Inclusion Portfolio Progress ECSPB
Renfrewshire Council · 12 March 2026
Back to Education and Children's Services Policy Board — 12 March 2026 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Page 1 of 13 To: Education and Children’s Services Policy Board On: 12 March 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inclusion Portfolio Progress ___________________________________________________________________ 1. Introduction 1.1. Renfrewshire Council continues to prioritise the creation of an inclusive, nurturing and rights-based educational system for all children and young people. The Inclusion Portfolio represents a substantial area of work that draws together staged intervention, transitions, targeted provision, educational psychology, multi-agency partnerships, and policy development. This report provides a detailed account of progress made throughout 2025– 26, outlining both achievements and future developments to support continuous improvement. ___________________________________________________________________ 2. Staged Intervention 2.1. The Staged Intervention Framework is now well embedded across the authority, with schools demonstrating increased consistency in assessment, planning and review. Locality Education Officers undertake regular quality assurance of Child’s Plans, Multi-Agency Plans and Team Around the Child meeting records, enabling clearer alignment between school-level supports and wider local authority processes. Schools are increasingly evidencing precise identification of need, targeted interventions, and appropriate timescales for monitoring progress. This has strengthened confidence that children are receiving support at the right time and ensures that decisions made through the Education Support Review Group (ESRG) panel are informed by high-quality documentation. 2.2. In order to ensure continued progress and ensure Renfrewshire is as efficient as possible we are currently trialling the use of Trellis, an artificial intelligence tool designed to streamline planning processes. Early feedback indicates that staff find the system beneficial, reporting reduced administrative burden and improved efficiency in managing staged intervention documentation.
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Page 2 of 13 ___________________________________________________________________ 3. Working with Parents and Carers 3.1. Effective engagement with parents and carers remains central to Renfrewshire’s inclusive ethos. To support families in understanding staged intervention processes, a comprehensive Frequently Asked Questions guide is being developed. This resource aims to strengthen transparency around decision-making, clarify the role of different professionals, and ensure families feel informed and supported. 3.2. The Parent Ambassador Group continues to provide valuable insight into how communication with families can be strengthened. Their contributions have informed improvements to public-facing materials and shaped the development of more accessible documentation. An audit of website content is also underway to ensure online information is accurate, clearly presented, and aligned with updated policy and practice. ___________________________________________________________________ 4. Transitions 4.1. Transitions represent a critical phase for children with additional needs, and work continues to refine processes across Early Years, Primary and Secondary sectors for our children and young people with ASN. Early Years to Primary 1 (EY–P1) 4.2. The EY–P1 ESRG process is now highly established and supported by rigorous quality assurance conducted by Education Officers. Documentation submitted by Early Learning and Childcare Centres shows significant improvement, with only a very small number of cases requiring additional follow-up. Communication between settings, families and partner agencies continues to be strong. 4.3. Next session, settings with new managers will receive strengthened support to ensure consistency in planning and transition approaches. Monitoring of children recommended for deferral, those placed in mainstream with enhanced support packages, and those attending joint placements with Flexible Learning Resources (FLR) will be prioritised to evaluate sustainability and long-term outcomes. Primary 7 Transitions 4.4. Education Officers have begun engaging with schools from Primary 5 onwards for children with additional needs. This earlier involvement has reduced anxiety for families, improved cross-sector collaboration, and enabled more proactive planning. A new P7 transition matrix has been drafted to further enhance transparency and consistency and will be finalised following review. ___________________________________________________________________ 5. Flexible Learning Resource (FLR) – Strategic Development 5.1. The FLR Working Party continues to lead a comprehensive review of Renfrewshire’s FLR model. Drawing on inspection findings, professional
