Agenda Document Pack - Education and Children's Services Policy Board - 12/03/2026
Renfrewshire Council · 12 March 2026
Back to Education and Children's Services Policy Board — 12 March 2026 and its agenda
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05/03/2026 Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 12 March 2026 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 347
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05/03/2026 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 347
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05/03/2026 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 8 January 2026 Joint report by the Director of Finance & Resources and the Director of Children's Services. 4 - 12 2 Learning Estate Programme Update Report by the Director of Children's Services. 13 - 17 3 Learning Estate Strategy Update – Outline Business Cases Report by the Director of Children's Services. 18 - 240 4 Inclusion Portfolio Progress Report by the Director of Children's Services. 241 - 253 5 Distribution of Funding to Support Services for Children and Families – Funding Allocation for 2026/27 Report by the Director of Children's Services. 254 - 260 6 Report on Keeping The Promise in Renfrewshire Report by the Director of Children's Services. 261 - 333 7 Inspection of Castlehead High School by His Majesty’s Inspectorate in Scotland Report by the Director of Children's Services. 334 - 340 8 Inspection of Glencoats Primary School by Education Scotland Report by the Director of Children's Services. 341 - 346 Page 3 of 347
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05/03/2026 Page 4 of 347
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OFFICIAL To: Education and Children’s Services Policy Board On: 12 March 2026 Report by: Director of Finance and Resources and Director of Children’s Services Heading: Revenue and Capital Budget Monitoring as at 9 January 2026 1. Summary of Financial Position 1.1. The projected Revenue outturn at 31 March 2026 for Children’s Services is an overspend of £0.983m (0.4%) against the revised budget for the year. 1.2. The projected Capital outturn at 31 March 2026 for Children’s Services is a break-even position. 1.3. This is summarised in the table below and further analysis is provided in the Appendices. Table 1: Revenue Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 278.849 279.831 (0.983) (0.4%) Table 2: Capital Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 53.694 53.694 0 0% 2. Recommendations Members are requested to: 2.1. Note the projected Revenue outturn position for Children’s Services detailed in Table 1 above; 2.2. Note the projected Capital outturn position for Children’s Services detailed in Table 2 above; and. Item 1 Page 5 of 347
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OFFICIAL 3. Children’s Services Revenue Budget Projection - overspend of £0.983m by 31 March 2026 3.1. The Revenue Budget Monitoring report at Appendix 1 identifies a projected annual overspend of £0.983m (0.4% of total budget). 3.2. It should be noted that the projected outturn position reported here is based on the latest information available, which is subject to change during the financial year. Any change to this projection are 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 - £0.313m underspend Employee Costs are currently projected to underspend, mainly due to vacancies. This is partly offset by projected overspends in Premises Costs and Transfer Payments. The movement since Period 8 is mainly due to projected payments to partner providers. 4.2. Primary Schools - £0.441m 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 mainly 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. The movement since Period 8 is mainly due to updated teaching staffing forecasts. 4.3. Secondary Schools - £0.153m overspend While Premises costs, and Transport costs are currently projected to overspend, the position has significantly improved since Period 8 due to updated teacher staffing forecasts. 4.4. ASN Schools - £0.322m overspend Employee costs and Premises costs are currently projected to overspend. The Employee costs overspend is due to teaching staffing, and Premises costs overspend is mainly due to janitorial supplies being greater than available budget. The movement since Period 8 is mainly due to updated staffing forecasts. 4.5. Additional Support for Learning - £0.480m 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. Page 6 of 347
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OFFICIAL 4.6. Children & Families - £0.044m underspend Employee Costs and Third-Party Payments are currently projected to underspend, and these are partly offset by projected overspends in Premises Costs, Transport Costs, Supplies and Services and Transfer Payments. The underspend Employee costs is mainly due to turnover and within Third Party Payments relates to Fostering & Adoption, where the number of fostering and kinship arrangements is less than previously predicted. The overspend in Premises Costs relates mainly to rents payable. The overspend in Transfer payments relates to Direct Payments and Section 22 payments across localities. 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 movement since Period 8 is principally due to increased demand for residential placements. 5. Subjective Analysis - Significant Variances 5.1. Employees - £0.244m underspend Overspends are currently projected in teaching staffing across Primary and ASN schools and are partly offset by underspends in Early Learning & Childcare, Secondary and Additional Support for Learning. 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 - £0.515m overspend The overspend in Premises costs is mainly due to increased janitorial costs, across the school estate. 5.3. Transport Related - £1.063m 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. Third Party Payments - £1.733m underspend The projected underspend in Third Party Payments relates mainly to fostering, adoption and kinship, and will be kept under review throughout the year. 5.5. Transfer Payments - £1.487m 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. These are kept under review throughout the year. Page 7 of 347
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OFFICIAL 5.6. Income - £0.129m over-recovery An over-recovery of income is currently projected within Primary, in relation to rental income and Secondary schools, in relation to insurance premium rebates within schools PPP contracts. 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. There are no virements for which the Director seeks approval from the Board. 6.4. The budget adjustments since the last report 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 £53.694m. 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. An acceleration of budget has taken place of £0.500m to reflect revised programming of Thistle Primary School, since the previous board report. ___________________________________________________________________ Implications of this report 1. Financial The projected budget outturn position for Children’s Services’ Revenue budget is an overspend of £0.983m. 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. Page 8 of 347
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OFFICIAL 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. 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. Page 9 of 347
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OFFICIAL 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 ___________________________________________________________ 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 Linsey McGregor, Capital Accountant Page 10 of 347
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Appendix 1 OFFICIAL RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2025/26 1 April 2025 to 9 January 2026 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Objective Summary Annual Budget at Period 8 Budget Adjustments Revised Annual Budget at Period 10 Projected Outturn Budget Variance (Adverse) or Favourable Previous Projected Outturn Variance Movement £000 £000 £000 £000 £000 % £000 £000 Directorate 1,462 0 1,462 1,469 (7) (0.5%) (1) (6) Early learning and childcare 36,317 29 36,346 36,033 313 0.9% 450 (137) Primary 71,377 208 71,585 72,026 (441) (0.6%) (536) 95 Secondary 97,815 167 97,982 98,135 (153) (0.2%) (588) 435 ASN Schools 8,619 23 8,642 8,964 (322) (3.7%) (233) (89) Additional support for learning (ASL) 20,869 257 21,126 21,606 (480) (2.3%) (598) 118 Psychological services 1,423 0 1,423 1,423 0 0.0% 0 0 Education development 2,197 0 2,197 2,166 31 1.4% 31 0 Attainment Challenge (703) 0 (703) (703) 0 0.0% 0 0 Facilities management 505 (18) 487 455 32 6.6% (2) 34 Children & Families 38,237 64 38,301 38,257 44 0.1% 416 (372) NET EXPENDITURE 278,118 730 278,848 279,831 (983) (0.4%) (1,061) 78 Page 11 of 347
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Appendix 2 OFFICIAL RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2025/26 1 April 2025 to 9 January 2026 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Subjective Summary Annual Budget at Period 8 Budget Adjustments Revised Annual Budget at Period 10 Projected Outturn Budget Variance (Adverse) or Favourable Previous Projected Outturn Variance Movement £000 £000 £000 £000 £000 % £000 £000 Employees 198,138 358 198,496 198,252 244 0.1% (429) 673 Premises Related 12,449 333 12,782 13,297 (515) (4.0%) (380) (135) Transport Related 7,309 2 7,311 8,374 (1,063) (14.5%) (1,077) 14 Supplies and Services 31,005 (499) 30,506 30,452 54 0.2% 32 22 Third Party Payments 17,818 572 18,390 16,657 1,733 9.4% 1,451 282 Transfer Payments 16,897 62 16,959 18,446 (1,487) (8.8%) (906) (581) Support Services 1,103 0 1,103 1,181 (78) (7.1%) (30) (48) GROSS EXPENDITURE 284,719 828 285,547 286,659 (1,112) (0.4%) (1,339) 227 Income (6,601) (98) (6,699) (6,828) 129 1.9% 278 (149) NET EXPENDITURE 278,118 730 278,848 279,831 (983) (0.4%) (1,061) 78 Page 12 of 347
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Appendix 3 OFFICIAL Prior Years Approved Budget Revised Projected Total Approved Projected Expenditure Budget Adjustments Budget Outturn Budget Outurn Project Title to 31/03/2025 2025-26 since previous 2025-26 2025-26 to 31-Mar-30 to 31-Mar-30 Board report £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 309 273 0 273 273 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 7,634 500 8,134 8,134 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 53,194 500 53,694 53,694 0 0% 201,371 201,371 0 0% CAPITAL INVESTMENT STRATEGY - NON-HOUSING SERVICES Current Year 2025-26 Full Programme - All years Budget Variance (Adverse) or Favourable RENFREWSHIRE COUNCIL 1st April to 9th January 2026 POLICY BOARD: EDUCATION & CHILDEN'S SERVICES Budget Variance (Adverse) or Favourable Page 13 of 347
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OFFICIAL To: Education and Children’s Services Policy Board On: 12 March 2026 __________________________________________________________________ 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 live 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 project construction and design progress. __________________________________________________________________ 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. Item 2 Page 14 of 347
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OFFICIAL 3. Paisley Grammar School Community Campus 3.1. The project to deliver a new Paisley Grammar School Community Campus continues to deliver on time, and on budget, and is scheduled to complete by the summer of 2026. 3.2. Construction is progressing at pace, with many areas in the building now fully complete including decoration and furniture fit out. 3.3. Digital fit out has now also commenced with interactive teaching boards now implemented throughout the school, and all ICT equipment progressing through the order and preparation stages. 3.4. Work continues on the major construction of the new Advanced Manufacturing Innovation District (AMIDS) South project that will deliver core travel infrastructure supporting the school including a new link road that connects Renfrew Road to Harbour Road, facilitating alternative travel routes for both active travel and vehicular access to the new school. 3.5. Work also continues to complete the new underpass connecting Gallowhill to existing active travel routes by utilising a former railway underpass. This work is scheduled to be completed by spring 2026. 3.6. The Council’s Roads Department is also progressing a number of identified improvement works to the critical roads and footpath network in the vicinity of the new school. 3.7. Recently, the Scottish Government approved exceptional closure days for Paisley Grammar School. A request was made to allow vital preparation by staff for moving to the new school at the end of this school year, and for set up time at the start of the new school year. This means that pupils attending Paisley Grammar School will finish two days earlier in June 2026, and open two days later at the start of the new term in August 2026. As part of this process, the school will advise pupils how to source any relevant learning material, and will provide payments to all families of pupils who are in receipt of free school meals to account for these days. 4. Park Mains High School Extension & Internal Interventions 4.1. The design process of the extended Park Mains High School is largely complete with some final contractor and sub-contractor design portions that will follow at the point of construction. The contractor is now completing the market testing process where all sub- contractors, specialists, and materials will be procured and costed. 4.2. At the Finance, Resources and Customer Service Policy Board in February 2026, a contract recommendation was agreed to award Morrison Construction with the initial construction contract to begin work to deliver the extension and internal intervention works. 4.3. This process will allow the Contractor to begin construction work on site in March 2026 to prepare the site and begin critical ground works in preparation of the full construction beginning thereafter. 4.4. Following commercial agreement and market testing of the remaining work packages, the full construction contract is anticipated to be proposed to the same Board in April 2026 to allow the main works construction to continue seamlessly from the work which will begin in March 2026. This process has been planned to allow all works to complete by August 2027 as outlined in the project timelines. Page 15 of 347
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OFFICIAL 4.5. This market testing process will allow a final contract price for construction to be agreed ahead of formally awarding both an advanced works contract, and a main works contract in early 2026 ahead of construction. 5. Thistle Primary School 5.1. Work has now commenced on site to construct the new Thistle Primary School in Dargavel. This initial phase of work has seen a substantial amount of groundworks including drainage, foundations, and hard landscaping to be progressed. The structure of the new school building is progressing and is now a visible feature. 5.2. The project remains on track to complete in the summer of 2027 and updates will be provided to this Board on the progress of construction as it progresses. 5.3. A Head Teacher has been appointed for Thistle Primary School, and will take up post shortly to ensure all operational and policy matters for the school are planned and implemented within appropriate timelines. 6. Business Case Development 6.1. A separate report is being presented to this Board which includes the Outline Business Case documents for the three initial projects agreed to proceed (Johnstone Primary School Estate, Johnstone High School, and Trinity High School). 6.2. These business cases have been produced to allow a decision to be made on the next phase of delivery with a recommended shortlist of options presented. Please refer to relevant report for full detail. ______________________________________________________________ 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. 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 Page 16 of 347
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OFFICIAL 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. 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. Page 17 of 347
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OFFICIAL 14. Cosla Policy Position None. Children’s Services JL/JO Feb 2026 Author: Jack Lochans – Strategic Learning Estate Manager jack.lochans@renfrewshire.gov.uk Page 18 of 347
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1 OFFICIAL To: Education and Children’s Services Policy Board On: 12 March 2026 Report by: Director of Children’s Services Heading: Learning Estate Strategy Update – Outline Business Cases 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, from which a business case process began, examining Johnstone primary school estate, Johnstone High School, and Trinity High School. 1.3 Following presentation of a Strategic Case for Change in respect of each to the Education and Children’s Services Policy Board in August 2025, work began to further investigate options for change, in the form of Outline Business Cases (OBC). The OBC recommend a shortlist of options for future investment in each case, for Members to consider. ___________________________________________________________________ 2. Recommendations 2.1 It is recommended that members of the Education and Children’s Services Policy Board: a. Note the contents of the three OBC documents in respect of Johnstone Primary estate, Johnstone High School, and Trinity High School, as outlined in this report. b. Agree to the shortlisted options recommended in the OBC to be taken forward to Full Business Case stage (FBC). Item 3 Page 19 of 347
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2 OFFICIAL c. Note the proposal to further develop the shortlisted options during 2026 as part of a FBC, and to present the final recommended option for each business case to this Policy Board early in 2027. d. Note the FBC development budget proposed for each project which will enable technical issues to be progressed to further inform the feasibility of options, allowing a robust final recommendation for each business case in early 2027 to be developed. _____________________________________________________________ 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 The entire school estate was assessed against numerous criteria including condition, suitability for delivery of the curriculum, capacity and demand, with schools ranked using a prioritisation framework. This identified those schools and areas most in need of inclusion now in 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. 3.3 At the Education and Children’s Services Policy Board of March 2025, 14 priority schools were agreed, including four schools in Johnstone - Auchenlodment, St Margeret’s and Thorn Primaries, and Johnstone High School – and Trinity High School in Renfrew. 3.4 In May 2025, parameters were set out for examination of the context and potential solutions for each project area through a business case process, including agreement that other nearby schools could feature as part of the options where appropriate. 3.5 A Strategic Case for Change was created for Johnstone Primary estate, Johnstone High School and Trinity High School and presented to E&CS Policy Board in August 2025. Members agreed on the context for change and agreed to the subsequent development of OBC to focus on the development of options for change. 3.6 An interim update to E&CS Policy Board was presented in October 2025, identifying viable routes forward in respect of each priority project area. These were informed through an understanding of the operating context at each school, set against the business needs, objectives and scope articulated in critical success factors set out in the Strategic Case for Change. __________________________________________________________________ Page 20 of 347
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3 OFFICIAL 4. Outline Business Case 4.1 Officers committed to return to this Board in March 2026 with an OBC for each of the three priority project areas. These documents are presented as appendices 1, 2 and 3, as follows: • Johnstone Primary School Estate – Outline Business Case • Johnstone High School – Outline Business Case • Trinity High School – Outline Business Case 4.2 The business cases are based on the HM Treasury Green Book recommended structure, using the 5 Case model to set out the rationale for change and to articulate potential solutions: • Strategic case – confirming that strategic objectives remain current and seek agreement on the recommendation • Economic Case – helping to determine that the preferred way forward offers value for money • Commercial Case – working towards a recommended deal by explaining potential delivery models, procurement and engagement • Financial Case – establishing affordability and funding requirements • Management Case – planning for successful delivery 4.3 Each OBC recaps the strategic and local context for the priority areas, examining those factors that contribute to the need for change, clarifying the requirement for long-term investment, referencing findings from initial community engagement and highlighting the potential benefits. 4.4 The documents go on to outline the potential solutions for each project area, building on the preferred ways forward first outlined to this Board in October 2025. The OBC discuss indicative costs in each case, before discussing the Council’s approach to delivering the solutions, including the approach to procurement, financial feasibility and effective management of the projects. ___________________________________________________________________ 5. Shortlisted Options and Indicative Costs Johnstone Primary School Estate 5.1 For Johnstone Primary School Estate, the preferred route forward presented in October 2025 to this Board, recommended a masterplan approach to the whole of the primary school estate in the town, acknowledging and addressing the clear overprovision of school places across Johnstone and the opportunity to make the most of existing good-quality facilities as follows: Page 21 of 347
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4 OFFICIAL Address the overprovision of primary school places in Johnstone and the requirements of the 3 priority schools of Thorn, Auchenlodment, and St Margaret’s, by: • Making best use of capacity of existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • Considering the location of any new build school facility that would look to combine more than one existing school on the same site • Considering the most appropriate catchment area configurations to support efficiency and capacity. A longlist of potential sites and school catchment configurations was developed in a structure which aims to meet these requirements. 5.2 The following shortlist of options emerged: a) Merge Thorn and Auchenlodment catchment areas, combining both non- denominational schools in a single modern building by one of the following means: 1. Site 01 - Retrofit and extend the existing Auchenlodment Primary School building to provide a modern 2 stream primary school, early years provision, and community space at Aspen Place, Johnstone 2. Site 01 – Construct a new build 2 stream primary school, early years provision, and community space at the existing Auchenlodment primary school site at Aspen Place, Johnstone 3. Site 04 - Construct a new build 2 stream primary school with capacity, early years provision, and community space at the site of the existing Thorn Primary, Thorn Brae, Johnstone 4. Site 09 - Construct a new build 2 stream primary school, early years provision, and community space on a new Site at Poplar Avenue, Johnstone The above options are proposed to be supported with the following also taking place: b) Merge Cochrane Castle and Fordbank catchment areas, combining both non-denominational schools at the current Fordbank Primary School site. c) Merge St Margaret’s and St David’s catchment areas, combining both denominational schools at the West Johnstone Joint Campus, creating a single denominational school. 5.3 Officers considered the potential cost of delivering a school project to combine Auchenlodment and Thorn. This produced an overall potential cost for a modern 2 stream primary school as follows: Page 22 of 347
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5 OFFICIAL Cost scenario Range Retrofit Auchenlodment and extend, for 434 pupils and early-years facility matching current provision. £35 - £45m Build a new 2 stream primary for 434 pupils, and early-years facility that matches current provision. £25 - £45m Johnstone High School 5.4 The preferred route forward for Johnstone High School acknowledged the clear over- capacity and poor condition at the school and the need to provide modern, good quality facilities for learners as follows: Address the capacity, school condition and suitability issues facing Johnstone High School by retrofitting the current school or rebuilding a new school on the current site, or a new site. 5.5 For Johnstone High School, it is possible to consider either a new build or major retrofit to provide a modern fit for purpose school environment. As a result of this, the three routes forward are all possible: Route 2 Route 3 Route 4 Retrofit the existing school Rebuild on the current Johnstone High site Rebuild elsewhere in the catchment area 5.6 To explore the specifics of these routes further, a long list of options to address the routes forward was compiled. For Route 2 – Retrofit the existing school, there is no permutation or longlist of options as it affects the current building. Variations of this option would be derived through careful design and requirements. For Route 3 – Rebuild on the current Johnstone High site – there are two possibilities with this option. The first being that the current building could be demolished with a decant strategy implemented to then rebuild on the same footprint. The second being to build a new school in a vacant area on the current site to keep the current school in operation, avoiding the need for a decant. Both variations will be explored further at the FBC stage. For Route 4 – Rebuild elsewhere in the catchment area, several options were considered and are detailed in the OBC. 5.7 The findings of the above exercise have resulted in the following shortlist of options being proposed to be taken forward: Page 23 of 347
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6 OFFICIAL Option 01 Retrofit Johnstone High School on Site 01 Johnstone High School Beith Road, Johnstone Option 02 New Build on Site 01 Existing Johnstone High School Site, Beith Road, Johnstone Option 03 New Build on Site 03 Beith Road Playing Fields, Johnstone 5.8 A further exercise was undertaken to produce indicative costs for provision of either a retrofitted or new-build school: Cost Scenario Range Option 1 – Retrofit the existing school £122m Option 2 – Rebuild on the current Johnstone High site £85 - £133m Option 3 – Rebuild elsewhere in the catchment area £91 - £144m Trinity High School 5.9 For Trinity High School, the preferred route forward acknowledges that the existing school site is too small to expand the building to meet demand and would not be used for a school of such size were it to be built new. This resulted in the only possible route forward for Trinity to be as follows: Address the capacity, school condition and suitability issues facing Trinity High School by building a new school on a suitable site elsewhere in the catchment area. 5.10 The shortlist of options therefore is focussed in identifying a suitable site, which meets the site assessment criteria and is preferably within the ownership of the Council: Page 24 of 347
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7 OFFICIAL Site 8 Rebuild Trinity High School on Site 08 – KGV Playing Fields Renfrew Site 9 Rebuild Trinity High School on Site 09 – East Craigend, Erskine Site 10 Rebuild Trinity High School on Site 10 – Barwood, Erskine 5.11 Officers produced indicative costs for a new build school using one of the sites as an example for costing purposes: Cost scenario Range New build Trinity High School on a suitable site £120 - £180m 5.12 Within the option of considering a new build Trinity High School at Site 8 – KGV Playing Fields, officers have considered the wider principles of the Learning Estate Strategy by considering it holistically with any nearby schools within an option. By recognising that this site is adjoined to the current site of Renfrew High School, officers considered whether the option of constructing a new Trinity High School at this site would constrain the future development of a new Renfrew High School at a future date. 5.13 This assessment concluded that there is adequate land available on the KGV to construct a new Trinity High School without constraining a future potential Renfrew High School. This assessment has also demonstrated that through careful design considerations, a new Trinity High School on this site could be designed in such a way that it supported the basis of how a future shared campus or shared use of facilities could be implemented, when the appropriate time to invest in a new Renfrew High School arrives. 5.14 Given this overview shows that it is possible to construct multiple development options including a joint campus, it allows further work to be conducted through the next stage of assessment to assess the development options for the KGV site that present the best value outcome for the Council, and any further community views, technical assessments or considerations. 5.15 However, it should be noted that estimates for delivering a shared campus option indicated a cost in the region of £220-320m. When set against the wider Learning Estate priorities and scale of funding that has to date been made available (£170m) affordability constraints may limit the deliverability of such an option in a single phase. 5.16 It is important to note that this consideration will only be apply to the option of constructing a new Trinity High School at Site 8 – KGV Playing Fields, due to the fact that Renfrew High School currently adjoins this site. A full explanation of this assessment is included in the OBC. Page 25 of 347
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8 OFFICIAL Indicative Costs – All Projects 5.17 The indicative costs are based on preliminary information and should be considered a framework from which detailed cost plans can be developed. The indicative costs have been built from high level information, benchmarking from various sources including the Scottish Futures Trust (SFT) funding metric, cost information from current Renfrewshire Council education construction projects, costs from other Council’s similar school projects and adjusting the costings where specific knowledge has been gained from the desktop assessment of the site options. The BCIS cost indices have also been used to calculate inflation up to the end of the anticipated construction period. 5.18 In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. 5.19 The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicate what is assumed as included in the costs and what is excluded at this stage. 5.20 To project an estimated cost for inflation purposes, the construction cost has been based on an assumed construction commencement date of 2030. All figures should be noted as exclusive of VAT. 5.21 Key assumptions and exclusions were used in compiling the indicative costs in the absence of any design commencing. This approach recognises that whilst a range of cost estimates have been presented, these remain volatile, subject to external factors and site specific detail that will become clearer as sites are investigated, and options further explored at the next stage. 5.22 It is important to highlight as part of this process, that no budget for construction will be requested or crystalised until further work has been undertaken into the validation of each option, and a recommendation is made thereafter at the conclusion of the Full Business Case. 5.23 It is however important to recognise that the validation and robust assessment of the viability of each option will require detailed assessment and technical consideration. As such, each business case will require an identified budget to deliver the next stage of development, the FBC. These budgets are outlined below. It is intended that the costs of progressing to FBC will be funded from the initial revenue contribution agreed by Council to support the Learning Estate Strategy in 2025/26, and that this contribution will be held in a ringfenced revenue reserve for this purpose. Page 26 of 347
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9 OFFICIAL 5.24 Required indicative budgets to conclusion of FBC process: Project Budget Johnstone Primary School Estate £330,000 Johnstone High School £920,000 Trinity High School £1,020,000 5.25 These budget proposals have been developed by considering all internal technical resource costs and all external professional services and consultant appointments required to interrogate and validate the shortlist of options. This cost is made up as follows: • Internal technical management costs to deliver project feasibility, cost management, architectural services and project management • Flood risk assessments • Roads and transportation assessments • Space planning, and timetabling and demand modelling to develop schedules of accommodation • Civil and Structural Engineering for ground investigation surveys and intrusive surveys on current school structures where required. 6. Next Steps and Timeline 6.1 Should the recommendations in these OBC be approved by Members, officers will commence work to identify and recommend a preferred option in each case. This will be reported to this Board by means of a Full Business Case (FBC) 6.2 To properly prepare three FBC that can faithfully recommend a preferred option to Members, officers will conduct further, detailed site assessments, undertake further cost modelling to better understand the long-term implications of each shortlisted option (including a whole life cost model), and a full programme of community engagement and informal consultation to inform understanding and subsequent decision making. 6.3 It is anticipated that the informal consultation with whole school communities will be a vital component in agreeing the most appropriate option to proceed with, however, this will be balanced against business, financial, and technical assessments to conclude the final option. A full programme of engagement is being developed and is broadly anticipated to be conducted as follows: Page 27 of 347
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10 OFFICIAL Activity Stakeholders Preparation and options development Senior Officers and SLT Elected Members Head Teachers Targeted Early Engagement Parent Councils/Parents Community Councils Local Community Groups Pupils Staff Council Services Broad Public Engagement Associated school parents and pupils General public Neighbours Analysis and Refinement Project team 6.4 The FBC would be presented in early 2027, and if approved, work would begin on any required statutory consultation to be carried out that year. 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. As the FBCs develop, a clear funding strategy for each project will require to be agreed, including both Council and any potential Scottish Government resource which may become available via a successor programme to the Learning Estate Investment Programme (LEIP). 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 Page 28 of 347
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11 OFFICIAL - 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 & 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 Page 29 of 347
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12 OFFICIAL 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 List of Background Papers - Document.ashx – Strategic Case For Change Documents for projects included in this report. Presented to the August 2025 Education and Children’s Services Policy Board Children’s Services JL/JO/GC Feb 2026 Author: Jack Lochans – Strategic Learning Estate Manager jack.lochans@renfrewshire.gov.uk Page 30 of 347
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1 OFFICIAL-SENSITIVE Johnstone Primary School Estate Outline Business Case Page 31 of 347
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Johnstone Primary School Estate Outline Business Case 2 OFFICIAL-SENSITIVE DOCUMENT CONTROL SHEET Title: Johnstone Primary School Estate Version Number 2 Document Type: Outline Business Case Author: Learning Estate Project Team Date Published: 18/02/2026 Document Versions: Version: Name: Update: Date V0.1 Project Team Initial draft 28/11/25 V1 Project Team First draft for review 17/12/25 V1.1 Project Team Add site assessments and section 7 19/01/26 V1.2 Project Team Reworking Masterplan configuration and options 28/01/26 V1.3 Project Team Reworking section 3 and amends throughout for consistency 30/01/26 V1.4 Project Team Amendments and updates 11/02/26 V2 Project Team Final draft following review by Chief Officers 18/02/26 Supporting Documentation / Location: Document Title: Location: Strategic Case for Change Document.ashx Page 32 of 347
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Johnstone Primary School Estate Outline Business Case 3 OFFICIAL-SENSITIVE Table of Contents 1. EXECUTIVE SUMMARY ........................................................................ 7 1.1. Introduction .......................................................................................... 7 1.2. Background ........................................................................................... 8 1.3. Opportunity ......................................................................................... 10 1.4. Scope and Objectives .......................................................................... 11 1.5. Summary of Routes Forward ............................................................... 12 1.6. Preferred Route Forward and Options Shortlist .................................. 12 1.7. Indicative Costs ................................................................................... 14 1.8. Timeline ............................................................................................... 15 2. STRATEGIC CASE .............................................................................. 16 2.1. Strategic Context ................................................................................. 16 2.2. The Need for Change ........................................................................... 17 2.3. Investment Objectives ......................................................................... 17 2.4. Existing Arrangements ......................................................................... 18 2.5. Initial Engagement .............................................................................. 21 2.6. Scope and Service Requirements ....................................................... 22 3. ECONOMIC CASE .............................................................................. 24 Page 33 of 347
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Johnstone Primary School Estate Outline Business Case 4 OFFICIAL-SENSITIVE 3.1. Potential Routes Forward.................................................................... 24 3.2. Preferred Route Forward ..................................................................... 30 3.3. Exploring Issues with the Johnstone Estate and Possible Solutions .. 32 3.4. Masterplan Redesign of Johnstone Learning Estate ........................... 38 3.4.1. Merge Thorn and Auchenlodment at a new build or modernised site (to be agreed), and merge catchments ............................................................................. 38 3.4.2. Merge Cochrane Castle and Fordbank located at the current Fordbank Primary School site, and merge catchments ........................................................... 40 3.4.3. Merge St Margaret’s and St David’s, located at the West Johnstone Joint Campus, and merge catchments. .......................................................................... 43 3.5. Early Years Provision ........................................................................... 46 3.6. Site Assessment Criteria – Replacing Auchenlodment & Thorn Primaries .......................................................................................................... 47 3.7. Site Options Assessment ..................................................................... 50 3.8. Shortlisted Options for new Thorn / Auchenlodment ......................... 66 3.9. Indicative Costs ................................................................................... 67 3.10. Transport Considerations ................................................................... 69 3.10.1. Merged Thorn and Auchenlodment ......................................................... 69 3.10.2. Merged Cochrane Castle and Fordbank .................................................. 70 3.10.3. Merged St Margaret’s and St David’s........................................................ 71 Page 34 of 347
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Johnstone Primary School Estate Outline Business Case 5 OFFICIAL-SENSITIVE 3.11. Timeline and Next Steps ..................................................................... 72 4. COMMERCIAL CASE .......................................................................... 73 4.1. Approach ............................................................................................. 73 4.2. Service Requirements ......................................................................... 73 4.3. Project Development .......................................................................... 73 5. FINANCIAL CASE ............................................................................... 75 5.1. Project Funding – Capital Expenditure ............................................... 75 5.2. Approvals Process ............................................................................... 75 5.3. Revenue Expenditure .......................................................................... 76 5.4. Indicative Costs ................................................................................... 77 5.5. Financial Risk / Optimism Bias ............................................................ 78 5.6. Interdependencies .............................................................................. 79 6. MANAGEMENT CASE ........................................................................ 80 6.1. Project Management and Project Governance Overview ................... 80 6.2. Project Roles ........................................................................................ 80 6.3. Reporting Arrangements ..................................................................... 81 6.4. Procurement Strategy ......................................................................... 84 6.5. Overall Project Benefits ....................................................................... 84 Page 35 of 347
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Johnstone Primary School Estate Outline Business Case 6 OFFICIAL-SENSITIVE 6.6. Community Benefits Realisation Arrangements ................................. 84 6.7. Risk Management Arrangements ........................................................ 85 6.8. Equalities and Human Rights .............................................................. 85 6.9. Communication, Engagement, and Community Voice....................... 85 7. CONCLUSION ................................................................................... 87 7.1. Summary of Shortlist of Options and Next Steps ................................ 87 Page 36 of 347
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7 OFFICIAL-SENSITIVE 1. EXECUTIVE SUMMARY 1.1. Introduction This outline business case (OBC) is required as part of the Council’s new structured approach to delivering its long-term strategy for the learning estate across Renfrewshire. It builds on the context set out in a Strategic Case for Change (SCC) examining the provision of primary schools in Johnstone, which was approved in August 2025 at the Education and Children’s Services Policy Board (E&CS Policy Board). In the SCC, 6 of the 7 primary schools in Johnstone were assessed to be working well below optimal occupancy, with demand for places expected to stay the same or fall further in the coming years. Further, the condition and suitability of three primary schools was shown to be such that the schools feature in a priority cohort of Renfrewshire schools requiring intervention if they are to meet the ambitions and objectives of the Learning Estate Strategy. The purpose of this OBC is to articulate a preferred route forward for the project by identifying a shortlist of investment options likely to optimise value for money in delivering change. A longlist of options is presented as part of the OBC, along with analysis and rationale for their inclusion or exclusion from the shortlist. Additionally, further detail is provided in respect to how the scheme will be prepared for procurement and how the Council will put in place funding and management arrangements for the successful delivery of the scheme. The OBC uses the following framework to present the preferred way forward, utilising an adapted HM Treasury Green Book approach which is based on the 5 Case model: Strategic case – confirming that strategic objectives remain current and seek agreement on the recommendation Economic Case – helping to determine that the preferred way forward offers value for money Commercial Case – working towards a recommended deal by explaining potential delivery models, procurement and engagement Page 37 of 347
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Johnstone Primary School Estate Outline Business Case 8 OFFICIAL-SENSITIVE Financial Case – establishing affordability and funding requirements Management Case – planning for successful delivery Table 1: Business case development process 1.2. Background The Learning Estate Strategy published by the Council in 2024, aims to initiate 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’. Schools were assessed against various criteria including condition, suitability for delivering the curriculum, capacity and demand. Using a prioritisation framework, the strategy assessed the entire learning estate, identifying those schools in need of long- term investment planning now, to ensure that the Council is best placed to: • Secure best value from strategic learning estate decisions around investment Stage: Stage 1 Stage 2 Stage 3 Stage 4 Stage Outcome: Strategic Outline Case Outline Business Case Full Business Case Final Delivery Business Case Stage Activities: • Highlighting strategic context • Making the case for change • Agreeing scope • Considering longlist options • Exploring the preferred way forward and presenting a shortlist • Determine potential value for money • Preparing for the potential deal • Planning for procurement • Procuring the solution • Contracting the deal • Ensuring successful delivery 5-Case Model (stage of completeness): • Strategic 50% • Economic 40% • Commercial 10% • Financial 10% • Management 10% • Strategic 80% • Economic 70% • Commercial 40% • Financial 30% • Management 50% • Strategic 90% • Economic 90% • Commercial 90% • Financial 75% • Management 75% • Strategic 100% • Economic 100% • Commercial 100% • Financial 100% • Management 100% Gateway Review: Strategic Assessment Business Justification Delivery Strategy Final Investment Decision and financial commitment Page 38 of 347
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Johnstone Primary School Estate Outline Business Case 9 OFFICIAL-SENSITIVE • 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. A cohort of 13 priority schools was identified, including three primary schools in Johnstone - Auchenlodment, St Margeret’s and Thorn - where deteriorating building condition and building suitability hamper the Council’s ambition to deliver the curriculum in the best possible learning environments. The four remaining primary schools in Johnstone, these being Cochrane Castle and St David’s Primaries (currently accommodated at the West Johnstone Joint Campus) Fordbank Primary and St Anthony’s Primary, are all in good condition and provide good quality, suitable learning environments for pupils. However, it was agreed that these nearby schools would be taken into consideration, to examine whether existing capacity is well used and ensure that any Council investment would deliver value for money and benefit the whole community. As a result, a Strategic Case for Change was produced, to consider the context of key issues which, if not addressed, would limit the Council’s ability to deliver the objectives of the Learning Estate Strategy. The document examined the operating context of the Johnstone primary learning estate with reference to these objectives: • Condition • Suitability • Sufficiency • Inclusivity • Digital • Sustainability and Net Zero • Community Facilities and Place shaping • Active Travel Page 39 of 347
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Johnstone Primary School Estate Outline Business Case 10 OFFICIAL-SENSITIVE The Strategic Case for Change articulates the current baseline position at each school and identifies areas where existing arrangements are failing to provide the best possible opportunity to support the Council in delivering against these objectives. The Johnstone area is noted as having a larger concentration of primary schools, and primary school places, than towns of smaller population in Renfrewshire. This geographical overprovision is borne out by roll projections produced for Renfrewshire Council, which confirm that capacity exceeds demand, and that demand is expected to fall further over the next ten years. This context was set against the ambition of the Learning Estate Strategy to test how likely the current schools are to meet its ambition of educating all pupils in the best possible learning environments. Following approval of the strategic case for change, significant work has been undertaken to identify options for change that meet the ambition and align with the critical success factors articulated in the documents. 1.3. Opportunity The opportunity to change and improve the provision of primary education in Johnstone aims to advance the objectives of Renfrewshire Council’s new Learning Estate Strategy, and to help meet the ambitions of wider Council and Scottish Government policies. Those ambitions, fully considered in the Strategic Case for Change, are summarised here: • Improving the condition of schools • Sustainability and Energy Efficiency • Equity and Inclusion • Adapting to Future Educational Needs • Community and Public Use • Strategic Planning and Investment • Collaborative Approach with Stakeholders The ambitions encompass Renfrewshire Council’s determination to invest wisely whilst reflecting the importance of operational efficiencies and cost avoidance in delivering the Learning Estate Strategy. Thus, careful consideration of how to bring change to Johnstone primary school estate, can additionally help increase building operational Page 40 of 347
