ahead of the virtual comparator. These differences are consistent with the years prior to 2024. 5.5. The S6 figures show that Renfrewshire is closely aligned with the national figures in the lowest 20% and middle 60% cohorts. There has been a decrease in the attainment of the lowest 20% attainment cohort in 2025 which relates to the previous year’s S5 figures. This has resulted in Renfrewshire falling slightly behind the virtual comparator in 2025. The average complementary tariff of the highest 20% attainment cohort is unchanged on previous years and remains marginally behind both comparators. ___________________________________________________________________ 6. Attainment versus deprivation 6.1. The attainment versus deprivation measure provides the average complementary tariff of pupils by SIMD decile. This allows us to identify the attainment gap in Renfrewshire and compare it to both our virtual comparator and national data. The Scottish Government measures progress towards closing the poverty related attainment gap using the Scottish Index of Multiple Deprivation (SIMD) quintiles. SIMD quintiles represent the 20% most deprived areas to the 20% least deprived areas. 6.2. The following charts show the average complementary tariff points by SIMD quintiles for Renfrewshire and its comparators. Graph 3: S6 Average Complementary Tariff Points 2025 Page 289 of 333
Page 290
Page 7 of 14 6.3. The average complementary tariff by SIMD quintile in S4 remains is ahead of national figures across all quintiles. The differences are larger within the least deprived quintiles which results in a slightly larger gap size in Renfrewshire despite overall better performance. Renfrewshire is marginally behind the virtual comparator in quintile 1 in 2025 but remains ahead of or in line with the virtual figures across the other quintiles. 6.4. The patterns of attainment over time within quintile 1 (20% most deprived) and quintile 5 (20% least deprived) are broadly similar however there is a slight widening of the gap following the return to exam diets in 2022-23. The average complementary tariff has increased in both quintiles since the previous year, but this increase was slightly higher in the quintile 5 group. Graph 4: S4 Average Complementary Tariff Points by SIMD Quintile 2025 Graph 5: Renfrewshire S4 Average Complementary Tariff Points 2018-19 to 2024-25 Page 290 of 333
Page 291
Page 8 of 14 6.5. The S5 average complementary tariff is consistently ahead of the national figures across all quintiles in 2025 resulting in a similar sized attainment gap. Renfrewshire is ahead of the virtual comparator in quintiles 2 to 5 but is very marginally behind in quintile 1. 6.6. Despite some variation in the SIMD quintile 5 figure over the pandemic period the size of the attainment gap is broadly consistent with previous years. There has been an increase in attainment within both quintile 1 and quintile 5 groups since 2024. Graph 7: Renfrewshire S5 Average Complementary Tariff Points 2018-19 to 2024-25 Graph 6: S5 Average Complementary Tariff Points by SIMD Quintile 2025 Page 291 of 333
Page 292
Page 9 of 14 6.7. The S6 average complementary tariff in S6 is ahead of national figures in quintiles 2 to 4 and ahead of the virutal figures in quintiles 3 and 4. However, Renfrewshire is marginally behind both comparators in quintiles 1 and 5. 6.8. Attainment over time is similar to S5 with increases visible during the pandemic period for pupils living in quintile 5 areas. This relates to the use of alternative certification therefore not directly comparable to previous or future years. The size of the gap is largely unchanged over this period, despite a slight decrease in attainment within the 2025 cohort. ___________________________________________________________________ Graph 9: Renfrewshire S6 Average Complementary Tariff Points 2018-19 to 2024-25 Graph 8: S6 Average Complementary Tariff Points by SIMD Quintile 2025 Page 292 of 333
Page 293
Page 10 of 14 7. Breadth and depth 7.1. In addition to the key measures available in Insight, the service also looks at the percentage of the cohort who achieved any number of awards at various SCQF levels. These are known as ‘breadth and depth’ measures. We look at this data in conjunction with the Insight measures to allow us to gain a broader understanding of attainment across Renfrewshire and between schools. 7.2. The graphs on the following pages show performance of some of the key breadth and depth measures and how we compare to the virtual comparator. SCQF 4 is National 4 or its equivalent, SCQF Level 5 is National 5 or its equivalent, SCQF Level 6 is Higher or its equivalent; and SCQF Level 7 is Advanced Higher or its equivalent. 7.3. Renfrewshire S4 is in line with or ahead of its comparators across the key measures shown in graph 10. Attainment at SCQF level 4 is within 1 percentage point of the virtual and national figures at 1 or more and 3 or more awards. However, the percentage of pupils achieving 5 or more awards at SCQF level 5 or better is above both the virtual and national figures. 7.4. S4 attainment at SCQF level 5 is ahead of both comparators in the measures shown. In particular, the percentage of pupils achieving 5 or more awards at SCQF level 5 is 4 percentage points ahead of the virtual comparator and 5 percentage points ahead of the national figure. Graph 10: S4 Breadth & Depth Measures 2025 Page 293 of 333
Page 294
Page 11 of 14 7.5. S5 attainment remains strong across both SCQF level 5 and SCQF level 6 in 2025. Attainment is ahead of both the virtual and national comparators in all three measures at SCQF level 5. Within the SCQF level 6 measures, Renfrewshire is ahead of national and virtual figures at 1 or more and 3 or more awards. The figures for 5 or more awards are in line with the national comparator and within 1 percentage point of the virtual figure. Graph 11: S5 Breadth & Depth Measures 2025 Page 294 of 333
Page 295
Page 12 of 14 7.6. Attainment in S6 is ahead of or in line with its comparators across SCQF level 6 measures. The percentage of pupils achieving 1 or more award at SCQF level 6 is 4 percentage points ahead of the national figure and the percentage achieving 3 or more and 5 or more is 2 percentage points ahead of national. Attainment at SCQF level 7 remains consistent with its comparators at 25%. This is the same as the national figure and 0.5 percentage points behind the virtual figure. ___________________________________________________________________ 8. Conclusion and next steps 8.1. The 2025 results demonstrate that Renfrewshire continues to perform well against its comparators across a range of key measures, with particularly strong attainment within S5. The data also shows pupils within the 60% middle attainment cohort continue to perform above comparators across all stages and that there have been positive improvements across numeracy attainment. However, it is also recognised that the work which we are undertaking in relation to targeted interventions should continue, particularly around attainment for pupils living in the most deprived areas. 8.2. Attainment over time within the senior phase needs to be considered in the context of returning to a traditional exam diet. Considered in this context, it would not be helpful to directly compare attainment to 2020-2023. Better comparisons are to be made with national and virtual figures which provide context for how Renfrewshire is performing in relation to young people across the country. What is clear is that young people across Renfrewshire have Graph 12: S6 Breadth & Depth Measures 2025 Page 295 of 333
Page 296
Page 13 of 14 performed exceptionally well, we are very proud of them and they should be congratulated for all they have achieved. 8.3. A further report on finalised leavers’ data and the attainment of our looked after children will be presented to this board in spring 2026 or as soon thereafter as the data becomes available. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is thriving - enter details/ delete if not appropriate Our Renfrewshire is well - enter details/ delete if not appropriate Our Renfrewshire is fair - enter details/ delete if not appropriate Our Renfrewshire is safe - enter details/ delete if not appropriate Reshaping our place, our economy and our future - enter details/ delete if not appropriate Building strong, safe and resilient communities - enter details/ delete if not appropriate Tackling inequality, ensuring opportunities for all - enter details/ delete if not appropriate Creating a sustainable Renfrewshire for all to enjoy - enter details/ delete if not appropriate Working together to improve outcomes - enter details/ delete if not appropriate 4. Legal None. 5. Property/Assets None. 6. Information Technology None. Page 296 of 333
Page 297
Page 14 of 14 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 None ___________________________________________________________________ Children’s Services 7 October 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 297 of 333
Page 298