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Page 3 of 13 collaboration exercises, and emerging data analysis, the group is developing a clearer vision for FLR provision across the authority. This includes reviewing strengths and areas for development within current practice, clarifying roles and processes, and creating stronger mechanisms for evaluating outcomes and measuring impact. 5.2. The role of the Virtual Head Teacher will be central to driving consistency, coordinating provision, and ensuring equity of access for children across all FLRs. 5.3. The Virtual Head role has been providing strategic support across several key areas: • Flexible Learning Resource (FLR): Bringing together FLR provision to ensure flexibility in meeting the needs of learners. This approach is needs-led ensuring equity of access. • Consistency of Practice: Strengthening consistency in paperwork, support processes, approaches and culture across all FLR settings. • Data-Informed Decision Making: Developing a comprehensive dashboard to support analysis, planning and continuous improvement, alongside a review of the workforce. • Training and Workforce Development: Delivering leadership training, staff training and professional networking opportunities to upskill colleagues in response to the increasingly complex needs of children and young people. • Care Experienced Children and Young People: Ensuring meeting the needs of our Care Experienced learners remains a key priority across all aspects of the role. • Skills Academy Development: Leading the development of a Skills Academy to enhance pathways and support bespoke learning options for our young people. • Centralised Alternative to Exclusion Support: Overseeing a pilot of a centralised service designed to offer alternatives to exclusion. • Improving Attendance: Supporting targeted work to improve attendance for children and young people who are persistently absent or non-attenders. Coaching, Modelling and Outreach 5.4. Following extensive consultation, both working groups have concluded that coaching and modelling should be positioned as a Stage 2 intervention. This ensures early, timely support without placing unsustainable pressure on FLR staffing. Outreach activities will continue to be delivered as a Stage 3 intervention for more complex cases. Feedback from secondary settings indicates that coaching and modelling is more complex to implement due to the number of staff involved with each pupil. As a result, an ASN-Locality Inclusion Support Network (LISN) style model is being explored to support sustained multi-disciplinary dialogue, consultation requests and structured follow-up. ___________________________________________________________________
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Page 4 of 13 6. Child-Centred Risk Assessment (CBRA) 6.1. Following recent training in Managing and Recording Violence and Aggression the Children’s Services Health and Safety Group therefore commissioned a review of the Child-Centred Risk Assessment (CBRA) approach. 6.2. Revisions have been drafted to improve usability, promote greater consistency across settings and strengthen clarity around risk evaluation. Collaboration with digital colleagues is underway to explore a digital and visual version of the tool, which will support easier adoption by staff. Once initial testing is complete, the revised CBRA will be presented to the Health and Safety Group for formal approval. ___________________________________________________________________ 7. Renfrewshire Educational Psychology Service (REPS) 7.1. The Educational Psychology Service has delivered an extensive and high- quality programme of professional learning, consultation and strategic support across Early Years, Primary, Secondary and ASN sectors. Training has covered areas including Non-Violent Resistance, literacy difficulties, neurodiversity, nurture, FLR language and communication, EBSA, de- escalation, cultural competency and targeted support programmes across the authority. 7.2. REPS continues to provide leadership at both local and national levels, contributing to national networks, conferences and academic publications. Their role in developing EBSA guidance, updating Standard Circular 5, and supporting nurture and relational practice remains central to Renfrewshire’s inclusive strategy. 7.3. See Appendix 1 for a full overview. ___________________________________________________________________ 8. Early Language and Communication & Joint Speech and Language Therapy (SLT) Working 8.1. A key priority for Renfrewshire is improving the speech, language and communication environment across Early Years settings. A multi-agency group has been established, involving Educational Psychology, Early Years Education, Speech and Language Therapy, Health Visiting and Health Improvement. This collaborative approach aims to strengthen early identification, improve universal and targeted provision, and build staff capacity across sectors. 8.2. A pilot programme will begin in Glenburn and Foxbar Early Learning and Childcare Centres, providing workforce training, improved information sharing through use of Ages and Stages Questionnaire data, and enhanced community led support. Findings will inform a full authority roll out. 8.3. Joint work between REPS and SLT continues to strengthen workforce development, reduce duplication, support neurodiverse learners and improve consistency in assessment and planning across sectors.