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Johnstone Primary School Estate Outline Business Case 11 OFFICIAL-SENSITIVE efficiency through provision of improved, modern facilities. A new or refurbished school can deliver modern standards and design and contribute to the Council’s Net Zero commitments. Above all, this OBC sets out the opportunity for Renfrewshire Council to meet its overarching aim of ensuring that its schools are modern, accessible to all and support the delivery of high-quality education for learners. 1.4. Scope and Objectives The Strategic Case for Change set out five overarching investment objectives for primary school provision in Johnstone. Any investment in the learning estate must: • Deliver the best learning environments and facilities possible • Support improving attainment and ambition • Maximise operational efficiency across the estate • Reduce the contribution to the Council’s combined carbon footprint • Acknowledge that ageing schools with deteriorating conditions come closer to the point of being no longer fit for purpose Thus, primary school provision in Johnstone is noted as: • Having overall capacity which exceeds current and projected demand. • Including three schools where building condition and suitability hamper delivery of a modern curriculum and efforts to raise attainment. • Having three schools which require considerable on-going investment simply to maintain the status quo. • Featuring three schools which cannot contribute to Council’s net zero commitments in its current form. To meet these objectives and help deliver change, this OBC examines viable options for the delivery of: • A new two stream primary school to accommodate 434 pupils with consideration for an early-years facility. • Reconfigured catchments to address the current underutilisation of the existing high quality learning facilities in Johnstone. Page 41 of 347
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Johnstone Primary School Estate Outline Business Case 12 OFFICIAL-SENSITIVE 1.5. Summary of Routes Forward Possible options for the future of Johnstone Primary considered 4 potential routes forward against the requirements for change: 1 – Do Nothing 2 – Retrofit Auchenlodment, St Margaret’s and Thorn Primary Schools 3 – Rebuild Auchenlodment, St Margaret’s and Thorn Primary Schools 4 – Masterplan’ redesign of the primary school estate in Johnstone, reducing the number of schools in the estate, merge catchments to better use existing quality facilities, consider provision of a new combined school Analysis of the routes forward are presented in full in the Economic Case in Section 3. This was produced following the collation of background information included in the SCC, technical information, and analysis of the operating context of the Johnstone primary school estate, as well as engagement with school staff and parents. 1.6. Preferred Route Forward and Options Shortlist The preferred route forward for the project has been determined using the critical success factors identified in the SCC, to assess the viability of the various options under consideration. This identified that delivery of change for primary school provision in Johnstone was dependent on making the best use of existing good quality school buildings to adapt to demand and ensure optimal occupancy across all schools. The routes forward and options rationale are discussed in greater detail in Section 3, Economic Case, below, and this includes an overview of estimated costs for delivering the project. The preferred route forward was presented at an update to the ECSPB in October 2025, as follows: Route 4: Masterplan Redesign of the Primary School Estate in Johnstone Address the overprovision of primary school places in Johnstone and the requirements of the 3 priority schools of Thorn, Auchenlodment, and St Margaret’s, by: Page 42 of 347
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Johnstone Primary School Estate Outline Business Case 13 OFFICIAL-SENSITIVE • Making best use of capacity of existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • Considering the location of any new build school facility that would look to combine more than one existing school on the same site • Considering the most appropriate catchment area configurations to support efficiency and capacity. Section 3 of this business case provides an analysis of the issues facing the Learning Estate in Johnstone and the potential solutions. Based on the multiple factors under consideration, it is recommended that the following options are taken forward for further detailed exploration at Full Business Case. a) Merge Thorn and Auchenlodment catchment areas, combining both non- denominational schools in a single modern building by one of the following means: 1. Site 01 - Retrofit and extend the existing Auchenlodment Primary School building to provide a modern 2 stream primary school with capacity for 434 pupils at Aspen Place, Johnstone 2. Site 01 – Construct a new build 2 stream primary school with capacity for 434 pupils at the existing Auchenlodment primary school site at Aspen Place, Johnstone 3. Site 04 - Construct a new build 2 stream primary school with capacity for 434 pupils, at the site of the existing Thorn Primary, Thorn Brae, Johnstone 4. Site 09 - Construct a new build 2 stream primary school with capacity for 434 pupils on a new Site at Poplar Avenue, Johnstone b) Merge Cochrane Castle and Fordbank catchment areas, combining both non- denominational schools at the current Fordbank Primary School site. c) Merge St Margaret’s and St David’s catchment areas, combining both denominational schools at the West Johnstone Joint Campus, creating a single denominational school. Note: St Anthony’s Primary is not affected by the proposed options as it is a high quality building operating at optimal capacity. Further detail is given in section 3. Page 43 of 347
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Johnstone Primary School Estate Outline Business Case 14 OFFICIAL-SENSITIVE 1.7. Indicative Costs To identify an indicative planning cost for delivering options associated with the preferred route forward, an exercise was conducted to consider the potential cost of delivering a school project at the identified planning scale (a two-stream primary school with early years provision, and additional community-use space). The site of the current Auchenlodment Primary School was used as an example for costing purposes, being a site wholly owned by the Council. The overall potential costs of a new primary school associated with the route forward are as follows: Cost scenario Range Retrofit Auchenlodment and extend, for 434 pupils and early-years facility matching current provision. £35 - £45m Build a 2-stream primary for 434 pupils, and early-years facility that matches current provision. £25 - £45m Table 2: Indicative costs The indicative costs above are provided for illustrative purposes only. Costs are subject to change depending on consultation, design changes, planning requirements and parameters, site locations and geotechnical site characterisation, procurement routes and other external factors. Further detail can be found within section 3.9 (Economic Case) and Section 5.4 (Financial Case) of this document. Page 44 of 347
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15 OFFICIAL-SENSITIVE 1.8. Timeline In 2025 a high-level summary of the timeline for completing this business case process was outlined, as shown below. This timeline is explained in more detail in section 3 of this document to show a potential route to construction. Page 45 of 347
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16 OFFICIAL-SENSITIVE 2. STRATEGIC CASE 2.1. Strategic Context In August 2025, a business case presented to E&CS Policy Board set out the strategic case for change to primary school provision in Johnstone. The paper outlined the background and context, highlighting links to local and national strategies for education, including Renfrewshire Council’s Learning Estate Strategy and Fairer Renfrewshire policy, and Scottish Government’s National Learning Estate Strategy. The strategic objective for this project is to ensure delivery of the best quality learning environments for primary pupils in Johnstone whilst ensuring that capacity matches demand for school places, both now and in the future. This OBC takes that initial case for change and begins the process of identifying options for change in response to the needs and drivers identified. The policy background is summarised below. • Renfrewshire Council Learning Estate Strategy – a long-term structured approach to assessment of the learning estate through a prioritisation framework which identifies those areas of the estate most in need of investment. The strategy ensures careful planning to ensure that limited capital investment is directed where it will have the greatest impact through reshaping, refurbishing or replacing existing facilities. • Scottish Government’s National Learning Estate Strategy – reflecting the ambition of the Scottish Attainment Challenge, which promotes equity in access to quality education facilities as part of a drive to tackle the poverty related attainment gap and promote inclusivity. • Fairer Renfrewshire – recognising the role of the learning estate in reducing inequalities and improving the life chances of pupils across Renfrewshire • Strategic Planning and Investment – recognising the long-term nature of the strategy for the learning estate, with a clear framework which identifies those schools that require replacement, refurbishment or upgrading • Strategic Property Strategy – seeks to ensure that Renfrewshire Council’s property estate is strategically located and used to its fullest potential, complementing existing facilities and services wherever possible. Page 46 of 347
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Johnstone Primary School Estate Outline Business Case 17 OFFICIAL-SENSITIVE 2.2. The Need for Change As articulated in the Strategic Case for Change document which preceded this business case, there is a clear and compelling case for introducing change to primary school provision in Johnstone, as highlighted by a combination of factors, including: • Overprovision of primary school places – Johnstone primary schools have a current planning capacity of 1,841 pupils, with demand for 1,259 places (68% of capacity) • Condition and Suitability – As identified in the Learning Estate priority matrix, Auchenlodment, St Margaret’s and Thorn suffer from a mixture of poor condition and poor suitability, challenging the ambition to ensure all pupils have access to modern, accessible and good-quality learning environments • Opportunity to maximise operational efficiency – Provision of a school built to modern teaching and building standards will help increase building operational efficiency by replacing ageing facilities which cannot meet modern building performance standards. 2.3. Investment Objectives The following objectives have been identified as key to improving primary school provision in Johnstone and aligning with the ambitions of the Learning Estate Strategy: • Effectiveness – Meet the aims of the Council’s Learning Estate Strategy to initiate a strategic programme of investment in schools; Ensure that every school is considered in terms of Scottish Government Core Facts reporting criteria; Deliver the best learning environments and facilities possible, exceeding, where able, Scottish Government recommendations. • Efficiency – Provision of modern learning environments to support improving attainment for pupils in Renfrewshire. • Economy – Optimise operating costs for the estate through the creation of buildings which are more energy efficient and through operation of a more efficient overall school estate; Offer a reduction in the costs incurred maintaining ageing buildings; Operation of buildings of a size suited to current and projected school rolls. • Compliance – Careful planning for the replacement or refurbishment of schools to lessen the impact from older buildings and make a valuable contribution to Page 47 of 347
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Johnstone Primary School Estate Outline Business Case 18 OFFICIAL-SENSITIVE Renfrewshire Council’s net zero commitments through the operation of more efficient buildings. • Replacement – The project acknowledges that as buildings age and maintenance costs increase, they come closer to the point of being no longer fit for purpose as a Council asset. 2.4. Existing Arrangements A comprehensive overview of each primary school in Johnstone featured in the Strategic Case for Change and a link is available at the beginning of this report under ‘Supporting Documentation’. The key facts relating to the operation of primary schools in Johnstone are outlined in the following tables and narrative. There are seven primary schools, four non-denominational and three denominational, presenting a range of condition and age. Two of the primary schools form a joint campus and are among the three schools built and maintained under public-private partnership (PPP) in 2007; Four have early learning and childcare provision (ELCC) on- site. Additionally, Johnstone has a standalone ELCC establishment. Two primary schools feature a flexible learning resource (FLR), catering to pupils with additional support needs (ASN) who do not attend either of Renfrewshire’s dedicated ASN schools. Whilst this Outline Business Case focuses on primary school provision in the Johnstone catchment, it recognises that changes to the primary estate will also affect Early Years provision. This is especially relevant where Early Years facilities are located within priority primary school sites, such as St Margaret’s and Auchenlodment. The full implications for Early Years provision will be assessed at the Full Business Case stage. This will ensure that Early Years facilities remain consistent, appropriate, and aligned with the Council’s learning estate strategy while improving the overall learning environment. The current planning capacity for Johnstone’s primary schools is 1,841 pupils (1143 or 57% non-denominational, 758 or 43% denominational). As of November 2025, Children’s Services report that the current roll across all seven schools amounts to 1,218 pupils (689 non-denominational, 529 denominational). Therefore, it can be seen that between them, Johnstone primary schools have 623 unfilled places, or in percentage terms, can be seen as working at 66% of capacity. 57% of the current roll attend non-denominational schools, 43% attend denominational schools. Page 48 of 347
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Johnstone Primary School Estate Outline Business Case 19 OFFICIAL-SENSITIVE Key facts and operating costs for Johnstone Primary School Estate are as follows: Table 3: Capacity and Roll Information The following tables sum up key facts and operating costs for primary schools in Johnstone. School Age Suitability Condition ELC FLR Auchenlodment 64 B C Y N Fordbank* 17 A B N Y St Anthony’s 57 B A Y Y St Margaret's 65 B B Y N Thorn 36 C C N N WJJC* 17 A B Y N *PPP schools Table 4 – Johnstone Primary Schools Key Facts School Capacity Current Roll 2029/30* 2033/34* 2037/38* Auchenlodment 302 207 (68.5%) 262 (87%) 272 (90%) 270 (89%) Cochrane Castle 189 103 (54%) 98 (52%) 115 (61%) 109 (58%) Fordbank 345 245 (71%) 218 (63%) 194 (56%) 185 (54%) St Anthony’s 302 280 (93%) 286 (94%) 270 (89%) 257 (85%) St David’s 189 81 (43%) 87 (46%) 109 (57%) 104 (55%) St Margaret's 272 165 (61%) 155 (57%) 156 (57%) 147 (54%) Thorn 272 134 (49%) 103 (38%) 90 (33%) 83 (31%) Page 49 of 347
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Johnstone Primary School Estate Outline Business Case 20 OFFICIAL-SENSITIVE School Utilities Hard & Soft FM Teaching Non- Teaching* Other^ Rates Total Auchenlodment £85,022 £247,491 £881,220 £450,653 £7,353 £40,800 £1,712,539 Fordbank £81,499 £1,339,512 £1,394,733 £187,256 £96,000 £3,099,000 St Anthony’s £84,024 £291,433 £1,508,912 £269,934 £74,832 £60,360 £2,294,495 St Margaret’s £30,933 £155,202 £749,005 £667,418 £43,293 £36,000 £1,684,276 Thorn £51,237 £127,568 £744,555 £74,749 £10,888 £25,920 £1,632,586 WJJC £112,838 £2,352,296 £1,320,359 £160,724 £129,600 £4,075,817 *includes ELC where present ^Waste; Grounds Maintenance; Transport; School Crossing Patrollers £14,498,713 Table 5: Overview of Operating Costs School Teaching Non-Teaching Total Cochrane Castle £759,659 £81,960 £841,649 St David’s £560,700 £639,464 £639,464 ELCC 0 £882,879 £882,879 Table 6: WJJC Staff Costs Breakdown Page 50 of 347
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Johnstone Primary School Estate Outline Business Case 21 OFFICIAL-SENSITIVE Primary School No. of Pupils Cost Auchenlodment 0 0 Cochrane Castle 0 0 Fordbank 0 0 St Anthony’s 75 £62,912 St David’s 0 0 St Margaret’s 10 £28,425 Thorn 0 0 Total: 104 £91,337 Table 7: School Transport Costs by School 2.5. Initial Engagement Following presentation of the Strategic Case for Change to E&CS Policy Board in August 2025, officers undertook initial community and stakeholder engagement, outlining the processes involved in identifying opportunities to deliver change. A survey was issued to parents and carers, members of the community, and all school staff at primary schools in Johnstone, inviting views around current school provision, including school condition, location of facilities and what stakeholders feel should be important to the Council in progressing future school investment. Analysis of responses from parents, carers and the wider community identified the following key themes and discussion points: • Building Maintenance and Facilities – The need for modern, well maintained school building and improved sports infrastructure. • Playground and Outdoor Spaces – An emphasis on the importance of well- maintained playgrounds and outdoor learning spaces that encourage physical activity and wellbeing. Page 51 of 347
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Johnstone Primary School Estate Outline Business Case 22 OFFICIAL-SENSITIVE • Accessibility and Inclusivity – The importance of inclusive environments that support children with additional needs and ensure accessibility for all. • Safety and Traffic Concerns – Safety during school drop-off and pick-up, especially regarding traffic congestion and unsafe parking near schools. Responses from school staff highlighted recommendations based on similar themes: • Invest in modernising outdated buildings and facilities • Improve outdoor learning and play areas with better drainage and equipment • Ensure adequate breakout spaces and sensory room for pupils with additional needs • Enhance heating, ventilation and lighting systems • Provide secure and accessible drop-off/pick-up zones • Engage staff and community in future planning and design decisions Both parents and staff identified strong appreciation for the modern, bright, and accessible facilities at Fordbank PS and St Anthony’s PS, reinforcing a clear link between building quality and positive user experience. Across the estate, stakeholders consistently emphasised the need for improved outdoor provision, including resurfaced playgrounds, safer active travel routes, better sports facilities, and sheltered all weather learning spaces. Families also stressed the importance of inclusive environments, highlighting a growing need for sensory spaces, regulation areas, and dedicated support provision for neurodivergent and ASN pupils. Staff reinforced this, calling for well-designed classroom layouts (avoiding open plan), breakout spaces, and modernised infrastructure to support learning, wellbeing, and behaviour regulation. 2.6. Scope and Service Requirements The scope of this proposal for change is to configure primary school provision in Johnstone in line with the strategic objectives set out and agreed in the Strategic Case for Change and informed by an understanding of the operating context at each primary school. Potential routes forward were set out in an interim update to E&CS Policy Board in October 2025, based on the broad range of options outlined in the Economic Case, below. The potential routes are summarised here: Page 52 of 347
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Johnstone Primary School Estate Outline Business Case 23 OFFICIAL-SENSITIVE Route 1 Route 2 Route 3 Route 4 Do nothing – continue to operate primary schools in Johnstone as they currently are Retrofit/Refurbish Auchenlodment, St Margaret’s and Thorn primary schools Rebuild Auchenlodment, St Margaret’s and Thorn primary schools on their current sites ‘Masterplan’ redesign of the primary school estate in Johnstone, reducing the number of schools in the estate, merge catchments to better use existing quality facilities, consider provision of a new combined school Table 8: Potential Routes Forward Page 53 of 347
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Johnstone Primary School Estate Outline Business Case 24 OFFICIAL-SENSITIVE 3. ECONOMIC CASE 3.1. Potential Routes Forward Each of the routes forward has now been subject to an assessment process to identify their broad advantages and disadvantages, to better assess the overall merits of each option. This process allows for the identification of recommended viable routes to be progressed in more detail to establish a long list of options to be considered. In the case of Johnstone Primaries, the analysis outlined below identifies there is only a single recommended viable route forward from which a long list of potential options has been identified. The recommended route forward is: Route 4: Masterplan redesign of the Primary School Estate in Johnstone The routes forward are examined in detail below. Route 1: Do nothing Continue to operate all primary schools in Johnstone as they currently are with minimal wind and watertight investment. 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 • Lower capital outlay required, albeit significant future capital outlay will still be required on building maintenance to secure long term wind and watertight condition, and to support net zero transition, none of which would support 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 Page 54 of 347
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Johnstone Primary School Estate Outline Business Case 25 OFFICIAL-SENSITIVE 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 which will have limited long term life given their age. In addition, further investment would be required to support long term net zero ambitions. • 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 underutilised, with significant financial outgoings associated with the ongoing operation of these schools. Conclusions: This option would bring no benefit to the school or wider community and would not serve to improve the education experience of anyone involved and is likely to provide poor long term value for money given the age and condition of the existing school. 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. With the disadvantages outlined above, this is not considered a viable option and will be discounted as a route forward. Route 2: Retrofit Priority Schools in Johnstone 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 improvements in energy consumption. • Will allow buildings to be fully reconsidered to improve both condition and suitability. Page 55 of 347
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Johnstone Primary School Estate Outline Business Case 26 OFFICIAL-SENSITIVE Value for Money • Subject to detailed costing it may involve a lower capital outlay, although this would require detailed analysis particularly given the dual costs of normal wholescale refurbishment coupled with net zero retrofit requirements. • Greater operational efficiency 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, please note that the site is severely constrained, with little usable outdoor space; school would not be built to its current size and extent if planned now. Value for Money • A net zero retrofit is a complex and demanding project requiring careful planning and execution. although initial capital costs may be less in comparison to an equivalent new-build, the costs will still be significant and the overall remaining life of a refurbished building is likely to be less than a new build placing a level of constraint on the long term value for money assessment. 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 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: 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 the challenges around under capacity in the wider Johnstone school estate, and would present a missed opportunity to deliver long term improvement in the learning estate for the community. Additionally, although there may be the potential for a degree of short term affordability benefits, there is significant uncertainty as to whether it would necessarily provide long term value for money and it would also be highly disruptive to the school existing school community during the construction period. Page 56 of 347
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Johnstone Primary School Estate Outline Business Case 27 OFFICIAL-SENSITIVE 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. On this overall basis, this option should not be considered as a viable route forward. Route 3: New Build Schools for all identified Priority Schools Rebuild Thorn, Auchenlodment and St Margaret’s primary schools on their current sites, to an appropriate 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 • This would deliver a new schools built to modern educational and building standards, of a size that allows for optimal occupancy and deliver assets with the longest potential operational life. • It would directly contribute towards net zero ambitions through provision of new schools built to NZPBS standard or better. Value for Money • Creation of buildings with modern heating and power systems will greatly improve operational efficiency and new build provides the opportunity to secure learning facilities with the maximum future life to support long term value for money benefits. 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 Page 57 of 347
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Johnstone Primary School Estate Outline Business Case 28 OFFICIAL-SENSITIVE 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. 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 occupancy levels, with continued 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. This route would require new schools to be very small which will not provide 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. This option should not be considered as a viable route forward. Route 4: Masterplan redesign of the Primary School Estate in Johnstone Page 58 of 347
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Johnstone Primary School Estate Outline Business Case 29 OFFICIAL-SENSITIVE 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 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. • Greater operational efficiency from a more energy efficient building of a size that allows for optimal occupancy Affordability • Appropriate levels of capital spend required through the provision of a whole area master planned new build option, 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 Page 59 of 347
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Johnstone Primary School Estate Outline Business Case 30 OFFICIAL-SENSITIVE 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 the preferred route forward. 3.2. Preferred Route Forward A qualitative assessment of the potential routes has provided commentary on their practicality, adaptability and desirability, aligned to the critical success factors outlined in the Strategic Case for Change. This identified those that do not offer a viable means of delivering the required change and confirmed a preferred way forward for the project: Route 4: Masterplan Redesign of the Primary School Estate in Johnstone Page 60 of 347
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Johnstone Primary School Estate Outline Business Case 31 OFFICIAL-SENSITIVE Address the overprovision of primary school places in Johnstone and the requirements of the 3 priority schools of Thorn, Auchenlodment, and St Margaret’s, by: • Making best use of capacity of existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • Considering the location of any new build school facility that would look to combine more than one existing school on the same site • Considering the most appropriate catchment area configurations to support efficiency and capacity. This route forward was recommended and agreed following an update to the ECSPB in October 2025. One of the objectives of the Learning Estate Strategy is to have Renfrewshire schools, where possible, operating at between 80-95% of capacity. As noted in the assessment of the option to retrofit all priority schools, this would not address capacity and would leave the same number of schools in the town in very close proximity operating significantly under capacity and would require vast capital outlay. The question can therefore be asked as to why the option to rebuild all priority schools as new, smaller schools, is not viable. The reason for this is that by building schools to a smaller size to match projected future rolls, which are largely expected to continue to drop, and have these schools working to ‘optimal capacity’ the size of schools would require to be very small. In some cases, smaller than a single stream primary school (i.e. a school with a single P1-P7 class, per year). To be working efficiently against capacity in this scenario, schools would need to be built with classes working in combined year groups in the same classroom. This would be a significant limiting factor for schools in such a tight urban setting. By way of an example, Thorn Primary School projected school roll is expected to drop as low as 82 pupils. A new build school for less than 100 pupils in a populated core town of Renfrewshire, costing multiple millions of pounds, could not be justified as best value considering there are currently 7 primary schools operating in the area. This confirms that there is a compelling case to focus attention on options within Route 4 – Masterplan redesign of the primary estate in Johnstone. Page 61 of 347
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Johnstone Primary School Estate Outline Business Case 32 OFFICIAL-SENSITIVE 3.3. Exploring Issues with the Johnstone Estate and Possible Solutions When redesigning the Johnstone Primary Estate, it is essential to consider the following elements holistically, as any change to school building condition, locations, catchments and pupil rolls may have an impact elsewhere: • Making best use of capacity at existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • Considering the location of any new build school facility that would look to combine more than one existing school on the same site • Considering the most appropriate catchment area configurations to support efficiency and capacity. Current School Estate To address the issues facing the Johnstone school estate and identify options from the preferred route forward, it is important to consider the current location and makeup of the primary schools in Johnstone. Of the six primary school buildings in Johnstone, highlighted on the map below, it can be seen that the existing modern and high quality school buildings are clustered to the centre/south-west of the town. These comprise of 2 non-denominational, and 2 denominational schools - St Anthony’s and St David’s primary schools, and Cochrane Castle and Fordbank. Cochrane Castle and St David’s Primaries share the modern West Johnstone Joint Campus. The three priority school buildings, identified through the Learning Estate Strategy all lie to the north and east of Johnstone - Auchenlodment, Thorn and St Margaret’s. This strongly indicates that any new build facility should be located to the north or east of the town to address the need for a modern facility in this area of Johnstone and avoid over concentration of the majority of primary schools to the south and west of the town. Page 62 of 347
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Johnstone Primary School Estate Outline Business Case 33 OFFICIAL-SENSITIVE Map 1:Existing School Locations The second factor to consider is the current catchment areas of primary schools in Johnstone which is detailed below: Non-Denominational Catchment Areas The maps below show the current catchment areas and concentration of those who attend both Auchenlodment and Thorn Primaries in relation to the location of the schools. Current high quality school building School building on priority list Page 63 of 347
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Johnstone Primary School Estate Outline Business Case 34 OFFICIAL-SENSITIVE Map 2: Pupil concentrations - Thorn Primary School Map 3: Pupil concentrations - Auchenlodment Primary School Page 64 of 347
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Johnstone Primary School Estate Outline Business Case 35 OFFICIAL-SENSITIVE The maps illustrate that the catchments of Thorn and Auchenlodment Primary Schools are adjoining, with the majority of pupil draw residing within the catchment areas. Both schools are at the eastern extremity of Johnstone, supporting the proposal that any potential new school facility to replace these priority schools should be located within the current catchment area. Denominational Catchment Areas The map below shows the current catchment area for St Margaret’s Primary, and the concentration of pupils who attend the school. Map 4: Pupil concentrations – St Margaret’s Primary School In line with the majority of denominational schools in the authority, the catchment area serves a wide geographical area. St Margaret’s catchment is particularly large as it includes a rural area with fewer residences. However, as illustrated in Map 4, above, the majority of the pupil draw for St Margaret’s, whilst towards the centre and east of the town, is adjacent to the St David’s catchment area and close to St David’s primary itself. Page 65 of 347
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Johnstone Primary School Estate Outline Business Case 36 OFFICIAL-SENSITIVE Reflecting that the centre and south-west of Johnstone is already served by four modern, high quality schools, and none of the priority schools to be addressed through investment are in this area, it would not be considered appropriate for any option of a further new build facility to be located in this geographical area of the town. Therefore, it is recommended that any new build school to be constructed as part of the route forward, should serve the north and east of the town. This approach will also better serve the wider Johnstone community by avoiding an over concentration of school buildings, which are core community assets, in the centre or southwest of the town. Taking account of these factors, this presents two possibilities for the new build element of this masterplan route forward : a) A single new build joint campus for denominational and non-denominational provision for the catchments of St Margaret’s, Thorn, and Auchenlodment primary schools, clearly distinguishing the different non-denominational/denominational schools with their own identity (on a site to be determined) b) A single new build non-denominational school for Thorn and Auchenlodment Primary School catchment areas, on a site to be determined (see section 3.6) Considering a) above, moving St Margaret’s catchment to a new build joint campus school would not address the overarching principles; of making best use of current existing modern, high quality schools. At present the St Margarets catchment area borders other denominational primary schools housed in high quality modern facilities, which are currently operating significantly below capacity. Therefore, it is recommended to further investigate options for a single new build non- denominational school for Thorn and Auchenlodment Primary School catchment areas only. This recommendation addresses the issue of the non-denominational Thorn and Auchenlodment buildings. In this context, St Margarets remains a high priority school that requires attention. However, analysis clearly demonstrates this priority can be addressed without the need for provision of a new or refurbished building given the St Margaret’s catchment borders that of St David’s, located at the West Johnstone Joint (WJJC) campus. Page 66 of 347
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Johnstone Primary School Estate Outline Business Case 37 OFFICIAL-SENSITIVE St David’s is a high quality modern teaching environment however it is operating at only 43% of capacity. To address the issue of undercapacity at St Davids and the WJJC as a whole, it is possible to merge St Margaret’s Primary with St David’s Primary at the West Johnstone Joint Campus, making better use of the high quality WJJC. The section of the WJJC currently occupied by St Davids Primary is not sufficient to accommodate both St Davids and St Margarets pupils together. The required capacity can however be achieved by moving the non-denominational cohort of Cochrane Castle out of the WJJC, allowing the WJJC to become a single denominational primary housing both St Margarets and St Davids Cohorts. This is the only denominational primary school building that is of high quality, with an adjoining catchment that can accommodate the St Margarets cohort. St Anthony’s Primary school building is condition A and is not on the priority list. The school has a capacity of 302 and with 280 pupils it is currently at 93% capacity. Projections show the school roll is expected to drop slightly in the next decade; however, capacity is projected to remain at above 85%. There is therefore no additional capacity that would allow any future relocation or merger within this existing facility. Another of the town’s newer, high quality schools, Fordbank Primary, in the southwest of Johnstone is currently operating at 70% of capacity, with this expected to drop to 56% by 2033-34. Given the very close proximity (0.7 mile) between Fordbank and Cochrane Castle (WJJC), and to make better use of the Fordbank school, it is recommended to merge Cochrane Castle with Fordbank primary housing both cohorts at the existing Fordbank Primary School Building. This has the added benefit of releasing space at the West Johnstone Joint Campus to accommodate a single denominational primary (as described above) and also leave additional space for further flexible use. Summary of analysis Based on this analysis of school locations, catchments, rolls and condition, officers from Education and Children’s Services and Technical Services, have concluded that the following 3 options should be explored in order to progress the masterplan reconfiguration of the Johnstone Learning Estate. These are: 1. Merge Auchenlodment and Thorn at a new-build or modernised site (to be agreed), and merge catchments. Page 67 of 347
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Johnstone Primary School Estate Outline Business Case 38 OFFICIAL-SENSITIVE 2. Merge Cochrane Castle and Fordbank, at the current Fordbank Primary School site, and merge catchments. 3. Merge St Margaret’s and St David’s at the West Johnstone Joint Campus, creating a single denominational school building, and merge catchments. The following section looks at each option in more detail. 3.4. Masterplan Redesign of Johnstone Learning Estate 3.4.1. Merge Thorn and Auchenlodment at a new build or modernised site (to be agreed), and merge catchments Both Auchenlodment and Thorn Primary Schools have been identified as part of the prioritisation list in the Learning Estate Strategy as both buildings are not viable in their current form for the future of education provision. A rationale has been provided as part of the assessment of the potential routes forward for why it is not appropriate to consider constructing two new replacement schools for these catchments. This option proposes to bring together both school catchments and merge the existing schools into a single non-denominational school. The key consideration as part of this option, is the size and location of the school to be constructed. Potential locations are set out with full analysis in following sections. To inform the potential size of the single school, the following information has been considered. Table 9: Auchenlodment and Thorn capacity and roll School Current Capacity Current Roll Projected Roll 2029/30* Projected Roll 2033/34* Projected Roll 2037/38* Auchenlodment 302 207 (68.5%) 262 (87%) 272 (90%) 270 (89%) Thorn 272 134 (49%) 103 (38%) 90 (33%) 83 (31%) Combined Totals 574 341 (59%) 365 (63% 362 (63%) 353 (61%) Page 68 of 347
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Johnstone Primary School Estate Outline Business Case 39 OFFICIAL-SENSITIVE The above information demonstrates that whilst the Auchenlodment school population is expected to grow reflecting the latest housing construction data that has been included, the overall picture for non-denominational school places in the east of the town of Johnstone between Thorn and Auchenlodment, is expected to continue to operate significantly below optimal capacity. It should also be recognised that currently there are over 40 pupils who attend Auchenlodment from out with the catchment through a placing request. Future projection figures take into account the same volume of placing requests continuing to be received for this school which contributes to a rising school roll. Whilst parental choice exists for placing a child in a school where a space exists, school planning, and admissions policies exist to protect this, where prioritisation should be given to those who live in the catchment. It is also widely recognised that schools should be built based on the most efficient size and scale to serve its defined catchment, and schools should not be built to an unnecessary oversized scale to accommodate historic placing request patterns. Analysis of current primary school makeup of the town of Johnstone illustrates, where schools are oversized for demand, this creates anomalies in catchment school attendance where over 30% of children do not attend their catchment school. In the instance above, when considering the size and scale of the new build non- denominational school for Johnstone, a definitive size will not be agreed until later stages of project design and agreement. However, for the purpose of site selection, and provisional analysis, all assumptions will be based on the following: • A ‘2-stream’ primary school which means a school that has two classes per year stage (i.e. P1a, P1b, P2a, P2b etc.) • An early years provision of at least the scale of the current provision in Auchenlodment Primary School. • Additional space to support community use, of which the use will be defined through project development and engagement. Based on this information and provisional ‘2-stream’ primary school scope, this would equate to 434 pupil places. This metric will be fully agreed as the project develops, as this would suggest circa 80 places in excess of the projected demand. Equally, it is fully recognised that contingency and flexibility are core elements of school planning, and the final size of the school development will be defined at a later stage. Page 69 of 347
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Johnstone Primary School Estate Outline Business Case 40 OFFICIAL-SENSITIVE 3.4.2. Merge Cochrane Castle and Fordbank located at the current Fordbank Primary School site, and merge catchments The second aspect of the masterplan reconfiguration promotes Cochrane Castle Primary School catchment merging with the Fordbank Primary School catchment. Fordbank and Cochrane Castle are existing non-denominational schools and ‘gate to gate’, each school sits in very close proximity at approximately 0.7 miles from each other. The catchment areas border each other and are illustrated below: Map 5: Fordbank and Cochrane Castle Catchments Page 70 of 347
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Johnstone Primary School Estate Outline Business Case 41 OFFICIAL-SENSITIVE In considering the relocation of Cochrane Castle pupils, to Fordbank, current pupil residences were considered, as illustrated below. A significant portion of the school population resides in close proximity to Fordbank, and the distance between each school is largely insignificant in terms of distance compared to pupil residences: Map 6: Pupil concentrations – Cochrane Castle Should catchment areas be merged, relocating Cochrane Castle to Fordbank, a revised catchment area would be required, as illustrated below, with the dashed line representing the current boundary between school catchments. Page 71 of 347
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Johnstone Primary School Estate Outline Business Case 42 OFFICIAL-SENSITIVE Map 7: Meged catchment for Fordbank and Cochrane Castle Whilst proximity of schools and catchment areas is shown to be supportive of this proposed change, the most important factor thereafter is the size and scale of the revised Fordbank Primary school roll by accommodating Cochrane Castle school catchment. The following table indicates the forecasted pupil projections for both schools, and their combined total: Table 10: Cochrane Castle Fordbank capacity and roll School Current Capacity Current Roll Projected Roll 2029/30* Projected Roll 2033/34* Projected Roll 2037/38* Cochrane Castle 189 103 98 115 109 Fordbank 345 245 218 194 185 Combined Totals 345 348 (100%) 316 (91%) 309 (89%) 294 (85%) Page 72 of 347
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Johnstone Primary School Estate Outline Business Case 43 OFFICIAL-SENSITIVE This information shows that currently, combining both schools with no intervention, Fordbank would be at, or slightly in excess of 100% capacity based on the current school rolls. There are however multiple factors that would support this move, as follows: • The timing of any change would be subject to full statutory consultation and conclusion of the business case process, meaning no change will take place imminently. As time progresses, the school roll of both schools is expected to drop which would help facilitate any change and as demonstrated above, the projected roll suggests that the over the next 5-10 years the school capacity will move towards the optimal 85% position. • Catchment areas would be fully reviewed and proposed as part of the next stage (Full Business Case) and it could be possible to make minor adjustments to the catchment boundary that sits on the eastern edge of the town, prior to any proposal of it becoming the catchment of the new non-denominational primary school (currently Thorn and Auchenlodment Primary School). A section of this catchment area could be repurposed to be part of the new build school catchment, creating a better and more efficient balance between both schools, and reducing the demand on Fordbank. • Currently Fordbank Primary School capacity does not account for three full size class bases that accommodate a Flexible Learning Resource (FLR) for pupils with additional support needs. It would be possible to relocate this provision to the West Johnstone Joint Campus, which, as analysis shows, would have adequate surplus capacity even when considering the proposed merging of both denominational schools (St Margaret’s and St David’s). These factors will be fully explored as the business case process continues, however they highlight that multiple avenues of flexibility exist to support this proposal, and it is a viable masterplan option. 3.4.3. Merge St Margaret’s and St David’s, located at the West Johnstone Joint Campus, and merge catchments. The third aspect of the masterplan reconfiguration would follow on the merging of Cochrane Castle Primary School catchment with Fordbank Primary School, allowing West Johnstone Joint Campus, which houses St David’s Primary School, to become a single denominational school. This would subsequently allow the catchment of St Page 73 of 347
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Johnstone Primary School Estate Outline Business Case 44 OFFICIAL-SENSITIVE Margaret’s to merge with St David’s and be placed at the current St David’s Primary School building. St Margaret’s and St David’s are existing denominational schools and again are in very close proximity to each other. ‘Gate to gate’, each school sits approximately 0.6 miles apart . The current catchment areas border each other and are illustrated below: Map 8: St Margarets and St Davids Catchment areas In considering the relocation of St Margaret’s pupils to St David’s, the current pupil draw for St Margaret’s Primary School has been considered, shown below. The proximity of the schools is marked. Given the location of pupil residences, this change would not impact the vast majority of pupils. Additionally, a significant portion of pupils who attend St Margaret’s do not live within the catchment of the school, living within the St David’s or St Anthony’s catchment areas. Page 74 of 347
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Johnstone Primary School Estate Outline Business Case 45 OFFICIAL-SENSITIVE Map 9: St Margaret’s catchment area Should a merged catchment be progressed, to relocate St Margaret’s, a revised catchment area for St David’s Primary School would be required, which would look as follows, with the dashed line representing the current boundary of catchment between schools, that would be removed: Map 10: Merged catchment St Margaret’s and St David’s Page 75 of 347
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Johnstone Primary School Estate Outline Business Case 46 OFFICIAL-SENSITIVE Whilst proximity of schools and catchment areas is shown to be supportive of this proposed change, the most important factor thereafter is the size and scale of the revised St David’s Primary school roll in accommodating St Margaret’s school catchment. The following figures represent the forecasted pupil projections of both schools, and what these would look like combined: Table 11: St Davids and St Margarets capacity and roll The above information shows that, should Cochrane relocate to Fordbank Primary School, the remaining capacity at West Johnstone Joint Campus would double to 378. These figures indicate that St Margaret’s could be comfortably merged with St David’s today and still be significantly under current capacity. This additional space also offers further flexibility in the overall masterplan consideration. As noted in Fordbank appraisal above, it would be possible to relocate the existing FLR resource from Fordbank to St David’s, to utilise excess space, and support accommodating Cochrane Castle to Fordbank. Additionally, a move of the FLR to the WJJC would allow for an expansion of the FLR resource to meet any increase in demand. 3.5. Early Years Provision Whilst this Outline Business Case focuses on primary school provision across the Johnstone area catchments, it is acknowledged that any proposed changes to the existing Primary School learning estate will have an impact on the Early Years provision across the catchment. This will be of particular significance where provision forms part School Current Capacity Current Roll Projected Roll 2029/30* Projected Roll 2033/34* Projected Roll 2037/38* St David’s 189 81 87 109 104 St Margaret's N/A 165 155 156 147 Combined Totals 189 + 189 of vacant Cochrane Castle capacity = 378 246 (65%) 242 (64%) 265 (70%) 251 (66%) Page 76 of 347