To: Education and Children’s Services Policy Board On: 30 October 2025 Report by: Director of Children’s Services Heading: Early Learning and Childcare Annual Report 1. Summary 1.1 The Children and Young People (Scotland) Act 2014, the Scottish Government’s Early Learning and Childcare Statutory Guidance, July 2021 (“Statutory Guidance”) places a duty on local authorities to ensure funded early learning and childcare (ELC) is made available to eligible children in their area. All children aged 3 and 4 and some 2-year-olds are eligible to receive 1140 hours of ELC per year. 1.2 Renfrewshire Council continues to implement the legislative requirements, by ensuring sufficient ELC provision to meet the statutory requirements of delivering 1140 hours of free ELC to all eligible children. 1.3 The Council has routinely reported on the ELC expansion to deliver 1140 to all eligible children, with the most recent report presented to the Education and Children’s Services Policy Board on the 16 January 2025. The purpose of this report is to provide an annual update to the Education and Children’s Services Policy Board of the Council’s continued implementation of ELC in Renfrewshire, reflecting on our approaches to ensuring quality, flexibility, accessibility and affordability of provision and experiences for young children and their families. This is the first annual report of this type to be presented to the Policy Board. _________________________________________________________________ 2. Recommendations 2.1 The Education and Children’s Services Policy Board is asked to note the continued progress in delivering 1140 hours of ELC in Renfrewshire. __________________________________________________________________ Item 8 Page 298 of 333
Page 299
3. Background 3.1 The Children and Young People (Scotland) Act 2014 (Modification) Order 2021 amended the entitlement of ELC from 600 hours to 1140 hours, effective from 1 August 2021. The Scottish Government’s Early Learning and Childcare Statutory Guidance, July 2021 (“Statutory Guidance”) places a duty on local authorities to ensure that funded ELC is made available to eligible children in their area. 3.2 The current entitlement of 1140 hours can be claimed for all 3 and 4-year-old children and is available to eligible 2-year-olds as defined within the criteria laid out by the Scottish Government. The eligibility criteria for 2-year-olds includes children who live in a household with entitlement to qualifying benefits; as well as children who have been looked after by the Council or are a child of a care-experienced parent. A meal provision is included as part of the ELC entitlement. 3.3 Renfrewshire Council has continued to observe the duty to provide ELC to eligible children through the provision of places in local authority and funded providers, which includes private and voluntary sector nurseries and childminders. The Council’s Flexible Framework for ELC enables the Council to commission places from approved funded providers. In Renfrewshire, all families applying for 1140 hours of funded ELC for eligible children can access this. 3.4 The 1140 hours expansion of ELC is underpinned by four key principles quality, accessibility, flexibility, and affordability. A key aim of the expansion is to raise the attainment of all children with a focus on giving children the best start in life and in narrowing the poverty related attainment gap. ELC provision in Renfrewshire is mapped across 10 geographical admissions panel areas to ensure a mixed model of provision and range of providers, ensuring these 4 key principles are fully reflected in Renfrewshire Council’s delivery of ELC. Appendix one attached to this report details the list of settings and models of delivery. 3.5 There are several factors that influence the demand for ELC places in a local area. The Scottish’s Government’s Funding Follows the Child policy means that families have flexibility on where they choose to access their child’s entitled ELC, this can include accessing a place in either a local authority ELC establishment or funded provider setting; within the area a family resides in; or in any area across Renfrewshire Council or in an establishment out with the Renfrewshire Council area, this is referred to as a cross border placement. 3.6 In line with sections 31 and 32 of the Education (Scotland) Act 1980 parents of children that are still 4 years old on the date they are eligible to start school can defer their child’s start at primary school for a year and that child is automatically entitled to additional year of funded ELC. The entitlement to an additional year of ELC was fully implemented from August 2023. Prior to August 2023 only children born in January and February were automatically entitled to an additional year of funded ELC, with those born between August to December able to apply for funding on a discretionary basis. 3.7 Renfrewshire Council continues to engage with parents and carers and to comply with the duty placed on local authorities under the Children and Young People (Scotland) Act 2014, to consult on a 2 yearly cycle with representative populations of parents to gather information on demand, need and preferences relating to ELC Page 299 of 333
Page 300
and childcare for children aged 0 to 14 years. A current consultation exercise has just concluded, with the results of this being reported to policy board in 2026. __________________________________________________________________ 4 Data – ELC Uptake and Demand 4.1 Since the full implementation of the 1140 expansion in August 2021 Renfrewshire Council has continued to remain within capacity for ELC provision, with the overall total capacity reducing over time due the continued review of provision and adjustments being made. 4.2 In June 2025, the total roll was 113 places below the total ELC capacity of 4083, this is equivalent to 3% of total capacity which is unused. The June 2025 position shows a reduction in the level of spare capacity across all local authority and funded provider settings from the previous session; with 8% spare capacity reported in June 2024. 4.3 Since session 2022/23 to this current time the number of places in local authority establishments have reduced by approximately 160. This reduction includes changes approved by the Education and Children’s Services Policy Board in January 2025, relating to a change to the delivery model at St Margaret’s ELC (panel 1) and a reduction in the overall capacity at Glenfield ELC (panel 6) through the amalgamation of all the children into the main ELC building. 4.4 Graph 1 below shows the level of uptake and demand for ELC across Renfrewshire’s admissions panel areas: Graph 1 – Renfrewshire: 3–5-year-old uptake: 4.5 The data continues to show a level of variation in the uptake and demand across the individual admissions panel areas. In June 2025, there were 7 panel areas which were below capacity, with 2 of these areas having an unused capacity which was greater than 10% of the total places available. Graph 2 and Table 1 below illustrates the uptake in all ELC settings by panel area in June 2025: 3795 3734 3884 3849 3970 0 500 1000 1500 2000 2500 3000 3500 4000 4500 Jun-21 Jun-22 Jun-23 Jun-24 Jun-25 Renfrewshire Early Years Rolls 2021-2025 Current Capacity 4083 Page 300 of 333
Page 301
Graph 2 – Uptake and demand of ELC places in all Renfrewshire settings by panel NB: The name and geographical areas covered for each panel area is available in appendix one. Table 1: - Panel Capacity – June 2025 Panel 1 Panel 2 Panel 3 Panel 4 Panel 5 Panel 6 Panel 7 Panel 8 Panel 9 Panel 10 Percentage Capacity Unused (2025) 11% 2% 0% 0% 2% 6% 7% 13% 0% 1% 4.6 The change in the legislation relating to children deferring their entry into primary school (as outlined in paragraph 3.6 above) has resulted in an upward trend on the number of children accessing an additional year of funded ELC. During session 2024/25, 341 accessed an additional year of funded ELC, an increase of approximately 100 children from session 2022/23, when only children born with a January and February birthday were automatically entitled to an additonal year of ELC. The data for 2025/26 suggests this increase may be beginning to level out. 4.7 The deferrals data for individual panel areas shows a level of varation in deferral uptake in most panel areas. Data for session 2025/26 shows an uptake of over 50 children in panel areas 2 and 4 (panels - Erskine, Bishopton, Inchinnan and Langbank; and Houston, Bridge of Weir, Brookfield, Weirs Wynd and Kilbarchan). Graphs 3 and 4 below show the number of deferrals since session 2021/22 across Renfrewshire and in individual panel areas: Page 301 of 333
Page 302