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Page 5 of 13 ___________________________________________________________________ 9. Education Officer (CAMHS/Neurodevelopmental) 9.1. Demand for CAMHS and neurodevelopmental services continues to rise. Approximately 2,200 young people are currently open to services, representing 8.8% of the school roll. Since August 2025, the Education Officer received 418 new referrals, with projections indicating referrals could reach 2,000 by June 2026. 9.2. A pilot approach to neurodevelopmental assessment was delivered between October 2024 and June 2025, prioritising school-based assessments and transition-focused casework. Feedback from families, schools and young people was extremely positive. As a result, school-based assessment and feedback processes will continue. 9.3. See appendix 2 for a full overview. ___________________________________________________________________ 10. Health and Wellbeing 10.1. So far this session, The Exchange Counselling Service have supported 772 children and young people across primary and secondary sectors. The data collated from referral themes and needs that emerge nationally are used to inform both curricular and professional learning needs across education establishments. 10.2. From March to December 2025, we will be piloting a new addition to our counselling service. The focus of this will be working with primary aged children who have been referred to CAMHS for a neurodevelopmental assessment but require additional support and strategies to help manage dysregulation in school and at home. This pilot means that we should be able to take 50 referrals and offer 400 therapeutic sessions. 10.3. Our training offer includes child exploitation online and internet safety, gender- based violence and early intervention, self-harm training and suicide prevention training. Underpinning all of this work is Renfrewshire’s Approaches to Cognitive Behaviour Therapy, a unique professional learning course designed to give staff across our education establishments the confidence and skills to support conversations with pupils, parents/carers and staff around wellbeing. Our training offer is coordinated and delivered by the Health and Wellbeing Development Officer who has established training teams across Children’s Services, Youth Services, OneRen, Educational Psychology, Health and 3rd sector organisations. ___________________________________________________________________ 11. Policy Review and Development 11.1. A significant programme of policy development has taken place during 2025– 26. Standard Circular 5, Attendance in Educational Establishments, has undergone a full revision with all Head Teachers. The Home Education policy has been updated and is aligned with national guidance. The Anti-Bullying policy is being reviewed in collaboration with Educational Psychology to ensure strong alignment with nurturing approaches and Respect Me
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Page 6 of 13 guidance. Draft Flexi-Schooling guidance has been prepared and will undergo consultation. The ASN Transitions Policy has been updated alongside the Parent Ambassador Group, including a new parent-friendly version. ___________________________________________________________________ Implications of this report 1. Financial Financial implications will be considered and planned for in line with ASL budget 2. HR and Organisational Development We will liaise fully with HR in relation to staffing 3. Community/Council Planning • Our Renfrewshire is thriving – looking at inclusion in this way provides schools and Children’s Services with a robust way to evaluate the quality of ASN provision. • Tackling inequality, ensuring opportunities for all – ASN data and intelligence is analysed fully to ensure that we are working towards equity and excellence. 4. Legal No implications. ASL legislation will be fully considered as appropriate 5. Property/Assets No implications. 6. Information Technology No implications 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety No implications 9. Procurement No implications 10. Risk No implications 11. Privacy Impact No implications
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Page 7 of 13 12. Climate Risk No implications 13. Children’s Rights Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. 14. Cosla Policy Position No implications List of Background Papers Getting it right for every child (GIRFEC) The Promise Scotland United Nations Convention on the Rights of the Child Support for Learning: All our Children and all their Potential ___________________________________________________________________ Children’s Services EH/KO/JO’N 17/02/2026 Author: Emma Henry, Head of Education emma.henry@renfrewshire.gov.uk