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Johnstone Primary School Estate Outline Business Case 47 OFFICIAL-SENSITIVE of existing primary school sites which are listed as priority schools for investment. In this case the existing St Margarets and Auchenlodment Primary Schools have dedicated Early Years facilities on site. The impacts on Early Years provision across the Johnstone area will be considered in full at the Full Business Case Stage for the Johnstone Primary Schools. This will ensure that provision of Early Years facilities remains consistent and appropriate whilst delivering the aspirational outcomes of the Council’s learning estate strategy, creating the best learning environments and facilities possible for both the Primary Schools and Early Years provision across the Estate. The above measures will be fully explored as the business case process continues, however it confirms that it is a viable masterplan proposal. 3.6. Site Assessment Criteria – Replacing Auchenlodment & Thorn Primaries The preferred route forward indicates that viable options are dependent on identification of a suitable site for the creation of a new school building for Auchenlodment and Thorn. To identify potentially viable sites, a list of site assessment criteria has been derived by considering core legislative, policy, and technical considerations. A long list of potential site options has been assessed to identify sites that present potential viability and warrant further investigation and feasibility assessment. Note that this stage of the process is a broad pass / fail assessment of long list options for viability purposes and is not a weighted scored assessment. A more detailed assessment approach of this nature will form part of the next stage of the business case process. The assessment criteria utilised are as follows: Ownership Sites wholly within the ownership of Renfrewshire Council will be prioritised over those owned by others recognising this provides greater certainty of site deliverability. Consideration will be given to brown field sites where remediation and use will be of benefit to the community, or where sites can provide for the retention and or improvement of community facilities, amenities or green spaces. Site size/area Sites will be assessed against the median area requirements set out in BB103 as sufficient for a school of the following size and description: Page 77 of 347
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Johnstone Primary School Estate Outline Business Case 48 OFFICIAL-SENSITIVE a) Accommodate a primary school of 434 pupils + early years facility and additional community space, equating to 18,973m2 Active Travel A review of sites in relation to their potential to support Active Travel, proximity to public transport, road networks, cycling and walking routes; the potential for increased pupil transport requirements. Planning Sites will be assessed against current local & national planning policies and current land area designation. Placemaking Consideration will be given to potential for place making benefits, such as community and green public spaces. Areas will be assessed for their context within and connection to the local community and how strategic use of the site could bring wider, long-term benefits to the area. Flood Risk Sites will be assessed in line the guidance set out in Policy 22 of the NPF4. Flood risk potential is common and significant across the Renfrewshire estate and dependent on the scale of risk, will not necessarily result in the rejection of a site. The level of risk and site history, along with the impact of remediation and flood protection will all be considered in the assessment of the site. An assessment of site topography will examine factors that may affect the efficient use of the site, including shape, gradients across and adjoining the site, features such as water ways, culverts & previous uses. Previous industrial use may bring issues of ground contamination or existing buildings that need to be factored into site remediation. Budget Budget considerations will principally be concerned with highlighting potential additional costs for abnormal site issues. For example, construction on brown-field sites requiring ground remediation works for ground contaminations. Projects in green or rural areas incurring additional costs associated with installing utilities, and the construction or upgrade of local road and pedestrian routes. Commentary Any additionally significant issues that require consideration, such as location within the catchment area. Table 12: Site Assessment Criteria The following 11 sites were identified as being within Council ownership and located in Johnstone. The sites were considered against the criteria and the requirements for change. A desktop assessment was completed for each site, which has concluded that there are 3 options that have strong viability potential and are appropriate for further Page 78 of 347
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Johnstone Primary School Estate Outline Business Case 49 OFFICIAL-SENSITIVE detailed examination and assessment at the next stage. A high level overview of all 11 sites is outlined below. This represents the longlist of site options to deliver the project. Whilst the detail included in this business case has shown that it is not viable to consider sites for a new build primary school to the centre or southwest of Johnstone, a comprehensive exercise has been conducted across the breadth of Johnstone, including sites that ultimately are not appropriate due to their location in the town. Whilst these sites have been assessed, and the findings are presented below; they will not be supported as viable options to proceed with. Additionally, an exercise was also conducted to analyse areas of land in private ownership in the town, to determine their potential viability to develop a new primary school. It was concluded that there is no additional land in private ownership that offers a better option than those sites in Council ownership and was therefore not progressed any further. Page 79 of 347
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Johnstone Primary School Estate Outline Business Case 50 OFFICIAL-SENSITIVE 3.7. Site Options Assessment 11 sites within Council ownership have been identified and assessed. The location of the sites is shown on the map below. A full assessment of all 11 sites then follows. Map 11: Site Options Page 80 of 347
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Johnstone Primary School Estate Outline Business Case 62 OFFICIAL-SENSITIVE Site Summary Site No Site Name Strategy (New build/Retrofit) Recommended to take forward to FBC Rationale 1 Existing Auchenlodment Primary School Site, New Build/ Extend & Retrofit Yes The site benefits from being the established focal point for the local community, providing primary school teaching, as well as nursery and after school care. The heavy grading across the site raises design challenges that may compromise design options; however, the overall site area can accommodate this development through careful design consideration. As this school lies in a tight neighbourhood area, particular attention will be required on the views of the local community for the impact this development may have, and what benefits can be brought. 2 Existing Johnstone High School Site New Build No This site is located out with the catchment areas of Thorn and Auchenlodment primaries and is therefore considered unsuitable as part of the wider estate masterplan and reconfigured catchments. This Site is not recommended for further consideration at FBC 3 Existing St Margaret’s Primary School Site, Extend / Renovate / New Build No The existing site is significantly undersized to accommodate a modern primary school under BB103. Although a two-story design or refurbishment of the existing school may improve the condition Page 92 of 347
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Johnstone Primary School Estate Outline Business Case 63 OFFICIAL-SENSITIVE or sufficiency of the school, the external area is insufficient to accommodate external learning, social and sports spaces that are standard in education provision. This option is not recommended for further consideration at FBC Stage 4 Existing Thorn Primary School Site New Build Yes The central location of the site within its catchment helps to promote active travel, however the access point to the site requires improvement. The triangular shape of the site places design challenges to the development of an optimised design. Development of the site will likely require compromise on the scale of external learning, social and sports spaces. 5 Former primary school site & housing disposal site, Beith Road – Greenend Avenue, Johnstone New Build No This site is located out with the catchment areas of Thorn and Auchenlodment primaries and is therefore considered unsuitable as part of the wider estate masterplan and reconfigured catchments. This Site is not recommended for further consideration at FBC 6 Beith Road Playing Fields, Johnstone New Build No This site is located out with the catchment areas of Thorn and Auchenlodment primaries and is therefore considered unsuitable as part of the wider estate masterplan and reconfigured catchments. This Site is not recommended for further consideration at FBC Page 93 of 347
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Johnstone Primary School Estate Outline Business Case 64 OFFICIAL-SENSITIVE 7 Sites at Spateston Road / Hallhill Road, Johnstone New Build No This site is located out with the catchment areas of Thorn and Auchenlodment primaries and is therefore considered unsuitable as part of the wider estate masterplan and reconfigured catchments. This Site is not recommended for further consideration at FBC 8 King George V Playing Fields, Miller Street, Johnstone New Build No There is significant flood risk at the proposed site which would require major engineering works to ensure that both the land and buildings are sufficiently protected from flood risks - The cost of such measures is considered prohibitive compared to alternative options. This Site is not recommended for further consideration at FBC 9 Poplar Avenue Playground, Johnstone New Build Yes The site is well placed centrally within the Johnstone Castle community and sits between the current Thorn and Auchenlodment schools. It has a high level of permeability that would support active travel routes. However, additional works, interventions may be required to improve safe pupil routes particularly where pupils need to cross Beith Road. Although there is a gradient across the site it is not significant and should not compromise design development. Although a change of use in the site would be a direct loss of amenity for the local community this could be offset by the incorporation of shared space in the development of a proposal. There is a high prevalence of on street Page 94 of 347
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Johnstone Primary School Estate Outline Business Case 65 OFFICIAL-SENSITIVE parking which may need assessment, monitoring and additional controls during a construction phase. 10 Tannahill Playground, Tannahill Crescent, Johnstone New Build No This site is located out with the catchment areas of Thorn and Auchenlodment primaries and is therefore considered unsuitable as part of the wider estate masterplan and reconfigured catchments. This Site is not recommended for further consideration at FBC 11 Thomas Shanks Park, Johnstone New Build No This site is located out with the catchment areas of Thorn and Auchenlodment primaries and is therefore considered unsuitable as part of the wider estate masterplan and reconfigured catchments. This Site is not recommended for further consideration at FBC Table 13: site assessment summary Any site which is recommended for further investigation as a viable option will be subject to thorough legal checks around ownership to ensure a full understanding of any constraints on development and its likely impact. Should any site require legal processes to amend land designation this would be fully considered at the next stage of assessment and reflected in project timelines where necessary. Page 95 of 347
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66 OFFICIAL-SENSITIVE 3.8. Shortlisted Options for new Thorn / Auchenlodment Based on the assessments, the following options can be deemed potentially viable locations for a new build school merging Thorn and Auchenlodment. Option 01 Extend and refurbish the Existing Auchenlodment at Site 01 - Existing Auchenlodment Primary School, Aspen Place, Johnstone Option 02 New Build at Site 01 - Existing Auchenlodment Primary School, Aspen Place, Johnstone Option 03 New Build at Site 04 - Existing Thorn Primary School, Thorn Brae, Johnstone Option 04 New Build at Site 09 - Poplar Avenue Playground, Johnstone Table 14: Options Shortlist It is recommended that these options are taken forward to the next stage of assessment at Full Business Case, to be considered as part of extensive engagement, and further technical and cost analysis. Of the four options above, two are variations of the same site, resulting in a shortlist of three sites. These three shortlisted sites are shown in Map 12, below: Page 96 of 347
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Johnstone Primary School Estate Outline Business Case 67 OFFICIAL-SENSITIVE Map 12: Shortlisted Sites Any site which is recommended for further investigation as a viable option will be subject to thorough legal checks around ownership to ensure a full understanding of any constraints on development and its likely impact. Should any site require legal processes to amend land designation this would be fully considered at the next stage of assessment and reflected in project timelines where appropriate. 3.9. Indicative Costs The indicative costs are based on preliminary information and should be considered a framework from which detailed cost plans can be developed. The indicative costs have been built from high level information, benchmarking from various sources including the Scottish Futures Trust (SFT) funding metric, cost information from current Renfrewshire Council education construction projects, costs from other Council’s similar school projects and adjusting the costings where specific knowledge has been gained from the desktop assessment of the site options. The BCIS cost indices have also been used to calculate inflation up to the end of the anticipated construction period. Page 97 of 347
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Johnstone Primary School Estate Outline Business Case 68 OFFICIAL-SENSITIVE In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicate what is assumed as included in the costs and what is excluded at this stage. To project an estimated cost for inflation purposes, the construction cost has been based on an assumed construction commencement date of 2030. All figures should be noted as exclusive of VAT. Key assumptions and exclusions were used in compiling the indicative costs in the absence of any design commencing. This approach recognises that whilst a range of cost estimates have been presented, these remain volatile, subject to external factors and site specific detail that will become clearer as sites are investigated, and options further explored at the next stage. It is important to highlight as part of this process, that no budget will be requested or crystalised until further work has been undertaken into the validation of each option, and a recommendation is made thereafter at the conclusion of the Full Business Case. As shown previously in Table 3, the indicative costs are as follows: Page 98 of 347
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Johnstone Primary School Estate Outline Business Case 69 OFFICIAL-SENSITIVE Cost scenario Range Retrofit Auchenlodment and extend, for 434 pupils and early- years facility matching current provision. £35 - £45m Build a 2 stream primary for 434 pupils, and early-years facility that matches current provision £25 - £45m 3.10. Transport Considerations Renfrewshire Council policy states that primary school pupils who live more than one mile away from their catchment school by the shortest safe walking route, are eligible for home to school transport. The following tables shows current rates of eligibility for school transport on the basis of the options proposed in the OBC, for the existing school sites and the potential new sites outlined above. 3.10.1. Merged Thorn and Auchenlodment Based on pupil census data for 2025/6, of the pupils who reside within the catchment and attend the catchment school, no pupils are eligible for school transport for either Auchenlodment or Thorn Primaries. If the catchments were to merge, based on this data it would change as shown below. This does not take into account the expected roll increase at a new merged school and is based on 2025-26 data for comparison only. Page 99 of 347
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Johnstone Primary School Estate Outline Business Case 70 OFFICIAL-SENSITIVE Current School Site Pupils Eligible Thorn PS 0 Auchenlodment PS 0 Proposed School Site Pupils Eligible New school at site 1 – Auchenlodment 36 New school at site 4 – Thorn 53 New school at site 9 – Poplar Avenue 0 Table 15: Transport eligibility Thorn/Auchenlodment 3.10.2. Merged Cochrane Castle and Fordbank Based on pupil census data for 2025/6, of the pupils who reside within the catchment that attend the catchment school, no pupils are eligible for school transport for either Cochrane Castle or Fordbank Primaries. If the catchments were to merge, based on this data it would change as shown below. This does not take into account the expected roll increase at a new merged school and is based on 2025-6 data for comparison only. Table 16: Transport eligibility Cochrane Castle/Fordbank Current School Site Pupils Eligible Cochrane Castle 0 Fordbank 0 Proposed School Site Pupils Eligible Fordbank, incorporating Cochrane Castle 36 Page 100 of 347
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Johnstone Primary School Estate Outline Business Case 71 OFFICIAL-SENSITIVE 3.10.3. Merged St Margaret’s and St David’s Based on pupil census data for 2025/6, of the pupils who reside within the catchment that attend the catchment school, 10 pupils are eligible for school transport for St Margarets and none for St Davids. If the catchments were to merge, based on this data it would change as shown below. This does not take into account the expected roll variation at a new merged school and is based on 2025-26 data. Current School Site Pupils Eligible St Margaret’s 10 St David’s 0 Proposed School Site Pupils Eligible West Johnstone Joint Campus 57 Table 17: Transport Eligibility St Margaret’s/St David’s Page 101 of 347
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72 OFFICIAL-SENSITIVE 3.11. Timeline and Next Steps Should the recommendations contained in this OBC be approved, officers will commence work to identify and recommend a preferred option for a new building for Auchenlodment and Thorn Primaries. The next steps in that process are to complete a Full Business Case articulating the recommended option by the end of 2026, for presentation and agreement early in 2027. If approved by Council, work would begin on Statutory Consultation to be carried out during 2027. Timescales would be dependent on timing around Local Government elections scheduled for May 2027 and completion of the associated RIBA stages, with the current anticipated timeline showing that construction could commence by 2030. Page 102 of 347
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73 OFFICIAL-SENSITIVE 4. COMMERCIAL CASE 4.1. Approach An overarching procurement strategy will be prepared as the Project develops, and a preferred option for delivery is identified. The strategy will set out the various contracts required to deliver the project including the proposed procurement route, contract objectives, tender methodology and timelines. Pre-market engagement and consultation will be undertaken to ensure a detailed market analysis is completed to test the suitability of the proposed approach to procurement and ensure proposals are attractive and viable for the competitive market. The Project procurement strategy will remain a live document, updated to reflect the outcomes of each stage of the project’s development and responsive to changes in market conditions identified through analysis and ongoing engagement. Bespoke contract strategies will be developed for each requirement detailing the specific requirements and tendering methodology adopted for that contract while aligning with the overall aims and objectives set out in the overarching strategy. 4.2. Service Requirements The project team require external consultants to provide specialist services and works to support the development of the Full Business Case. Services required may include support with space planning, site surveys, intrusive building surveys, legal and planning advisers and cost consultants. The Project team will work with dedicated procurement officers to develop strategies for each contract requirement with consideration to the Council’s standing orders relating to Contracts and principles of best value. 4.3. Project Development Procurement strategy will be developed for the FBC stage that will discuss in detail the most beneficial route to market depending on the proposed final recommendation. Page 103 of 347
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Johnstone Primary School Estate Outline Business Case 74 OFFICIAL-SENSITIVE The procurement process for the detailed design and construction stages of the project is subject to development. The Council is looking at a range of options including framework routes for procurement of consultants and/ or contractors. In the event there are no suitable existing arrangements to use, it is anticipated options will be as follows: • Multi- disciplinary design team (MDDT) procured using Restricted Procedure in accordance with Council’s Standing Orders relating to Contracts and Public Contracts (Scotland) Regulations 2015 as amended. • Construction works contract, likely to follow a Restricted Procedure in accordance with Council’s Standing Orders relating to Contracts and Public Contracts (Scotland) Regulations 2015 as amended. It is likely to be a 2-stage contract model with pre-construction services agreement (PCSA) to allow early contractor involvement followed by award of main works contract once detailed design is complete. • Ad-hoc/specialist consultant support may be required to support the project team. The project team will work with dedicated procurement officers to develop a strategy for each contract with consideration to the Council’s standing orders relating to Contracts and principles of best value. Page 104 of 347
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Johnstone Primary School Estate Outline Business Case 75 OFFICIAL-SENSITIVE 5. FINANCIAL CASE 5.1. Project Funding – Capital Expenditure Until such time that a specific option has been decided to proceed with at the conclusion of the business case process, no formal project exists and therefore no full capital budget exists. The purpose of this business case process is to allow a decision to be made on the best option to commit capital expenditure on, and only at the conclusion of the process will a request be made to Council to commit to the required project budget. This OBC has outlined the current estimated cost to deliver on the agreed route forward, and this estimate will continue to be refined and updated as more detail becomes available at the next stage of assessment. 5.2. Approvals Process To date, work to develop proposals to reconfigure primary school provision in Johnstone has not incurred any external costs, with all spend being incurred on already budgeted internal resources. To take the project forward through to approval of the FBC further costs will be incurred on both internal and external resource. This spend is required to ensure the Council is presented with a robust and tested recommendation with professional advice on the specifics of the option. To conclude and present the FBC for this project, a budget will be required and will be progressed through established budget setting processes. This budget is made up of all internal technical resource costs and all external professional services and consultant appointments required to interrogate and validate the shortlist of options. This cost is made up as follows: • Internal technical management costs to deliver project feasibility, cost management, architectural services and project management • Flood risk assessments • Roads and transportation assessments • Space planner to produce timetabling and demand modelling to develop schedule of accommodation • Civil engineering to conduct ground investigation surveys on shortlist of sites Page 105 of 347
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Johnstone Primary School Estate Outline Business Case 76 OFFICIAL-SENSITIVE • Structural engineer to conduct intrusive survey of existing asset as required Approvals for spending this development budget will be agreed through current project governance to ensure accountability and transparency. 5.3. Revenue Expenditure The new primary school will be owned and operated by Renfrewshire Council. The operating model will align with current arrangements for Renfrewshire Council assets and learning establishments. Potential operating costs for a new school will be further explored as part of the Full Business Case which will be developed throughout 2026. Whole life cost modelling will capture elements of future revenue spend across the expected lifetime of the proposed new school. Operating costs for the current school have been captured and are indicated in the Strategic Case, above. Initial indication shows that the cost of operating a new primary school would be broadly reflective of current operational costs including staffing, and facilities management. It should however be noted that depending on the specific location of the shortlist of options, the cost of school transport could vary, albeit this cannot be seen as a single measure of value in an option. The cost of delivering home to school transport has to be considered in the broader context of the educational and community value that can be derived through the development of a new school. This matter will be explored in more detail at the FBC stage where each of the shortlisted options will be investigated in greater detail for the estimated revenue costs associated with it. When considering the wider context of this business case and the preferred route forward, it is anticipated that significant financial savings can be achieved through the redesign of the Johnstone Primary Learning Estate. This matter will be fully investigated throughout the next stage of the process as part of the Full Business Case. Page 106 of 347
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Johnstone Primary School Estate Outline Business Case 77 OFFICIAL-SENSITIVE 5.4. Indicative Costs The indicative cost information outlined in sections 1.7 and 3.6 was prepared using current market cost information, including Scottish Futures Trust (SFT) benchmark data, cost information associated with current Council education construction projects, and BCIS cost forecast indices to underpin indexing current construction cost metrics to anticipated future construction date. Indicative costs are based on an assumed construction commencement date of 2030 and all costs should be considered as exclusive of VAT. In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicates what is assumed as included in the costs and what is excluded at this stage. The cost range, as shown previously in Table 2, gives a high-level indicative estimate based on a number of key assumptions and exclusions which may be subject to change, given the early stage of the project. These will be further refined as the project develops. Cost scenario Range Retrofit Auchenlodment and extend, for 434 pupils and early-years facility matching current provision. £35 - £45m Build a 2-stream primary for 434 pupils, and early-years facility that matches current provision. £25 - £45m Page 107 of 347
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Johnstone Primary School Estate Outline Business Case 78 OFFICIAL-SENSITIVE The key assumptions and exclusions used in compiling potential costs help ensure full financial transparency. The following are highlighted as examples: Assumptions: • It is assumed that Auchenlodment, St Margaret’s and Thorn shall remain operational while the new primary school construction works are ongoing, apart from the option to rebuild/retrofit on the site of Auchenlodment where a decant allowance has been required. • Estimated costs are based on construction costs at prices (4th Qtr. 2025) • It is assumed services and utility connections are available locally • Inflationary allowances have been made in accordance with current published BCIS Tender Price Indices Exclusions: • Refurbishment works costs to the existing St Margaret’s and Thorn Primary Schools during construction or retrofit works have been excluded • Legal Costs • Planning Conditions • Section 75 Planning works/contributions • Operational costs, Hard FM or Lifecycle/Whole Life costs These potential costs were produced for a new build/retrofit primary school for the provisional scope identified as part of this business case, which is a school of 434 capacity, with early years provision, and a level of additional community use space. 5.5. Financial Risk / Optimism Bias In calculating potential costs, the estimate includes an allocation for risk and uncertainty. For example, it must be acknowledged that cost indications are based on an indicative programme that includes a construction period, commencing in 2030. Where a delay occurs and the programme slips, costs would inevitably change as factors such as inflation are brought to bear. Optimism bias allows for mitigation of any unexpected increases or changes throughout the process but cannot account for all external factors. Page 108 of 347
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Johnstone Primary School Estate Outline Business Case 79 OFFICIAL-SENSITIVE 5.6. Interdependencies As indicated, the project examining the future of Johnstone Primary School Estate is developing concurrently with two other Learning Estate capital projects. All three projects are working to an overall aspirational budget commitment that will continue to be defined and will require Council commitment to secure the required budget at the conclusion of the Full Business Case process. Different requirements, circumstances and context for each project will have a bearing on the final cost requirements and their share of the overall funding available, making them highly dependent on each other. Page 109 of 347
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Johnstone Primary School Estate Outline Business Case 80 OFFICIAL-SENSITIVE 6. MANAGEMENT CASE 6.1. Project Management and Project Governance Overview Currently, Renfrewshire Council is undertaking several capital projects focussed on learning estate improvements, covering both primary and secondary schools. This work has built on existing expertise within the key teams likely to be involved in any project to improve the provision of the Johnstone primary learning estate, giving the Council an experienced pool of resources to draw from. Work is underway within Children’s Services to create a dedicated Learning Estate Programme Team to deliver on the ambition of the Learning Estate Strategy. 6.2. Project Roles Learning Estate projects will be overseen at Chief Officer level by the Director of Children’s Services who acts as the Programme Sponsor for all projects. Senior accountability is assumed by the Head of Education for Strategy and Improvement who takes the position of Senior Responsible Owner (SRO). In common with all Learning Estate projects, delivery of change for the Johnstone Primary School Estate will be led by the Strategic Learning Estate Manager who holds senior accountability of project delivery to the SRO with day-to-day project leadership guiding the project teams through all aspects from inception, through to construction execution and handover. This leadership hierarchy will ensure that projects are successfully delivered upholding quality across project time, cost, and scope, ultimately delivering the intended outcomes and high-quality learning establishments for all. The Strategic Learning Estate Manager will be guided by subject matter experts who will control and resource the programme with the appropriate skillsets, with professional technical management in construction and the built environment coming from the Council’s Technical Services. It is crucial to note however, that whilst leadership roles have been established, appropriate officer level programme governance has been established to ensure that there is no single source of programme decision making. This process ensures accountability and robust decision making with representation covering all key Council services. Page 110 of 347
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Johnstone Primary School Estate Outline Business Case 81 OFFICIAL-SENSITIVE Each project will require bespoke levels of resource depending on the scale and complexity but will follow a consistent approach. A dedicated Programme Manager will lead the overall success and delivery of the programme by implementing and executing full governance and control across all projects, supporting the Strategic Learning Estate Manager. Project management resource will be provided by the Council’s Programme Management Unit to cover business case development, business change processes, and fundamental client-side project management throughout the lifecycle. Technical expertise will be provided by the Councils’ Technical Services who will provide construction project management, contract management, and subject matter expert roles where appropriate through design and delivery. Additional resources will be required for each project with ongoing resource allocation covering critical services such as Finance, Communications, Education, Procurement, and Legal. All resources allocated to Learning Estate projects will report to the Strategic Learning Estate Manager for their involvement in these projects, with decision making being made by the appropriate authority level, either the Project Board, or Delivery Board, as noted below in section 6.3. The Council has developed significant experience over the past 15 years delivering major and complex investment programmes across the learning estate (which includes three major projects currently in delivery), leisure estate, cultural estate as well as major transport infrastructure. This experience places the Council in a strong position to understand the resource and governance arrangements required to deliver investment programmes of scale and this will be invaluable to support the Council’s investment focus shifting to a long-term strategic learning estate investment programme. 6.3. Reporting Arrangements This project will be monitored using current project management tools to record progress against timelines, monitor risk, and track change etc. Reporting will be used to manage and drive the project and ensure accountability to the public more generally. Beyond day-to-day project management activity, reporting will occur at regular Page 111 of 347
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Johnstone Primary School Estate Outline Business Case 82 OFFICIAL-SENSITIVE intervals to established boards, with key decisions and milestones signed off at an appropriate level. At Council level, this project will be reported to the Education & Children’s Services Policy Board for all decision making and progress updates. Where financial decisions on matters such as high value contract awards are required, this project will report to the Finance, Resources & Customer Services Policy Board as per agreed Council governance. At officer level, this project will be reported to both a Project Board, and a Delivery Board. The Delivery Board holds the senior officer level decision making authority for the project and will act as the ultimate officer level decision making body within its terms of reference and agreed scope/authority. This Board consist of Director / Head of Service representation of all key Council services. The Project Board will consist of Senior Managers / Heads of Service of all key Council services and will act as the operational decision making body for all matters as agreed in the scope, budget, and timeline of the project. This governance is illustrated in the image below: Page 112 of 347
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83 OFFICIAL-SENSITIVE Education & Children s Services Policy Board Learning Estate Delivery Board Chair – Director of Children s Services Director / Head of Service Representation Strategic Learning Estate Manager (Strategy & Delivery Lead) Learning Estate Project Board Chair – Head of Education Strategy & Improvement Head of Service / Senior Manager Representation Finance, Resources & Customer Services Policy Board (FRCS) All Learning Estate High Value Project Contract Awards Senior Managers and Specialist Advisers Project Delivery Team Council Decision Making Level Officer Decision Making Level Project Delivery Level Page 113 of 347
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84 OFFICIAL-SENSITIVE 6.4. Procurement Strategy The project team has a dedicated specialist procurement officer who will take the lead in developing an overarching Learning Estate Project Procurement Strategy. In the short term, initial assessment of the project will identify any requirement for consultant services to assist with technical aspects of project development. If the OBC is approved at E&CS Policy Board, consultants will be required to support the project team as it develops a Full Business Case (FBC). This work will be led by the specialist procurement officer and has been referenced in the Commercial Case, above. 6.5. Overall Project Benefits Delivery of change to primary school provision in Johnstone would deliver key project benefits to local schools and stakeholders as well as the wider community: • Ensuring the most productive use of the primary school estate across Johnstone is achieved to ensure all pupils will be educated in the best possible learning environments over the long term • A reduction in operational cost and increased efficiency through provision of a school estate that fits demand and can operate at optimal occupancy • Maximise operational efficiency through modern, sustainable and efficient buildings with a reduced need for maintenance of dilapidated buildings. • A reduction in Renfrewshire Council’s carbon footprint through the operation of a school better equipped to meet energy performance targets through more efficient operation. • Securing community anchor sites in the catchment area providing facilities for public use outside of school hours. 6.6. Community Benefits Realisation Arrangements Renfrewshire Council has an established and successful Community Benefits approach which aims to deliver social, economic and environmental benefits for Renfrewshire’s communities as part of contract delivery. Community benefits are considered for inclusion on all regulated procurement over £50,000 and are delivered by suppliers and contractors in partnership with local organisations and supported by the Council’s Page 114 of 347
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Johnstone Primary School Estate Outline Business Case 85 OFFICIAL-SENSITIVE Community Benefit Forum and Delivery Partners. Monitoring of community benefits will be managed through project and delivery boards and a benefits realisation strategy will be aligned with the overarching procurement strategy. 6.7. Risk Management Arrangements The project team has commenced a risk register to capture and monitor risk on behalf of the Council. Risk management will remain an active part of the project management process for the duration of this project with regular dedicated sessions focussing on the risk register to complement its inclusion as a standing agenda item in project working groups and meetings at all levels. 6.8. Equalities and Human Rights Any equality impact on current users and staff at all schools in Johnstone, as well as the wider community, as a consequence of this project, will be considered at all stages it develops. Initial Equality and Human Rights Impact Assessments (EQHRIA) have been carried out at programme level. This will inform the basis of all future assessments, where individual impact assessments will be conducted, specifically relating to the upcoming community engagement and consultation. All proposals outlined in this business case would be subject to formal statutory consultation where impacts will again be considered in detail. 6.9. Communication, Engagement, and Community Voice Informal community and stakeholder engagement commenced in August this year, following publication of the SCC. Engagement has included meetings with headteachers, ward members and the parent council for all Johnstone primary schools, to keep all interested parties informed of progress and likely timelines for this project. A survey was issued to parents and staff, inviting their views on the school and what they would improve, what should be important for any future investment. Those findings are referenced in the Strategic Case (section 2.6, above). Responses to the survey helped shape analysis of the routes forward and options considered in this OBC. Page 115 of 347
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Johnstone Primary School Estate Outline Business Case 86 OFFICIAL-SENSITIVE Engagement with key stakeholders and the wider community will be key to the successful determination of the overall best value option to proceed with at the conclusion of the Full Business Case. To ensure clear communication and stakeholder input to the process, the project team will carry out an informal consultation on the short-listed options described in section 3.5 from April 2026. More detail is provided in section 7.1 Summary of Shortlisted Options and Next Steps Page 116 of 347
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Johnstone Primary School Estate Outline Business Case 87 OFFICIAL-SENSITIVE 7. CONCLUSION 7.1. Summary of Shortlist of Options and Next Steps This OBC confirms that current capacity, future roll projections and the varying conditions of the school estate in Johnstone can only be resolved by a masterplan reconfiguration of the Johnstone learning estate which takes account of the following aims: Route 4: Masterplan Redesign of the Primary School Estate in Johnstone Address the overprovision of primary school places in Johnstone and the requirements of the 3 priority schools of Thorn, Auchenlodment, and St Margaret’s, by: • Making best use of capacity of existing high-quality buildings including St Anthony’s, West Johnstone Joint Campus, and Fordbank. • Considering the location of any new build school facility that would look to combine more than one existing school on the same site • Considering the most appropriate catchment area configurations to support efficiency and capacity. The business case concludes that the following 3 elements should be included in a masterplan approach, capturing those options that should be progressed to the Full Business Case stage: a) Merge Thorn and Auchenlodment catchment areas, combining both non- denominational schools in a single modern building by one of the following means: 1. Site 01 - Retrofit and extend the existing Auchenlodment Primary School building to provide a modern 2 stream primary school with capacity for 434 pupils at Aspen Place, Johnstone 2. Site 01 – Construct a new build 2 stream primary school with capacity for 434 pupils at the existing Auchenlodment primary school site at Aspen Place, Johnstone 3. Site 04 - Construct a new build 2 stream primary school with capacity for 434 pupils, at the site of the existing Thorn Primary, Thorn Brae, Johnstone 4. Site 09 - Construct a new build 2 stream primary school with capacity for 434 pupils on a new Site at Poplar Avenue, Johnstone Page 117 of 347
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Johnstone Primary School Estate Outline Business Case 88 OFFICIAL-SENSITIVE b) Merge Cochrane Castle and Fordbank catchment areas, combining both non- denominational schools at the current Fordbank Primary School site. c) Merge St Margaret’s and St David’s catchment areas, combining both denominational schools at the West Johnstone Joint Campus, creating a single denominational school. Note: St Anthony’s Primary is not affected by the proposed options as it is a high quality building operating at sufficient capacity. Further detail is given in section 3. To prepare the Full Business Case, more detailed site assessments, further cost modelling, and community consultation are required to recommend a single best value option to proceed with on conclusion of the next stage of the business case process. Taking into account the Council’s commitment to include communities in decision making, the project team will conduct an informal consultation on the options outlined above. The purpose of carrying out an informal consultation during the Full Business Case stage is to: • Comply with recommended best practice in ensuring that the public are involved in decision making • Comply with UNCRC to involve children in making decisions that affect them • Explain the options clearly to stakeholders and the public • Understand early in the process local views on the options • Refine options based on local views and feedback • Present a final option that is the most suitable for the community and the council • Reduce the potential for community objections at a later stage • Enhance relationships with local communities/individuals Key stakeholder groups that will be engaged in the informal consultation include: • Pupils and parents – parent councils, all parents and pupils • Local community – Community councils, youth groups, local development groups, local interest groups, general population in school catchment • School staff - Head teachers, teaching staff, admin staff, support staff. • Local early years children and parents • Politicians – local ward members, ECSPB members, local MPs, local MSPs, • Council Services – all council services who contribute to the creation, running and maintenance of school facilities • Future building users – groups with letting arrangements • Neighbours – current and potential neighbours to school buildings/sites. Page 118 of 347
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Johnstone Primary School Estate Outline Business Case 89 OFFICIAL-SENSITIVE • Statutory bodies – Education Scotland, Police Scotland, Scottish Fire and Rescue Service, Sport Scotland. Activity Stakeholders Methods Preparation and options development Senior Officers and SLT Elected Members Head Teachers Briefings Workshops 1-1 interviews Targeted Early Engagement Parent Councils/Parents Community Councils Local Community Groups Pupils Staff Council Services Roud table meetings Briefings Workshops Focus Groups Surveys Broad Public Engagement Associated school parents and pupils General public Neighbours Surveys Public events Analysis and Refinement Project team Table 18: Engagement Activity The Full Business Case process is expected to take the remainder of 2026 to complete and will be presented back to a future cycle of the Education and Children’s Services Policy Board in 2027 for approval of a final recommended option. Page 119 of 347
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Johnstone Primary School Estate Outline Business Case 90 OFFICIAL-SENSITIVE Children’s Services Renfrewshire Council Renfrewshire House Cotton Street Paisley PA1 1BR Page 120 of 347
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1 OFFICIAL-SENSITIVE Johnstone High School Outline Business Case Page 121 of 347
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Johnstone High School Outline Business Case 2 OFFICIAL-SENSITIVE DOCUMENT CONTROL SHEET Title: Johnstone High School Version Number 2 Document Type: Outline Business Case Author: Learning Estate Project Team Date Published: 18/02/2026 Document Versions: Version: Name: Update: Date V0.1 Project Team Initial draft 28/11/2025 V0.2 Project Team Amendments and further draft 16/12/2025 V1 Project Team First draft for review 17/12/2025 V1.1 Project Team Amendments and further draft 19/01/2026 V1.2 Project Team Further amendments 13/02/2026 V2 Project Team Final draft following review by Chief Officers 18/02/26 Supporting Documentation / Location: Document Title: Location: Strategic Case for Change Document.ashx Page 122 of 347
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Johnstone High School Outline Business Case 3 OFFICIAL-SENSITIVE Table of Contents 1. EXECUTIVE SUMMARY ........................................................................ 6 1.1. Introduction .......................................................................................... 6 1.2. Background ........................................................................................... 7 1.3. Opportunity ........................................................................................... 9 1.4. Scope and Objectives ............................................................................ 9 1.5. Summary of Routes Forward ............................................................... 10 1.6. Preferred Route Forward and Options Shortlist .................................. 11 1.7. Indicative Costs ................................................................................... 11 1.8. Timeline ............................................................................................... 13 2. STRATEGIC CASE .............................................................................. 14 2.1. Strategic Context ................................................................................. 14 2.2. The Need for Change ........................................................................... 15 2.3. Investment Objectives ......................................................................... 15 2.4. Existing Arrangements ......................................................................... 16 2.5. Initial Engagement .............................................................................. 17 2.6. Scope and Service Requirements ....................................................... 18 Page 123 of 347