Graph 3 – Deferrals across Renfrewshire Graph 4: Deferrals by panel area 4.8 During session 2024/25, 25 children whose 5th birthday was before the start of term in August accessed a discretionary additional year of ELC. For this current session (2025/26) there were 340 applications to defer entry to primary school and to receive an additonal year of ELC, with 325 of these granted. Of the 325, 28 children were aged 5 years before the start of the school term in August 2025. Applications for a discretionary place are assessed on a case by case basis to establish whether an additional year of ELC is more beneficial to the child than going to school. Schools are well placed to meet the needs of all pupils, therefore it is only in very exceptional circumstances that these discretionary requests are granted. __________________________________________________________________ 5. ELC Delivery Models – Ensuring Accessibility, Flexibility and Affordability 5.1 Families in Renfrewshire can continue to choose from a variety of attendance patterns to access their entitlement to 1140 hours of ELC. The models of delivery 0 10 20 30 40 50 60 70 Panel 1 Panel 2 Panel 3 Panel 4 Panel 5 Panel 6 Panel 7 Panel 8 Panel 9 Panel 10 Renfrewshire Deferrals by Panel Area 2021/22 2022/23 2023/24 2024/25 2025/26 217 243 316 341 325 0 50 100 150 200 250 300 350 400 2021-22 2022-23 2023-24 2024-25 2025-26 Renfrewshire - Number of Deferrals Page 302 of 333
Page 303
across the 10 geographical admissions panels continues to ensure a mix of Council and Funded Provider settings and mixed model of provision. Currently there are 38 Council ELC establishments, 36 approved Funded Provider establishments and 11 childminders delivering the ELC entitlement. 5.2 In line with key principles for the 1140 hours expansion, each admissions panel area ensures accessible, flexible provision and choice for parents and carers. The range of delivery models, include term time and 52 weeks per year, full day, and part-time places, as follows: - services which open between 8 am to 6 pm over the school year, or calendar year, - services which open for a school day model over the school year, - 2.5 days or 3 days places over the calendar year; or - half days, either mornings or afternoon places over the calendar year - blended placements – enabling children to access their ELC entitlement across more than one setting. 5.3 Renfrewshire Council ELC provision consists of: - 14 ELC classes linked to primary schools, which operate during the school day / term time; - 8 ELC classes linked to primary schools, which operate over a longer day (8 to 6 pm) across the calendar year; - 15 ELC centres (standalone establishments), which operate over a longer day (8 to 6 pm) across the year; and - 1 ELC class for children with complex needs, which operate over a longer day (8 to 6 pm) across the year. 5.4 The full day/ extended year models of delivery enables a level of flexibility in the number of places provided to respond to demand for places in individual ELC settings and admissions panel areas. In doing so settings must continue to maintain a minimum statutory adult:child ratio, for children aged 3 to 5 years this is 1 adult to 8 children, and to comply with the required floor space per child as set in legislation. 5.5 All places are allocated in line with the priorities set within the Council’s ELC Admissions to Nursery Policy, with a ballot held where demand exceeds the space available. The Council continues to be committed to providing an ELC place at a parent/carers preferred place of establishment, where there are suitable places to do so, offering an alternative place in line with the parents noted preferences if this is not possible . 5.6 In the biennial Children and Young People consultation carried out in autumn 2023, 68% of parents who responded indicated that they were happy with the choice of ELC settings available and 90% found their setting to be in a suitable location. The most common reasons why a parent choose a setting was identified as being: to allow parents to work, study, or train (83%), followed by the perception that it would be good for their child’s development (81%). Page 303 of 333
Page 304
5.7 In addition to the biennial consultation the Council carried out an engagement exercise in November 2024 to gather the views from parents and carers using Council ELC provision. Almost all (97%) of respondents indicated that they received an ELC place in their preferred type of establishment and 90% reported that the pattern of attendance allocated to their child met their needs. Admissions data on applications for ELC places between August 2024 and September 2025 showed that almost all (92%) of families were allocated their preferred choice of setting. 5.8 A school day model of placement continues to be a popular choice for parents attending Renfrewshire Council provison, followed by 2.5 or 3 day places. Heads of ELC establisment have continued to be flexible and responsive to parental demand and need, with the 3 day model of place being developed in local authority settings to address this demand. Similarly heads have respnded to the low demand for afternoon places of between 1 and 6 by offering alternative options such as a shorter session time but over a longer period across the calendar year. The majority of funded provider settings continue to offer a mix of places. 5.9 Ensuring affordablity for families in accessing ELC provision continues to be supported through parents supplementing their child’s statutory entitlement with purchased additional hours. This model of delivery is available in both the local authority and funded provider settings. Nursery Management Administration data system (NAMS) indicates that during session 2024/25, approximately 24% of children accessed this model in local authority (3%) and funded providers (21%) settings. 5.10 In line with the Scottish Government’s Funding Follows the Child policy Renfrewshire continues to support cross border places, either through Renfrewshire residents accessing their child’s entitled ELC place in another local authority area, or for children outwith Renfrewshire attending an ELC setting in Renfrewshire. During session 2024/25 108 children from outwith Renfrewshire attended an ELC setting in Renfrewshire and 112 children from Renfrewshire accessed their ELC entitlement in another local authority area. 5.11 The Council continues to use its discretionry powers, as set within section 1(1C) of the Education (Scotland) Act 1980, to provide ELC children and families identified with a priority need and children who may not otherwise be eligible to funded ELC. This includes babies aged 0 to 2 years, two year olds, and three year olds who gain early access to their funded ELC placement. Discretionary places are allocated in line with the Council’s ELC admissions policy. Currently Renfrewshire Council offers 81 care inspectorate registered places for children aged 0 to 2 years and 307 places for children aged 2 to 3 years. The maximum number of places allocated can be greater than the care inspectorate registered places due to the flexible models of delivery. In addition, the Council uses its powers to purchase discretionary places in a funded provider settings for children under 3 years of age. __________________________________________________________________ 6 Quality 6.1 Quality is at the heart of the delivery of funded ELC entitlement. ELC settings are subject to scrutiny by two separate inspection bodies - the care inspectorate and Education Scotland (HMIe). Page 304 of 333
Page 305
6.2 In January 2025 the care inspectorate and Education Scotland published a new shared Quality Improvement Framework for Early Learning and Childcare Settings. From September 2025 this will replace the current inspection and self-evaluation frameworks used by each body. Children’s Services created a ‘Making Links’ overview to support ELC settings to make connections to quality indicators during the transition phase and to support them with on-going self-evaluation and improvement planning process. Below is the link to the new Quality Framework: https://www.careinspectorate.com/images/documents/8270/Quality%20improvemen t%20framework%20for%20the%20early%20learning%20and%20childcare%20sect ors%20introduction.pdf https://www.careinspectorate.com/images/documents/8272/Early%20learning%20a nd%20childcare%20quality%20indicators%20September%202025.pdf 6.3 The National Standard sets out the required standards for funded providers and local authority establishments; with Councils required to be guarantors of quality in ensuring the provision of high quality ELC in funded provider settings also. To meet the national standard ELC settings are required to achieve an inspection evaluation of 4 and above in all quality indicators inspected by the care inspectorate. The following is the link to the National Standard and Funding Follows the Child Guidance: https://www.gov.scot/publications/funding-follows-child-national-standard-early-learning- childcare-providers-operating-guidance-3/ 6.4 The Council’s Framework for ELC funded provider arrangements provides a robust scrutiny and assessment process to ensure quality ELC provision and funded providers’ commitment to meeting the National Standards in relation to quality of provision, payment of the real Living Wage, quality staffing and staff retention. Providers must have evaluations of good or better on all quality indicators assessed by the care inspectorate. 6.5 ELC settings which fall below the required national standard are placed on a service improvement period with the Council and referred to the care inspectorate’s ELC improvement programme that has been made available for local authority, private and third sector settings which do not currently meet the quality evaluations. 6.6 During session 2024/25 a total of 19 care inspectorate inspections were carried out. Four of the inspections were in local authority establishments and 15 in funded providers settings (this included 1 childminder). Almost all of the local authoity establishments met the requirements of the national standard, achiveving evaluations of 4 and above; with 1 ELC establishment receiving an evaluation below the national standard (adequate) for one quality area. Of the funded providers, 5 out of the 19 settings achieved an evaluation of 4 and above, with the remaining settings having an evaluation below the national standard in one or more quality areas. Graph 5 below illustrates the evaluations for inspections carried out in session 2024/25: Page 305 of 333