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Page 8 of 13 Appendix 1 Renfrewshire Educational Psychology Service – training, development work and support delivered to Renfrewshire’s establishments between January 2025 and December 2025 Training Attendees NVR Whole establishment Part 1 – Primary 45 NVR Whole establishment Part 1 – ELCC 15 NVR Whole establishment Part 1 – High School 145 NVR Whole establishment Part 2 – High School 85 NVR refreshers (parts 1 and 2) – Primary 181 NVR Whole establishment Part 2 – Primary 25 NVR Parent Groups – Primary 66 NVR ASNA Training 30 NVR Coaching Sessions – Primary 60 NVR Level 1 Training 53 NVR Level 2 Training 12 NVR Level 2 Practitioner Enquiry Coaching 8 NVR Supervision for Level 3 staff 6 NVR Level 3 training 5 NVR Coaching & Training for EPs 10 Solution Oriented Training – across all sectors 10 Neurodiversity input – High School 50 Literacy Difficulties Coaching – Primary 29 Literacy Difficulties Coaching – High School 8 RICE Support & Development groups – ELCC 20 FLR Training on Language and Communication – Primary & High 30 ASNA Language & Communication Training 51 Anti-Racism Awareness – Primary 68 Neurodiversity – ELCC 15 The Adolescent Brain and Neurodiversity – High School 60 Compassionate and Connected Classroom Resource – Primary 41 Attendance and EBSA whole school – Primary 19 EBSA/Anxiety Parent Group 4 EBSA Support & Development Groups 12 EBSA Training – Family Wellbeing 20 Introduction to Cultural Competency Tool – Primary 14 KidSkills Intervention – ELCC 15 Renfrewshire Nurturing Relationships Approach (RNRA) Accreditation Numbers: 2025 5 Gold Schools 5 Amethyst 10 Ruby 4 Jade RNRA Training & RNRA Core Group Support No. of Groups Core Group Early Years 15 Primary School 33 High School 4 ASL 1
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Page 9 of 13 Training Attendees Nurture Principle – Primary 370 Nurture Principle – High School 50 Nurture Principle – ELCC 145 RNRA core training mop up – across all sectors 43 RNRA Leadership Training – all sectors 25 All Behaviour is Communication Session for Parents 15 RNRA in May 2025 RNRA in May took place across May 2025, organised by REPS but hosted by 15 establishments across the Early Years, Primary and Secondary sectors. These establishments volunteered to share good practice in relation to RNRA with colleagues. Over 80 people visited across the 15 open doors events and feedback was overwhelmingly positive. Locality Support Network (LSN) This is a well-established platform that enables practitioners to discuss individual children and young people in their localities alongside colleagues from neighbouring schools, Educational Psychology and specialist support services. This can include discussions regarding interventions to support with attendance as well as training: Venturing into play 6 Complex Milestones 7 Language and Communication 8 De-escalation 7 Seasons for Growth Awareness 8 Nurturing Me 9 START Assessment 8 SCERTS Assessment 7 Seasons Parent Programme for Loss & Bereavement 9 De-escalation strategies to support dysregulated behaviours 7 Inclusion Training & Support Smart Targets – Primary 25 Circle of Friends – Primary 15 Local Literacy Coaching - Primary 12 Leuven Training - Primary 15 CIRCLE input – ELCC/Primary 57 P1 Autism & Inclusive Practice 26 Zones of Regulation – Primary 10 Seasons Parent Programme for Kinship Carers – ELCC & Primary 16 Seasons Parent Programme – Awareness Raising 14 Loss & Bereavement Training – ASNAs 30 Loss & Bereavement Training – Primary 11 Responsive Communication (intensive interaction & Learning Tracks) 15 Workshops around target setting and evaluation 30 Sensory Processing & Sensory Circuits – ELCC 17 SCERTS Training – Primary 4 Let’s Not Just See How it Goes – Autism Professional Learning 40 FLR Training – Speech & Language Training 25 Solution Oriented Training – ASL 10 Neurodiversity Sessions – Fostering and Adoptive Parents 15
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Page 10 of 13 Conversation Café – supporting transition – ELCC Parents 15 VERP Group – 5 sessions – ELCC 6 Supporting Transitions 20 The Service is a key member of the ESRG Development of EBSA Guidance and revision of Standard Circular 5 Conference talks; Academic & Professional Papers & Policies National Action Enquiry Article – The Adaptive Teacher ASPEP Paper: Promoting the Role of the EP ASPEP Paper: Supporting Positive Behaviour & Relationships Renfrewshire Equity Conference – EBSA West Partnership Conference – EBSA Anti-Racism resource blog created to support schools implementing anti-racism approach in their establishment Academic article: Self-reflection as a pathway to cultural competence in Educational Psychology: Developing a reflective practice tool - Rachel Beattie, Ashley Cairns & Jemma Coysh Academic article: Educational Psychologists using Non Violent Resistance as a framework to support schools on their anti-racism journey – Brigitte Short & Rebecca Gibson-Knowles Hosting of a national Anti-Racism Network for Educational Psychologists. National Action Enquiry work – the role of the EP in learning, teaching and pedagogy National Launch of EBSA Toolkit for ASPEP/SDEP EBSA film for Scottish Government