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Johnstone High School Outline Business Case 4 OFFICIAL-SENSITIVE 3. ECONOMIC CASE .............................................................................. 20 3.1. Potential Routes Forward.................................................................... 20 3.2. Preferred Route Forward ..................................................................... 25 3.3. Site Assessment Criteria ...................................................................... 26 3.4. Site Options Assessment ..................................................................... 29 3.5. Shortlisted Options ............................................................................. 36 3.6. Indicative Costs ................................................................................... 37 3.7. Transport Considerations ................................................................... 39 3.8. Timeline and Next Steps ..................................................................... 40 4. COMMERCIAL CASE .......................................................................... 41 4.1. Approach ............................................................................................. 41 4.2. Service Requirements ......................................................................... 41 4.3. Project Development .......................................................................... 41 5. FINANCIAL CASE ............................................................................... 43 5.1. Project Funding – Capital Expenditure ............................................... 43 5.2. Approvals Process ............................................................................... 43 5.3. Revenue Expenditure .......................................................................... 44 5.4. Indicative Costs ................................................................................... 44 Page 124 of 347
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Johnstone High School Outline Business Case 5 OFFICIAL-SENSITIVE 5.5. Financial Risk / Optimism Bias ............................................................ 46 5.6. Interdependencies .............................................................................. 46 6. MANAGEMENT CASE ........................................................................ 47 6.1. Project Management and Project Governance Overview ................... 47 6.2. Project Roles ........................................................................................ 47 6.3. Reporting Arrangements ..................................................................... 48 6.4. Procurement Strategy ......................................................................... 51 6.5. Overall Project Benefits ....................................................................... 51 6.6. Community Benefits Realisation Arrangements ................................. 51 6.7. Risk Management Arrangements ........................................................ 52 6.8. Equalities and Human Rights .............................................................. 52 6.9. Communication, Engagement, and Community Voice....................... 52 7. CONCLUSION ................................................................................... 53 7.1. Summary of Shortlist of Options and Next Steps ................................ 53 Page 125 of 347
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6 OFFICIAL-SENSITIVE 1. EXECUTIVE SUMMARY 1.1. Introduction This outline business case (OBC) is required as part of the Council’s new structured approach to delivering its long-term strategy for the learning estate across Renfrewshire. It builds on the context set out in a Strategic Case for Change (SCC) examining the future of Johnstone High School in Johnstone, which was approved in August 2025 at the Education and Children’s Services Policy Board (E&CS Policy Board). In the SCC, Johnstone High school was assessed as working far below optimal occupancy with demand for places likely to remain at or below 60% of capacity over the next 10-15 years. Further, the school building was noted as being in poor condition, with suitability also impacting delivery of a modern school curriculum and efforts to improve the learning environment in line with the ambitions of Renfrewshire Council’s Learning Estate Strategy. The purpose of the OBC is to articulate a preferred way forward for the project by identifying a shortlist of investment options likely to optimise value for money in delivering change. A longlist of options is presented as part of the OBC, along with analysis and rationale for their inclusion or exclusion from the shortlist. Additionally, further detail is provided in respect to how the scheme will be prepared for procurement and how the Council will put in place funding and management arrangements for its successful delivery. The OBC uses the following framework to present the preferred way forward, utilising an adapted HM Treasury Green Book approach which is based on the 5 Case model: Strategic case – confirming that strategic objectives remain current and seek agreement on the recommendation Economic Case – helping to determine that the preferred way forward offers value for money Commercial Case – working towards a recommended deal by explaining potential delivery models, procurement and engagement Financial Case – establishing affordability and funding requirements Page 126 of 347
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Johnstone High School Outline Business Case 7 OFFICIAL-SENSITIVE Management Case – planning for successful delivery Table 1: Business case development process 1.2. Background The learning estate strategy published by the Council in 2024, aims to initiate 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’. Renfrewshire’s schools were assessed against various criteria including condition, suitability for delivering the curriculum, capacity and demand. Using a prioritisation framework, the strategy assessed the entire learning estate, identifying those schools in need of long-term investment planning now, to ensure that the Council is best placed to: • Secure best value from strategic learning estate decisions around investment Stage: Stage 1 Stage 2 Stage 3 Stage 4 Stage Outcome: Strategic Outline Case Outline Business Case Full Business Case Final Delivery Business Case Stage Activities: • Highlighting strategic context • Making the case for change • Agreeing scope • Considering longlist options • Exploring the preferred way forward and presenting a shortlist • Determine potential value for money • Preparing for the potential deal • Planning for procurement • Procuring the solution • Contracting the deal • Ensuring successful delivery 5-Case Model (stage of completeness): • Strategic 50% • Economic 40% • Commercial 10% • Financial 10% • Management 10% • Strategic 80% • Economic 70% • Commercial 40% • Financial 30% • Management 50% • Strategic 90% • Economic 90% • Commercial 90% • Financial 75% • Management 75% • Strategic 100% • Economic 100% • Commercial 100% • Financial 100% • Management 100% Gateway Review: Strategic Assessment Business Justification Delivery Strategy Final Investment Decision and financial commitment Page 127 of 347
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Johnstone High School Outline Business Case 8 OFFICIAL-SENSITIVE • 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. A cohort of 13 priority schools was identified, highlighting Johnstone High School as a key site where deteriorating building conditions and the suitability of the school buildings hamper the Council’s ability and ambition to deliver the curriculum in the best possible learning environment. A further consideration identified at Johnstone High School was based on analysis of pupil roll projections. Thus, Johnstone High School is noted as operating significantly below planning capacity. Further, demand for places is projected to remain well below planning capacity over the next 10-15 years. In response, officers produced a Strategic Case for Change, to consider the context of key issues which, if not addressed, would limit the ability to deliver the strategic objectives of the Learning Estate Strategy for Johnstone High School. The document examined the operating context at the school with reference to the objectives of the strategy: • Condition • Suitability • Sufficiency • Inclusivity • Digital • Sustainability and Net Zero • Community Facilities and Place shaping • Active Travel The Strategic Case for Change sets out the current baseline position at the school. It highlights the challenges presented by the physical environment and excess capacity, and how this hampers the Council’s desire to ensure future delivery of the modern curriculum. Page 128 of 347
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Johnstone High School Outline Business Case 9 OFFICIAL-SENSITIVE Following approval of the strategic case for change, significant work has been undertaken to identify options for change that meet these ambitions and align with the critical success factors articulated in the documents. 1.3. Opportunity The opportunity to change and improve the provision of Johnstone High School aims to advance the objectives of Renfrewshire Council’s new Learning Estate Strategy, and to help meet the ambitions of wider Council and Scottish Government policies. Those ambitions, fully considered in the Strategic Case for Change, are summarised here: • Improving the condition of schools • Sustainability and Energy Efficiency • Equity and Inclusion • Adapting to Future Educational Needs • Community and Public Use • Strategic Planning and Investment • Collaborative Approach with Stakeholders The ambitions encompass Renfrewshire Council’s determination to invest wisely whilst reflecting the importance of operational efficiencies and cost avoidance in delivering the Learning Estate Strategy. Thus, careful consideration of how to bring change to Johnstone High School, can additionally help increase building operational efficiency through provision of improved, modern facilities. A new or refurbished school can deliver modern standards and design and contribute to the Council’s Net Zero commitments. Above all, this OBC sets out the opportunity for Renfrewshire Council to meet its overarching aim of ensuring that its schools are modern, accessible to all and support the delivery of high-quality education for learners. 1.4. Scope and Objectives The Strategic Case for Change set out five overarching investment objectives for Johnstone High School. Any investment in the learning estate must: • Deliver the best learning environments and facilities possible • Support improving attainment and ambition Page 129 of 347
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Johnstone High School Outline Business Case 10 OFFICIAL-SENSITIVE • Maximise operational efficiency across the estate • Reduce the contribution to the Council’s combined carbon footprint • Acknowledge that ageing schools with deteriorating conditions come closer to the point of being no longer fit for purpose Thus, Johnstone High School is identified as a school which does not match current or future demand; whose building condition and layout hamper delivery of a modern curriculum and efforts to raise attainment further; whose buildings require considerable on-going investment simply to maintain the status quo; and which cannot contribute to Council’s net zero commitments in its current form. To meet these objectives and deliver change, this OBC will examine viable options for the delivery of a new-build or major retrofit secondary school for a roll of circa 1,000 pupils (revised up or down based on detailed project development), with sufficient space for community or partner facilities to be considered. with consideration of any associated community facilities in line with the Council’s wider strategic property strategy. The school should remain within the current catchment area. 1.5. Summary of Routes Forward Possible options for the future of Johnstone High School considered 4 potential routes forward against the requirements for change: 1 – Do Nothing 2 – Retrofit and Refurb 3 – Rebuild Johnstone High on the current site 4 – Rebuild Johnstone High on another site Analysis of the routes forward are presented in full in the Economic Case in Section 3. This was produced following the collation of background information included in the SCC, technical information, and analysis of the operating context at Johnstone, as well as engagement with school staff and parents. Page 130 of 347
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Johnstone High School Outline Business Case 11 OFFICIAL-SENSITIVE 1.6. Preferred Route Forward and Options Shortlist The preferred route forward for the project has been determined using the critical success factors identified in the SCC, to assess the viability of the various options under consideration. This recommended delivery of change by addressing the capacity and school condition issues facing Johnstone High School by refurbishing the current school or rebuilding it at the current site or elsewhere in the catchment: Route 2 Route 3 Route 4 Retrofit the existing school Rebuild on the current Johnstone High site Rebuild elsewhere in the catchment area Table 2: Preferred Routes Forward This OBC appraises the routes forward, proposing and assessing various site options and recommending an options shortlist. This process and analysis are presented in the Economic Case, section 3, below. The shortlisted options are: Option 01 Retrofit Johnstone High School on Site 01 Johnstone High School Beith Road, Johnstone Option 02 New Build on Site 01 Existing Johnstone High School Site, Beith Road, Johnstone Option 03 New Build on Site 03 Beith Road Playing Fields, Johnstone Table 3: Options Shortlist 1.7. Indicative Costs To identify an indicative planning cost for delivering options associated with the preferred route forward, an exercise was conducted to consider the potential cost of delivering a school project at the identified planning scale (a secondary school of 1,000 capacity with additional community-use space). Page 131 of 347
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Johnstone High School Outline Business Case 12 OFFICIAL-SENSITIVE These costs are discussed in greater detail at section 3.6 (Economic Case) and 5.4 (Financial Case), below. The overall potential costs of a new Johnstone High School built to the set criteria are shown here: Cost Scenario Range Option 1 – Retrofit the existing school £121m Option 2 – Rebuild on the current Johnstone High site £85 - £133m Option 3 – Rebuild elsewhere in the catchment area £91 - £144m Table 4: Indicative Costs The indicative costs above are provided for illustrative purposes only. Costs are subject to change depending on consultation, design changes, planning requirements and parameters, site locations and geotechnical site characterisation, procurement routes and other external factors. Page 132 of 347
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13 OFFICIAL-SENSITIVE 1.8. Timeline In 2025 a high-level summary of the timeline for completing this business case process was outlined, as shown below. This timeline is explained in more detail in section 3 of this document to show a potential route to construction. Page 133 of 347
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14 OFFICIAL-SENSITIVE 2. STRATEGIC CASE 2.1. Strategic Context In August 2025, a business case presented to E&CS Policy Board set out a strategic case for change at Johnstone High School. The paper outlined the background and context, highlighting links to local and national strategies for education, including Renfrewshire Council’s Learning Estate Strategy and Fairer Renfrewshire policy, and Scottish Government’s National Learning Estate Strategy. The strategic objective for this project is to ensure delivery of the best quality learning environments for secondary pupils in the Johnstone High School catchment area, whilst ensuring that capacity matches demand for school places, both now and in the future. This OBC takes that initial case for change and begins the process of identifying options for change in response to the needs and drivers identified. The policy background is summarised below. • Renfrewshire Council Learning Estate Strategy – a long-term structured approach to assessment of the learning estate through a prioritisation framework which identifies those areas of the estate most in need of investment. The strategy ensures careful planning to ensure that limited capital investment is directed where it will have the greatest impact through reshaping, refurbishing or replacing existing facilities. • Scottish Government’s National Learning Estate Strategy – reflecting the ambition of the Scottish Attainment Challenge, which promotes equity in access to quality education facilities as part of a drive to tackle the poverty related attainment gap and promote inclusivity. • Fairer Renfrewshire – recognising the role of the learning estate in reducing inequalities and improving the life chances of pupils across Renfrewshire • Strategic Planning and Investment – recognising the long-term nature of the strategy for the learning estate, with a clear framework which identifies those schools that require replacement, refurbishment or upgrading • Strategic Property Strategy – seeks to ensure that Renfrewshire Council’s property estate is strategically located and used to its fullest potential, complementing existing facilities and services wherever possible Page 134 of 347
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Johnstone High School Outline Business Case 15 OFFICIAL-SENSITIVE 2.2. The Need for Change As articulated in the Strategic Case for Change document which preceded this business case, there is a clear and compelling case for introducing change to Johnstone High School, as highlighted by a combination of factors, including: • Operating below optimal capacity – Johnstone High School has a planning capacity of 1380 pupils and a pupil roll this year of 867; roll projections indicate that demand will remain low and potentially fall further over the next 10-15 years. • Condition and Suitability – ‘Core Facts’ reporting indicates that the condition (rated ‘C’) and suitability (rated ‘B’) of the of the building should be improved and that £13.29m of spending will be required over the next 20 years simply to keep the building operating at its current level. Accessibility is an issue in some parts of the building. • Opportunity to maximise operational efficiency – Provision of a school built to modern teaching and building standards will help increase building operational efficiency by replacing ageing facilities which cannot meet modern building performance standards. 2.3. Investment Objectives The following objectives have been identified as key to improving learning environments across Renfrewshire through investment, and aligning with the ambitions of the Learning Estate Strategy: • Effectiveness – Meet the aims of the 2024 Learning Estate Strategy to initiate a strategic programme of investment in schools; Ensure that every school is considered in terms of Scottish Government Core Facts reporting criteria; Deliver the best learning environments and facilities possible, exceeding, where able, Scottish Government recommendations. • Efficiency – Provision of modern learning environments to improve attainment for pupils in Renfrewshire • Economy – Optimise operating costs for the estate through the creation of buildings which are more energy efficient and through operation of a more efficient overall school estate; Offer a reduction in the costs incurred maintaining ageing buildings; Operation of buildings of a size suited to current and projected school rolls. Page 135 of 347
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Johnstone High School Outline Business Case 16 OFFICIAL-SENSITIVE • Compliance – Careful planning for the replacement or refurbishment of schools to lessen the impact from older buildings and make a valuable contribution to Renfrewshire Council’s net zero commitments through the operation of more efficient buildings. • Replacement – The project acknowledges that as schools age and maintenance costs increase, they come closer to the point of being no longer fit for purpose as a Council asset. 2.4. Existing Arrangements A comprehensive overview of Johnstone High School was included in the Strategic Case for Change and is summarised below. The key facts relating to its operation are outlined in following tables and narrative. Johnstone High School is a non-denominational secondary school whose catchment area covers all of Johnstone as well as surrounding villages as far as Lochwinnoch. Johnstone serves seven primary schools in the catchment area and circa 5% of current pupils attend from outside the catchment area. The planning capacity for Johnstone High is 1,380 and the current roll is 867. School Age Suitability Condition Johnstone High 64 B C Table 6: Key Facts School Capacity Current Roll 2029/30* 2033/34* 2037/38* Johnstone High 1,380 867 (63%) 908 (66%) 813 (59%) 772 (56%) Table 7: Capacity and Roll Information (‘Sufficiency’) School Utilities Hard & Soft FM Teaching Non- Teaching Other* Rates Total Johnstone High £297,641 £476,690 £5,160,214 £404,279 £269,256 £136,800 £6,744,880 * Waste, Grounds Maintenance; Transport Table 8: Overview of Operating Costs Page 136 of 347
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Johnstone High School Outline Business Case 17 OFFICIAL-SENSITIVE Location No. of Pupils Annual Cost JOHNSTONE HS – W.AUCHENGOWAN/BELLTREES/WINDYHILL/MID HARTFIELD / NETHER BROADFIELD/BOWFIELD/E.MUIRDYKES/LADESIDE 3 £16,963 JOHNSTONE HS – NEWTON OF BELLTREES / HARTFIELD/BOWFIELD / E.MUIRDYKES/MERCHANT’S CLOSE 9 £24,700 JOHNSTONE HS (LINK)/LOCHWINNOCH PS – LOC 20 £9,942 JOHNSTONE HS / LOCHWINNOCH PS – (LINK) LOCHWINNOCH AREA FARMS AND COTTAGES 28 £20,693 JOHNSTONE HS – BROOKFIELD / KILBARCHAN 15 £8,593 JOHNSTONE HS – CHURCH STREET, WOODISDE COTTAGE, PADDOCK WARDEND, KILBARCHAN 8 £3,800 JOHNSTONE HS – CHURCH STREET, KILBARCHAN 9 £6,333 JOHNSTONE HS – LOCHWINNOCH AND HOWWOOD 7 £28,025 JOHNSTONE HS – LOCHWINNOCH AND HOWWOOD 4 £79,800 JOHNSTONE HS – LOCHWINNOCH FARMS 1 £7,600 JOHNSTONE HS – LOCHWINNOCH FARMS 2 £16,401 Total: 106 £255,229 Table 9: Breakdown of Transport Costs 2.5. Initial Engagement Following presentation of the Strategic Case for Change to E&CS Policy Board in August 2025, officers undertook informal community and stakeholder engagement, outlining the processes involved in identifying opportunities to deliver change. Page 137 of 347
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Johnstone High School Outline Business Case 18 OFFICIAL-SENSITIVE A survey was issued to parents, carers and school staff at Johnstone High School, inviting views around current school provision, including school condition, location of facilities and what stakeholders feel should be important to the Council in progressing future school investment. Analysis of responses from parents, carers and the wider community suggested that whilst there is general happiness with the location of the school and the facilities on offer, most respondents acknowledged the challenges the building poses to users. The survey identified the following key themes and discussion points: • Good location within Johnstone • Deteriorating, run-down building condition • Modernisation of classroom facilities to support contemporary learning • Need for improved toilet facilities • Need for improved windows and ventilation Responses from school staff highlighted similar themes: • The building is rundown and unfit for modern education, but the school ethos is strong • There is a lack of ICT and classroom conditions need improvement • Families in the community require a better environment to support their education In summary, both groups identify issues with ventilation, heating, windows, and air quality, alongside inadequate toilets, dated classrooms, and insufficient indoor social and dining spaces that lead to congestion and reduced pupil morale. Corridor widths and general circulation were raised as recurring issues by parents and staff, with both describing overcrowding at transitions as challenging. Outdoor areas are viewed as underused, poorly maintained or lacking in purposeful design, with calls for greener, more inviting and sheltered spaces for socialising, recreation and structured learning. 2.6. Scope and Service Requirements The scope of this proposal for change is to provide an improved Johnstone High School in line with the strategic objectives set out and agreed in the Strategic Case for Change, informed by an understanding of the operating context. Potential routes forward were set out in an interim update to E&CS Policy Board in October 2025, based on the broad Page 138 of 347
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Johnstone High School Outline Business Case 19 OFFICIAL-SENSITIVE range of options outlined in the Economic Case, below. The potential routes were articulated as follows and are set out in section 3, Economic Case: Route 1 Route 2 Route 3 Route 4 Do nothing – continue to operate Johnstone High Retrofit/Refurbish Johnstone High Rebuild Johnstone High at current site Rebuild Johnstone High at alternative site Table 10: Potential Routes Forward Page 139 of 347
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Johnstone High School Outline Business Case 20 OFFICIAL-SENSITIVE 3. ECONOMIC CASE 3.1. Potential Routes Forward In line with the summary of routes forward that are outlined above as part of the Strategic Case each has now been subject to an assessment process to identify the broad advantages and disadvantages to assess the overall merits of each option. This process allows in the first instance, identification of recommended viable routes to be considered in more detail to establish a long list of options to be considered. In the case of Johnstone High, the analysis outlined below identifies three viable routes forward from which a long list of potential options has been identified. The potential viable routes from the list below are: Route 2 – Retrofit the existing Johnstone High Route 3 – New Build Johnstone High at the Current Site Route 4 – New Build Johnstone High at an Alternative Site All routes forward are examined in detail below. Route 1: Do nothing Retain the building as-is with minimal wind and watertight investment and continue to operate the high school in its current format Main Advantages: Value for money • Lower capital outlay required, albeit significant future capital outlay will still be required on building maintenance to secure long term wind and watertight condition and to support net zero transition, none of which would support improvement to configuration or suitability for delivering the curriculum. Page 140 of 347
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Johnstone High School Outline Business Case 21 OFFICIAL-SENSITIVE 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 as ‘C- Poor’ (exhibiting major defects/not operating efficiently) with a maintenance cost of £13.29m over the next 20 years to maintain the building as it is now at a poor standard. This would not bring any improvement to the overall suitability and layout of the building or its grounds to support curriculum delivery, and the building would have a limited long term life given its age. In addition, further investment would be required to support long term net zero ambitions. • The building is, and would remain in future, too big for its current and projected roll, making operation less efficient and operationally more expensive Conclusions: With the disadvantages outlined above, this is not considered a viable option and will be discounted as a route forward. This option would bring no material benefit to the school or wider community and would not serve to improve the education experience of anyone involved and is likely to provide poor long term value for money given the age and condition of the existing school. Johnstone High School would continue to operate at inefficient levels. This option will not be considered further. Route 2 – Retrofit the existing Johnstone High Carry out a comprehensive retrofit of Johnstone High School 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 • Greater operational efficiency from a more energy efficient building of a size that allows for optimal occupancy. Affordability • Continued use of existing sports facilities at the adjacent sports hub and therefore fewer design considerations Page 141 of 347
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Johnstone High School Outline Business Case 22 OFFICIAL-SENSITIVE 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. Initial capital costs for a retrofit may be higher in comparison to an equivalent new-build, and the overall remaining life of a refurbished building is likely to be less than a new build, placing a level of constraint on the long term value for money assessment. • 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. • Initial estimates indicate a higher outlay for this option than building new, as outlined above. • Coupled with the higher initial outlay, the whole life value for money would be further undermined by a shorter long-term life associated with a refurbished as opposed to new build structure. Affordability • Refurbishment projects carry inherently higher risk than new build due to latent defects and the uncertain scale of works that will be required. 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 building condition is apparent. This could result in the further divergence between refurbishment cost and new build 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 present significant challenge in terms of maintaining curriculum delivery and retaining access to specialist equipment or workshops. Construction work taking place during term time would add a higher level of complexity and extra cost to the project. Conclusions: This option has attraction 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 up-front affordability as well as 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 superstructure even with a deep retrofit, has 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. Page 142 of 347
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Johnstone High School Outline Business Case 23 OFFICIAL-SENSITIVE Whilst this option presents a range of significant challenges, it is credible and viable and it is proposed to be retained and investigated further, paying particular attention to potential decant logistics, and associated costings of the project. Notwithstanding a commitment to investigate further, it is not expected at this stage this option is likely to present an optimal solution. It is important as part of the overall business case process that, as a viable option, it is considered and if discounted the reasoning is transparently and clearly set out when compared against alternative options to clearly demonstrate best value decision making. Route 3: New Build Johnstone High at Current Site Rebuild Johnstone High School at the current site, either on the current footprint, or elsewhere within the 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 and deliver an asset with the longest potential operational life. • Meets the requirements of Renfrewshire Council’s vision for education and the objectives of the Learning Estate Strategy. • It would directly contribute 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. Value for Money • Creation of a building with modern heating and power systems will greatly improve operational efficiency and a new build provides the opportunity to secure a learning facility with the maximum future life to support long term value for money benefits. Affordability • Continued use of existing sports facilities at the adjacent sports hub meaning lower design and build costs • If rebuilding elsewhere on a suitable position on the current site, decant costs could be avoided and disruption to the school environment significantly mitigated. Main Disadvantages: Strategic Fit • If rebuilding on the existing footprint, the short-term disruption associated with a decant may outweigh longer term gain for all stakeholders. • If rebuilding on the existing footprint, 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 would be required to rebuild the school on its existing footprint. In a secondary school this would pose significant challenges in terms of maintaining curriculum Page 143 of 347
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Johnstone High School Outline Business Case 24 OFFICIAL-SENSITIVE delivery and retaining access to specialist equipment or workshops. This would add another 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. 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 through provision of a much-improved asset with greater operational efficiency in a more sustainable fashion. However, if rebuilding on the existing footprint, rather than elsewhere on the site, this option would involve decanting of the school community to facilitate a rebuild. Careful consideration of the decant strategy would have to be undertaken to determine the overall impact of this option on the learning and teaching experience for the period of the decant, and of the additional cost involved in facilitating the decant. The viability of this option will become clearer in the investigation of a decant strategy (if required), which will inform costs and assess the likely disruption to the working of the school. This option (and the sub- option of the specific location of the new school within the existing site) should continue to be assessed further and can then be compared against alternative options to determine the option with overall best value. Route 4: New Build Johnstone High at an 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 and greater operational efficiency, delivering an asset with the longest potential operational life. • Meets the requirements of Renfrewshire Council’s vision for education and the objectives of the Learning Estate Strategy • It would directly contribute 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. Value for Money • Creation of a building with modern mechanical and electrical systems will greatly improve operational efficiency, and a new build provides the opportunity to secure a learning facility with the maximum future life to support long term value for money benefits. Page 144 of 347
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Johnstone High School Outline Business Case 25 OFFICIAL-SENSITIVE • The overall cost may be less than that for a retrofit of the existing school. 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. • Depending on the location chosen, the potential for increased school transport budgets due to increased travel distances for pupils Achievability • Finding a suitable site for a new school could potentially present some challenges. Conclusions: This option would address condition, sufficiency and suitability and would be able to meet most if not all of the objectives of the Learning Estate Strategy. As outlined above an alternative site may introduce wider considerations including meeting active travel objectives if appropriate land cannot be sourced in an appropriate location of the catchment area coupled with the scale of requirement associated with the number of pupils requiring home to school transport. Such implications will become clearer through specific site assessment process. However, this route forward should continue to be progressed further to identify alternative delivery options to determine the shortlisted options which present the overall best value. 3.2. Preferred Route Forward Qualitative assessment of the potential routes provided commentary on their practicality, adaptability and desirability, aligned to the critical success factors outlined in the Strategic Case for Change. This identified the route that does not offer a viable means of delivering the required change and confirmed preferred routes forward to address the capacity, condition and suitability of Johnstone High. The preferred routes forward are: Route 2 – Retrofit the existing Johnstone High Route 3 – New Build Johnstone High at the Current Site Route 4 – New Build Johnstone High at an Alternative Site Page 145 of 347
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Johnstone High School Outline Business Case 26 OFFICIAL-SENSITIVE These routes forward were recommended to Members of this Board and agreed following an update to the E&CS Policy Board in October 2025. 3.3. Site Assessment Criteria The preferred route forward indicates that viable options are dependent on identification of a suitable site for the construction of a new Johnstone High School. To identify potentially viable sites, a list of site assessment criteria has been derived by considering core legislative, policy, and technical considerations. A long list of potential site options has been assessed to identify sites that present potential viability and warrant further investigation and feasibility assessment. Note that this stage of the process is a broad pass / fail assessment of long list options for viability purposes and is not a weighted scored assessment. A more detailed assessment approach of this nature will form part of the next stage of the business case process. The utilised assessment criteria are as follows: Ownership Sites wholly within the ownership of Renfrewshire Council will be prioritised over those owned by others recognising this provides greater certainty of site deliverability. Consideration will be given to brown field sites where remediation and use will be of benefit to the community, or where sites can provide for the retention and or improvement of community facilities, amenities or green spaces. Site size/area Sites will be assessed against the median area requirements set out in BB103 as sufficient for a school of the following size and description: a) Accommodate a secondary school of 1,000 pupils and additional community space, equating to 58,800m2 Active Travel A review of sites in relation to their potential to support Active Travel, proximity to public transport, road networks, cycling and walking routes; the potential for increased pupil transport requirements. Planning Sites will be assessed against current local & national planning policies and current land area designation. Placemaking Consideration will be given to potential for place making benefits, such as community and green public spaces. Areas will be assessed for their context Page 146 of 347
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Johnstone High School Outline Business Case 27 OFFICIAL-SENSITIVE within and connection to the local community and how strategic use of the site could bring wider, long-term benefits to the area. Flood Risk Sites will be assessed in line the guidance set out in Policy 22 of the NPF4. Flood risk potential is common and significant across the Renfrewshire estate and dependent on the scale of risk, will not necessarily result in the rejection of a site. The level of risk and site history, along with the impact of remediation and flood protection will all be considered in the assessment of the site. An assessment of site topography will examine factors that may affect the efficient use of the site, including shape, gradients across and adjoining the site, features such as water ways, culverts & previous uses. Previous industrial use may bring issues of ground contamination or existing buildings that need to be factored into site remediation. Budget Budget considerations will principally be concerned with highlighting potential additional costs for abnormal site issues. For example, construction on brown-field sites requiring ground remediation works for ground contaminations. Projects in green or rural areas incurring additional costs associated with installing utilities, and the construction or upgrade of local road and pedestrian routes. Commentary Any additionally significant issues that require consideration, such as location within the catchment area. Table 11: Site Assessment Criteria The following five sites were identified as within Council ownership and located in the catchment area and were therefore subject to assessment. The sites were considered against the criteria and the requirements for change. A desktop assessment was completed for each site, which has concluded that three sites, including the current site of the school, have strong viability potential and are appropriate for further detailed examination and assessment at the next stage. A high level overview of the viability assessment for each site is outlined below and represent the longlist of site options to deliver the project. Any site which is recommended for further investigation as a viable option will be subject to thorough legal checks around ownership to ensure a full understanding of any constraints on development and its likely impact. Should any site require legal Page 147 of 347
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Johnstone High School Outline Business Case 28 OFFICIAL-SENSITIVE processes to amend land designation this would be fully considered at the next stage of assessment and reflected in project timelines where appropriate. Over and above this long list of Council owned sites, an exercise was also conducted to analyse additional areas of land in private ownership in the town, to determine potential viability to develop a new secondary school. This process concluded there are no additional parcels of land in private ownership that offer a better option than those identified in Council ownership and was therefore not progressed any further given the added complexity lack of ownership would bring. Page 148 of 347
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29 OFFICIAL-SENSITIVE 3.4. Site Options Assessment 5 sites within Council ownership have been identified and assessed. The location of the sites is shown on the map below. A full assessment of all 5 sites then follows. Map 1: Site Options Page 149 of 347
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Johnstone High School Outline Business Case 35 OFFICIAL-SENSITIVE Site Summary Site Ref. Site Name Strategy (Extend/New build/Renovate/Dispose) Recommended to take forward to FBC Rationale 1 Existing Johnstone High School New Build Yes The viability of this option will become clearer in the investigation of a potential decant strategy, which will inform costs and assess the likely disruption to the working of the school. This option should continue to be assessed further and can then be compared against alternative options to determine the option with overall best value. 1 Existing Johnstone High School Renovate Yes 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. 2 Site at Johnstone / Howwood By-Pass, Johnstone New Build No Loss / Destruction of green space, Hazards including Black Cart Water, Existing Overhead High Voltage Power Infrastructure, Significant earthworks required to allow development of site. Construction of road access routes are challenging. 3 Beith Road Playing Fields, Johnstone New Build No Site Size may be too small to develop a modern high school to the full potential that could be realised on a larger site. 4 Site at Midton Road, Howwood New Build No Agricultural land requires change of use; the existing road infrastructure would require significant upgrading and volume of traffic may be detrimental to the surrounding area. Position of site away from urban population would require significant increase in transport requirement 5 Thomas Shanks Park, Johnstone New Build No As a public park gifted to the people of Johnstone in 1926, Thomas Shanks Park has significant legal protection as an open space within the town. It will not be taken further as a potential site. Table 12: Option Recommendations Page 155 of 347
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36 OFFICIAL-SENSITIVE 3.5. Shortlisted Options Based on the site assessments, the following options can be deemed potentially viable locations for a new build Johnstone High School, as shown previously in Table 3: Option 01 Retrofit Johnstone High School on Site 01 Johnstone High School Beith Road, Johnstone Option 02 New Build on Site 01 Existing Johnstone High School Site, Beith Road, Johnstone Option 03 New Build on Site 03 Beith Road Playing Fields, Johnstone It is recommended that these options are taken forward to the next stage of assessment at Full Business Case, to be considered as part of extensive engagement, and further technical and cost analysis. Any site which is recommended for further investigation as a viable option will be subject to thorough legal checks around ownership to ensure a full understanding of any constraints on development and its likely impact. Should any site require legal processes to amend land designation this would be fully considered at the next stage of assessment and reflected in project timelines where appropriate. Page 156 of 347
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Johnstone High School Outline Business Case 37 OFFICIAL-SENSITIVE Map 2: Shortlisted Sites 3.6. Indicative Costs The indicative costs are based on preliminary information and should be considered a framework from which detailed cost plans can be developed. The indicative costs have been built from high level information, benchmarking from various sources including the Scottish Futures Trust (SFT) funding metric, cost information from current Renfrewshire Council education construction projects, costs from other Council’s similar school projects and adjusting the costings where specific knowledge has been gained from the desktop assessment of the site options. The BCIS cost indices have also been used to calculate inflation up to the end of the anticipated construction period. In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the Page 157 of 347
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Johnstone High School Outline Business Case 38 OFFICIAL-SENSITIVE same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicate what is assumed as included in the costs and what is excluded at this stage. To project an estimated cost for inflation purposes, the construction cost has been based on an assumed construction commencement date of 2030. All figures should be noted as exclusive of VAT. Key assumptions and exclusions were used in compiling the indicative costs in the absence of any design commencing. This approach recognises that whilst a range of cost estimates have been presented, these remain volatile, subject to external factors and site specific detail that will become clearer as sites are investigated, and options further explored at the next stage. It is important to highlight as part of this process, that no budget will be requested or crystalised until further work has been undertaken into the validation of each option, and a recommendation is made thereafter at the conclusion of the Full Business Case. As shown previously in Table 4, the indicative costs are highlighted below: Cost Scenario Range Option 1 – Retrofit the existing school £122m Option 2 – Rebuild on the current Johnstone High site £85 - £133m Option 3 – Rebuild elsewhere in the catchment area £91 - £144m Page 158 of 347
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Johnstone High School Outline Business Case 39 OFFICIAL-SENSITIVE 3.7. Transport Considerations Renfrewshire Council policy states that secondary school pupils who live more than two miles away from their catchment school by the shortest safe walking route, are eligible for home to school transport. Based on pupil census data for 2025/6, 106 pupils (13%) are eligible for transport to and from school. If the location of the school were to change, based on this data it would change as shown below. This does not take into account any expected roll variation at a new school and is based on 2025-6 data and is shown for comparison only. Current School Pupils Eligible Johnstone High 106 Possible School Site Pupils Eligible Site 01 – Existing Johnstone High 106 Site 3 - Beith Road Playing Fields 185 Table 13: Transport Eligibility Page 159 of 347
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40 OFFICIAL-SENSITIVE 3.8. Timeline and Next Steps Should the recommendations contained in this OBC be approved, officers will commence work to identify and recommend a preferred option for the replacement of Johnstone High School. The next steps in that process are to complete a Full Business Case articulating the recommended option by the end of 2026, for presentation and agreement early in 2027. If approved by Council, should it be required, based on the option, work would begin on Statutory Consultation to be carried out during 2027. Timescales would be dependent on timing around Local Government elections scheduled for May 2027 and completion of the associated RIBA stages, with the current anticipated timeline showing that construction could commence by 2030. Page 160 of 347
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41 OFFICIAL-SENSITIVE 4. COMMERCIAL CASE 4.1. Approach An overarching procurement strategy will be prepared as the Project develops, and a preferred option for delivery is identified. The strategy will set out the various contracts required to deliver the project including the proposed procurement route, contract objectives, tender methodology and timelines. Pre-market engagement and consultation will be undertaken to ensure a detailed market analysis is completed to test the suitability of the proposed approach to procurement and ensure proposals are attractive and viable for the competitive market. The Project procurement strategy will remain a live document, updated to reflect the outcomes of each stage of the project’s development and responsive to changes in market conditions identified through analysis and ongoing engagement. Bespoke contract strategies will be developed for each requirement detailing the specific requirements and tendering methodology adopted for that contract while aligning with the overall aims and objectives set out in the overarching strategy. 4.2. Service Requirements The project team require external consultants to provide specialist services and works to support the development of the Full Business Case. Services required may include support with space planning, site surveys, intrusive building surveys, legal and planning advisers and cost consultants. The Project team will work with dedicated procurement officers to develop strategies for each contract requirement with consideration to the Council’s standing orders relating to Contracts and principles of best value. 4.3. Project Development Procurement strategy will be developed for the FBC stage that will discuss in detail the most beneficial route to market depending on the proposed final recommendation. Page 161 of 347