Page 306
Graph 5: Care inspectorate – local authority and funded provider settings 6.7 Graph 6 below shows the most recent care inspectorate evaluations in 36 out of 38 local authority establishments, with the exception of Auchenlodment and Mossvale ELC classes who were inspected under the quality themes ‘How Good is Our Care and Support’ inspections carried out during the Covid-19 pandemic. The quality of ELC in our local authority establishments continue to meet the national standard in almost all settings with 97% achieving evaluations of good or better across all quality themes; and over 50% of establishments exceeding with evaluations of very good or better across all key questions. Two local authority ELC establishments (5%) have evaluations which fall below the national standard, across one or more of the quality indicators. Graph 6 – Local authority care inspectorate evaluations: NB: not all establishments were inspected under all of the quality themes (all were inspected on ‘How Good is Our Care, Play and Learning; 10 were inspected against the theme ‘How Good is Our Leadership’; and 15 inspected on the theme ‘How Good is Our Staff Team) 6.8 Most (81.4%) funded providers delivering funded ELC in Renfrewshire also meet and, in some cases, exceed the national standard requirement to achieve evaluations of good or better. 27.3% of settings are exceeding with evaluations of very good or better across all key questions. Graph 7 below illustrates the most recent evaluations for 47 funded provider settings, this is the exception of 1 setting which had a Covid-19 inspection. 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% How Good is Our Care, Play & Learning How Good is our Setting? How Good is our Leadership? How Good is our Staff Team? Care Inspectorate Grades - Session 24/25 Inspections Excellent Very Good Good Adequate Weak Unsatisfactory 0.0% 20.0% 40.0% 60.0% 80.0% 100.0% 120.0% How Good is Our Care, Play & Learning How Good is our Setting? How Good is our Leadership? How Good is our Staff Team? Care Inspectorate Grades in Renfrewshire Local Authority ELC Settings - February 2019 to April 2025 Excellent Very Good Good Adequate Weak Page 306 of 333
Page 307
Graph 7 – Funded provider care inspectorate evaluations NB: not all establishments were inspected under all of the quality themes (all were inspected on ‘How Good is Our Care, Play and Learning; 41 against ‘How Good is Our Setting’ and ‘How Good is Our Leadership’; and 46 inspected on the theme ‘How Good is Our Staff Team) 6.9 There are currently 10 funded providers on a service improvement periods due to their inspection grade being less than a ‘good’ evaluation and therefore not meeting the national standard across all quality indicators. Each of these settings are being supported by officers from children’s services and all who received a place on the care inspectorate’s ELC improvement programme have engaged in this process. 6.10 In terms of HMIe inspections, 11 ELC settings (6 local authority – 1 ELC centre /5 classes - and 5 funded providers) have had an Education Scotland inspected post covid, with the first inspection taking place in October 2022. 7 of the 11 settings had a short model inspection, where the inspection only focued on 2 qualtiy indicators instead of 4. The remaining 4 were inspected on all 4 quality indicators, the full model of inspection. Of the 11 inspections, 5 settings were inspected during session 2024/25 and almost all received evaluations of ‘good’ for the quality indicators inspected, with one funded provider setting receiving a satisfactory grade in one of the quality indicators, which is below the national standard. Graph 8 provides an overview the inspection evaluations in settings since August 2022, when inspections recommenced post Covid-19. Graph 8: Education Scotland inspections (HMIe) evaluations 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% How Good is Our Care, Play & Learning How Good is our Setting? How Good is our Leadership? How Good is our Staff Team? Care Inspectorate Grades in Funded Provider ELC Settings - February 2019 to April 2025 Excellent Very Good Good Adequate Weak 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% Leadership of Change Learning, Teaching & Assessment Ensuring Wellbeing, Equality & Inclusion Securing Childrens Progress Education Scotland Inspections - Local Authority & Funded Provider (Dec 2022 - Aug 2025) Excellent Very Good Good Satisfactory Weak Page 307 of 333
Page 308
6.11 All ELC settings track children’s developmental progress throughout their learning journey and report on children’s progress towards the early level of curriculum for excellence using the Council’s progression tool kit. Key milestone data is reported centrally in May of each year for those children transitioning onto primary school, this is to support in the continuation of their learning. 6.12 Data reported in May 2025 indicates an increase in literacy and health and well- being from the previous year in the number of children demonstrating skills and knowledge on a consistent basis, rising from 69.5% to 71.5% and 74.3% to 76.9% respectively. In terms of numeracy, the data shows a marginal decrease in the numbers of children demonstrating consistently from 61.1% to 60.6%. 6.13 May 2025 was the third session that the progression tool data has been gathered centrally. Ongoing moderation and central support is helping to increase the consistency and rigour of the data. The data continues to be used by heads of establishment and officers at children’s services to identify and address any possible gaps in curriculum provision, staff skill, and professional learning requirements. Career long professional learning (CLPL) opportunities during session 2024/25 included a focus on literacy, numeracy and health and well-being, with a specific focus on talk for writing and SEAL Maths. Workforce 6.14 The qualtity of staff teams in the local authority ELC establishments continues to be a strength, with almost all (97%) of those inspected having evaluations of very good or better from the care inspectorate for this quality theme. The national percentage for services inspected under this theme, based on inspection data up to 31 March 2025, is 94.2%. The quality of leadership is evaluated as very good or better in 96% of local authority ELC establishments compared to a national figure of 91.1%. 6.15 The stability of recruitment and retention of staffing in the private, voluntary and independent sectors continues to be a challenge for some providers since the ELC expansion to 1140 hours. 52% of funded provider settings are meeting or exceeding with evaluations of very good or better in the key theme ‘how good is our staff team, (with evaluations of 26% each for evaluations of very good and good). Similarily 50% of funded providers are in receipt of care inspectorate evaluations of good or better for the quality of leadership with 25% graded very good in this theme. 6.16 Since the 1140 expansion and throughout session 2024-25 the council has continued to offer a wide range of high qualtiy online and in-person CLPL events for ELC practitioners and leaders across local authority and funded provider settings to support the Council’s commitment to ensuring high quality ELC provision across Renfrewshire. A varied programme of CLPL continues to be provided to support staff at all levels, including opportunities for current and aspiring leaders, seniors and middle leaders. The CLPL programme continues to ensure a focus on nurturing relationships, effective curriculum delivery, the provision of high quality learning environments, outdoor learning, quality improvement and leadership. The provision of on-line sessions is helping to address challenges in releasing staff to attend professional learning and enabling full staff teams to attend collectively resulting in rich professional dialogue and a shared understanding. Page 308 of 333