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Page 11 of 13 Appendix 2 Education Officer (CAMHS / Neurodevelopmental Pathways) Progress Report This report provides an overview of current activity, demand trends, and key developments within the Education Officer (CAMHS/Neurodevelopmental) role. Referral rates continue to rise, highlighting the need for close collaboration between education, health and social care to ensure timely, coordinated and effective support for children, young people and families across Renfrewshire. Current Context and Demand Overview • Approximately 2,200 Renfrewshire children and young people are currently open to CAMHS and Neurodevelopmental (ND) services. • Between August 2025 and January 2026, the Education Advisor received 418 new referrals. • Since the role commenced in August 2023, a total of 1,517 new referrals have been received — representing 6% of the school roll. Year-on-Year Referral Comparison Analysis of new referrals from August to January across three consecutive years shows: • A consistent upward trajectory in referral numbers • Increased engagement from: o schools o children and young people o parents and carers o wider multi-agency partners o This sustained rise in demand reflects: • growing awareness of neurodevelopmental needs • clearer and more accessible referral pathways • increasing complexity within school communities • earlier identification and intervention across establishments The data continues to demonstrate the essential role of the Education Advisor in supporting the system to respond proportionately and effectively. Summary of Key Functions and Supports Provided The Education Officer (CAMHS/ND) provides a wide range of support across education, health and social work. This includes the following key areas: System and Multi-Agency Coordination • Acts as a single point of contact for information-sharing across education, CAMHS, ND services and child protection (where appropriate). • Provides educational context during Health triage of ND and CAMHS referrals • Liaises with multi-agency partners to ensure accurate signposting and access to the most appropriate pathways. Support to Establishments
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Page 12 of 13 • Advice and consultation for Senior Management Teams, class teachers and support staff. • Support with referrals from both schools and social work. • Joint planning and problem-solving around complex or high-risk cases. • Coordination of discharge planning and follow-up support within schools. Support for Families and Children • Advocacy and guidance for children, young people and their parents/carers. • Clarification of processes, expectations and timescales within CAMHS and ND pathways. • Support through key transitions including between sectors and stages. Training and Workforce Development Training delivered across: • Education • CAMHS • Neurodevelopmental Services • Social Work Training content includes: • understanding neurodevelopmental presentations • effective classroom and pastoral support strategies • pathways, processes and referral requirements • promoting inclusive, strength-based practice Pilot Assessment Model (Oct 2024 – June 2025) A pilot assessment model was established with the following features: • ND assessments undertaken in schools wherever possible • Feedback meetings held within the school environment • Targeted prioritisation at key transition points, including: o P4–P7 o S3–S6 This model provided richer contextual information, reduced barriers for families, and strengthened continuity of support across services. Pilot Outcomes Feedback from schools, families and children/young people has been consistently positive, highlighting: • improved contextual understanding within assessments • reduced stress for children and young people • stronger, more collaborative planning between education and health • increased transparency around next steps and supports As a result: • ND assessments will continue to take place in schools wherever practicable • The involvement of the Education Advisor will remain central to the assessment and support process Additional Insights from Data • Referral data confirms a year-on-year increase, demonstrating sustained growth in demand.
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Page 13 of 13 • All comparator data shows increasing engagement across schools, families, and young people. • Education continues to represent the highest proportion of referrals. • The ‘Other’ category — including Whole Family Wellbeing, Interrupted Learning and Third Sector referrals shows modest but steady growth.