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Johnstone High School Outline Business Case 42 OFFICIAL-SENSITIVE The procurement process for the detailed design and construction stages of the project is subject to development. The Council is looking at a range of options including framework routes for procurement of consultants and/ or contractors. In the event there are no suitable existing arrangements to use, it is anticipated options will be as follows: • Multi- disciplinary design team (MDDT) procured using Restricted Procedure in accordance with Council’s Standing Orders relating to Contracts and Public Contracts (Scotland) Regulations 2015 as amended. • Construction works contract, likely to follow a Restricted Procedure in accordance with Council’s Standing Orders relating to Contracts and Public Contracts (Scotland) Regulations 2015 as amended. It is likely to be a 2-stage contract model with pre-construction services agreement (PCSA) to allow early contractor involvement followed by award of main works contract once detailed design is complete. • Ad-hoc/specialist consultant support may be required to support the project team. The project team will work with dedicated procurement officers to develop a strategy for each contract with consideration to the Council’s standing orders relating to Contracts and principles of best value. Page 162 of 347
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Johnstone High School Outline Business Case 43 OFFICIAL-SENSITIVE 5. FINANCIAL CASE 5.1. Project Funding – Capital Expenditure Until such time that a specific option has been decided to proceed with at the conclusion of the business case process, no formal project exists and therefore no full capital budget exists. The purpose of this business case process is to allow a decision to be made on the best option to commit capital expenditure on, and only at the conclusion of the process will a request be made to Council to commit to the required project budget. This OBC has outlined the current estimated cost to deliver on the agreed route forward, and this estimate will continue to be refined and updated as more detail becomes available at the next stage of assessment. 5.2. Approvals Process To date, work to develop proposals for a new Johnstone High School has not incurred any external costs, with all spend being incurred on already budgeted internal resources. To take the project forward through to approval of the FBC further costs will be incurred on both internal and external resource. This spend is required to ensure the Council is presented with a robust and tested recommendation with professional advice on the specifics of the option. To conclude and present the FBC for this project, a budget will be required and will be progressed through established budget setting processes. This budget is made up of all internal technical resource costs and all external professional services and consultant appointments required to interrogate and validate the shortlist of options. This cost is made up as follows: • Internal technical management costs to deliver project feasibility, cost management, architectural services and project management • Flood risk assessments • Roads and transportation assessments • Space planner to produce timetabling and demand modelling to develop schedule of accommodation • Civil engineering to conduct ground investigation surveys on shortlist of sites Page 163 of 347
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Johnstone High School Outline Business Case 44 OFFICIAL-SENSITIVE • Structural engineer to conduct intrusive survey of existing asset as required Approvals for spending this development budget will be agreed through current project governance to ensure accountability and transparency. 5.3. Revenue Expenditure The new Johnstone High School will be owned and operated by Renfrewshire Council. The operating model will align with current arrangements for Renfrewshire Council assets and learning establishments. Potential operating costs for a new school will be further explored as part of the Full Business Case which will be developed throughout 2026. Whole life cost modelling will capture elements of future revenue spend across the expected lifetime of the proposed new school. Operating costs for the current school have been captured and are indicated in the Strategic Case, above. Initial indication shows that the cost of operating a new high school would be broadly reflective of current operational costs including staffing, and facilities management. It should however be noted that depending on the specific location of the shortlist of options, the cost of school transport could vary, albeit this cannot be seen as a single measure of value in an option. The cost of delivering home to school transport has to be considered in the broader context of the educational and community value that can be derived through the development of a new school. This matter will be explored in more detail at the FBC stage where each of the shortlisted options will be investigated in greater detail for the estimated revenue costs associated with it. 5.4. Indicative Costs The indicative cost information outlined in sections 1.7 and 3.6 was prepared using current market cost information, including Scottish Futures Trust (SFT) benchmark data, cost information associated with current Council education construction projects, and BCIS cost forecast indices to underpin indexing current construction cost metrics to anticipated future construction date. Indicative costs are based on an assumed construction commencement date of 2030, and all costs should be considered as exclusive of VAT. Page 164 of 347
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Johnstone High School Outline Business Case 45 OFFICIAL-SENSITIVE In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicates what is assumed as included in the costs and what is excluded at this stage. The cost range, as shown previously in Table 4, gives a high-level indicative estimate based on a number of key assumptions and exclusions which may be subject to change, given the early stage of the project. These will be further refined as the project develops. Cost scenario Range Retrofit the existing school £121m Rebuild on the current site £89 - £128m Rebuild elsewhere in the catchment area £96 - £139m The key assumptions and exclusions used in compiling potential costs help ensure full financial transparency. The following are highlighted as examples: Assumptions: • It is assumed the works shall be phased to allow the retrofit of the existing Johnstone High School. Maximum of 5 phases. • Estimated costs are based on construction costs at prices (4th Qtr. 2025). • It is assumed services and utility connections are available locally. • Inflationary allowances have been made in accordance with current published BCIS Tender Price Indices. Page 165 of 347
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Johnstone High School Outline Business Case 46 OFFICIAL-SENSITIVE Exclusions: • Refurbishment works costs to the existing Johnstone High School during the new high school construction have been excluded • Legal Costs • Planning Conditions • Section 75 Planning works/contributions • Operational costs, Hard FM or Lifecycle/Whole Life costs Cost estimates for this project assume that Johnstone High School must be rebuilt on a suitable site wholly owned by Renfrewshire Council, to preclude the cost of land purchase. The estimates were developed on the basis of provision for 1,000 pupils. Whilst the project may not build to this exact number of pupils, it provides a realistic baseline to analyse costings. 5.5. Financial Risk / Optimism Bias In calculating potential costs, the estimate includes an allocation for risk and uncertainty. For example, it must be acknowledged that cost indications are based on an indicative programme that includes a construction period, commencing in 2030. Where a delay occurs and the programme slips, costs would inevitably change as factors such as inflation are brought to bear. Optimism bias allows for mitigation of any unexpected increases or changes throughout the process but cannot account for all external factors. 5.6. Interdependencies As indicated, the project examining the future of Johnstone High School is developing concurrently with two other Learning Estate capital projects. All three projects are working to an overall aspirational budget commitment that will continue to be defined and will require Council commitment to secure the required budget at the conclusion of the Full Business Case process. Different requirements, circumstances and context for each project will have a bearing on the final cost requirements and their share of the overall funding available, making them highly dependent on each other. Page 166 of 347
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Johnstone High School Outline Business Case 47 OFFICIAL-SENSITIVE 6. MANAGEMENT CASE 6.1. Project Management and Project Governance Overview Currently, Renfrewshire Council is undertaking several capital projects focussed on learning estate improvements, covering both primary and secondary schools. This work has built on existing expertise within the key teams likely to be involved in any project to improve the provision of Johnstone High, giving the Council an experienced pool of resources to draw from. Work is underway within Children’s Services to create a dedicated Learning Estate Programme Team to deliver on the ambition of the Learning Estate Strategy. 6.2. Project Roles Learning Estate projects will be overseen at Chief Officer level by the Director of Children’s Services who acts as the Programme Sponsor for all projects. Senior accountability is assumed by the Head of Education for Strategy and Improvement who takes the position of Senior Responsible Owner (SRO). In common with all Learning Estate projects, delivery of change for Johnstone High School will be led by the Strategic Learning Estate Manager who holds senior accountability of project delivery to the SRO with day-to-day project leadership guiding the project teams through all aspects from inception, through to construction execution and handover. This leadership hierarchy will ensure that projects are successfully delivered upholding quality across project time, cost, and scope, ultimately delivering the intended outcomes and high-quality learning establishments for all. The Strategic Learning Estate Manager will be guided by subject matter experts who will control and resource the programme with the appropriate skillsets, with professional technical management in construction and the built environment coming from the Council’s Technical Services. It is crucial to note however, that whilst leadership roles have been established, appropriate officer level programme governance has been established to ensure that there is no single source of programme decision making. This process ensures accountability and robust decision making with representation covering all key Council services. Page 167 of 347
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Johnstone High School Outline Business Case 48 OFFICIAL-SENSITIVE Each project will require bespoke levels of resource depending on the scale and complexity but will follow a consistent approach. A dedicated Programme Manager will lead the overall success and delivery of the programme by implementing and executing full governance and control across all projects, supporting the Strategic Learning Estate Manager. Project management resource will be provided by the Council’s Programme Management Unit to cover business case development, business change processes, and fundamental client-side project management throughout the lifecycle. Technical expertise will be provided by the Councils’ Technical Services who will provide construction project management, contract management, and subject matter expert roles where appropriate through design and delivery. Additional resources will be required for each project with ongoing resource allocation covering critical services such as Finance, Communications, Education, Procurement, and Legal. All resources allocated to Learning Estate projects will report to the Strategic Learning Estate Manager for their involvement in these projects, with decision making being made by the appropriate authority level, either the Project Board, or Delivery Board, as noted below in section 6.3. The Council has developed significant experience over the past 15 years delivering major and complex investment programmes across the learning estate (which includes three major projects currently in delivery), leisure estate, cultural estate as well as major transport infrastructure. This experience places the Council in a strong position to understand the resource and governance arrangements required to deliver investment programmes of scale and this will be invaluable to support the Council’s investment focus shifting to a long-term strategic learning estate investment programme. 6.3. Reporting Arrangements This project will be monitored using current project management tools to record progress against timelines, monitor risk, and track change etc. Reporting will be used to manage and drive the project and ensure accountability to the public more generally. Beyond day-to-day project management activity, reporting will occur at regular Page 168 of 347
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Johnstone High School Outline Business Case 49 OFFICIAL-SENSITIVE intervals to established boards, with key decisions and milestones signed off at an appropriate level. At Council level, this project will be reported to the Education & Children’s Services Policy Board for all decision making and progress updates. Where financial decisions on matters such as high value contract awards are required, this project will report to the Finance, Resources & Customer Services Policy Board as per agreed Council governance. At officer level, this project will be reported to both a Project Board, and a Delivery Board. The Delivery Board holds the senior officer level decision making authority for the project, and will act as the ultimate officer level decision making body within its terms of reference and agreed scope/authority. This Board consist of Director / Head of Service representation of all key Council services. The Project Board will consist of Senior Managers / Heads of Service of all key Council services and will act as the operational decision making body for all matters as agreed in the scope, budget, and timeline of the project. This governance is illustrated in the image below: Page 169 of 347
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50 OFFICIAL-SENSITIVE Education & Children s Services Policy Board Learning Estate Delivery Board Chair – Director of Children s Services Director / Head of Service Representation Strategic Learning Estate Manager (Strategy & Delivery Lead) Learning Estate Project Board Chair – Head of Education Strategy & Improvement Head of Service / Senior Manager Representation Finance, Resources & Customer Services Policy Board (FRCS) All Learning Estate High Value Project Contract Awards Senior Managers and Specialist Advisers Project Delivery Team Council Decision Making Level Officer Decision Making Level Project Delivery Level Page 170 of 347
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51 OFFICIAL-SENSITIVE 6.4. Procurement Strategy The project team has a dedicated specialist procurement officer who will take the lead in developing an overarching Learning Estate Project Procurement Strategy. In the short term, initial assessment of the project will identify any requirement for consultant services to assist with technical aspects of project development. If the OBC is approved at E&CS Policy Board, consultants will be required to support the project team as it develops a Full Business Case (FBC). This work will be led by the specialist procurement officer and has been referenced in the Commercial Case, above. 6.5. Overall Project Benefits Provision of a new or extensively refurbished high school in Johnstone would deliver key project benefits to the school and local community. • The modernisation of Johnstone High School, making it fit for purpose, with the intention that in future, pupils will be educated in the best possible learning environments • Maximise operational efficiency through modern, sustainable and efficient buildings with a reduced need for maintenance of dilapidated buildings. • A reduction in Renfrewshire Council’s carbon footprint through the operation of a school better equipped to meet energy performance targets through more efficient operation • A community anchor site in west Johnstone providing facilities for public use outside of school hours, complementing public use of the shared sports facilities of Johnstone Community Sports Hub 6.6. Community Benefits Realisation Arrangements Renfrewshire Council has an established and successful Community Benefits approach which aims to deliver social, economic and environmental benefits for Renfrewshire’s communities as part of contract delivery. Community benefits are considered for inclusion on all regulated procurement over £50,000 and are delivered by suppliers and contractors in partnership with local organisations and supported by the Council’s Page 171 of 347
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Johnstone High School Outline Business Case 52 OFFICIAL-SENSITIVE Community Benefit Forum and Delivery Partners. Monitoring of community benefits will be managed through project and delivery boards and a benefits realisation strategy will be aligned with the overarching procurement strategy. 6.7. Risk Management Arrangements The project team has commenced a risk register to capture and monitor risk on behalf of the Council. Risk management will remain an active part of the project management process for the duration of this project with regular dedicated sessions focussing on the risk register to complement its inclusion as a standing agenda item in project working groups and meetings at all levels. 6.8. Equalities and Human Rights Any equality impact on current users and staff at Johnstone High School, as well as the wider community, as a consequence of this project, will be considered at all stages it develops. Initial Equality and Human Rights Impact Assessments (EQHRIA) have been carried out at programme level. This will inform the basis of all future assessments, where individual impact assessments will be conducted, specifically relating to the upcoming community engagement and consultation. 6.9. Communication, Engagement, and Community Voice Informal community and stakeholder engagement commenced in August this year, following publication of the SCC. Engagement has included meetings with headteachers, ward members and the parent council for Johnstone High School, to keep all interested parties informed of progress and likely timelines for this project. A survey was issued to parents and staff, inviting their views on the school and what they would improve, what should be important for any future investment. Those findings are referenced in the Strategic Case (section 2.6, above). Responses to the survey helped shape analysis of the routes forward and options considered in this OBC. Engagement with key stakeholders and the wider community will be key to the successful determination of the overall best value option to proceed with at the Page 172 of 347
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Johnstone High School Outline Business Case 53 OFFICIAL-SENSITIVE conclusion of the Full Business Case. To ensure clear communication and stakeholder input to the process, the project team will carry out an informal consultation on the short-listed options described in section 3.5 from April 2026. More detail is provided in section 7.1 Summary of Shortlisted Options and Next Steps 7. CONCLUSION 7.1. Summary of Shortlist of Options and Next Steps This outline business case confirms that there is a need to either retrofit the current Johnstone High, or build a new Johnstone High, either on the current site or elsewhere. The provisional scope to allow progression of site assessment, costing, and options analysis is to consider a school of 1,000 pupils. The minimum site area required for a high school for 1,000 pupils is 56,656m² as per Building Bulletin BB103 and 69,746m² as per The School Premises Regulations (Scotland) 1967. This business case concludes that from the longlist of options that have been assessed against the preferred route forward to construct a new high school on a suitable alternative site. As shown previously in Table 3, the following options should be progressed to a Full Business Case Process. Option 01 Retrofit Johnstone High School on Site 01 Johnstone High School Beith Road, Johnstone Option 02 New Build on Site 01 Existing Johnstone High School Site, Beith Road, Johnstone Option 03 New Build on Site 03 Beith Road Playing Fields, Johnstone Page 173 of 347
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Johnstone High School Outline Business Case 54 OFFICIAL-SENSITIVE To prepare the Full Business Case, more detailed site assessments, further cost modelling, and community consultation are required to recommend a single best value option to proceed with on conclusion of the next stage of the business case process. Taking into account Audit Scotland’s recommendations that the Council include communities in decision making, the project team will conduct an informal consultation on the options outlined above. The purpose of carrying out an informal consultation during the Full Business Case stage is to: • Comply with recommended best practice in ensuring that the public are involved in decision making • Comply with UNCRC to involve children in making decisions that affect them • Explain the options clearly to stakeholders and the public • Understand early in the process local views on the options • Refine options based on local views and feedback • Present a final option that is the most suitable for the community and the council • Reduce the potential for community objections at a later stage • Enhance relationships with local communities/individuals Key stakeholder groups that will be engaged in the informal consultation include: • Pupils and parents – parent councils, all parents and pupils • Local community – Community councils, youth groups, local development groups, local interest groups, general population in school catchment • School staff - Head teachers, teaching staff, admin staff, support staff. • Associated schools - parents, pupils and staff of associated primary, secondary or nursery schools • Politicians – local ward members, ECSPB members, local MPs, local MSPs, • Council Services – all council services who contribute to the creation, running and maintenance of school facilities • Future building users – groups with letting arrangements • Neighbours – current and potential neighbours to school buildings/sites. • Statutory bodies – Education Scotland, Police Scotland, Scottish Fire and Rescue Service, Sport Scotland. Page 174 of 347
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Johnstone High School Outline Business Case 55 OFFICIAL-SENSITIVE Activity Stakeholders Methods Preparation and options development Senior Officers and SLT Elected Members Head Teachers Briefings Workshops 1-1 interviews Targeted Early Engagement Parent Councils/Parents Community Councils Local Community Groups Pupils Staff Council Services Roud table meetings Briefings Workshops Focus Groups Surveys Broad Public Engagement Associated school parents and pupils General public Neighbours Surveys Public events Analysis and Refinement Project team Table 14: Engagement Activity The Full Business Case process is expected to take the remainder of 2026 to complete and will be presented back to a future cycle of the Education and Children’s Services Policy Board in 2027 for approval of a final recommended option. Page 175 of 347
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Johnstone High School Outline Business Case 56 OFFICIAL-SENSITIVE Children’s Services Renfrewshire Council Renfrewshire House Cotton Street Paisley PA1 1BR Page 176 of 347
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1 OFFICIAL-SENSITIVE Trinity High School Outline Business Case Page 177 of 347
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Trinity High School Outline Business Case 2 OFFICIAL-SENSITIVE DOCUMENT CONTROL SHEET Title: Trinity High School Version Number 2 Document Type: Outline Business Case Author: Learning Estate Project Team Date Published: 18/02/2026 Document Versions: Version: Name: Update: Date V0.1 Project team Initial draft 17/11/25 V0.2 Project team Amendments 21/11/25 V0.3 Project team Further draft 25/11/25 V1 Project team First draft for review 17/12/25 V1.1 Project team Update site assessments and section 7 20/01/26 V1.2 Project team Amendments and updates 10/02/26 V2 Project team Final draft following review by Chief Officers 18/02/26 Supporting Documentation / Location: Document Title: Location: Strategic Case for Change Document.ashx Page 178 of 347
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Trinity High School Outline Business Case 3 OFFICIAL-SENSITIVE Table of Contents 1. EXECUTIVE SUMMARY ........................................................................ 6 1.1. Introduction .......................................................................................... 6 1.2. Background ........................................................................................... 7 1.3. Opportunity ........................................................................................... 9 1.4. Scope and Objectives ............................................................................ 9 1.5. Summary of Routes Forward ............................................................... 10 1.6. Preferred Route Forward and Options Shortlist .................................. 10 1.7. Indicative Costs ................................................................................... 11 1.8. Timeline ............................................................................................... 13 2. STRATEGIC CASE .............................................................................. 14 2.1. Strategic Context ................................................................................. 14 2.2. The Need for Change ........................................................................... 15 2.3. Investment Objectives ......................................................................... 15 2.4. Existing Arrangements ......................................................................... 16 2.5. Initial Engagement .............................................................................. 17 2.6. Scope and Service Requirements ....................................................... 18 3. ECONOMIC CASE .............................................................................. 20 Page 179 of 347
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Trinity High School Outline Business Case 4 OFFICIAL-SENSITIVE 3.1. Potential Routes Forward.................................................................... 20 3.2. Preferred Route Forward ..................................................................... 25 3.3. Site Assessment Criteria ...................................................................... 26 3.4. Site Options Assessment ..................................................................... 28 3.5. Shortlisted Options ............................................................................. 42 3.6. Site 2, Netherton Avenue, Renfrew – Advanced Manufacturing .......... 43 3.7. Site 8, King George V Playing Fields, Renfrew – Renfrew High School Consideration .................................................................................................. 44 3.8. Indicative Costs ................................................................................... 45 3.9. Transport Considerations ................................................................... 47 3.10. Timeline and Next Steps ..................................................................... 48 4. COMMERCIAL CASE .......................................................................... 49 4.1. Approach ............................................................................................. 49 4.2. Service Requirements ......................................................................... 49 4.3. Project Development .......................................................................... 49 5. FINANCIAL CASE ............................................................................... 51 5.1. Project Funding – Capital Expenditure ............................................... 51 5.2. Approvals Process ............................................................................... 51 5.3. Revenue Expenditure .......................................................................... 52 Page 180 of 347
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Trinity High School Outline Business Case 5 OFFICIAL-SENSITIVE 5.4. Indicative Costs ................................................................................... 52 5.5. Financial Risk / Optimism Bias ............................................................ 54 5.6. Interdependencies .............................................................................. 54 6. MANAGEMENT CASE ........................................................................ 55 6.1. Project Management and Project Governance Overview ................... 55 6.2. Project Roles ........................................................................................ 55 6.3. Reporting Arrangements ..................................................................... 57 6.4. Procurement Strategy ......................................................................... 59 6.5. Overall Project Benefits ....................................................................... 59 6.6. Community Benefits Realisation Arrangements ................................. 59 6.7. Risk Management Arrangements ........................................................ 60 6.8. Equalities and Human Rights .............................................................. 60 6.9. Communication, Engagement, and Community Voice....................... 60 7. CONCLUSION ................................................................................... 62 7.1. Summary of Shortlist of Options and Next Steps ................................ 62 Page 181 of 347
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6 OFFICIAL-SENSITIVE 1. EXECUTIVE SUMMARY 1.1. Introduction This outline business case (OBC) is required as part of the Council’s new structured approach to delivering its long-term strategy for the learning estate across Renfrewshire. It builds on the context set out in a Strategic Case for Change (SCC) examining the future of Trinity High School in Renfrew, which was approved in August 2025 at the Education and Children’s Services Policy Board (E&CS Policy Board). In the SCC, Trinity High School was assessed as working beyond optimal occupancy, with demand for places projected to outweigh current capacity in the coming years. Further, the school buildings and the site of the school cannot expand in a way that would meaningfully improve the learning environment due to space constraints. Consequently, the condition and suitability of the school cannot be addressed utilising the current building. As a result, the strategic assessment concluded that the school cannot meet the ambitions of the Learning Estate Strategy without change. The purpose of this OBC is to articulate a preferred route forward for the project by identifying a shortlist of investment options likely to optimise value for money in delivering change. A longlist of options is presented as part of the OBC, along with analysis and rationale for their inclusion or exclusion from the shortlist. The OBC uses the following framework to present the preferred way forward, utilising an adapted HM Treasury Green Book approach which is based on the 5 Case model: Strategic case – confirming that strategic objectives remain current and seek agreement on the recommendation Economic Case – helping to determine that the preferred way forward offers value for money Commercial Case – working towards a recommended deal by explaining potential delivery models, procurement and engagement Financial Case – establishing affordability and funding requirements Management Case – planning for successful delivery Page 182 of 347
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Trinity High School Outline Business Case 7 OFFICIAL-SENSITIVE Table 1: Business case development process 1.2. Background The Learning Estate Strategy published by the Council in 2024, aims to initiate 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’. Schools were assessed against various criteria including condition, suitability for delivering the curriculum, capacity and demand. Using a prioritisation framework, the strategy assessed the entire learning estate, identifying those schools in need of long- term investment planning now, 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 Stage: Stage 1 Stage 2 Stage 3 Stage 4 Stage Outcome: Strategic Outline Case Outline Business Case Full Business Case Final Delivery Business Case Stage Activities: • Highlighting strategic context • Making the case for change • Agreeing scope • Considering longlist options • Exploring the preferred way forward and presenting a shortlist • Determine potential value for money • Preparing for the potential deal • Planning for procurement • Procuring the solution • Contracting the deal • Ensuring successful delivery 5-Case Model (stage of completeness): • Strategic 50% • Economic 40% • Commercial 10% • Financial 10% • Management 10% • Strategic 80% • Economic 70% • Commercial 40% • Financial 30% • Management 50% • Strategic 90% • Economic 90% • Commercial 90% • Financial 75% • Management 75% • Strategic 100% • Economic 100% • Commercial 100% • Financial 100% • Management 100% Gateway Review: Strategic Assessment Business Justification Delivery Strategy Final Investment Decision and financial commitment Page 183 of 347
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Trinity High School Outline Business Case 8 OFFICIAL-SENSITIVE • 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. A cohort of 13 priority schools was identified, with Trinity High School in Renfrew, being identified as the number one priority school for investment in Renfrewshire. This was based on the condition and suitability of the school building, driven by constraints on the size of the school’s site, which hampers the Council’s ability and ambition to deliver an evolving curriculum in the best possible learning environment. A further influence on the prioritisation of this school was pupil projection forecasts showing the school capacity being exceeded in the years to come through greater demand from housing development in the catchment. As a result, a Strategic Case for Change was produced, to consider the context of key issues which, if not addressed, would limit the Council’s ability to deliver the objectives of the Learning Estate Strategy. The document examined the operating context at Trinity with reference to those objectives: • Condition • Suitability • Sufficiency • Inclusivity • Digital • Sustainability and Net Zero • Community Facilities and Place shaping • Active Travel The Strategic Case for Change articulates the current baseline position at the school and identifies areas where the limitations of the site mean that the school cannot expand to meet demand or ensure future delivery of the modern and evolving curriculum. This context was set against the aims of the Learning Estate Strategy, to test how likely the current school is to meet the ambition of educating pupils in the best possible learning environments. Following approval of the strategic case for change, significant work has been undertaken to identify options for change that meet these ambitions and align with the critical success factors articulated in the documents. Page 184 of 347
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Trinity High School Outline Business Case 9 OFFICIAL-SENSITIVE 1.3. Opportunity The opportunity to change and improve the provision of secondary education for pupils in the Trinity High School catchment area, aims to advance the objectives of Renfrewshire Council’s new Learning Estate Strategy, and to help meet the ambitions of wider Council and Scottish Government policies. Those ambitions, fully considered in the Strategic Case for Change, are summarised here: • Improving the condition of schools • Sustainability and Energy Efficiency • Equity and Inclusion • Adapting to Future Educational Needs • Community and Public Use • Strategic Planning and Investment • Collaborative Approach with Stakeholders The ambitions encompass Renfrewshire Council’s determination to invest wisely whilst reflecting the importance of operational efficiencies and cost avoidance in delivering the Learning Estate Strategy. Thus, careful consideration of how to bring change to Trinity High School, can additionally help increase building operational efficiency through provision of improved, modern facilities. A new or refurbished school can deliver modern standards and design and contribute to the Council’s Net Zero commitments. Above all, this OBC sets out the opportunity for Renfrewshire Council to meet its overarching aim of ensuring that its schools are modern, accessible to all and support the delivery of high-quality education for learners. 1.4. Scope and Objectives The Strategic Case for Change set out five overarching investment objectives for Trinity High School. Any investment in the learning estate must: • Deliver the best learning environments and facilities possible • Support improving attainment and ambition • Maximise operational efficiency across the estate • Reduce the contribution to the Council’s combined carbon footprint • Acknowledge that ageing schools with deteriorating conditions come closer to the point of being no longer fit for purpose Page 185 of 347
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Trinity High School Outline Business Case 10 OFFICIAL-SENSITIVE Thus, Trinity High School is identified as a school which cannot match current or future demand; whose building condition and layout hampers delivery of a modern curriculum and efforts to raise attainment further; whose buildings require considerable on-going investment simply to maintain the status quo; and which cannot contribute to Council’s net zero commitments in its current form. To meet these objectives and deliver change, this OBC will examine viable options for the delivery of a new-build secondary school for a roll of circa 1400 pupils (to be revised up or down based on detailed project development) with consideration of any associated community facilities, in line with the Council’s wider strategic property strategy. The school should remain within the current catchment area. 1.5. Summary of Routes Forward Possible options for the future of Trinity High School considered 4 potential routes forward against the requirements for change: 1 – Do Nothing 2 – Retrofit and Refurb 3 – Rebuild Trinity on the current site 4 – Rebuild Trinity on another site Analysis of the routes forward are presented in full in the Economic Case in Section 3. This was produced following the collation of background information included in the SCC, technical information, and analysis of the operating context at Trinity, as well as engagement with school staff and parents. 1.6. Preferred Route Forward and Options Shortlist The preferred route forward for the project has been determined using the critical success factors identified in the SCC, to assess the viability of the various options under consideration. This identified that delivery of change for Trinity High School was dependent on moving the school from its current location and, consequently, on the identification of a new site for the school. Page 186 of 347
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Trinity High School Outline Business Case 11 OFFICIAL-SENSITIVE The routes forward and options rationale are discussed in greater detail in the Economic Case in Section 3 and includes an overview of estimated costs for delivering the project. The preferred route forward can be described as follows: Address the capacity, school condition and suitability issues facing Trinity High School by building a new school on a suitable site elsewhere in the catchment area. This OBC appraises potential site options that have been identified to deliver this preferred route forward. The shortlisted sites are: Site 8 Rebuild Trinity High School on Site 8 – KGV Playing Fields Renfrew Site 9 Rebuild Trinity High School on Site 9 – East Craigend, Erskine Site 10 Rebuild Trinity High School on Site 10 – Barwood, Erskine Table 2: Shortlisted Options 1.7. Indicative Costs To identify an indicative planning cost for delivering options associated with the preferred route forward, an exercise was conducted to consider the potential cost of delivering a school project at the identified planning scale (a secondary school of 1,400 capacity with additional community-use space). The site at East Craigend, Erskine from the options shortlist and used as an example for costing purposes, being a site wholly owned by the Council. The total includes the cost of demolition of the existing Trinity High School building. The overall potential costs of a new Trinity High School have been estimated as follows: Page 187 of 347
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Trinity High School Outline Business Case 12 OFFICIAL-SENSITIVE Cost scenario Range New build stand-alone Trinity High School on a suitable site £120 - £180m Table 3: Indicative costs The indicative costs above are provided for illustrative purposes only. Costs are subject to change depending on consultation, design changes, planning requirements and parameters, site locations and geotechnical site characterisation, procurement routes and other external factors. Further detail can be found within section 3.7 (Economic Case) and Section 5.4 (Financial Case) of this document. Page 188 of 347
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13 OFFICIAL-SENSITIVE 1.8. Timeline In 2025 a high-level summary of the timeline for completing this business case process was outlined, as shown below. This timeline is explained in more detail in section 3 of this document to show a potential route to construction. Page 189 of 347
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14 OFFICIAL-SENSITIVE 2. STRATEGIC CASE 2.1. Strategic Context In August 2025, a business case presented to E&CS Policy Board set out a strategic case for change at Trinity High School. The paper outlined the background and context, highlighting links to local and national strategies for education, including Renfrewshire Council’s Learning Estate Strategy and Fairer Renfrewshire policy, and Scottish Government’s National Learning Estate Strategy. The strategic objective for this project is to ensure delivery of the best quality learning environments for secondary pupils in the Trinity High School catchment area, whilst ensuring that capacity matches demand for school places, both now and in the future. This OBC takes that initial case for change and begins the process of identifying options for change in response to the needs and drivers identified. The policy background is summarised below. • Renfrewshire Council Learning Estate Strategy – a long-term structured approach to assessment of the learning estate through a prioritisation framework which identifies those areas of the estate most in need of investment. The strategy ensures careful planning to ensure that limited capital investment is directed where it will have the greatest impact through reshaping, refurbishing or replacing existing facilities. • Scottish Government’s National Learning Estate Strategy – reflecting the ambition of the Scottish Attainment Challenge, which promotes equity in access to quality education facilities as part of a drive to tackle the poverty related attainment gap and promote inclusivity. • Fairer Renfrewshire – recognising the role of the learning estate in reducing inequalities and improving the life chances of pupils across Renfrewshire • Strategic Planning and Investment – recognising the long-term nature of the strategy for the learning estate, with a clear framework which identifies those schools that require replacement, refurbishment or upgrading • Strategic Property Strategy – seeks to ensure that Renfrewshire Council’s property estate is strategically located and used to its fullest potential, complementing existing facilities and services wherever possible. Page 190 of 347
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Trinity High School Outline Business Case 15 OFFICIAL-SENSITIVE 2.2. The Need for Change As articulated in the Strategic Case for Change document which preceded this OBC, there is a clear and compelling case for introducing change to Trinity High School, as highlighted by a combination of factors, including: • Operating beyond optimal capacity – Trinity High School has a planning capacity of 1,032 pupils and pupil roll this year of 1,026; roll projections indicate that demand will rise and remain at or over-capacity across the next 10-15 years. • Condition and Suitability – ‘Core Facts’ reporting indicates that the condition (rated ‘B’) and suitability (rated ‘C’) of the of the building should be improved, and that £10m of spending will be required over the next 20 years simply to keep the building operating at its current level. The school is built on a site which is too small for an establishment of its size and population. The school has expanded over the years through additional buildings but still offers poor suitability for delivery of the curriculum. It cannot expand further on its current site. Provision of a school tailored to modern teaching requirements will better meet the demands of the curriculum. • Opportunity to maximise operational efficiency – Provision of a school built to modern teaching and building standards will help increase building operational efficiency by replacing ageing facilities which cannot meet modern building performance standards. 2.3. Investment Objectives The following objectives have been identified as key to improving school provision in for Trinity and aligning with the ambitions of the Learning Estate Strategy: • Effectiveness – Meet the aims of the Council’s Learning Estate Strategy to initiate a strategic programme of investment in schools; Ensure that every school is considered in terms of Scottish Government Core Facts reporting criteria; Deliver the best learning environments and facilities possible, exceeding, where able, Scottish Government recommendations. • Efficiency – Provision of modern learning environments to support improving attainment for pupils in Renfrewshire. • Economy – Optimise operating costs for the estate through the creation of buildings which are more energy efficient and through operation of a more efficient overall Page 191 of 347
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Trinity High School Outline Business Case 16 OFFICIAL-SENSITIVE school estate; Offer a reduction in the costs incurred maintaining ageing buildings; Operation of buildings of a size suited to current and projected school rolls. • Compliance – Careful planning for the replacement or refurbishment of schools to lessen the impact from older buildings and make a valuable contribution to Renfrewshire Council’s net zero commitments through the operation of more efficient buildings. • Replacement – The project acknowledges that as buildings age and maintenance costs increase, they come closer to the point of being no longer fit for purpose as a Council asset. 2.4. Existing Arrangements A comprehensive overview of Trinity High School was included in the Strategic Case for Change and is summarised below. The key facts relating to its operation are outlined in the following tables and narrative. Trinity High School is a denominational secondary school serving a catchment area stretching from the northwest of Renfrewshire on the river Clyde, across Langbank, Erskine and on to Renfrew and north Paisley. Trinity serves four primary schools in the catchment area and 5% of current pupils attend from outside the catchment area. The planning capacity for Trinity High is 1,032. The current roll is 1,026 pupils. Key facts and operating costs for Trinity High: School Age Suitability Condition Trinity High 61 C B Table 4: Key Facts School Capacity Current Roll 2029/30 2033/34 Trinity High 1032 1,026 (99%) 1,010 (97%) 1,030 (99.8%) Table 5: Capacity and Roll Projection Information (‘Sufficiency’) School Utilities Hard & Soft FM Teaching Non- Teaching Other* Rates Total Trinity High £283,861 £473,053 £5,143,877 £466,093 £211,004* £139,200 £6,717,088 * Waste, Grounds Maintenance, Transport Table 6: Overview of Operating Costs Page 192 of 347
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Trinity High School Outline Business Case 17 OFFICIAL-SENSITIVE Location No. of Pupils Current Annual Cost TRINITY HS - ERSKINE (MAINS HILL/GARNIEL 40 £33,411 TRINITY HS - BISHOPTON (DARGAVEL VILLAGE NORTH & SOUTH) / BARHILL, ERSKINE (LINBURN/MILLFIELD)/INCHINNAN 144 £73,333 TRINITY HS - BISHOPTON (DARGAVEL VILLAGE) 10 £57,185 TRINITY HS - INCHINNAN (INDIA DR)/ERSKINE 50 £33,796 Total: 244 £197,727 Table 7: Transport Costs Breakdown 2.5. Initial Engagement Following presentation of the Strategic Case for Change to E&CS Policy Board in August 2025, officers undertook some initial engagement, outlining the processes involved in identifying opportunities to deliver change. A survey was issued to parents, carers, and all school staff at Trinity High School, inviting views around current school provision, including school condition, location of facilities and what stakeholders feel should be important to the Council in progressing future school investment. Analysis of responses from parents, carers and the wider community suggested a community affection and connection for the school and its location whilst most respondents acknowledged the challenges the building poses to users. The survey identified the following key themes and discussion points: • Modernisation/refurbishment is the most persistent theme: many describe the building as old, dated, tired and want a significant upgrade. • Toilets and hygiene are frequent cited issues: (cleanliness, locks, capacity, safety/vaping). Page 193 of 347