Page 309
6.17 In addition to the CLPL programme the Council continues to provide funded support for leaders and practitioners to access certificated training such as degree and entry qualifications to enable them to meet Scottish Social Services Council (SSSC) registration requirements. 6.18 The programme of CLPL continues to be delivered by skilled and trained officers from within the Council and through partnership working with universities, including Strathclyde, Glasgow and Edinburgh and through the support of independent training consultants. The Council has also worked jointly with the West Partnership to support our CLPL programme. This included working with Edinburgh University, to access high quality professional learning linked to current research, policy and theory underpinned by the principles of Friedrich Froebel. Since 2021 a significant number of early years practitioners and leaders from across local authority and funded provider settings participated in this professional learning opportunity. ________________________________________________________________ 7. Sustainable Rate 7.1 Included in the national standard is a requirement for funded providers to be financially sustainable and to pay those staff delivering funded ELC the real Living Wage, with the aim of supporting recruitment and retention of staff, professional learning and investment in their services. 7.2 The rate paid for the provision of the statutory entitlement to ELC is known as the sustainable rate. Each local authority is responsible for setting their own rate and national guidance produced by COSLA and the Scottish Government supports local authorities with this exercise. 7.3 In February 2025, the Scottish Government produced updated guidance jointly with COSLA. This guidance was accompanied with an agreement for a minimum fixed uplift of 3.75% to all 2024-25 rates to reflect the estimated increase in the average staff cost element of the sustainable rate required to meet the real Living Wage uplift from April 2025. 7.4 On the 15 May 2025, the Education and Children’s Service Policy Board approved an uplift from the 1 April 2025 in the rate paid to funded providers, from £6.45 to £6.74 per hour, for an eligible child aged 3 to 5 years and from £8.50 to £8.88 per hour, for an eligible 2-year-old. The increase is linked to a commitment by funded providers to pay their ELC staff providing direct care to children who are receiving funded hours with a minimum of £12.60 per hour from 1 April 2025. 7.5 In addition to the sustainable rate funded providers continue to receive £3 per meal for any eligible child in accordance with the 1140 hours of ELC entitlement and £0.58 for each child, per session, as part of the Scottish Milk and Healthy Snack Scheme. 7.6 It is expected that further national guidance on rate setting from 2026-27 onwards will be published in early 2026, this will be based on the outputs from a national cost collection exercise of ELC in funded provider settings. A further report will be presented to the Education and Children’s Service’s Policy Board regarding proposed rates from this period onwards. Page 309 of 333
Page 310
__________________________________________________________________ 8 Conclusion 8.1 The 1140 hours policy continues to be successfully implemented in Renfrewshire, with evidence gathered highlighting continuous improvement in terms of quality, flexibility, accessibility and affordability which allows our youngest children to thrive as is indicated in the very positive inspections the service receives. 8.2 Through routine monitoring of uptake and demand for ELC places the Council is continuing to ensure efficiency whilst maintaining sufficient ELC provision for all eligible children and for those in need. The service is continuing to review population projections as well as historic data to establish levels of future demand across Renfrewshire. If required, a further report will be presented to the Education and Children’s Services Policy board on any proposals for changes to Council provision. 8.3 There is a strong commitment and capacity for continuous improvement and to continue to achieve positive outcomes for our children. _________________________________________________________________ Implications of this report 1. Financial The Scottish Government provided additional funding to local authorities to support the expansion to 1140 hours from the previous entitlement of 600 hours. Until financial year 2024-25 the expansion to 1140 hours was provided through a specific revenue grant allocation and distributed using a needs-based distribution methodology previously agreed by Scottish Ministers and COSLA Leaders. From 2024-25, the ring-fencing has now been removed and the full funding for ELC is included within the overall General Revenue Grant. No additional funding has been received to support the change in legislation for deferred entry to primary school and the entitlement to an additional year of funded ELC. Children’s Services will continue to deliver ELC through efficient models of delivery within each establishment. The deployment of staff across settings will continue to be reviewed on an annual basis to ensure the service is being delivered efficiently, whilst ensuring continued regulatory compliance. 2. HR and Organisational Development None within the current report although any future proposals may require organisational change. 3. Community/Council Planning Our Renfrewshire is thriving - Ensuring the best start in life for children and young people. Our Renfrewshire is well - Early intervention will lead to healthier outcomes for children and young people. Page 310 of 333
Page 311
Our Renfrewshire is fair - The engagement process is designed to ensure everyone can give their views and have them heard. Our Renfrewshire is safe. - Local services will continue to lead to healthier outcomes for children and young people. Reshaping our place, our economy, and our future - The engagement process informs the redesign of ELC provision. Building strong, safe, and resilient communities - The quality of community lives is enhanced by supporting parents, children, and young people. Tackling inequality, ensuring opportunities for all - Placements will continue to be allocated in line with policy. Creating a sustainable Renfrewshire for all to enjoy - Support to families through a range of flexible and accessible places will support parents into and sustain employment, training or enter education. Working together to improve outcomes - Ensuring children have a high quality ELC experience. 4. Legal No changes directly from this report. 5. Property/Assets None 6. Information Technology None 7. Equality and Human Rights A review of impact on equalities and human rights will be conducted to inform future proposals and implementation as required. 8. Health & Safety None at present 9. Procurement None directly arising out of this report. 10. Risk None directly arising out of this report. 11. Privacy Impact None 12. Climate Risk None Page 311 of 333
Page 312
13. Children’s Rights This links to article 29, children’s right to an education which must develop every child’s personality, talent and abilities to the full. 14. COSLA Policy Position Revised funding arrangements for ELC provision were agreed by COSLA and the Scottish Government. List of Background Papers i. Early Learning and Childcare Provision – Service Redesign, Education and Children’s Services Policy Board, 16 January 2025. ii. Early Learning and Childcare Consultation – 2023, Education and Children’s Services Policy Board, 14 March 2024. __________________________________________________________________ Children’s Services KMcD/GMcL/JO’N 7 October 2025 Author: Kathleen McDonagh, Education Manager, 07799034553 kathleen.mcdonagh@renfrewshire.gov.uk, Page 312 of 333
Page 313
Early Learning and Childcare Provision Appendix 1 Renfrewshire Council Local Area Admission Panel Groupings Establishment Current Model Proposed Model Panel 1 – Howwood, Johnstone, Lochwinnoch Local Authority Auchenlodment ELC Class Lochwinnoch ELC Class St Margaret’s ELC Class Spateston ELC Centre West Johnstone ELC Centre Funded Providers Mid Gavin Nursery Stepping Stones Gleniffer Nursery*Sharon's Tiny Tots Childminding School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 2 Erskine, Bishopton, Inchinnan, Langbank Local Authority Dargavel ELC Centre St Anne’s ELC Class St John Bosco ELC Class Funded Provider Bright Starts Nursery Cairellot Day Nursery Carli’s Kindergarten (Erskine) Happitots Erskine Erskine Community Nursery – Bargarran Erskine Community Nursery – St Anne’s Inchinnan Community Nursery Little Pandas Carole McLauchlan Catherine Whyte Karen Finnie Kelly Rix Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 3 Renfrew, Hillington Local Authority Glendee ELC Centre Kirklandneuk ELC Centre Moorpark ELC Centre Funded Provider 3 Bears Nursery Little Flowers Nursery Little Stars Hillington Bright Horizons In Safe Hands Nursery Puddle Lane Catherine Young Claire Crawford Karen Chalmers Kerry Goudie Little Rabbit Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Page 313 of 333
Page 314
Panel 4 - Houston, Bridge of Weir, Brookfield, Weirs Wynd, Kilbarchan. Local Authority Houston ELC Class Bridge of Weir ELC Class Funded Providers Abbey Nursery (Houston) Kilbarchan Community Nursery Rivendale Nursery Gryffe Manor Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Panel 5 - Linwood, Brooklands Local Authority Our Lady of Peace ELC Class East Fulton ELC Class Funded Providers Linwood Community Childcare Carli’s Kindergarten (Linwood) Elaine Parkhill Childminding School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 6 - Foxbar, Glenburn, Brediland, Meikleriggs Local Authority Bushes ELC Class St Peter’s ELC Class Heriot ELC Class Foxlea ELC Centre Glenburn ELC Centre Glenfield ELC Centre Funded Provider Carriagehill Nursery - Green Road School day / term time School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 7 - Paisley West 1, Elderslie, Baronscroft, Castlehead, Westend Local Authority Hugh Smiley ELC Centre St Mary’s ELC Class West ELC Class Wallace ELC Class Funded Providers Abbey Nursery (Paisley) Maxwellton Park Nursery School day / term time School day / term time School day / term time Extended day/ calendar year School day / term time School day / term time School day / term time School day / term time Extended day/ calendar year School day / term time Panel 8 - Paisley West 2, Ferguslie, Shortroods, Phoenix Park Local Authority Hillview ELC Centre Douglas Street ELC Centre Ferguslie ELC Centre Mossvale ELC Class Funded Providers Glencoats Lodge Nursery Happitots Nursery (Glasgow Airport) Rainbow Nursery Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Page 314 of 333
Page 315
Panel 9 - Paisley Central 1, Charleston, Hawkhead, Hunterhill, Lochfield, Paisley South, Todholm Local Authority St Charles’ ELC Class Todholm ELC Class Lochfield ELC Centre Paisley ELC Centre Funded Providers Carriagehill Drive Nursery Jennyswell Nursery Nursery Times Orchard Grove Nursery School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Panel 10 - Paisley Central 2, Gallowhill, Paisley North, Ralston, Seedhill. Local Authority Gallowhill ELC Class Ralston ELC Class St Catherine’s ELC Class Williamsburgh ELC Class Funded Providers Abbeymill Childcare Leaps & Bounds Nursery Little Learners School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year School day / term time School day / term time Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Extended day/ calendar year Renfrewshire Council Area Local Authority Riverbrae ELC Centre Extended day/ calendar year Extended day/ calendar year Page 315 of 333
Page 316
Page 1 of 6 To: Education and Children’s Services Policy Board On: 30 October 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Joint inspections of services for children and young people at risk of harm - review of findings from the joint inspection programme 2021 – 2025 ___________________________________________________________________ 1. Summary 1.1. This report presents the key findings from the Care Inspectorate’s review of joint inspections conducted between 2021 and 2025 across 15 community planning partnerships in Scotland. The review can be accessed here. ___________________________________________________________________ 2. Recommendations 2.1. The Board is asked to note the content of the report and the findings of the review. 2.2. The Board is asked to note that the joint inspection of services for children at risk of harm in Renfrewshire Community Planning Partnership found major strengths with very few areas for improvement. Areas for improvement are being addressed through the current Renfrewshire Child Protection Committee (RCPC) Improvement Plan. ___________________________________________________________________ 3. Background 3.1. Between 2021 and 2025, the Care Inspectorate led joint inspections of services for children and young people in need of care and protection across 15 local authority areas. 3.2. The inspections assessed how well services work together to identify and respond to risks, support wellbeing, and improve outcomes for children and families. 3.3. In August 2025, the Care Inspectorate published a review summarising the findings from these inspections to provide a national overview of strengths, Item 9 Page 316 of 333
Page 317
Page 2 of 6 challenges, and areas for improvement. Thirteen full inspections formed the basis of the national review, providing a broad picture of service effectiveness across Scotland. The findings of the joint inspection of services for children at risk of harm in Renfrewshire Community Planning Partnership which concluded in October 2024 are included in the overview. ___________________________________________________________________ 4.0 Previous inspection programme 4.1 The 2018–2020 joint inspection programme covered eight areas and focused on the impact of services on children in need of protection and those with corporate parenting responsibilities. 4.2 In 2020, the Care Inspectorate published a report summarising joint inspections from 2018–2020 across eight community planning partnerships. Key findings included strong trauma-informed relationships and effective multi-agency protection processes, but weaker responses for older children and care leavers. 4.3 In response to the Covid-19 pandemic in March 2020, the Care Inspectorate revised its scrutiny framework to reduce the burden on partnerships while maintaining public assurance. Changes included a narrower inspection focus, virtual and hybrid activities, smaller on-site teams, and streamlined methodologies. 4.4 From 2021 to 2025, the inspection programme was refocused on services for children and young people at risk of harm. Fifteen joint inspections were carried out, including in Renfrewshire. ___________________________________________________________________ 5.0 Previous inspection programme 5.1 The 2018–2020 joint inspection programme covered eight areas and focused on the impact of services on children in need of protection and those with corporate parenting responsibilities. 5.2 In 2020, the Care Inspectorate published a report summarising joint inspections from 2018–2020 across eight community planning partnerships. Key findings included strong trauma-informed relationships and effective multi-agency protection processes, but weaker responses for older children and care leavers. 5.3 In response to the Covid-19 pandemic in March 2020, the Care Inspectorate revised its scrutiny framework to reduce the burden on partnerships while maintaining public assurance. Changes included a narrower inspection focus, virtual and hybrid activities, smaller on-site teams, and streamlined methodologies. 5.4 From 2021 to 2025, the inspection programme was refocused on services for children and young people at risk of harm. Fifteen joint inspections were carried out, including in Renfrewshire. ___________________________________________________________________ Page 317 of 333
Page 318
Page 3 of 6 6.0 Evidence base 6.1 During each joint inspection, evidence was drawn from staff surveys, reviews of records and direct engagement with children, families, and professionals. For each of the 13 joint inspections, the Care Inspectorate evaluated one quality indicator from their quality framework: Quality Indicator 2.1 the impact on children and young people. ___________________________________________________________________ 7.0 Findings 7.1 A summary of the review findings is provided below: • Quality Indicator 2.1 – Impact on Children and Young People - 85% of partnerships were rated ‘Good’ or above (Renfrewshire was rated as ‘Very Good’. - Strengths included relational and rights-focused practice, service availability, and involvement of children and young people. - Challenges included inconsistent access to services, staff turnover, limited advocacy support, and inadequate responses for older young people. • Statement 1: Early Identification and Response to Risk - Early help was effective and aligned with strategic priorities including The Promise and GIRFEC. - Staff were confident and competent, supported by training and supervision. - IRDs were generally effective but inconsistently applied. - Responses to older young people and cumulative harm were identified as areas for improvement. • Statement 2: High-Quality Planning and Support - Improvements were noted in assessment, planning, and reviewing processes. - Relationships between staff and families were strong. - Mental health support remains a significant challenge due to capacity issues. • Statement 3: Involvement in Decision-Making - Children’s involvement in care planning was improving. - Strategic influence by children was limited, especially for those in protective processes. - Independent advocacy was inconsistently available and understood. • Statement 4: Collaborative Leadership and Management - Most partnerships had clear visions and values. - Governance and quality assurance were stronger in high-performing areas. - Staff valued support from first-line managers but had mixed views on strategic leadership. - Data use for service improvement remains an area for development. ___________________________________________________________________ Page 318 of 333