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Trinity High School Outline Business Case 18 OFFICIAL-SENSITIVE • Social and dining space is viewed as insufficient: calls for more seating, sheltered areas, and quiet/regulated spaces (including for neurodivergent learners) • Sports and outdoor facilities are widely seen as under-provisioned (requests range from full-size pitches and MUGAs to a swimming pool). • Parking/drop-off is problematic; parents want safer, more orderly arrangements. • Location is valued for centrality and transport links, though many note the site is constrained for growth. Responses from school staff at Trinity again highlighted some positive aspects of the school and its location but described issues and challenges posed by the building’s size and constraints. • Physical Condition – Significant concerns include inadequate toilets, poor social spaces, leaks, ventilation problems, and outdated infrastructure. • Central Location Benefits - The school’s central location offers convenient transport links and access to local amenities, praised by all staff groups. • Staff Workspace Challenges - Teaching staff face fragmented departments impacting efficiency; office staff lack sufficient administrative space and facilities. • Security and Safety Concerns - Multiple entry and exit points complicate monitoring, raising staff concerns about school security and safety. Both parents and staff strongly support investment in modern, high-quality learning environments, and highlight the need for buildings in good condition, modern teaching facilities, improved sports and outdoor learning areas, and robust digital infrastructure as top priorities for any future redevelopment 2.6. Scope and Service Requirements The scope of this proposal for change is to provide an improved Trinity High School in line with the strategic objectives set out and agreed in the Strategic Case for Change, informed by an understanding of the operating context. Potential routes forward were set out in an interim update to E&CS Policy Board in October 2025, based on the broad range of options outlined in the Economic Case, below. This included an accompanying assessment of advantages and disadvantages as well as a narrative description of the preferred way forward. Page 194 of 347
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Trinity High School Outline Business Case 19 OFFICIAL-SENSITIVE To provide a basis on which to consider potential options to invest in Trinity High School, a provisional scale was set as a secondary school of 1,400 pupils, with an additional 500m2 of community space that can be developed into an appropriate community offer, following engagement. (500m2 total site space, 300m2 gross internal floor area). To allow this scale to be translated into building footprint and site size metrics, BB103 guidance was utilised as the best practice metric for sizing. The outputs of this indicate that a secondary school of 1,400 pupils plus community space equates to an ideal site requirement of 79,310 m2 (19.6 acres). The potential routes forward were informed through consideration of a broad range of options for change with an accompanying assessment of their advantages and disadvantages, concluding with a narrative description of the preferred way forward. The routes are summarised here: Route 1 Route 2 Route 3 Route 4 ‘Do nothing’ – Retain the building as-is and continue to operate the high school in its current format Retrofit/Refurbish Trinity High School to improve its overall condition and suitability Rebuild Trinity High School at the current site Rebuild Trinity at a new site elsewhere in the catchment area Table 8: Potential Routes Forward Page 195 of 347
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Trinity High School Outline Business Case 20 OFFICIAL-SENSITIVE 3. ECONOMIC CASE 3.1. Potential Routes Forward In line with the summary of routes forward that are outlined as part of the Strategic Case, each has now been subject to an assessment process to identify the broad advantages and disadvantages to assess the overall merits of each option. This process allows in the first instance, identification of recommended viable routes to be considered in more detail to establish a long list of options to be considered. In the case of Trinity, the analysis outlined below identifies there is only a single recommended viable route forward from which a long list of potential options has been identified. The recommended route forward is: Route 4 - Rebuild Trinity HS at a new site within in the catchment area. An overview of the rationale of why Route 4 has been identified as the only recommended viable route is outlined in the detailed assessments below: Route 1: Do nothing Retain the building as-is, with minimal wind and watertight investment, and continue to operate the high school in its current format. Main Advantages: Value for money • Lower capital outlay required, albeit significant future capital outlay will still be required on building maintenance to secure long term wind and watertight condition, and to support net zero transition, none of which would support improvement to configuration or suitability for delivering the curriculum. • Long term demand on places for Trinity could potentially 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 Page 196 of 347
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Trinity High School Outline Business Case 21 OFFICIAL-SENSITIVE 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, and the building would have a limited long term life given its age. In addition, further investment would be required to support long term net zero ambitions. • The building is, and would remain in future, too small for its current and projected roll, making operation less efficient. Conclusions: With the disadvantages outlined above, this is not considered a viable solution 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 and is likely to provide poor long term value for money given the age and condition of the existing school. Route 2: Retrofit and Refurbish Carry out a comprehensive retrofit of Trinity High School 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. Value for Money • Creation of a building that is more energy efficient and may improve operational efficiency • Potentially, less capital outlay required than for a new-build option, although this would require detailed analysis particularly given the dual costs of normal wholescale refurbishment coupled with climate retrofit requirements. Page 197 of 347
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Trinity High School Outline Business Case 22 OFFICIAL-SENSITIVE 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 constraints 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 initial capital costs may be less in comparison to an equivalent new build, the costs will still be significant and the overall remaining life of a refurbished building is likely to be less than a new build placing a level of constraint on the long term value for money assessment. • 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 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. 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 and would present a missed opportunity to deliver long term improvement in the learning estate for the community. Additionally, although there may be the potential for a degree of short term affordability benefits, there is significant uncertainty as to whether it would necessarily provide long term value for money and it would also be highly disruptive to the school existing school community during the construction period. On this overall basis, this option should not be considered as a viable route forward. Page 198 of 347
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Trinity High School Outline Business Case 23 OFFICIAL-SENSITIVE Route 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. • It would directly contribute towards net zero ambitions through provision of a new school built to NZPBS standard or better Value for Money • Creation of a building with modern mechanical and electrical systems will greatly improve operational efficiency and a new build provides the opportunity to secure a learning facility with the maximum future life to support long term value for money benefits. 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 constraints 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. 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 modern 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 Page 199 of 347
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Trinity High School Outline Business Case 24 OFFICIAL-SENSITIVE constrained site space. This option should not be considered as part of the preferred way forward. Route 4: New Build Trinity High School at Alternative Site Build a new High School elsewhere in the catchment area on a suitable site with consideration for partner/community facilities; 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. • 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. Value for Money • Creation of a building with modern mechanical and electrical systems will greatly improve operational efficiency. 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 highly attractive to the market increasing the opportunity to secure best value through the procurement phase. Main Disadvantages: Achievability • Finding a suitable site for a new school could potentially present some challenges. • The cost of buying suitable land to house the new school if suitable Council- owned land cannot be identified would add to the costs. • An alternative site could potentially introduce wider considerations such as the scale of required transport that would need to be factored into the overall options appraisal process. Conclusions: This option would address condition, sufficiency and suitability and would be able to meet most if not all of the objectives of the Learning Estate Strategy. As outlined above an alternative site may introduce wider considerations including meeting active travel objectives if appropriate land cannot be sourced in an appropriate location of the catchment area coupled with the scale of requirement associated with the number of pupils requiring home to school transport. Such Page 200 of 347
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Trinity High School Outline Business Case 25 OFFICIAL-SENSITIVE implications will become clearer through specific site assessment process. However, this route forward should continue to be progressed further to identify alternative delivery options to determine the shortlisted options which present the overall best value. 3.2. Preferred Route Forward A qualitative assessment of the potential routes has provided commentary on their practicality, adaptability and desirability, aligned to the critical success factors outlined in the Strategic Case for Change. This identified those that do not offer a viable means of delivering the required change and confirmed a preferred way forward for the project: Address the capacity, school condition and suitability issues facing Trinity High School by building a new school on a suitable site elsewhere in the catchment area. This route forward was recommended and agreed following an update to the ECSPB in October 2025. Whilst the qualitative narrative associated with each route forward clarifies its viability, further rationale for not considering certain options involving the current Trinity High School and its site is as follows. By considering minimum legislative site sizing, for Trinity High School to accommodate its current number of pupils with no growth, would require a site of circa 57,000m2. The current Trinity site is only 19,000m2, falling significantly short of current legislative requirements. As the school predates the introduction of these current standards, it has continued to operate, but there could be no justification to rebuild or refurb the current school on a site that is so constrained in size. By considering potential growth, and scope of project sizing, up to 1,400 pupils, the site size would require to be 79,000m2 by following the BB103 sizing requirements. This shows that the current site is circa 60,000m2 too small. This concludes that there is a compelling case to focus attention on options generation against Route 4 – to build a new Trinity High School on a suitable alternative site in the catchment area. Page 201 of 347
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Trinity High School Outline Business Case 26 OFFICIAL-SENSITIVE 3.3. Site Assessment Criteria The preferred route forward indicates that viable options are dependent on identification of a suitable site for the construction of a new Trinity High School. To identify potentially viable sites, a list of site assessment criteria has been derived by considering core legislative, policy, and technical considerations. A long list of potential site options has been assessed to identify sites that present potential viability and warrant further investigation and feasibility assessment. Note that this stage of the process is a broad pass / fail assessment of long list options for viability purposes and is not a weighted scored assessment. A more detailed assessment approach of this nature will form part of the next stage of the business case process. The assessment criteria utilised are as follows: Ownership Sites wholly within the ownership of Renfrewshire Council will be prioritised over those owned by others recognising this provides greater certainty of site deliverability. Consideration will be given to brown field sites where remediation and use will be of benefit to the community, or where sites can provide for the retention and or improvement of community facilities, amenities or green spaces. Site size/area Sites will be assessed against the median area requirements set out in BB103 as sufficient for a school of the following size and description: a) Accommodate a secondary school of 1400 pupils + community space, equating to 79,310m2 (19.6acres) Active Travel A review of sites in relation to their potential to support Active Travel, proximity to public transport, road networks, cycling and walking routes; the potential for increased pupil transport requirements. Planning Sites will be assessed against current local & national planning policies and current land area designation. Placemaking Consideration will be given to potential for place making benefits, such as community and green public spaces. Areas will be assessed for their context within and connection to the local community and how strategic use of the site could bring wider, long-term benefits to the area. Flood Risk Sites will be assessed in line the guidance set out in Policy 22 of the NPF4. Flood risk potential is common and significant across the Renfrewshire estate and dependent on the scale of risk, will not necessarily result in the rejection of a site. The level of risk and site history, along with the impact of remediation and flood protection will all be considered in the assessment of the site. Page 202 of 347
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Trinity High School Outline Business Case 27 OFFICIAL-SENSITIVE An assessment of site topography will examine factors that may affect the efficient use of the site, including shape, gradients across and adjoining the site, features such as water ways, culverts & previous uses. Previous industrial use may bring issues of ground contamination or existing buildings that need to be factored into site remediation. Budget Budget considerations will principally be concerned with highlighting potential additional costs for abnormal site issues. For example, construction on brown-field sites requiring ground remediation works for ground contaminations. Projects in green or rural areas incurring additional costs associated with installing utilities, and the construction or upgrade of local road and pedestrian routes. Commentary Any additionally significant issues that require consideration, such as location within the catchment area. Table 9: Site Assessment Criteria The following 11 sites were identified as being within Council ownership and in the catchment area and were subject to assessment. The sites were considered against the criteria and the requirements for change. A desktop assessment was completed for each site, which has concluded that there are 3 options that have strong viability potential and are appropriate for further detailed examination and assessment at the next stage. A high level overview of the viability assessment for each site is outlined below and represent the longlist of site options to deliver the project. Any site which is recommended for further investigation as a viable option will be subject to thorough legal checks around ownership to ensure a full understanding of any constraints on development and its likely impact. Should any site require legal processes to amend land designation this would be fully considered at the next stage of assessment and reflected in project timelines where appropriate. Page 203 of 347
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Trinity High School Outline Business Case 28 OFFICIAL-SENSITIVE 3.4. Site Options Assessment 11 sites within Council ownership have been identified and assessed. The location of the sites is shown in Map 1, below: Map 1: Potential Sites Page 204 of 347
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Trinity High School Outline Business Case 29 OFFICIAL-SENSITIVE The three areas highlighted with a yellow circle represent locations considered as potential sites that are in private ownership, with the majority already in use. Having considered these areas, it is clear that there is no additional benefit to either the location, or the site’s suitability that is greater than any site in Council ownership identified through the list of site assessments contained within this business case. For that reason, as well as the fact that a financial outlay and significant, lengthy, legal process would be required to obtain private land, it has been determined that there is no benefit to progressing the consideration of any site in these locations. The 11 site assessments for land in Council ownership are outlined below: Page 205 of 347
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Trinity High School Outline Business Case 30 OFFICIAL-SENSITIVE Option 1: New build Trinity High School on Site 01 Cockels Loan, Renfrew Page 206 of 347
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Trinity High School Outline Business Case 31 OFFICIAL-SENSITIVE Option 2: New build Trinity High School on Site 02 Netherton Avenue Page 207 of 347
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Trinity High School Outline Business Case 32 OFFICIAL-SENSITIVE Option 3: New build Trinity High School on Site 03 Erskine Town Centre North Page 208 of 347
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Trinity High School Outline Business Case 33 OFFICIAL-SENSITIVE Option 4: New build Trinity High School on Site 04 Kilpatrick Avenue, Erskine Page 209 of 347
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Trinity High School Outline Business Case 34 OFFICIAL-SENSITIVE Option 5: New build Trinity High School on Site 05 Kilpatrick Drive, Erskine Page 210 of 347
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Trinity High School Outline Business Case 35 OFFICIAL-SENSITIVE Option 6: New build Trinity High School on Site 06 Bargarran, Erskine Page 211 of 347
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Trinity High School Outline Business Case 36 OFFICIAL-SENSITIVE Option 7: New build Trinity High School on Site 07 Broomhill, Erskine Page 212 of 347
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Trinity High School Outline Business Case 37 OFFICIAL-SENSITIVE Option 8 New build Trinity High School on Site 08 KGV Playing Fields, Renfrew Page 213 of 347
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Trinity High School Outline Business Case 38 OFFICIAL-SENSITIVE Option 9: New build Trinity High School on Site 09 East Craigend, Erskine Page 214 of 347
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Trinity High School Outline Business Case 39 OFFICIAL-SENSITIVE Option 10: New Build Trinity High School on Site 10 Barwood, Erskine Page 215 of 347
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Trinity High School Outline Business Case 40 OFFICIAL-SENSITIVE Option 11: New build Trinity High School on Site 11 Robertson Park, Renfrew Page 216 of 347
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Trinity High School Outline Business Case 41 OFFICIAL-SENSITIVE Site No Site Name Strategy (Extend/New build/Renovate/Dispose) Recommended to take forward to FBC Rationale 0 Existing Trinity High Retrofit or New Build No The footprint of the current site falls significantly short of required space metrics for a secondary school of this size. This option should therefore not be considered as part of the preferred way forward. 1 Cockles Loan, Renfrew New Build No The existing site is significantly undersized to accommodate a modern High School with the required Capacity under BB104. Site is of irregular geometry compromising potential. 2 Netherton Avenue New Build No Site is within key strategic area for economic growth; education falls outside of these key factors. Noise from adjacent Glasgow airport could prohibit external learning opportunities 3 Kilpatrick Drive, Erskine Town, North New Build No The flood risks associated with this site drastically reduce the practical useable area of the site, effectively brining it below the minimum requirements of BB103. 4 Kilpatrick Avenue, Erskine New Build No The flood risks associated with this site drastically reduce the practical useable area of the site, effectively brining it below the minimum requirements of BB103. 5 Kilpatrick Drive, Erskine New Build No The site is considerably undersized to provide minimum secondary school accommodation 6 Bargara, Erskine New Build No This site is unsuitable for major development with no established publicly accessible routes or adjacencies to suitable routes. Providing suitably sized utility connections would likely require a significant development programme to make connections to existing utility routes on public roads. 7 Broomhill, Erskine New Build No Significant challenges with topography requiring significant earthworks to allow development which is considered cost and time prohibitive. Also, significant challenges in creating pedestrian links as there is no existing pedestrian footpath infrastructure 8 King George 5th, Playing Fields, Renfrew New Build YES This site has the potential to provide multiple benefits, including positive impacts on active travel, potential for place making and efficiencies though shared facilities with Renfrew High School, Site Is Located within the existing Trinity High Catchment and is of adequate size for construction of a Modern High School 9 East Craigend, Erskine New Build YES The overall scale of the site and its central location represent potential significant place making opportunities with its proximity to Park Mains School and the wider Erskine area. Addressing the existing SINC classifications may impact on the planning and statutory approvals process. The existing overhead power line will restrict potential building development either side of the line, however the site is sufficiently large enough that building development could be accommodated out with an exclusion zone. 10 Barwood, Erskine New Build YES Site is sufficiently large enough to accommodate. Design development, for this site would need to carefully consider how public amenities are maintained and enhanced by the project, particularly the existing community play and sports facilities. Potential vehicular access to the site is restricted to the southeast boundary with Barhill Road. However, the site benefits from good existing pedestrian routes to and around the site that could be expanded to create links via the adjoining residential area to the southwest of the site. 11 Robertson Park, Renfrew New Build No Requires closure of existing community assets and removal of existing well used public green space Table 10: Site Summaries Page 217 of 347
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42 OFFICIAL-SENSITIVE 3.5. Shortlisted Options Based on the site assessments and as shown previously in the executive summary, the following options, as previously shown in Table 2, can be deemed potentially viable locations for a new build Trinity High School. Site Option 08 New build Trinity High School on Site 08 – KGV Playing Fields Renfrew Site Option 09 New build Trinity High School on Site 09 – East Craigend, Erskine Site Option 10 New build Trinity High School on Site 10 – Barwood, Erskine It is recommended that these options are taken forward to the next stage of assessment at Full Business Case, to be considered as part of extensive engagement, and further technical and cost analysis. These three shortlisted sites are shown in Map 2, below: Page 218 of 347
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Trinity High School Outline Business Case 43 OFFICIAL-SENSITIVE Map 2: Shortlisted Sites 3.6. Site 2, Netherton Avenue, Renfrew – Advanced Manufacturing This site was included as a long list option to ensure that all available Council-owned sites in the catchment area were considered before inclusion or exclusion from the shortlist. The site falls entirely within the Advanced Manufacturing and Innovation District Scotland (AMIDS), developed by Renfrewshire Council and key partners to bring high- value jobs to Renfrewshire. AMIDS is a UK national asset, designed to deliver a world- leading cluster of innovative businesses. There are two anchor tenants in place with further development commencing this year. Funding agreements with partners to develop the site include restrictions on how the land can be used, to protect the integrity of the asset and the delivery of long term economic growth targets. The Council has committed to ensure consistency in how AMIDS is developed and to protect the expected benefits of innovation clustering and the long-term investment in the site. Page 219 of 347
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Trinity High School Outline Business Case 44 OFFICIAL-SENSITIVE Development of a school at AMIDS would not comply with the restrictions on land use agreed by the Council, would not meet the Council’s ambitions for the site and would limit its ability to deliver the benefits of development. 3.7. Site 8, King George V Playing Fields, Renfrew – Renfrew High School Consideration Renfrewshire Council has committed to addressing its entire learning estate holistically, following the principles of the Learning Estate Strategy. Thus, where a priority school has been identified, officers should consider whether other local facilities could be improved or upgraded as part of the solution. Given that one of the shortlisted sites (Site 8 – KGV Playing Fields) is adjoined to the location of Renfrew High School, consideration was given to what impact a new Trinity High School on the same location may bring. The primary consideration at this stage of the business case process was to determine if there was adequate land available on the site of KGV to develop a new Trinity High School without constraining a future development of a new Renfrew High School. This desktop assessment concluded that there is adequate land available across the expanse of KGV to construct a new Trinity High School, without constraining options for a future potential Renfrew High School on the same site. This assessment has also demonstrated that through careful design considerations, a new Trinity High School on this site could be designed in such a way that it supported the basis of how a future shared campus or shared use of facilities could be implemented, when the appropriate time to invest in a new Renfrew High School arrives. At the point of agreeing the prioritisation of the Learning Estate Strategy, Renfrew High School was identified as a ‘middle cohort’ school, meaning that it would move to business case stage for investment over the next 10-20 years. However, in considering one of the principles of the strategy, neighbouring schools close to options for development of a priority school could be considered to determine if there is a benefit of constructing within the same development. When considering the option of rebuilding Trinity High on site 08 – King George V Playing Fields, its size and proximity to the current Renfrew High supported the need for a desktop exercise to be carried out to consider the feasibility of the site to Page 220 of 347
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Trinity High School Outline Business Case 45 OFFICIAL-SENSITIVE accommodate two school campus. This exercise confirmed that the size and configuration of the site provided significant flexibility that could accommodate several future development options ranging from two separate school campuses with or without some shared facilities developed independently from each other or at the same time through to a fully integrated joint campus Given this overview shows that it is possible to construct multiple development options including a joint campus, it allows further work to be conducted through the next stage of assessment to assess the development options for the KGV site that present the best value outcome for the Council, and any further community views, technical assessments or considerations. However, it should be noted that estimates for delivering a shared campus option indicated a cost in the region of £220-320m. When set against the wider Learning Estate priorities and scale of funding that has to date been made available (£170m) affordability constraints may limit the deliverability of such an option in a single phase. It is important to note that this consideration will only be apply to the option of constructing a new Trinity High School at Site 8 – KGV Playing Fields, due to the fact that Renfrew High School currently adjoins this site. The process of completing the Full Business Case, at the next stage, will take an objective view by considering the financial affordability, technical assessments, and community views on all options presented in the shortlist. 3.8. Indicative Costs The indicative costs are based on preliminary information and should be considered a framework from which detailed cost plans can be developed. The indicative costs have been built from high level information, benchmarking from various sources including the Scottish Futures Trust (SFT) funding metric, cost information from current Renfrewshire Council education construction projects, costs from other Councils’ similar high school projects and adjusting the costings where specific knowledge has been gained from the desktop assessment of the site options. The BCIS cost indices have also been used to calculate inflation up to the end of the anticipated construction period. Page 221 of 347
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Trinity High School Outline Business Case 46 OFFICIAL-SENSITIVE In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicate what is assumed as included in the costs and what is excluded at this stage. To project an estimated cost for inflation purposes, the construction cost has been based on an assumed construction commencement date of 2030. All figures should be noted as exclusive of VAT. Key assumptions and exclusions were used in compiling the indicative costs in the absence of any design commencing. This approach recognises that whilst a range of cost estimates have been presented, these remain volatile, subject to external factors and site specific detail that will become clearer as sites are investigated, and options further explored at the next stage. It is important to highlight as part of this process, that no budget will be requested or crystalised until further work has been undertaken into the validation of each option, and a recommendation is made thereafter at the conclusion of the Full Business Case. As shown previously in Table 3, the indicative costs are as follows: Cost scenario Range New build stand-alone Trinity High School on a suitable site £120 - £180m Page 222 of 347
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Trinity High School Outline Business Case 47 OFFICIAL-SENSITIVE 3.9. Transport Considerations Renfrewshire Council policy states that secondary school pupils who live more than two miles away from their catchment school by the shortest acceptable walking route, are eligible for home to school transport. Based on pupil census data available for 2025/6, of the current roll, 929 pupils are from the catchment area, of whom, 244 pupils (26%) are eligible for home to school transport. If the location of the school were to change, based on this data it would change as shown below. This does not take into account the future projected roll increase and is based on 2025-6 data for comparison only. Current School Pupils Eligible Trinity High 244 Possible School Site Pupils Eligible Site 8 – KGV Playing Fields, Renfrew 245 Site 9 – East Craigend, Erskine 750 Site 10 – Barwood, Erskine 767 Table 11 – Trinty High - Pupil travel eligibility Page 223 of 347
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48 OFFICIAL-SENSITIVE 3.10. Timeline and Next Steps Should the recommendations contained in this OBC be approved, officers will commence work to identify and recommend a preferred option for the replacement of Trinity High School. The next steps in that process are to complete a Full Business Case articulating the recommended option by the end of 2026, for presentation and agreement early in 2027. If approved by Council, work would begin on Statutory Consultation to be carried out during 2027. Timescales would be dependent on timing around Local Government elections scheduled for May 2027 and completion of the associated RIBA stages, with the current anticipated timeline showing that construction could commence by 2030. Page 224 of 347
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49 OFFICIAL-SENSITIVE 4. COMMERCIAL CASE 4.1. Approach An overarching procurement strategy will be prepared as the Project develops, and a preferred option for delivery is identified. The strategy will set out the various contracts required to deliver the project including the proposed procurement route, contract objectives, tender methodology and timelines. Pre-market engagement and consultation will be undertaken to ensure a detailed market analysis is completed to test the suitability of proposed approach to procurement and ensure the proposals are attractive and viable for the competitive market. The Project procurement strategy will remain a live document, updated to reflect the outcomes of each stage of the project’s development and responsive to changes in market conditions identified through analysis and ongoing engagement. Bespoke contract strategies will be developed for each requirement detailing the specific requirements and tendering methodology adopted for that contract while aligning with the overall aims and objectives set out in the overarching strategy. 4.2. Service Requirements The project team require external consultants to provide specialist services and works to support the development of the Full Business Case. Services required may include support with timetable and demand modelling, site surveys, intrusive building surveys, legal and planning advisers and cost consultants. The Project team will work with dedicated procurement officers to develop strategies for each contract requirement with consideration to the Council’s standing orders relating to Contracts and principles of best value. 4.3. Project Development Procurement strategy will be developed for the FBC stage that will discuss in detail the most beneficial route to market depending on the proposed final recommendation. Page 225 of 347
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Trinity High School Outline Business Case 50 OFFICIAL-SENSITIVE The procurement process for the detailed design and construction stages of the project is subject to development. The Council is looking at a range of options including framework routes for procurement of consultants and/or contractors. In the event there are no suitable existing arrangements to use, it is anticipated options will be as follows: • Multi- disciplinary design team (MDDT) procured using Restricted Procedure in accordance with Council’s Standing Orders relating to Contracts and Public Contracts (Scotland) Regulations 2015 as amended. • Construction works contract, likely to follow a Restricted Procedure in accordance with Council’s Standing Orders relating to Contracts and Public Contracts (Scotland) Regulations 2015 as amended. It is likely to be a 2-stage contract model with pre-construction services agreement (PCSA) to allow early contractor involvement followed by award of main works contract once detailed design is complete. • Ad-hoc/specialist consultant support may be required to support the project team. The project team will work with dedicated procurement officers to develop a strategy for each contract with consideration to the Council’s standing orders relating to Contracts and principles of best value. Page 226 of 347
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Trinity High School Outline Business Case 51 OFFICIAL-SENSITIVE 5. FINANCIAL CASE 5.1. Project Funding – Capital Expenditure Until such time that a specific option has been decided to proceed with at the conclusion of the business case process, no formal project exists and therefore no full capital budget exists. The purpose of this business case process is to allow a decision to be made on the best option to commit capital expenditure on, and only at the conclusion of the process will a request be made to Council to commit to the required project budget. This OBC has outlined the current estimated cost to deliver on the agreed route forward, and this estimate will continue to be refined and updated as more detail becomes available at the next stage of assessment. 5.2. Approvals Process To date, work to develop proposals for a new Trinity High School has not incurred any external costs, with all spend being incurred on already budgeted internal resources. . To take the project forward through to approval of the FBC further costs will be incurred on both internal and external resource. This spend is required to ensure the Council is presented with a robust and tested recommendation with professional advice on the specifics of the option. To conclude and present the FBC for this project, a budget will be required and will be progressed through established budget setting processes. This budget is made up of all internal technical resource costs and all external professional services and consultant appointments required to interrogate and validate the shortlist of options. This cost is made up as follows: • Internal technical management costs to deliver project feasibility, cost management, architectural services and project management • Flood risk assessments • Roads and transportation assessments • Space planner to produce timetabling and demand modelling to develop schedule of accommodation • Civil engineering to conduct ground investigation surveys on shortlist of sites Page 227 of 347
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Trinity High School Outline Business Case 52 OFFICIAL-SENSITIVE Approvals for spending this development budget will be agreed through current project governance to ensure accountability and transparency. 5.3. Revenue Expenditure The new Trinity High School will be owned and operated by Renfrewshire Council. The operating model will align with current arrangements for Renfrewshire Council assets and learning establishments. Potential operating costs for a new school will be further explored as part of the Full Business Case which will be developed throughout 2026. Whole life cost modelling will capture elements of future revenue spend across the expected lifetime of the proposed new school. Operating costs for the current school have been captured and are indicated in the Strategic Case, above. Initial indications are that the cost of operating a new Trinity High School would be broadly reflective of current operational costs including staffing, and facilities management. It should however be noted that depending on the specific location of the shortlist of options, the cost of school transport could vary significantly, albeit this cannot be seen as a single measure of value in an option. The cost of delivering home to school transport must be considered in the broader context of the educational and community value that can be derived through the development of a new school. This matter will be explored in more detail at the FBC stage where each of the shortlisted options will be investigated in greater detail for the estimated revenue costs associated with it. 5.4. Indicative Costs The indicative cost information outlined in sections 1.7 and 3.7 was prepared using current market cost information, including Scottish Futures Trust (SFT) benchmark data, cost information associated with current Council education construction projects, and BCIS cost forecast indices to underpin indexing current construction cost metrics to anticipated future construction date. Indicative costs are based on an assumed construction commencement date of 2030, and all costs should be considered as exclusive of VAT. Page 228 of 347
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Trinity High School Outline Business Case 53 OFFICIAL-SENSITIVE In considering the potential construction costs, it should be noted that all construction sites are unique and will differ from site to site in ways that will impact construction costs. This is as a result of ‘abnormal’ factors exclusive to every site. No two sites are the same, for example flood risk mitigation or ground remediation may be more or less consequential from site to site, with differing impact on the overall construction costs as to how the design addresses the site. In that sense, the indicative costs should be taken as a guide only, detailed site options appraisal will be necessary to fully understand the geotechnical characteristics and construction cost impact before making any final recommendations. The project is currently at RIBA Plan of Works Stage 0 where at this stage it is key to define vision and goals, identify needs and opportunities and to establish a strategy. Therefore, there is no current design information. Key assumptions and exclusions are required to establish indicative costs and clearly indicates what is assumed as included in the costs and what is excluded at this stage. The cost range, as shown previously in Table 3, gives a high-level indicative estimate based on a number of key assumptions and exclusions which may be subject to change, given the early stage of the project. These will be further refined as the project develops. Cost scenario Range New build stand-alone Trinity High School on a suitable site £120 - £181m The key assumptions and exclusions used in compiling potential costs help ensure full financial transparency. The following are highlighted as examples: Assumptions: • It is assumed the existing Trinity High School shall remain open while new build construction works are ongoing • Estimated costs are based on construction costs at prices (4th Qtr. 2025) • It is assumed services and utility connections are available locally • Inflationary allowances have been made in accordance with current published BCIS Tender Price Indices Page 229 of 347
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Trinity High School Outline Business Case 54 OFFICIAL-SENSITIVE Exclusions: • Refurbishment works costs to the existing Trinity High School during the new high school construction have been excluded • Legal Costs • Planning Conditions • Section 75 Planning works/contributions • Operational costs, Hard FM or Lifecycle/Whole Life costs These potential costs were produced for a new build high school for the provisional scope identified as part of this business case, which is a secondary school of 1,400 capacity, with a level of additional community use space. 5.5. Financial Risk / Optimism Bias In calculating potential costs, the estimate includes an allocation for risk and uncertainty. For example, it must be acknowledged that cost indications are based on an indicative programme that includes a construction period, commencing in 2030. Where a delay occurs and the programme slips, costs would inevitably change as factors such as inflation are brought to bear. Optimism bias allows for mitigation of any unexpected increases or changes throughout the process but cannot account for all external factors. 5.6. Interdependencies As indicated, the project examining the future of Trinty High School is developing concurrently with two other Learning Estate capital projects. All three projects are working to an overall aspirational budget commitment that will continue to be defined and will require Council commitment to secure the required budget at the conclusion of the Full Business Case process. Different requirements, circumstances and context for each project will have a bearing on the final cost requirements and their share of the overall funding available, making them highly dependent on each other. Page 230 of 347
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Trinity High School Outline Business Case 55 OFFICIAL-SENSITIVE 6. MANAGEMENT CASE 6.1. Project Management and Project Governance Overview Currently, Renfrewshire Council is undertaking several capital projects focussed on learning estate improvements, covering both primary and secondary schools. This work has built on existing expertise within the key teams likely to be involved in any project to improve the provision of Trinity, giving the Council an experienced pool of resources to draw from. Work is underway within Children’s Services to create a dedicated Learning Estate Programme Team to deliver on the ambition of the Learning Estate Strategy. 6.2. Project Roles Learning Estate projects will be overseen at Chief Officer level by the Director of Children’s Services who acts as the Programme Sponsor for all projects. Senior accountability is assumed by the Head of Education for Strategy and Improvement who takes the position of Senior Responsible Owner (SRO). In common with all Learning Estate projects, delivery of change for Trinity High School will be led by the Strategic Learning Estate Manager who holds senior accountability of project delivery to the SRO with day-to-day project leadership guiding the project teams through all aspects from inception, through to construction execution and handover. This leadership hierarchy will ensure that projects are successfully delivered upholding quality across project time, cost, and scope, ultimately delivering the intended outcomes and high-quality learning establishments for all. The Strategic Learning Estate Manager will be guided by subject matter experts who will control and resource the programme with the appropriate skillsets, with professional technical management in construction and the built environment coming from the Council’s Technical Services. It is crucial to note however, that whilst leadership roles have been established, appropriate officer level programme governance has been established to ensure that Page 231 of 347
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Trinity High School Outline Business Case 56 OFFICIAL-SENSITIVE there is no single source of programme decision making. This process ensures accountability and robust decision making with representation covering all key Council services. Each project will require bespoke levels of resource depending on the scale and complexity but will follow a consistent approach. A dedicated Programme Manager will lead the overall success and delivery of the programme by implementing and executing full governance and control across all projects, supporting the Strategic Learning Estate Manager. Project management resource will be provided by the Council’s Programme Management Unit to cover business case development, business change processes, and fundamental client-side project management throughout the lifecycle. Technical expertise will be provided by the Councils’ Technical Services who will provide construction project management, contract management, and subject matter expert roles where appropriate through design and delivery. Additional resources will be required for each project with ongoing resource allocation covering critical services such as Finance, Communications, Education, Procurement, and Legal. All resources allocated to Learning Estate projects will report to the Strategic Learning Estate Manager for their involvement in these projects, with decision making being made by the appropriate authority level, either the Project Board, or Delivery Board, as noted below in section 6.3. The Council has developed significant experience over the past 15 years delivering major and complex investment programmes across the learning estate (which includes three major projects currently in delivery), leisure estate, cultural estate as well as major transport infrastructure. This experience places the Council in a strong position to understand the resource and governance arrangements required to deliver investment programmes of scale and this will be invaluable to support the Council’s investment focus shifting to a long-term strategic learning estate investment programme. Page 232 of 347
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Trinity High School Outline Business Case 57 OFFICIAL-SENSITIVE 6.3. Reporting Arrangements This project will be monitored using current project management tools to record progress against timelines, monitor risk, and track change etc. Reporting will be used to manage and drive the project and ensure accountability to the public more generally. Beyond day-to-day project management activity, reporting will occur at regular intervals to established boards, with key decisions and milestones signed off at an appropriate level. At Council level, this project will be reported to the Education & Children’s Services Policy Board for all decision making and progress updates. Where financial decisions on matters such as high value contract awards are required, this project will report the Finance, Resources & Customer Services Policy Board as per agreed Council governance. At officer level, this project will be reported to both a Project Board, and a Delivery Board. The Delivery Board holds the senior officer level decision making authority for the project and will act as the ultimate officer level decision making body within its terms of reference and agreed scope/authority. This Board consist of Director / Head of Service representation of all key Council services. The Project Board will consist of Senior Managers / Heads of Service of all key Council services and will act as the operational decision making body for all matters as agreed in the scope, budget, and timeline of the project. This governance is illustrated in the image below: Page 233 of 347
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58 OFFICIAL-SENSITIVE Education & Children s Services Policy Board Learning Estate Delivery Board Chair – Director of Children s Services Director / Head of Service Representation Strategic Learning Estate Manager (Strategy & Delivery Lead) Learning Estate Project Board Chair – Head of Education Strategy & Improvement Head of Service / Senior Manager Representation Finance, Resources & Customer Services Policy Board (FRCS) All Learning Estate High Value Project Contract Awards Senior Managers and Specialist Advisers Project Delivery Team Council Decision Making Level Officer Decision Making Level Project Delivery Level Page 234 of 347
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59 OFFICIAL-SENSITIVE 6.4. Procurement Strategy The project team has a dedicated specialist procurement officer who will take the lead in developing an overarching Learning Estate Project Procurement Strategy. In the short term, initial assessment of the project will identify any requirement for consultant services to assist with technical aspects of project development. If the OBC is approved at E&CS Policy Board, consultants will be required to support the project team as it develops a Full Business Case (FBC). This work will be led by the specialist procurement officer and has been referenced in the Commercial Case, above. 6.5. Overall Project Benefits Provision of a new Trinity High School would deliver key project benefits to the school and the wider community including the following: • The modernisation of Trinity High School, making it fit for purpose, with the intention that in future, pupils will be educated in the best possible learning environments • Maximise operational efficiency through modern, sustainable and efficient buildings with a reduced need for maintenance of dilapidated buildings. • A reduction in Renfrewshire Council’s carbon footprint through the operation of a school better equipped to meet energy performance targets through more efficient operation. • A community anchor site in the catchment area providing facilities for public use outside of school hours. 6.6. Community Benefits Realisation Arrangements Renfrewshire Council has an established and successful Community Benefits approach which aims to deliver social, economic and environmental benefits for Renfrewshire’s communities as part of contract delivery. Community benefits are considered for inclusion on all regulated procurement over £50,000 and are delivered by suppliers and contractors in partnership with local organisations and supported by the Council’s Community Benefit Forum and Delivery Partners. Monitoring of community benefits will Page 235 of 347
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Trinity High School Outline Business Case 60 OFFICIAL-SENSITIVE be managed through project and delivery boards and a benefits realisation strategy will be aligned with the overarching procurement strategy. 6.7. Risk Management Arrangements The project team has commenced a risk register to capture and monitor risk on behalf of the Council. Risk management will remain an active part of the project management process for the duration of this project with regular dedicated sessions focussing on the risk register to complement its inclusion as a standing agenda item in project working groups and meetings at all levels. 6.8. Equalities and Human Rights Any equality impact on current users and staff at Trinity High School, as well as the wider community, as a consequence of this project, will be considered at all stages it develops. Initial Equality and Human Rights Impact Assessments (EQHRIA) have been carried out at programme level. This will inform the basis of all future assessments, where individual impact assessments will be conducted, specifically relating to the upcoming community engagement and consultation. All proposals outlined in this business case would be subject to formal statutory consultation where impacts will again be considered in detail. 6.9. Communication, Engagement, and Community Voice Informal community and stakeholder engagement commenced in August this year, following publication of the SCC. Engagement has included meetings with headteachers, ward members and the parent council for Trinity High School, and all associated primary school parent councils to keep all interested parties informed of progress and likely timelines for this project. A survey was issued to parents and staff, inviting their views on the school and what they would improve, what should be important for any future investment. Those findings are referenced in the Strategic Case (section 2.5, above). Responses to the survey helped shape analysis of the routes forward and options considered in this OBC. Page 236 of 347
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Trinity High School Outline Business Case 61 OFFICIAL-SENSITIVE Engagement with key stakeholders and the wider community will be key to the successful determination of the overall best value option to proceed with at the conclusion of the Full Business Case. To ensure clear communication and stakeholder input to the process, the project team will carry out an informal consultation on the short-listed options described in section 3.5 from April 2026. More detail is provided in section 7.1 Summary of Shortlisted Options and Next Steps Page 237 of 347
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Trinity High School Outline Business Case 62 OFFICIAL-SENSITIVE 7. CONCLUSION 7.1. Summary of Shortlist of Options and Next Steps This outline business case confirms that there is a need to construct a new build Trinity High School at an alternative site within the catchment. The provisional scope to allow progression of site assessment, costing, and options analysis is to consider a school of 1,400 pupils with an additional allowance for community use. The minimum site area required for a high school for 1,400 pupils plus an additional space left over for community or partner facilities (500m² site additional) is 79,310m² as per Building Bulleting BB103 and 69,746m² as per The School Premises Regulations (Scotland) 1967. This business case has therefore concluded that from the longlist of options that have been assessed against the preferred route forward to construct a new high school on a suitable alternative site, that the following options, previously show in Table 2, should be progressed to the Full Business Case Process. Site Option 08 New build Trinity High School on Site 08 – KGV Playing Fields Renfrew Site Option 09 New build Trinity High School on Site 09 – East Craigend, Erskine Site Option 10 New build Trinity High School on Site 10 – Barwood, Erskine To prepare the Full Business Case, more detailed site assessments, further cost modelling, and community consultation are required to recommend a single best value option to proceed with on conclusion of the next stage of the business case process. Taking into account the Council’s commitment to include communities in decision making, the project team will conduct an informal consultation on the options outlined above. The purpose of carrying out an informal consultation during the Full Business Case stage is to: Page 238 of 347
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Trinity High School Outline Business Case 63 OFFICIAL-SENSITIVE • Comply with recommended best practice in ensuring that the public are involved in decision making • Comply with UNCRC to involve children in making decisions that affect them • Explain the options clearly to stakeholders and the public • Understand early in the process local views on the options • Refine options based on local views and feedback • Present a final option that is the most suitable for the community and the council • Reduce the potential for community objections at a later stage • Enhance relationships with local communities/individuals Key stakeholder groups that will be engaged in the informal consultation include: • Pupils and parents – parent councils, all parents and pupils • Local community – Community councils, youth groups, local development groups, local interest groups, general population in school catchment • School staff - Head teachers, teaching staff, admin staff, support staff. • Associated schools - parents, pupils and staff of associated primary, secondary or nursery schools • Politicians – local ward members, ECSPB members, local MPs, local MSPs, • Council Services – all council services who contribute to the creation, running and maintenance of school facilities • Future building users – groups with letting arrangements • Neighbours – current and potential neighbours to school buildings/sites. • Statutory bodies – Education Scotland, Police Scotland, Scottish Fire and Rescue Service, Sport Scotland. Page 239 of 347
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Trinity High School Outline Business Case 64 OFFICIAL-SENSITIVE Activity Stakeholders Methods Preparation and options development Senior Officers and SLT Elected Members Head Teachers Briefings Workshops 1-1 interviews Targeted Early Engagement Parent Councils/Parents Community Councils Local Community Groups Pupils Staff Council Services Roud table meetings Briefings Workshops Focus Groups Broad Public Engagement Associated school parents and pupils General public Neighbours Surveys Public events Analysis and Refinement Project team Table 12: Engagement Activity The Full Business Case process is expected to take the remainder of 2026 to complete and will be presented back to a future cycle of the Education and Children’s Services Policy Board in 2027 for approval of a final recommended option. Page 240 of 347
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Trinity High School Outline Business Case 65 OFFICIAL-SENSITIVE Children’s Services Renfrewshire Council Renfrewshire House Cotton Street Paisley PA1 1BR Page 241 of 347
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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. Item 4 Page 242 of 347
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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 Page 243 of 347
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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. ___________________________________________________________________ Page 244 of 347
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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. Page 245 of 347
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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 Page 246 of 347
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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 Page 247 of 347
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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 Page 248 of 347
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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 Page 249 of 347
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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 Page 250 of 347
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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 Page 251 of 347
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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 Page 252 of 347
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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. Page 253 of 347
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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. Page 254 of 347
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P a g e 1 | 7 To: Education and Children’s Services Policy Board On: 12 March 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Distribution of Funding to Support Services for Children and Families – Funding Allocation for 2026/27 ___________________________________________________________________ 1. Summary 1.1. Renfrewshire Council is committed to supporting the independent sector’s contribution to early years provision in the Renfrewshire Council area, through the allocation of funding to support a range of private and voluntary sector organisations which deliver services for families with young children. 1.2. This report provides information on the proposed allocation of funding during 2026/27 to out of school care groups in the private and voluntary sector and for early years voluntary sector organisations, playgroups and toddler groups. 1.3. Acceptance of the recommendations contained within the report will result in £83,015 disbursed grant funding to private and voluntary sector organisations. ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to: i. approve the grant funding to support the delivery of services for children and young people as outlined in appendix 1 to this report; and ii. agree the proposed allocation of grant funding for out of school care and pre five voluntary sector (subject to the completion of satisfactory checks and assessments) as detailed in appendices 2 and 3 attached to this report. Item 5 Page 255 of 347
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P a g e 2 | 7 3. Background 3.1. Renfrewshire Council has been committed to developing and supporting services for families for many years. A number of private and voluntary sector organisations deliver a range of these types of service within Renfrewshire. 3.2. Working in partnership with providers from the private and voluntary sector, including out of school care and playgroups has enabled the Council to continue to support families with young children. ___________________________________________________________________ 4. Proposals for the Allocation of Funding 2026/27 4.1. Applications for funding to support the delivery of services to families and young children are submitted via the Council’s grant process for early years funding. 4.2. These early years funding arrangements are compliant with the Council’s grant funding requirements and subject to the Council’s Conditions of Grant. Payments will only be made to those recommended organisations detailed within this report when all satisfactory checks and assessments have been completed. These checks include financial information (bank statements and annual accounts), and latest Care Inspectorate grades for those services required to register with the Care Inspectorate. Services require to have Care Inspectorate Grades of 3 or above. 4.3. Appendix 1 of this report provides an overview of the proposed allocation of £83,015 for grants to the private and voluntary sector organisations supporting children and families, out of school care services and pre-5 voluntary sector playgroups for 2026/27. The proposed allocation of funding:2 individual voluntary sector organisations; pre-5 voluntary sector playgroups; and toddler groups, is agreed in accordance with previous grant allocation and available budget. The proposed grant for out of school care is based on a points system. 4.4. Appendix 2 attached to the report provides a breakdown of the proposed allocation of £22,815 grant funding to the out of school care services sector listed in Appendix 2. 4.5. The points system agreed for the disbursement of the resources for out of school care services continues to ensure an equal and fair allocation of the resources. Each point awarded translates into a sum of money, with the funding allocated to each organisation then approved by the Policy Board. The Education and Children’s Services Policy Board at its meeting on the 15 March 2018 approved a point value of £100 per point. The proposed allocation of funding outlined in appendix 2 continues to be based on a point value of £100. 4.6. Appendix 3 of this report provides a breakdown of the proposed allocation of £1,000 in total for the pre-5 voluntary sector playgroups and toddler groups identified in Appendix 3. 4.7. Further applications for early years funding grants which are under £1,500 will be approved by the Director of Children’s Services, using delegated authority provided to her under the Council’s scheme of Delegation Functions. Any Page 256 of 347
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P a g e 3 | 7 award greater than £1,500 will be presented for approval at a future Education and Children’s Services Policy Board meeting. _________________________________________________________ Implications of this report 1. Financial Cost relating to the proposals in this report will be met from existing funding resources. 2. 3. HR and Organisational Development None. Community Plan/Council Planning Our Renfrewshire is thriving - Ensuring the best start in life for children and young people. Our Renfrewshire is well - Early intervention will lead to healthier outcomes for children and young people. Our Renfrewshire is safe - The provision of funding to local groups contributes to the development of local communities. Building strong, safe and resilient communities - The quality of community life is enhanced by supporting parents, children and young people. Tackling inequality, ensuring opportunities for all - Effective governance arrangements ensure that the organisations receiving funding comply with legislative requirements. Creating a sustainable Renfrewshire for all to enjoy Working together to improve outcomes. - Support to families and flexible childcare placements will support parents into and sustain employment, training or enter education. Ensuring children have a high-quality early learning and childcare experience. 4. Legal The Education (Scotland) Act 1980 empowers the Council to provide a range of grants. Grant payments will be made in accordance with the Council’s Conditions of Grant. The Council’s Conditions of Grant will apply to any grant for funding to the approved voluntary sector organisations, out of school care and play group and toddler groups as detailed in appendices 1, 2 and 3 of the report. 5. Property/Assets None. Page 257 of 347
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P a g e 4 | 7 6. 7. Information Technology None. 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. Services registered with the Care Inspectorate are required to comply with the Equality Act 2010. 8. Health and Safety None. 9. Procurement None. 10. 11. Risk All grant awards issued by the Council are subject to the Council’s Conditions of Grant as detailed in paragraph 4.2 of this report and compliance with appropriate risk management procedures. Privacy Impact Personal information will only be held as required for the grant application and meeting the conditions of grant. This will be done in accordance with all data protection legislation. 12. Climate Risk None. 13. Children’s Rights Every child has the right to relax, play and take part in a wide range of cultural and artistic activities (Article 31 (leisure, play and culture)). 14. Cosla Policy Position None. List of Background Papers None. ___________________________________________________________________ Children’s Services JC/KO 16/02/26 Author: Julie Caldwell . Early Learning and Childcare Development Officer julie.caldwell@renfrewshire.gov.uk Page 258 of 347
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P a g e 5 | 7 Appendix 1 Distribution of Funding to Support Services for Children and Families 2025/26 Service Outcome Funding proposed 2026/27 Home-Start Renfrewshire and Inverclyde Less isolation for families improving mental health and confidence levels. Training and development opportunities provided to volunteers and parents/carers. (Grant funding is to support Renfrewshire families) £45,200 Care Inspectorate Provider Name: Moorpark Community Association Cherrie Children’s Day-care Name of Group on Application Form: Moorpark Community Association Cherrie Children’s Day-care Care Inspectorate Service Name: Cherrie Children Daycare Young children aged 0 to 3 years being supported within a safe and stimulating environment and being able to access good quality learning experiences supported by knowledgeable and enthusiastic staff. £14,000 Out of School Care Services (appendix 2) Support to out of school care services in the independent sector to provide high quality play experiences for children and an affordable service for parents/carers. £22,815 Pre-5 Voluntary Sector Grants (appendix 3) Support to individual pre-5 voluntary sector providers. £1,000 Total £83,015 Page 259 of 347
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P a g e 6 | 7 Appendix 2 Care Inspectorate Provider Name Name of Group on Application Form Care Inspectorate Service Name SIMD 2026 Private 0 Points Voluntary 1 point Renfrewshire Council Targeted Data Zone Area 5 Points Subsidised Places 1 Point per 8 places Equipment 1 point per 8 existing places Expansion of childcare places 2 points per 8 places for existing providers Expansion of childcare places 5 points per 8 places for New Provider Holiday cover 1 point per 8 places Use Schools or Community halls Term Time Only -1 point Year Round -2 Points Points Accrued Award Recommended Carli's Kindergarten Ltd Carli's Kindergarten Ltd CK Childcare 9 0 0 9.13 17.5 0 0 17.5 -2 42.13 £4,213.00 Carli's Kindergarten Ltd Carli's Kindergarten Ltd CK Childcare 5 0 0 0.63 3 0 0 0 -1 2.63 £263.00 Chatterbox Childcare Ltd Registered Company Name: CHATTERBOX CHILDCARE LTD. Chatterbox Childcare Ltd Chatterbox Childcare Ltd 6 0 0 1.25 8.25 0 0 0 -1 8.5 £850.00 Gryffe Manor Nursery Ltd Gryffe Manor Out of School Care Gryffe Manor Out of School Care 10 0 0 0.00 10 0 0 6.25 -2 14.25 £1,425.00 Hummingbird Out of School Care Limited Hummingbird out of school care ltd Hummingbird Out of School Care Limited 4 0 0 0.00 7.125 1.75 0 7.125 0 16 £1,600.00 Insafe Hands Childcare Limited Registered Company Name: INSAFEHANDS CHILDCARE LIMITED Insafe Hands Childcare LTd St. James Out of School Care 2 0 5 0.00 7.5 0 0 0 -1 11.5 £1,150.00 Insafe Hands Childcare Limited INSAFEHANDS CHILDCARE LIMITED Insafe Hands Childcare LTd Insafe Hands (Newmains) 9 0 0 0.00 5 0 0 5 -2 8 £800.00 Insafe Hands Childcare Limited INSAFEHANDS CHILDCARE LIMITED Insafe Hands Childcare LTd In Safe Hands 2 0 5 0.00 3 0 0 3 0 11 £1,100.00 KLAS Care C.I.C. KLAS Care C.i.C KLAS Care C.I.C 4 0 0 3.75 6.25 0 0 0 -1 9 £900.00 KLAS Care C.I.C. KLAS Care C.i.C KLAS Care 3 0 0 4.38 5 0 0 5 -2 12.38 £1,238.00 Making Memories Childcare Ltd Making Memories Childcare Ltd Making Memories Childcare Ltd (Out of School Care) 7 0 0 0.50 3.75 2.5 0 3.75 0 10.5 £1,050.00 Moorpark Community Association Cherrie Children's Day-care Moorpark Community Association Cherrie Children's Day-care Cherrie Children Daycare 1 1 5 0.00 5 0 0 5 -2 14 £1,400.00 Ralston After School Care Committee Ralston out of school care Ralston After School Care 9 1 0 1.25 10 0 0 10 -2 20.25 £2,025.00 Roin Ltd ROIN LTD T/A JENNYSWELL OSC @LOCHFIELD Jennyswell OSC -Lochfield 4 0 0 0.00 4 0 0 0 -1 3 £300.00 Roin Ltd ROIN LTD T/A JENNYSWELL OSC AT TODHOLM Jennyswell OSC -Todholm 4 0 0 0.00 6.25 0 0 6.25 -2 10.5 £1,050.00 School's Out Centres Limited School's Out Centres Limited 'School's Out' - Bargarran 5 0 0 2.13 6.25 0 0 6.25 -2 12.63 £1,263.00 School's Out Centres Limited School's Out Centres Limited 'School's Out' - Barsail 4 0 0 2.75 6.25 0 0 0 -1 8 £800.00 Strawberry Field Nursery Strawberry Field Nursery Strawberry Field Out of School Care 8 0 0 2.38 7.5 0 0 4 0 13.88 £1,388.00 £22,815.00 OUT-OF-SCHOOL CARE SUPPORT 2026/27 Provider Details Criteria Total Page 260 of 347
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P a g e 7 | 7 Appendix 3 Distribution of funding support services for children and families - pre-five voluntary sector grants 2026/27 Organisation Purpose of Grant Recommendation Award 2026/27 Langbank Playgroup To provide quality play opportunities for children that promote all aspects of their learning and development. £500 Lochwinnoch Toddlers Group To provide opportunities for children that promote all aspects of their learning and development. £500 Total £1,000 Page 261 of 347
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Page 1 of 5 To: Education and Children’s Services Policy Board On: 12 March 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Report on Keeping The Promise in Renfrewshire ________________________________________________________________ 1. Summary 1.1. This paper provides information on how Renfrewshire is delivering on The Promise. The documents attached at appendix 1 and appendix 2 Renfrewshire’s Promise – Report on Keeping The Promise to Renfrewshire’s Infants, Children, Young People and Families (2026), cover activity from February 2025 to February 2026. 1.2. The report outlines Renfrewshire’s continued progress in delivering Scotland’s Promise, ensuring Care Experienced infants, children, young people and families are safe, loved and respected. It summarises key developments across early help, whole‑family support, education, youth voice, employability and children’s hearings. 1.3. The report highlights strengthened partnership working, increased participation from young people, growth of the Promise Keeper Network, and ongoing workforce development rooted in trauma‑informed and rights‑based practice. It also sets out how services, including housing, employability, justice, maternity, digital inclusion and education, are embedding compassionate, relational approaches shaped by lived experience. 1.4. The report demonstrates Renfrewshire’s collective commitment to system change, reducing stigma, improving outcomes and building a more inclusive environment for Care Experienced people. 1.5. Two versions of the report have been produced: • Renfrewshire’s Promise (2026): a full strategic and operational report for stakeholders (appendix 1). • The Pinky Promise 2026: a child‑friendly, plain English version created with younger readers to support accessible understanding of The Promise (appendix 2). Item 6 Page 262 of 347
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Page 2 of 5 ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to: [a] note the contents of both reports attached (Renfrewshire’s Promise 2026 and The Pinky Promise 2026), which outline Renfrewshire’s progress in delivering The Promise during 2025–26. ___________________________________________________________________ 3. Background 3.1. The Promise remains a core strategic priority for Renfrewshire’s Children’s Services Partnership. Partners are committed to providing support to children and families at the earliest opportunity, as outlined in the Children’s Services Partnership Plan 2023–26 and reinforced through Scotland’s Promise Plan 24‑30 and associated national implementation requirements. 3.2. Delivering The Promise in Renfrewshire forms part of a broader vision to improve outcomes for infants, children and young people who may face adversity, trauma, inequality or barriers to positive life chances. The local approach aligns with GIRFEC, UNCRC incorporation, the National Trauma Transformation Programme and the Whole Family Wellbeing agenda. 3.3. Between 2017 and 2020, Scotland’s Independent Care Review engaged with more than 5,500 people, including Care Experienced infants, children, young people, adults, and members of the paid and unpaid workforce. Their insights informed the foundations of The Promise. 3.4. The Independent Care Review concluded in 2020 with a set of recommendations describing the changes required to transform Scotland’s “care system.” The Scottish Parliament committed to fully implementing these recommendations by 2030. Renfrewshire’s local activity is directly aligned with these national expectations. 3.5. Renfrewshire’s local governance and delivery are supported by dedicated leadership and strong partnership oversight. The Promise Manager provides strategic leadership for Renfrewshire’s Children’s Services Partnership, ensuring local plans reflect national priorities and legislative developments, and coordinating multi‑agency implementation across council services, appropriate children’s services partners and third‑sector partners. The Promise Ambassador supports teams to embed the voice of Care Experienced people in service design and improvement and co‑chairs the Supporting the Workforce workstream, which focuses on developing employment pathways and strengthening staff capability. 3.6. Oversight is provided by Renfrewshire’s Promise Strategic Oversight Group, chaired by the Head of Children and Justice Social Worker/Chief Social Work Officer and brings together senior leaders from the council, children’s services partners and third‑sector partners. The Group meets a minimum of three times per year to provide clear governance, monitor progress and ensure a cohesive, cross‑sector approach to keeping The Promise. Page 263 of 347
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Page 3 of 5 3.7. Delivering The Promise is both a programme of work and a cultural shift. It challenges traditional systems, redefines roles and supports the development of services that are compassionate, inclusive and responsive. 3.8. The full 2026 report provides detailed information on activity delivered across Renfrewshire, including progress in the following areas: The Promise in Renfrewshire - Provides an overview of Renfrewshire’s commitment to Keeping The Promise, including guiding principles, priorities, challenges, and how services are aligning with national expectations. Renfrewshire’s Promise Approach in Numbers - Summarises key statistics showing activity, engagement, and progress across the year, such as numbers of Promise Keepers, youth participation, school involvement, and partnership work. Youth Voice Leading Change - Highlights how Care Experienced young people shape decisions, including youth‑led campaigns, creative projects, community space redesigns, and events like Promise YouthyFest. Renfrewshire’s Promise Keeper Network - Describes the expanding network of Promise Keepers across services and sectors, showcasing how staff champion The Promise and influence practice and culture change. Promise Keeper Conference 2025 - Reports on the annual conference focused on employability for Care Experienced people, including key speakers, themes, reflections, and outcomes. Renfrewshire Language Policy - Explains work to promote inclusive, non‑stigmatising language around Care Experience, including progress, consultation, and planned updates. Supporting the Workforce and Spotlight on Employability - Covers efforts to improve employability for Care Experienced young people, including the Human Library, Care Experienced Staff Network, guaranteed interview scheme, and workforce learning. Whole Family Wellbeing Approach in Renfrewshire - Describes Renfrewshire’s approach which delivers early, relationship-based family support aligned with The Promise, enhancing wellbeing, strengthening families and reducing the need for crisis interventions. Keeping The Promise in Children’s Hearings - Outlines improvements across the Children’s Hearings System, including trauma‑informed practice, child‑friendly scheduling, advocacy, and cross‑council collaboration. Community Justice and The Promise: Working Together - Demonstrates how community justice activity aligns with The Promise through early intervention, partnership working, lived‑experience involvement, and whole‑system planning. Renfrewshire Council’s Housing Services: Delivering on The Promise - Describes how housing and homelessness services support Care Experienced young people with personalised pathways, prevention work, and trauma‑informed practice. Page 264 of 347
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Page 4 of 5 Renfrewshire’s Promise Partnership Projects in Education - Summarises two major school‑based Promise projects showing how schools improved inclusion, transitions, and wellbeing. Communities that Care: Building Inclusive School Communities - Explains the whole‑school programme delivered with Who Cares? Scotland to reduce stigma, integrate learning about Care Experience, and promote empathy and inclusion. Stronger Start: Embedding The Promise in Maternity Support - Describes a wrap‑around financial advice and advocacy service in maternity settings, supporting families early and reducing stressors that impact infant wellbeing. Circuit: Reimagining Digital Education and Creative Technology - Outlines the digital skills programme co‑designed with Care Experienced young people, offering creative tech learning, safe spaces, and improved access to digital opportunities. ___________________________________________________________________ Implications of this report 1. Financial - Delivering The Promise needs sustained investment with long‑term, stable funding vital to maintain early intervention and prevention. 2. HR and Organisational Development - There are workforce impacts, including promoting the Care Experienced Staff Network, iLearn Promise module, revised recruitment and the Guaranteed Interview Scheme, requiring HR input, staff training and wider organisational awareness. 3. Community/Council Planning Building strong, safe and resilient communities - Providing families and children with support to remain together will ensure our communities are supportive places for children to grow up in. Tackling inequality, ensuring opportunities for all - Providing families and children with the help they need at the earliest point possible will ensure our communities are inclusive for all. Working together to improve outcomes - Providing excellent quality care is central to ensuring that the most vulnerable children and families in Renfrewshire are provided with an opportunity to achieve their potential 4. Legal - The report references forthcoming legislation including the Children (Care, Care Experience and Services Planning) (Scotland) Bill and UNCRC incorporation, both of which will have implications for compliance, duties and decision‑making across Children’s Services. Page 265 of 347
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Page 5 of 5 5. Property/Assets - None 6. Information Technology - None 7. Equality and Human Rights - Activity around The Promise directly supports equality, anti‑stigma work, trauma‑informed practice and rights‑based delivery. The report outlines whole‑system work aimed at reducing inequality, improving inclusion, and addressing discriminatory barriers for Care Experienced people 8. Health and Safety - None 9. Procurement - None 10. Risk - The report references short‑term funding, workforce pressures, and evolving legislative reform, alongside a heavy reliance on cross‑sector collaboration to deliver outcomes. 11. Privacy Impact - None 12. Climate Risk - None 13. Children’s Rights - The report links The Promise to UNCRC incorporation, embedding children’s rights in planning and practice so young people are heard, involved in decisions and supported through rights-based, trauma-informed services. 14. COSLA Policy Position - COSLA remains committed to delivering The Promise, noting this requires realistic, coherent and adequately funded national policy. List of Background Papers 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. ___________________________________________________________________ Children’s Services Author: Maurice Gilligan, Promise Manager, Children’s Services, maurice.gilligan@renfrewshire.gov.uk Page 266 of 347
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Renfrewshire’s Promise Keeping The Promise in Renfrewshire Report on Keeping The Promise to Renfrewshire’s Infants, Children, Young People and Families. March 2026 Page 267 of 347
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Renfrewshire’s Promise Contents 1 5 6 8 9 10 11 14 15 17 19 21 26 29 32 34 35 36 39 The Promise in Renfrewshire Renfrewshire’s Promise Approach in Numbers Youth Voice Leading Change Renfrewshire’s Promise Keeper Network Promise Keeper Conference 2025 Renfrewshire Language Policy Supporting the Workforce — Spotlight on Employability Whole Family Wellbeing Approach in Renfrewshire Keeping The Promise in Children’s Hearings Community Justice and The Promise: Working Together Renfrewshire Council’s Housing Services: Delivering on The Promise Renfrewshire’s Promise Partnership Projects in Education Communities that Care: Building Inclusive School Communities Stronger Start: Embedding The Promise in Maternity Support Circuit: Reimagining Digital Education and Creative Technology Promise Team Contact Information and Biographies Appendix 1 — Renfrewshire’s Promise Strategic Oversight Group Appendix 2 — What is the Promise Glossary Page 268 of 347
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Renfrewshire’s Promise The Promise in Renfrewshire This report reflects our shared commitment to Keeping The Promise in Renfrewshire and marks our continued progress on this journey. It covers the period from February 2025 to February 2026. Thank you to all who continue to champion this work. Page 269 of 347
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1Renfrewshire’s Promise The Promise in Renfrewshire Our Commitment The Promise remains a strategic priority for Renfrewshire’s Children’s Services Partnership. As partners, we are committed to working together to provide support to children and families at the earliest possible stage, in line with our shared ambition to keep The Promise. This commitment is embedded in the Renfrewshire Children’s Services Partnership Plan 2023–26 and is aligned with our wider vision to improve outcomes for infants, children and young people who face poverty, adversity, trauma and inequality Our approach actively encourages a culture where children, young people and families feel safe, empowered and heard. We strive to create environments where they can ask questions, express concerns, and shape the services they receive. Listening meaningfully to lived experience is a cornerstone of our work, and we are committed to ensuring that engagement leads to action. Loving and Nurturing Principles: Central to our approach is a commitment to loving, nurturing relationships and listening to children, young people and families. We strive to create a culture where people feel safe and empowered to ask questions and shape the services they receive. We recognise that children experience the care system through relationships, and that those relationships must be grounded in compassion, trust, and respect. Page 270 of 347
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2Renfrewshire’s Promise The Promise in Renfrewshire Resources and Funding Short-term, fragmented funding continues to hinder progress. We advocate for long-term, trust-based investment that prioritises prevention and early intervention. Strategic modelling of investment and disinvestment is essential to ensure resources are allocated effectively. Legislative Reform The development of the Children (Care, Care Experience and Services Planning) (Scotland) Bill and the incorporation of the UNCRC must simplify the legal landscape, strengthen rights, and enhance protections for all Care Experienced people. Whole Family Support Support must be holistic, relational, and free from stigma. The ten principles of intensive family support should be embedded in practice, ensuring timely and equitable access for all families. Supporting the Workforce Scotland’s workforce faces increasing pressures, including high caseloads, retention challenges, and limited resources. There is a growing consensus on the need to enhance support through improved wellbeing initiatives, continuous training, and opportunities for reflective practice. Addressing these issues is vital to sustaining a resilient and effective workforce. Data, Measurement and Reporting Informed by The Promise Progress Framework, we recognise the need for improved data linkage, transparency, and local outcome measurement— particularly from the perspective of Care Experienced individuals. Guided by National Priorities Our local delivery is aligned with and guided by the national priority areas set out by The Promise, which define the systemic changes required by 2030. These priorities are interdependent and must be addressed collectively across both national and local systems. Voice and Participation Meaningful engagement is essential. Coproduction and inclusive decision-making ensure that services reflect lived experience and respond to genuine need. Governance and Accountability Clear roles, responsibility, and oversight are fundamental. We advocate for streamlined structures, stronger leadership, and shared accountability across Children’s Services and wider partnerships. Strategic Planning and Direction The publication of Plan 24–30 marks a shift towards more actionable planning. Sector-specific route maps and alignment with national frameworks are key to delivering consistent and effective services. Page 271 of 347
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3Renfrewshire’s Promise The Promise in Renfrewshire Our Promise work is aligned with key national frameworks and the emerging legislative landscape including: • Incorporation of the UNCRC • Getting It Right For Every Child (GIRFEC) • National Trauma Transformation Programme • Equalities legislation and approaches stigma-free communication around Care Experience, and contributes to its ongoing refinement. A Promise Delivery Mapping and Planning Tool, developed in collaboration with The Promise Scotland, continues to inform our local implementation. This tool has been shared with other local authorities as an example of good practice. Strategic Drivers and Alignment Renfrewshire’s Promise work is now entering a critical phase in the 10-year programme. The publication of Plan 24–30 and the Scottish Government’s Implementation Plan Update have provided a renewed framework for delivery. These plans emphasise: • The need for clear roles, responsibilities and milestones • A shift from consultation to action and measurable impact • The importance of whole-system collaboration and long-term investment In Renfrewshire, we have mapped our local priorities against these national plans and reviewed our governance arrangements to ensure they are fit for purpose. We are actively engaging with children, young people, parents and carers to understand what Plan 24–30 means for them. Governance and Oversight Renfrewshire’s delivery of The Promise is overseen by the Promise Strategic Oversight Group, which reports directly to the Children’s Services Partnership. Following a recent governance review, reflecting national recommendations for streamlined and accountable structures, three core workstreams now inform and provide reports to the Oversight Group: • Whole Family Wellbeing Steering Group • Supporting the Workforce • Renfrewshire Children’s Hearings Improvement Partnership Each workstream is chaired by senior leaders across the partnership and thereby reflecting the national priority areas. Renfrewshire Health and Social Care Partnership (RHSCP) provides strategic leadership in delivering The Promise, contributing to planning, service development, and performance oversight. RHSCP Senior leaders are active members of the Promise Strategic Oversight Group and play a key role in shaping Renfrewshire’s Whole Family Wellbeing approach. They also support workforce development through the Supporting the Workforce workstream. Additionally, RHSCP champions Renfrewshire’s Language Policy, promoting person-centred, Page 272 of 347
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4Renfrewshire’s Promise The Promise in Renfrewshire Next Steps • Continue to strengthen relationships with national partners • Monitor and respond to legislative developments • Support the development and implementation of Plan 24–30 route maps • Ensure our local delivery is aligned with the Promise Progress Framework and contributes to the national Story of Progress • Maintain a focus and advocate for long term, trust-based funding, workforce wellbeing, and whole family support National Engagement and Influence Renfrewshire’s Promise Team maintains strong, constructive relationships with: • The Promise Scotland • Scottish Government • COSLA We are active participants in COSLA’s Promise Leads Network and have hosted visits from national partners to showcase our progress. Renfrewshire Council’s Children’s Service contributions to national consultations have included: • The Children (Care, Care Experience and Services Planning) (Scotland) Bill • Developing a universal definition of Care Experience • Future of Fostering Consultation • Children’s Hearings Redesign Community Planning and Strategic Engagement The Promise Manager and Promise Ambassador have provided strategic support, insight, and challenge to key partnership forums, including Renfrewshire’s Children’s Services Partnership, the Community Planning Partnership Executive Group, and the Forum for Empowering Communities. These contributions have helped reinforce the statutory role of Community Planning Partnerships in tackling inequalities. As a result, Chief Officers and third sector leaders have demonstrated increased awareness and a stronger commitment to delivering on The Promise. The Promise Manager continues to work closely with policy leads across Renfrewshire Council and HSCP to embed The Promise into: • Service Improvement Plans • Strategic Plans • Mid-Year Monitoring Reports • Corporate Management Team discussions Page 273 of 347
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5Renfrewshire’s Promise We continue to build momentum, strengthen partnerships, and place infants, children, young people, and families at the heart of everything we do. This snapshot highlights the commitment of all involved in The Promise, the innovation within our communities, and the leadership demonstrated across services. The numbers below tell a story of progress, of growing networks, meaningful engagement, and tangible change. From schools embracing the Communities That Care programme to young people shaping their own spaces through YouthyFest, Renfrewshire is demonstrating what it means to Keep The Promise. We know that behind every statistic is a person be it a child, a practitioner, a partner all working together to make things better. Promise Keeper Network • 407 active Promise Keepers in Renfrewshire • 105 new Promise Keepers joined in the past year Annual Promise Keeper Conference • 102 attendees (December 2025) Promise Human Library • 101 staff members Promise Team Engagements • 146 internal partner engagements • 57 external partner engagements • 82 Renfrewshire organisations (including council services) actively involved in Keeping The Promise Youth Voice • 189 participants attended Promise YouthyFest 2025 Recognition & Strategic Alignment • 2 submissions to national awards showcasing Renfrewshire Council’s Promise-related work • 7 key partner/service plans aligned with The Promise Communities That Care (CtC) Programme • 63 schools completed Stage 1: Care Aware • 61 schools completed Stage 2: Curriculum Delivery • 43 schools actively delivering CtC lessons • 85% of schools engaged in lesson delivery • 500+ sector partners trained • 783 pupils provided feedback Education Projects 2 school projects funded via the Promise Partnership Fund: • Johnstone High School • St Andrew’s Academy Next Steps • Utilise and share data to demonstrate Renfrewshire’s commitment to Keeping The Promise • Integrate insights into strategic planning processes • Monitor engagement trends to identify active areas and those requiring further outreach • Acknowledge and celebrate the contributions of active partners and Promise Keepers • Promote cross-sector collaboration by highlighting the breadth of commitment across services Renfrewshire’s Promise Approach in Numbers Page 274 of 347
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6Renfrewshire’s Promise Renfrewshire Council Youth Services has been at the forefront of amplifying the voices of Care Experienced young people across the region. Through a rights- based approach rooted in the UNCRC and aligned with National Youth Work Outcomes, the service has embedded youth voice into local decision-making. Empowerment is championed through locality-based forums and targeted outreach, ensuring that even the most marginalised voices are heard and acted upon. Central to this work is the Promise Champs programme, which continues to evolve, reflecting young people’s transitions to positive destinations and welcoming new members through ongoing consultation and outreach. Youth-Led Campaigns and Events The Promise Champs have played a pivotal role in shaping services and leading change. Their involvement in youth-led initiatives has included the annual Promise Present Drives, which in 2023 and 2024 distributed over 300 parcels to Care Experienced young people across Renfrewshire. These campaigns were supported by Youth Services, social workers, and Promise Keeper networks. The Champs also organised inclusive events such as the Festive Lunch and WinterFest, which brought together young people, carers, and families for celebration, connection, and youth-led activities. Summer Programme and Residential Experiences Thanks to the Promise Partnership Youth-led Corra Fund, Youth Services delivered a six-week summer programme co-designed with Promise Champs. Activities included weekly youth clubs, drama workshops, residentials, and trips to destinations such as Edinburgh Zoo and Glasgow’s Splatter Art Studio. These experiences removed barriers to participation and created safe spaces for building friendships, developing skills, and accessing support. One young person shared, “This year we were encouraged to be more independent as a group and plan and decide on things ourselves. It was cool that we got to choose exactly what we wanted to do without the worry of money restrictions.” Creative Projects and Visual Identity Creative projects have also been central to the Champs’ work. The Promise Champs logo and branding were developed through interactive workshops with artist Rachel Jardine, resulting in branded hoodies and posters that strengthened group identity and visibility. A parallel project with Promise Ambassadors at St Andrews High School led to the creation of a logo for badges and keyrings, designed to support peer mentoring and reduce stigma. These visual storytelling efforts align with Renfrewshire’s Language Policy and promote trauma-informed, inclusive representation of Care Experience. Youth Voice Leading Change Page 275 of 347
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7Renfrewshire’s Promise Youth Voice Leading Change Wider Strategic Alignment These activities are mapped using Renfrewshire’s Promise Mapping Tool and reported to the Strategic Oversight Group, ensuring transparency and alignment with national priorities. The programme contributes directly to Renfrewshire’s Promise Plan 2024–2030 and will inform the development of the Promise Strategic Plan 2026–2029. Next Steps • Continue consulting with Care Experienced young people to identify unmet needs and opportunities for improvement • Support youth-led redesigns and creative projects that reflect the voices and experiences of young people • Ensure learning from these activities inform and support the Promise Strategic Oversight Group and align all work with Scotland’s Promise Plan (2024–2030) and Renfrewshire’s Promise Strategic Plan (2026–2029) • Review progress regularly to ensure accountability and impact Youth-Led Redesign of Community Spaces Youth-led redesigns of community spaces have further demonstrated the Champs’ leadership. Four venues were transformed, including the Throughcare meeting room at St James Centre, the Methodist Halls used for youth clubs, an outdoor garden at Johnstone High School, and the entrance of Paisley YMCA. These redesigns created welcoming, youth-friendly environments that support wellbeing, learning, and social connection. A young person involved in the redesign shared, “Redesigning the space made me feel like it was ours, it’s somewhere I want to be.” Promise YouthyFest 2025 The Promise YouthyFest 2025, attended by 189 participants, was a standout achievement. Designed and delivered by Promise Champs, the festival featured music, funfair activities, creative zones, and wellbeing spaces. It showcased youth voice and removed barriers to participation, with families describing the event as “inclusive,” “uplifting,” and “fun.” As one young person reflected, “Planning the summer Youth Festival was my favourite part of this year, it was super fun with lots of things to do and I got to do it all with my friends from club.” Page 276 of 347