Page 319
Page 4 of 6 8.0 Reflections, conclusion and next steps 8.1 The final section of the review encourages partnerships to reflect on the following: • Understanding local needs and risks. • Addressing poverty and deprivation. • Using data effectively. • Capturing and acting on children’s views. • Supporting staff and ensuring equitable participation. • Evidencing capacity for improvement. 8.2 The report highlights improvements in relation to the impact of services on many children and young people. It also praised relationship based and trauma informed practice across services and noted staff in a wide range of universal services working well together to support families. There were strengths in multi-agency responses to early indications of concern and the ways in which children and young people were involved in decision making in relation to their own planning and support. Improvements were noted across key processes of assessment, planning and reviewing. 8.3 It also highlights variability across partnerships in relation to some areas of practice. These included: multi-agency responses to risk in relation to cumulative harm, poverty, deprivation, domestic abuse and mental health; responses to risks for older young people; the wider collation of children’s and young people’s views to help shape the development of services was not taking place systematically in every partnership area; and the extent to which partnerships could measure and demonstrate the difference they were making to children’s lives varied. 8.4 Future inspections will focus on children subject to compulsory supervision orders living at home, where outcomes remain poorer. The Care Inspectorate started the new programme of scrutiny in summer 2025 and aim to complete up to four inspections with this focus by April 2026. ___________________________________________________________________ 9.0 Renfrewshire position 9.1 Renfrewshire Community Planning Partnership was subject to a joint inspection of services for children at risk of harm in 2024. The inspection report was published on 22 October 2024. It was extremely positive and the grade of Very Good was awarded for Quality Indicator 2.1 – this means there were major strengths with very few areas for improvement. 9.2 The two areas for improvement are being addressed through the RCPC Improvement Plan. These are: • the availability of resources for children experiencing mental health problems. While they saw examples of good practice and children being helped to improve their wellbeing, they observed that such resources were not always readily accessible. However, the inspectors highlighted recent service developments which were showing potential for improving this, namely the new CAMHS/Education liaison officer and the resources available via the REN10 website. Page 319 of 333
Page 320
Page 5 of 6 • The use of data collated by the partnership. While inspectors noted the plethora of data we gather about our service priorities, they suggested the need to strengthen how this data is used to identify impact for children at risk of harm. 9.3 It is not anticipated that Renfrewshire will be inspected during the first round of the new inspection programme, however, work is ongoing to gather information about the new inspection methodology to inform the partnership’s preparation for a future inspection and RCPC’s approach to self-evaluation. 9.4 In October and November 2025, the Depute Chief Social Work Officer will undertake the role of Associate Inspector during one of the first inspections using the new methodology. ___________________________________________________________________ Implications of this report 1. Financial None. 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. 4. Legal None. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because 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. Page 320 of 333
Page 321
Page 6 of 6 10. Risk None. 11. Privacy Impact None. 12. Climate Risk 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. Cosla Policy Position None. List of Background Papers (a) Background Paper 1: Joint inspections of services for children and young people at risk of harm Review of findings from the joint inspection programme 2021 – 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 Michelle McCargo, Strategic Manager Children and Justice & Depute Chief Social Work Officer (michelle.mccargo@renfrewshire.gov.uk) ___________________________________________________________________ Children’s Services 7 October 2025 Author: Michelle McCargo, Strategic Manager Children and Justice & Depute Chief Social Work Officer (michelle.mccargo@renfrewshire.gov.uk) ___________________________________________________________________ Page 321 of 333
Page 322
Page 2 of 5 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 30 October 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Jennyswell Nursery ___________________________________________________________________ 1. Summary 1.1 Education Scotland Inspection of Jennyswell Nursery was inspected by Education Scotland in June 2025 as part of a national sample of education. Education Scotland uses different models of inspection and at Jennyswell Nursery the short model approach was deployed. 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 the quality indicators in the 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 Nursery ratings. The inspection report in the form of a letter to parents, published by Education Scotland on 19 August 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 three key strengths of the Nursery: Item 10 Page 322 of 333
Page 323
Page 3 of 5 • The manager and practitioners, who create positive and nurturing relationships with children and families. Children are ready to learn and engage well in their play. • The wide range of learning experiences that practitioners provide to meet children’s needs. These engage children well to follow their interests and make good progress in their learning. • The celebration of children’s wider achievements and successes. This is building children’s confidence and pride in their developing skills and talents. 1.7 The following areas for improvement were identified and discussed with the head of centre and a representative from Renfrewshire Council: • Continue to develop approaches to planning and assessment. Practitioners should clearly and consistently record the skills children are developing to inform their next steps. • Practitioners should build on the quality of their interactions with children. This will help to provide greater levels of challenge and support all children to make the best possible progress ___________________________________________________________________ 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 Jennyswell Nursery. ___________________________________________________________________ 3. Background 3.1 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”). Jennyswell Nursery is an AFP on the Council’s Flexible Framework for Early Learning and Childcare. 3.2 Children’s Services welcomes the process of audit undertaken by Education Scotland as supportive to continuous improvement in Renfrewshire’s education establishments and AFP settings. The team at Jennyswell Nursery 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 two areas for further improvement, and progress in addressing this will be monitored by Children’s Services officers through the Quality Improvement Framework and Flexible Framework for Early Learning and Childcare. 3.3 The inspection report will inform planned improvement activity and will enable the Nursery to build on the recognised strengths and focus further development on areas for improvement to enable the Nursery to continue to deliver a quality educational provision. Page 323 of 333
Page 324
Page 4 of 5 ___________________________________________________________________ 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 – 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 due to the nature of the report. AFP are required to comply with the Equality Act 2010 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 Page 324 of 333
Page 325
Page 5 of 5 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 22 September 2025 Author: Kathleen McDonagh, Education Manager, Telephone Number 07799034553 kathleen.mcdonagh@renfrewshire.gov.uk Page 325 of 333
Page 326
1 | Jennyswell Nursery, Renfrewshire Council, 8636311 © Crown Copyright 19 August 2025 Dear Parent/Carer In June 2025, a team of inspectors from Education Scotland visited Jennyswell 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. • The manager and practitioners, who create positive and nurturing relationships with children and families. Children are ready to learn and engage well in their play. • The wide range of learning experiences that practitioners provide to meet children’s needs. These engage children well to follow their interests and make good progress in their learning. • The celebration of children’s wider achievements and successes. This is building children’s confidence and pride in their developing skills and talents. The following areas for improvement were identified and discussed with the manager/head of setting and a representative from Renfrewshire Council. • Continue to develop approaches to planning and assessment. Practitioners should clearly and consistently record the skills children are developing to inform their next steps. • Practitioners should build on the quality of their interactions with children. This will help to provide greater levels of challenge and support all children to make the best possible progress. Page 326 of 333
Page 327
2 | Jennyswell Nursery, Renfrewshire Council, 8636311 © 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 Jennyswell 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: Jennyswell 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. Jacqueline O’Donnell HM Inspector Page 327 of 333
Page 328
Page 1 of 4 To: Education and Children’s Services Policy Board On: 30 October 2025 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Rashielea Primary School ___________________________________________________________________ 1. Summary 1.1. In March 2025, a team of inspectors from Education Scotland visited Rashielea Primary School. Inspectors assessed the school with a focus on four quality indicators which are referenced in How Good is our School? 4 and How good is our early learning and childcare? 1.2. This was a very positive inspection which evaluated quality indicators in the school as: Leadership of change very good Learning, teaching and assessment very good Ensuring wellbeing, equality and inclusion very good Raising attainment and achievement very good 1.3. The inspection team found the following strengths in the school’s work: • The very strong leadership of the headteacher and the depute headteacher promotes inclusion and equity for all children. Approaches have fostered a highly inclusive, warm, nurturing ethos with positive and respectful relationships throughout the whole school community and beyond. Children, staff and parents have a strong sense of belonging and make valuable contributions to being part of the ‘Team Rashie’ family. They are very proud of their school. • The teamwork of all staff, including support staff, who work together very effectively across the school. Staff engage very well in professional learning to improve their practice and children’s wellbeing. They share their knowledge on how to improve outcomes in school and more widely. Children are highly valued as individuals and their talents are celebrated. Their opinions are listened to and central to everything that staff do. Item 11 Page 328 of 333
Page 329
Page 2 of 4 Children make very good progress with their learning and personal achievements. • Friendly, happy children who demonstrate important skills and knowledge through participating in joyful and purposeful learning. Children work independently and in groups very well. They are highly skilled in using technology creatively to learn and to show their teachers and parents what they have learned. • Children’s learning outdoors is developing their problem-solving skills very effectively. Learning outdoors is embedded in the life and work of the school through very well-planned experiences on a daily basis. It links very well to learning across the curriculum including science, technology, engineering and mathematics through highquality experiential learning. • Children have highly developed skills in understanding equality, diversity and challenging discrimination within their school community. Children know and understand that fairness means treating people according to their individual needs. They show high levels of respect and empathy for each other and resolve conflict very effectively. 1.4. The following area for improvement was identified and discussed with the head teacher and a representative from Renfrewshire Council: • Staff need to continue to develop manageable approaches to evidence children’s progress across the curriculum ___________________________________________________________________ 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 Rashielea Primary 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 Rashielea Primary School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.2. The report includes one area for further improvement, and progress in addressing this will be monitored by Children’s Services staff through the Quality Improvement Framework. 3.3. The inspection report will inform planned improvement activity and will enable the school to build on the recognised strengths and focus further development on areas for improvement to enable the school to continue to deliver a quality educational provision. ___________________________________________________________________ Page 329 of 333
Page 330
Page 3 of 4 Implications of this report 1. Financial None. 2. HR and Organisational Development None. 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. 4. Legal HM Inspectors evaluate the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets 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. 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. Page 330 of 333
Page 331
Page 4 of 4 12. Climate Risk None. 13. 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. 14. Cosla Policy Position None. List of Background Papers The inspection report and additional evidence is published on the Education Scotland website. ___________________________________________________________________ Children’s Services EH/LG 16 September 2025 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 331 of 333
Page 332
1 | Rashielea Primary School, Renfrewshire Council, 8622027 © Crown Copyright 26 August 2025 Dear Parent/Carer In March 2025, a team of inspectors from Education Scotland visited Rashielea Primary School. During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • The very strong leadership of the headteacher and the depute headteacher promotes inclusion and equity for all children. Approaches have fostered a highly inclusive, warm, nurturing ethos with positive and respectful relationships throughout the whole school community and beyond. Children, staff and parents have a strong sense of belonging and make valuable contributions to being part of the ‘Team Rashie’ family. They are very proud of their school. • The teamwork of all staff, including support staff, who work together very effectively across the school. Staff engage very well in professional learning to improve their practice and children’s wellbeing. They share their knowledge on how to improve outcomes in school and more widely. Children are highly valued as individuals and their talents are celebrated. Their opinions are listened to and central to everything that staff do. Children make very good progress with their learning and personal achievements. • Friendly, happy children who demonstrate important skills and knowledge through participating in joyful and purposeful learning. Children work independently and in groups very well. They are highly skilled in using technology creatively to learn and to show their teachers and parents what they have learned. • Children’s learning outdoors is developing their problem-solving skills very effectively. Learning outdoors is embedded in the life and work of the school through very well-planned experiences on a daily basis. It links very well to learning across the curriculum including science, technology, engineering and mathematics through high- quality experiential learning. • Children have highly developed skills in understanding equality, diversity and challenging discrimination within their school community. Children know and understand that fairness means treating people according to their individual needs. They show high levels of respect and empathy for each other and resolve conflict very effectively. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Staff need to continue to develop manageable approaches to evidence children’s progress across the curriculum. Page 332 of 333
Page 333
2 | Rashielea Primary School, Renfrewshire Council, 8622027 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using four 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 Rashielea Primary School Quality indicators Evaluation Leadership of change very good Learning, teaching and assessment very good Ensuring wellbeing, equality and inclusion very good Raising attainment and achievement very 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: Rashielea Primary School | Inspection Report | Education Scotland What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Renfrewshire Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. Dr. Elizabeth C Montgomery HM Inspector Page 333 of 333