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8Renfrewshire’s Promise Renfrewshire’s Promise Keeper Network is a community of local champions for The Promise who promote, advocate and improve outcomes for the Care Experienced community. There are currently 407 Promise Keepers, and this number is growing across Renfrewshire. They ensure The Promise remains at the forefront of service design and delivery. The Promise Keeper Network encompasses the idea that Care Experienced people will access lots of different services in their lives, from council tax to leisure services. It is important that those areas are informed and sensitive to their needs. Our Care Experienced community have told us that they want genuine and authentic people to champion The Promise, and the dedication and commitment our Promise Keepers show further emphasises this. The Promise Keeper network is diverse in terms of seniority and services represented. For example, Social Work, Education, the wider council, the HSCP, Elected Representatives, Community Planning Partners and the third sector. We have been delighted that over the past year, we have expanded our network in both numbers and diversity, welcoming nearly 100 more Promise Keepers to the network. We also now have representation from local sports teams, with both Glenvale FC and Basketball Paisley having Promise Keepers. The Promise Keeper Network has supported the long-term sustainability of the CORRA funded project in St Andrew’s Academy, with Senior Leaders and Principal Teachers joining the network and considering the small changes they can enact within their school and curriculum to advocate for the rights and awareness of their Care Experienced pupils. The Corporate Management Team within the Council made a commitment to ensuring that as a group, they would sign up to become Promise Keepers. We have supported a number of the Corporate Management Team to meet this commitment, including the Chief Executive, over the past year. We have also welcomed volunteers from Home-Start Renfrewshire to the Promise Keeper Network, who brought their commitment and enthusiasm to the role in ensuring that they are sensitive to the needs of both Care Experienced children and adults when working with the families that they support. We aim promote a sense of community and commitment within the Promise Keeper Network, supporting individuals to cascade their learning to their wider teams. Across this past year, this has involved numerous discussions, inputs and presentations across Renfrewshire to further promote the network. We have hosted a range of Promise Keeper Catch-Up sessions in 2025, with a key focus on employability and language which has continued to inform our work centrally. We continue to listen to our Promise Keepers in terms of the support and information they would benefit from and respond accordingly. One of the core principles of the Promise Keeper Network is that it is a learning network, as a Promise Keeper and as a network, we are constantly learning from each other. Renfrewshire’s Promise Keeper Network is informed by our Care Experienced community, they are at the very heart of what we do. Next Steps: • Continue to raise awareness and grow the network • Celebrate success and share case studies • Support our current Promise Keepers Renfrewshire’s Promise Keeper Network Page 277 of 347
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9Renfrewshire’s Promise On the 4th of December 2025, we hosted our third annual Promise Keeper Conference with a theme focused on employability – “How Can We Strive for Renfrewshire to be the Best Place for Care Experienced People to Work?”. The half day event involved a range of speakers, videos and discussions, with networking opportunities throughout. Over 100 Promise Keepers attended the event which was the highest turnout for a Promise Keeper Conference to date. The conference was opened by Alan Russell, Chief Executive of Renfrewshire Council who set the tone for the day, reinforcing both his commitment and the council’s commitment to The Promise and supporting our Care Experienced community in Renfrewshire. Colleagues from OneRen reflected on the journey they have been on over the past few years around The Promise, sharing details about changes to recruitment, opportunities for Care Experienced people and how Care Experience has been included within the redesign of Paisley Museum. Yvonne Ward shared information with the group about the success of the Career Ready programme in Renfrewshire and showcased a short film where young people who were involved in the programme shared their experiences. Melissa McGrogan from Invest in Renfrewshire shared information about their service offer for Care Experienced young people including some positive case studies emphasising the importance of their work. Prior to the conference, the Promise Ambassador worked with three Care Experienced members of staff to create a short film sharing their experience of being Care Experienced and working in Renfrewshire. This film highlighted the importance of ensuring that we consider the needs of Care Experiences adults in our work, and remember that some of our colleagues may also be Care Experienced and require support and compassion. The final item of the day was a session termed “In Conversation With…” which was chaired by Pauline Moss. This involved a short interview which each participant including Thomas Seisay from Haus of Seisay, Mary Cumming from Glenvale FC and Raymond Cree and Eddie Simpson from People & OD in Renfrewshire Council. Each participant engaged in an informal conversation with Pauline about their work on The Promise and their visions for the future. “Thank you so much for an amazing and inspiring event.” “Great speakers and a lovely mix of different perspectives.” “My first Promise Keeper Conference and was a great experience” “It felt the speakers came from a diverse number of services and backgrounds. In the previous Promise Conference, there were a diverse group of speakers but mostly from Social work and universal services. I think this year’s speakers demonstrates the progress made in highlighting the role of the wider council staff, communities and partners in understanding and implementing the Promise.” “From listening to others, I have came away with both some ideas and renewed motivation, especially in respect of our recruitment processes.” “All speakers were brave and inspiring.” “Speakers were all very engaging with interesting and varied speeches - great to hear more about what is going on, there is so much more than we knew about on our door step.” Promise Keeper Conference 2025 Page 278 of 347
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10Renfrewshire’s Promise The Renfrewshire Language Policy was launched in April 2022 and was created through consultation with Care Experienced young people and staff from the Promise Keeper network around words they felt were negative or stigmatising. The Language Policy is a set of guidelines for how we speak about, describe Care Experience, and Care Experienced children and young people. This language will continue to evolve, and services and organisations are encouraged to review their language. The policy is helping us to move away from overly professionalised words and phrases to adopt person-centred language, which challenges existing stigma. Staff across all services at Renfrewshire Council as well as council partners, have been asked to consider the impact of our language when engaging with children, young people and their families and modify it where possible. For many of us, acronyms such as LAC/LAAC had been embedded in our everyday language and practices for several years. However, for a child or young person, they may hear this and think they are “lacking” in something. We recognise that “Looked After” is a statutory, legal term, and are encouraging staff to use the term in full “Looked After Child” or “Looked After and Accommodated Child.” We are working to review the Language Policy across 2026/27 through consultation with our Care Experienced community, Promise Keeper Network and wider workforce, while monitoring the legislative landscape for updates which may impact this work. This work has begun, with an initial survey to scope initial thoughts and evaluative feedback of the current policy which will then direct our plans as we commence further consultation. We are keen to gather the views of as many teams and young people as possible and would welcome input at any stage of this work. This evaluation and consultation period allows us to ensure that the Renfrewshire Language Policy is up to date and relevant and still meets its original aims to tackle stigmatising language being used in Renfrewshire where possible. Support is available from the Promise Ambassador for services to implement the Renfrewshire Language Policy in their work. Next Steps: • In 2026/27 we will progress the review of the language policy in consultation with the Care Experienced community and with partners • Produce and promote an updated policy Renfrewshire Language Policy Page 279 of 347
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11Renfrewshire’s Promise We have a working group in place for Supporting the Workforce which is co-chaired by Felix Haggerty (Training and Development Manager) and Sam Macrae (Promise Ambassador). This group is attended by a range of staff from across the partnership and third sector. The group have actioned the below key items around the theme of Supporting the Workforce and improving employment opportunities for the Care Experienced community. The Promise Human Library Across our Promise Keeper Network, we have a wealth and diversity of professional career experience, and weare keen to ensure that our Care Experienced community can benefit from this. We are in the process of creating a “Promise Human Library” where we “match” young people with Promise Keepers who work in a career field that they might be interested in. The Promise Keeper would be able to decide in terms of capacity how they can support the young person, this may be a phone call, an email exchange or an office visit. This project aims to address the lack of social capital that many Care Experienced young people face when accessing informal information and experiences about job opportunities, while complimenting the existing support on offer from our employability services. The Promise Human Library launched in July 2025 after a recruitment period where we have over 100 staff members signed up. Young people can sign up to the Promise Human Library through a Microsoft Forms page where they can share information about the career area they are interested in and other interests they have. From this they will be matched with a member of staff who aligns to their interests. Young people can access a phonecall, email exchange, online meeting, in person meeting, office visit and work shadowing through the Human Library, dependent on the career area and staff availability. Across the past year we have supported 5 young people to access the Promise Human Library, with positive feedback being reported about the experience. We are currently working to raise awareness of this resource across teams and services. “The young person did confirm that she found this meeting to be extremely helpful and informative, and she would recommend this type of shared knowledge for career minded young people.” Next Steps: • Continue to recruit staff to the Human Library • Raise awareness of the Human Library to ensure young people are able to access Supporting the Workforce — Spotlight on Employability Page 280 of 347
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12Renfrewshire’s Promise Supporting the Workforce — Spotlight on Employability Next Steps: • Continue to work with Marketing and Communications to ensure that all staff are aware of the network • Continue to expand on the membership of the network • Continue to develop the work and scope of the network Care Experienced Staff Network In May 2025, we launched the Care Experienced Staff Network. This mirrors similar networks which are in place in organisations for LGBT+ staff, or for those with caring responsibilities. One of the network aims is to share the living experience of Care Experienced staff to inform improvements around how we can better support Care Experienced colleagues in the Council. Most importantly, the network will provide a space for individuals seeking peer support and a safe space to create and experience a sense of community and belonging. This network is for those with both direct and indirect Care Experience to ensure a breadth of experiences. We will continue to be mindful of the balance between these two groups and ensure that both are given appropriate space to share their views. Those with indirect experiences of care act as allies within the group, given their proximity to the issues that affect Care Experienced people. To date, the group have met twice and have discussed ideas around membership, terms of reference, meeting structures and areas for future focus. The sessions are stigma free, with a focus on providing a safe space and enacting positive change, rather than focused on the sharing of personal Care Experiences. iLearn Module for all Staff An iLearn module has been developed to ensure that all staff can access basic information about The Promise and can be signposted to further information and how they can get involved locally. The module covers the journey from the Independent Care Review to The Promise, highlighting key issues and why this work was needed. It also covers examples of local practice such as the Promise Keeper Network and Renfrewshire Language Policy. The module is accessible to all staff on the e-learning platform and can be requested by external organisations who can receive a bespoke link. The iLearn will be reviewed in 2026 to ensure it is up to date and reflective of the current status of the Promise in Renfrewshire. Next Steps: • Continue to promote the iLearn module across the council and partners Page 281 of 347
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13Renfrewshire’s Promise Supporting the Workforce — Spotlight on Employability all application forms for roles, with an explanation of Care Experience. Care Experienced people would be able to self-identify on this form if they choose to, however there is no requirement to do so. We are also working closely with HR around this project to ensure that hiring managers are able to provide a good package of feedback if the person is unsuccessful to ensure they are able to bring that feedback to their next interview. Next Steps: • Continue to liaise with HR and CMT colleagues to launch this work • We will be working closely with hiring managers around the time of the launch to ensure they are educated about this and understand the significance Guaranteed Interviews for Care Experienced People who meet Minimum Job Requirements In July 2022, the Corporate Management Team approved the creation of a Guaranteed Interview Scheme for Care Experienced applicants who meet the essential criteria of the role. An option to declare Care Experience on myjobscotland will be in place if the applicant wishes to share that they are Care Experienced. This scheme aims to address some of the barriers that Care Experienced people may face when entering employment for the first time or advancing through their careers. The scheme will launch in early 2026 and a range of briefings and learning materials will be available for hiring managers and those involved in the recruitment process. There will also be monitoring of data around the uptake of the scheme.We have been working closely with HR colleagues to ensure that Care Experienced people are able to receive support when applying for council roles. We are working on introducing guaranteed interviews for Care Experienced people who meet the minimum requirements for job roles in the council. This project aims to level the playing field and address some of the barriers that many Care Experienced people may experience when gaining experience and qualifications. This will be clearly displayed on Page 282 of 347
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14Renfrewshire’s Promise Renfrewshire’s Whole Family Wellbeing Approach is firmly rooted in the foundations of The Promise: Voice, Family, Care, People and Scaffolding. It reflects a shared commitment across the Children’s Services Partnership to ensure children grow up loved, safe and respected, with support that is relational, compassionate and available early. Since 2022, investment through the Scottish Government’s Whole Family Wellbeing Fund has strengthened early help pathways, improved access to support, and enabled the development of an integrated Family Wellbeing Service offering the right help at the right time. The approach continues to evolve through ongoing collaboration with families, the third sector and the wider workforce, ensuring support reflects what matters to children and those who care for them. The structure of the Family Wellbeing Service delivers on The Promise’s call for a simplified, decluttered system. It strengthens GIRFEC staged intervention, reduces duplication, and ensures support follows family need rather than organisational boundaries. In line with the Promise foundations of Voice and Scaffolding, Renfrewshire has introduced a digital Request for Assistance, allowing children, families and professionals to seek help directly, without stigma or gatekeeping. This promotes equity of access and reinforces a culture where asking for help is welcomed. Through strong partnerships with third sector organisations, Renfrewshire provides flexible, relationship-centred support based on what families say they need. This includes: • weekend and holiday activities for children with ASN • therapeutic music, arts and water-based programmes • parenting and early years support • nurture-focused community activities • support for neurodiverse families and care experienced parents Joint training, coproduction and shared learning help create a coherent, joined-up system. More than 1,000 families accessed support last year, reflecting both the level of need and the impact of a compassionate, accessible early help model. Evaluation shows: • improved child wellbeing and emotional regulation • increased parental confidence • strengthened family relationships • reduced escalation to crisis services This progress aligns directly with The Promise’s call to shift practice and investment towards prevention, relational support and community-based help. Renfrewshire’s Whole Family Wellbeing Approach fully embodies the foundations of The Promise. Families’ voices shape service design: digital tools improve access and transparency; support is relational, non-stigmatising and sustained for as long as needed; and system scaffolding is being redesigned to provide stable, rights-based support. The workforce is supported through strong supervision, training and shared values that centre relationships and uphold children’s rights. Next Steps • The Family Wellbeing Manager will continue to attend Renfrewshire’s Promise Strategic Oversight Group to ensure accountability for delivering the changes children and families have asked for. • For further information on Renfrewshire’s Whole Family Wellbeing Approach, please contact the Family Wellbeing Manager. Whole Family Wellbeing Approach in Renfrewshire Page 283 of 347
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15Renfrewshire’s Promise The Paisley Children’s Hearings Improvement Partnership (CHIP) has evolved as a key multi-agency forum for driving forward change across the Children’s Hearings System in Renfrewshire, East Renfrewshire, and East Dunbartonshire. This demonstrates a deepening commitment to the principles of The Promise and recognises the importance of collaborative, cross boundary leadership. It seeks to create a system that is truly rights based, trauma informed and centred on the needs and experiences of children and young people. The CHIP brings together a broad range of statutory and third-sector partners, each playing a key role in driving improvement. Core membership includes representatives from the Scottish Children’s Reporter Administration (SCRA), led by Locality Reporter Managers and Senior Practitioners. Children’s Hearings Scotland (CHS) is represented by the Partnership Coordinator and Wellbeing Coordinator. Senior officers from Renfrewshire, East Renfrewshire, and East Dunbartonshire Councils participate, including the Promise Manager and Education and Social Work leads. Extended membership includes Police Scotland and NHS Greater Glasgow and Clyde. The CHIP is also seeking additional representation from the legal profession. Advocacy organisations such as Who Cares? Scotland, Barnardo’s, and Partners in Advocacy ensure the voices of children and young people inform the improvement process. The Children 1st Safeguarders Panel also contributes, embedding safeguarder perspectives in discussions. The CHIP is also advocating for wider extended membership from key partners such as Police Scotland, Health and Wellbeing leads, and representatives from the legal profession, including the local Bar Association. This diverse and inclusive membership places the group in a strong position to adopt a whole-system approach to improvement. It acknowledges that a child’s experience of a Hearing is shaped by the combined efforts of various agencies and professionals. Previously known as the Renfrewshire Better Hearings Group, the forum was renamed in August 2020 to “Keeping The Promise in Renfrewshire’s Children’s Hearings”. This clearly signalled a pivotal shift in purpose and alignment with the national ambition articulated in The Promise, with a specific focus on the Children’s Hearings System. Since its inception, the CHIP has overseen the development and implementation of a range of initiatives, including the co-production of the Renfrewshire Charter “Our Commitments to Children and Young People Attending Hearings” and the creation of Hearing Preparation Guidelines to support children and young people in understanding and participating meaningfully in their Hearings. These resources are now being adapted for use across the wider CHIP footprint, ensuring consistency and shared learning across the three local authority areas. The group’s work has been consistently informed by SCRA’s Keeping The Promise Route Plan, which outlines the national organisation’s commitments to reforming the Children’s Hearings System. This alignment ensures local developments are responsive to the needs of children and families while contributing effectively to national transformation efforts. Keeping The Promise in Children’s Hearings Page 284 of 347
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16Renfrewshire’s Promise Keeping The Promise in Children’s Hearings • Embedding trauma-informed, rights-based approaches across all aspects of the Hearing process. The CHIP’s governance arrangements ensure strong accountability and alignment with local and national structures. The Chair, Nicola Harkness (Locality Reporter Manager, SCRA), provides regular updates to the Renfrewshire Strategic Promise Oversight Group, and equivalent corporate parenting forums in East Renfrewshire and East Dunbartonshire will also be provided updates. This ensures that the work of the CHIP is visible, strategically aligned, and supported at the highest levels. Next Steps • As the CHIP continues to evolve, the Promise Manager will maintain active engagement in all relevant forums and working groups • The group will continue to monitor the implementation of legislative changes, share learning across local authority boundaries, and adapt its approach in response to feedback from children, families, and practitioners The CHIP’s work is taking place within a rapidly evolving legislative and policy landscape. The implementation of the Children (Care and Justice) (Scotland) Act 2024 and the anticipated passage of the Children (Care, Care Experience and Services Planning) (Scotland) Bill represent significant shifts in how Scotland supports children and young people. These reforms place a renewed emphasis on early intervention, family support, and the rights of Care Experienced children and young people. The CHIP is actively engaging with these developments, ensuring that local planning and practice are aligned with emerging statutory duties and national expectations. In response to the Scottish Government’s December 2023 reply to the Hearings for Children Report, the CHIP had developed an Action Plan. Aligned with The Promise and structured around the report’s recommendations, the plan will now guide the next phase of improvement across the three local authority areas. Key priorities include: • Strengthening advocacy access and uptake, ensuring children and young people are supported to express their views and understand their rights. • Improving the quality and consistency of reports and information presented at Hearings. • Supporting the workforce through joint training, reflective practice, and a shared understanding of the purpose and use of compulsion. A key area of focus over the past two years has been the implementation and expansion of Child Friendly Scheduling. Recognising that traditional Hearing arrangements can be disempowering or distressing for children, the group has led the Deferred Hearings Project in Renfrewshire. This initiative aims to reduce unnecessary deferrals and provide a more personalised experience by offering children and young people greater flexibility in the timing, location, and format of their Hearings. The project has shown early success in increasing participation and reducing delays and how now being scaled up as part of Phase 2 of the national Child Friendly Scheduling pilot. Continued success and wider rollout will rely on strong engagement from all agencies, particularly in capturing the voices of children and their families. This work is closely linked to the Taking Control of My Hearing project, co-designed with young people from Our Hearings, Our Voice. The project includes two key components: redesigned Pre-Hearing Visits (PHVs) delivered by trained SCRA support staff, and the distribution of the “Taking Control of My Hearing” Scrapbook, a child-friendly resource that helps children prepare for their Hearing and express their views. These developments reflect a clear commitment to the Foundation of Voice, ensuring that children are heard and actively involved in shaping their own experiences. Page 285 of 347
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17Renfrewshire’s Promise Renfrewshire Community Justice Partnership exemplifies how local justice work can support and advance the aims of The Promise. By embedding lived experience, promoting early intervention, and aligning with broader strategic priorities, the Community Justice Partnership is helping to create a justice system that is more responsive, inclusive, and supportive of children and families. The partnerships work delivers justice outcomes while also laying the foundation for lasting societal transformation, helping ensure every child in Renfrewshire grows up feeling loved, safe, and respected. Renfrewshire’s Community Justice Partnership (RCJP) plays a vital role in delivering community justice priorities locally, with a strong focus on collaboration, innovation, and person-centred approaches. Its work is closely aligned with the principles of The Promise, especially in supporting children, young people, and families affected by justice involvement. The Partnerships 2024–2025 annual return to Community Justice Scotland demonstrates how the Community Justice Partnership has embedded The Promise into its strategic and operational frameworks, ensuring justice activity contributes meaningfully to improved outcomes for families in Renfrewshire. Central to the Community Justice Partnership’s approach, delivered through the Community Justice Strategic Group, is a strong commitment to early intervention, prevention, and rehabilitation. The partnership recognises that individuals involved in the justice system often face complex challenges, including poverty, trauma, mental health issues, and substance use. By addressing these root causes through integrated, person-centred support, the partnership aims to reduce reoffending and support individuals to rebuild their lives. Effective collaboration among justice partners is essential to when helping people subject to community justice interventions desist from offending. By pooling expertise, sharing information, and creating seamless pathways tailored to individual needs, we are better equipped to tackle the underlying drivers of offending behaviour and promote positive outcomes. This approach reflects The Promise’s call for holistic, trauma informed, and rights-based support for families particularly those affected by parental imprisonment. The governance structure is deliberately designed to support and advance the aims of The Promise. Through shared leadership, integrated planning, cross sector collaboration, and a strong focus on lived experience, the partnership ensures that justice initiatives are part of a cohesive, child-centred approach to public service delivery in Renfrewshire. RCJP’s governance is closely aligned with Renfrewshire’s Promise Strategic Oversight Group, enabling justice initiatives to be developed within a broader, child-centred vision. This alignment supports shared leadership and joint planning, especially in areas like mitigating the impact of parental imprisonment and enhancing support for justice affected families. Strategic and operational sub-groups use data, lived experience, and service insights to inform decisions thus reflecting The Promise’s emphasis on listening to those with lived experience and shaping services around their voices. Community Justice and The Promise: Working Together Page 286 of 347
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18Renfrewshire’s Promise Community Justice and The Promise: Working Together Next Steps • Strengthen alignment between The Promise Strategic Oversight Group and the Community Justice Strategic Group to ensure unified leadership and planning • Integrate the needs of justice-involved families into all relevant strategic frameworks • Advance targeted support for children and families affected by imprisonment, including wraparound and community-based alternatives • Promote staff and stakeholder engagement to cultivate a compassionate justice culture • Provide regular updates on joint progress and areas for improvement to stakeholders and the wider community their experiences, informing service improvements. Similarly, the Community Navigator Pilot, delivered with Braveheart Industries, offered person centred support and generated independent evidence on service user experiences. These initiatives embody The Promise’s call for co-designed services that are respectful, effective, and shaped by those they serve. Supporting families during and after justice involvement is a key priority and the partnership works with housing, health, and employability services to ensure individuals leaving custody have access to stable accommodation, healthcare, and employment pathways. Integration with wider strategic planning further reinforces the commitment to whole-system change. The partnership is actively working to reduce stigma and build public confidence in community-based justice. Through targeted communications, staff engagement, and collaboration with the third sector, the partnership is promoting a more compassionate and inclusive understanding of justice and this is fully aligned with The Promise’s vision. The governance model is intentionally designed to advance The Promise’s aims through: • Shared leadership and strategic alignment: Both the Community Justice Strategic Group and the Promise Strategic Oversight Group are chaired by John Trainer, ensuring a unified vision and seamless coordination • Evidence informed planning: Operational sub- groups gather insights from lived experience and service impact to guide strategic decisions • Cross-sector collaboration: The partnership works closely with other strategic bodies, including the Local Employability Partnership and Alcohol and Drug Partnership, to ensure justice involved individuals and their families are considered in wider service planning • Community and third sector engagement: Initiatives like the Community Justice Grant Scheme empower local organisations to deliver justice related activities aligned with The Promise Participatory methods are central to the Community Justice partnership’s approach. Projects like the Community Payback Order (CPO) Photo Project have provided individuals with creative platforms to share Page 287 of 347
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19Renfrewshire’s Promise Housing and homelessness services are integral to Renfrewshire Council’s commitment to The Promise, particularly in supporting Care Experienced children, young people, and families. The Promise sets out a clear vision: every child and young person should grow up in a safe, stable, and loving home. It recognises that housing instability, including frequent moves, unsuitable accommodation, and homelessness, can severely impact the wellbeing, development, and relationships of Care Experienced individuals. Renfrewshire Council’s Environment, Housing and Infrastructure (EH&I) Strategic Improvement Plan (SIP) reflects this priority through a series of targeted actions led by Housing Services and the wider EH&I team. These actions are designed to tackle and prevent youth homelessness and ensure that Care Experienced young people have access to housing pathways that are tailored, affordable, and responsive to their individual needs and preferences. Key commitments outlined in the SIP include: • Developing personalised housing pathways for Care Experienced young people, co-designed with partners and stakeholders • Supporting Renfrewshire’s Promise Team and Oversight Group, ensuring that the voices of Care Experienced individuals are central to service design, delivery, and evaluation • Embedding The Promise across housing and homelessness services, including promoting the Promise Keeper Network, implementing Renfrewshire’s inclusive Language Policy, and encouraging staff to complete The Promise i-learn module • Reviewing service arrangements and practices to ensure they are informed by lived experience and reflect trauma-informed, relationship centred approaches • Creating meaningful feedback opportunities for Care Experienced service users to influence continuous improvement • Supporting inclusive recruitment practices, including guaranteed interviews for Care Experienced applicants who meet essential criteria, to promote representation within Housing Services Renfrewshire Council’s Housing Services: Delivering on The Promise Page 288 of 347
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20Renfrewshire’s Promise Renfrewshire Council’s Housing Services: Delivering on The Promise Next Steps • The Promise Manager and Promise Ambassador will continue to support Housing and Homelessness services in relation The Promise • Support the wider E,H&I around all aspects in relation to The Promise In addition to strategic planning, Renfrewshire Council provides direct support to young people under 25 who are homeless or at risk. Youth Housing Options Advisers conduct Housing Options Interviews to assess individual circumstances and prevent homelessness wherever possible. Where emergency accommodation is required, ongoing support is provided to help young people transition into stable housing. Support is tailored to individual needs and may include assistance with family reconciliation, resettlement, tenancy sustainment, and practical life skills such as budgeting and furnishing a home. Care Experienced young people receive enhanced support with housing applications, priority assessments, and are often supported outside of formal homelessness processes to ensure equitable access to housing and opportunities for independent living. Renfrewshire Housing Services remain committed to delivering on The Promise by ensuring that Care Experienced children, young people, and families are supported through compassionate, responsive, and inclusive housing solutions. The Council’s work reflects a broader commitment to improving outcomes and creating a system that acts with the same care and consistency as a good parent in never allowing a young person to leave care into homelessness or uncertainty. The Promise also highlights the impact of housing insecurity as a contributing factor in children entering care. Renfrewshire Council has embedded early intervention strategies within its services to support families at risk of eviction, overcrowding, or poor living conditions. This preventative work is aligned with the SIP’s cross cutting theme of Improving Outcomes for Children and Families, ensuring that housing services contribute to safe and nurturing environments. Support for kinship and foster carers is another critical area. Housing Services work to ensure that carers particularly those supporting sibling groups have access to appropriate housing that offers space, stability, and security. The council acknowledges the significant responsibilities many carers undertake and is committed to addressing housing and financial barriers to support sustainable, nurturing placements. Renfrewshire Council’s Housing Services approach is increasingly trauma-informed and relationship centred, aligning with The Promise’s call for a joined-up system across services. Housing policy and practice are being shaped to reflect the complex realities of Care Experienced individuals, ensuring that services are accessible as well as empathetic and empowering. Page 289 of 347
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21Renfrewshire’s Promise Renfrewshire has successfully delivered two projects funded through the Scottish Government’s Promise Partnership Fund, administered by Corra between December 2022 and December 2025. Both initiatives focus on the theme of Supportive School Structures (Right to Education), aiming to foster environments that promote support, opportunity, and a strong sense of belonging for Care Experienced pupils within schools. Keep The Promise Funded Project 1 The Promise Partnership project at Johnstone High School in Renfrewshire was developed to reduce exclusion and improve outcomes for children and young people with Care Experience. The central aim was to ensure that every Care Experienced pupil had a consistent and trusted adult who could advocate for them throughout their educational journey. This approach was co-produced with Care Experienced pupils, ensuring that their voices shaped the design and delivery of the support they received. This directly reflects the Foundation of Voice, which emphasises the importance of listening to children and involving them meaningfully in decisions about their lives. The school has delivered meaningful and lasting change for Care Experienced children and young people. Through dedicated roles, inclusive spaces, data- informed support, and strong partnerships, the school has created an environment where pupils feel seen, heard, and valued. The creation of the Principal Teacher of The Promise role and the Promise Key Worker role provided dedicated advocacy and support. These roles were designed in collaboration with pupils and focused on improving attendance, participation, and wellbeing. The presence of these trusted adults helped pupils feel seen, heard, and valued, and contributed to a more inclusive and nurturing school culture. The development of these roles also influenced wider practice across Renfrewshire, with other schools exploring similar models of support. A key feature of the project was the establishment of The Cove, a safe and stigma-free space within the school where Care Experienced pupils could access support, build relationships, and engage in wellbeing activities. The Cove became a central part of the school’s trauma-informed approach and provided a consistent environment where pupils felt secure and supported. This initiative aligns with the Foundation of Care, which calls for children who cannot live with their families to be cared for in loving and stable environments. The project also included contextual safeguarding activity delivered in partnership with Barnardo’s. This approach recognises that young people may face risks outside their home environment, such as in school or the wider community. Barnardo’s worked closely with the school leadership team to conduct a safety audit and implement safeguarding strategies tailored to the local context. These efforts contributed to a safer and more responsive environment for all pupils, particularly those with Care Experience. This work reflects the Foundation of Scaffolding, which emphasises the need for systems of support that are ready and responsive when required. Renfrewshire’s Promise Partnership Projects in Education Page 290 of 347
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22Renfrewshire’s Promise Renfrewshire’s Promise Partnership Projects in Education The Corra Foundation provided highly positive feedback on the final report, commending its comprehensive and reflective approach. They highlighted strong leadership, meaningful co-production, and effective partnership working, while recognising the development of dedicated roles and data systems as thoughtful and sustainable progress. Despite its successes, the project faced challenges, including rising costs due to inflation and national pay awards. These financial pressures required careful budget management and prioritisation. The school responded by reallocating funds to sustain key roles and activities, demonstrating strategic foresight and commitment to the work. Staff transitions also posed a barrier, particularly when the original Principal Teacher of The Promise moved to a new role. However, an internal recruitment process and a well-supported handover ensured continuity of support for pupils. and school. Flexible meeting formats and community- based activities reduced barriers to engagement and promoted a more inclusive approach. This work aligns with the Foundation of Family, which emphasises the importance of supporting families to stay together and nurture loving relationships. The project was overseen by the Promise Manager and aligned strategically through the Promise Strategic Oversight Group. Regular updates were provided by the Head of Education for Inclusion, ensuring that learning was shared across Renfrewshire’s Children’s Services Partnership. The work was also captured on Renfrewshire’s Promise Mapping Tool, which links local activity to national priorities and enables dissemination through the Promise Keeper Network. These mechanisms reflect the Foundation of Scaffolding by ensuring that systems of support are coordinated, accountable, and responsive. Learning from the project was shared through various channels, including Education Managers, School Senior Leadership Networks, and national forums. Collaboration with Promise Scotland’s Communications Team led to the inclusion of Johnstone High School in the Stories of Change Project, ensuring that insights and impact from the initiative could be shared across Scotland. This commitment to reflection and continuous improvement is central to The Promise’s vision for a system that listens, learns, and adapts. To support early intervention and personalised care, the school developed a Wellbeing Tracker informed by SHANARRI indicators and the Glasgow Motivation and Wellbeing Profile. This tool enabled staff to monitor pupil wellbeing in real time, identify emerging issues, and deliver timely support. The tracker also provided a mechanism for pupils to reflect on their own experiences and contribute to the evaluation of support strategies. This data- informed approach aligns with The Promise’s call for improved data systems that focus on outcomes and experiences rather than administrative processes. Staff development was a key component of the project. Training in trauma-informed practice, contextual safeguarding, and inclusive pedagogy increased staff confidence and capability. Teachers and support staff reported feeling better equipped to identify and respond to the needs of Care Experienced pupils. The school leadership team played a vital role in modelling a culture of care and ensuring that staff wellbeing was prioritised alongside pupil outcomes. This reflects the Foundation of People, which calls for a workforce that is supported to build nurturing and compassionate relationships. Family engagement was enhanced through inclusive events and the creation of Parent and Carer Ambassador Groups. These groups provided families with a platform to influence policy and practice and helped to strengthen relationships between home Page 291 of 347
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23Renfrewshire’s Promise Renfrewshire’s Promise Partnership Projects in Education The Promise Team, comprising a Principal Teacher of Inclusion and a Project Leader for Enhanced Transition Support, played a central role in reshaping the school’s approach to transitions. Their work focused on identifying what worked well within existing practices and creatively amplifying those elements to provide intensive, tailored support for pupils allocated a secondary school place towards the end of their primary seven year. This included the development of enhanced transition programmes, summer activities and one-to-one wellbeing sessions, all designed to build trust, reduce anxiety and foster a sense of belonging. The project was underpinned by the principles and foundations of The Promise, particularly those of Voice, Family, Care, People and Scaffolding. The Foundation of Voice was reflected in the school’s commitment to listening to children and families. Keep The Promise Funded Project 2 The recently concluded Promise Partnership project at St Andrew’s Academy in Renfrewshire has been a transformative initiative focused on improving transitions for Care Experienced pupils. Transitions are a natural part of school life, but for young people with Care Experience, they can be particularly challenging and destabilising. This project recognised that late or unplanned transitions often result in missed opportunities for emotional preparation, relationship-building and continuity of support. In response, the school established a dedicated Promise Team to address these challenges and ensure that every child, particularly those with Care Experience, receives the support they need to thrive. The Promise Partnership project at St Andrew’s Academy has turned ambition into action. It has built a caring, inclusive, and rights-focused culture that is now at the heart of the school. Key lessons from the project include the importance of strategic leadership, co-production, and flexible, stigma-free engagement with families. The value of dedicated advocacy roles and real-time data systems was clearly demonstrated, as was the need for succession planning and sustainability. The school has already taken steps to embed aspects of the Principal Teacher of The Promise role into a Project Lead position and has secured additional funding to extend the Promise Worker role until December 2025. The school and wider Children’s Services in Renfrewshire are committed to building on the progress made. Successful practices are being integrated into School Improvement Plans and the Education Quality Improvement Framework, ensuring they become embedded in the system rather than remaining standalone projects. The culture of reflection, openness, and adaptability fostered through this work will continue to inform strategic planning and operational delivery. The work has influenced wider practice across Renfrewshire and contributed to a national dialogue on how to Keep The Promise. The legacy of this project will continue to shape policy, practice, and culture, ensuring that the needs and voices of Care Experienced pupils remain at the heart of education and care. Page 292 of 347
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24Renfrewshire’s Promise Renfrewshire’s Promise Partnership Projects in Education Learning from the initiative was shared with the Children’s Services Partnership and Renfrewshire’s Promise Strategic Oversight Group. This ensured that insights were disseminated across internal and external children’s services partners, fostering a collaborative ecosystem that supports systemic change. The project also informed Renfrewshire’s Education Improvement Framework, with key messages communicated to School Senior Management Teams and incorporated into future planning. The Head of Education (Inclusion) played a vital role in supporting and sustaining the project. Regular meetings with the Promise Manager and the school’s leadership team ensured strategic alignment and forward planning. Development of School Improvement Guidance and associated resources for sharing across Renfrewshire schools has been planned and is fully supported by the Head of Education (Inclusion). This next phase will focus on policy development, resource creation and the scaling of successful practices, ensuring that the legacy of the project continues to inform and inspire. Association extended the reach of support beyond the classroom and into the wider community. The Foundation of Scaffolding was realised through the development of a centralised data dashboard to monitor wellbeing, attendance and attainment. This tool enabled the school to identify trends, target interventions and make evidence-informed decisions. The dashboard complemented the Renfrewshire Promise Mapping Tool, which was used to capture learning and monitor progress. The school also maintained regular reporting to oversight groups and fulfilled its contractual obligations with the Corra Foundation, which provided funding and support throughout the project. Staff development was a key component of the project and aligned with the Foundation of People. Staff at St Andrew’s Academy reported feeling empowered and supported, with professional learning opportunities tailored to their needs. The introduction of a Continuing Professional Learning and Leadership programme for support staff and plans for Non-Violent Resistance training demonstrated a whole-school commitment to relational practice. The Pupil Parliament, with thematic committees such as “Be Supported” and “Be Respectful,” played a key role in shaping school policy and practice. Pupils led initiatives to raise awareness of support services, reduce stigma and promote rights-based approaches. Similarly, the Parent and Carer Ambassador Group co-produced communication materials and child- friendly policies, ensuring that families were active contributors to the school’s direction. By valuing relationships, listening to children and families, and staying true to The Promise, the school has created a space where Care Experienced pupils can truly thrive. The Foundation of Family was evident in the school’s wraparound support model. The Promise Team worked closely with cluster primary schools to ensure continuity of care and smoother transitions. The Home Link Summer Transition Programme, delivered during the holidays, became a model of best practice. It offered creative and relational activities that strengthened family-school connections and helped pupils feel more confident and prepared for secondary school. Partnerships with organisations such as Who Cares? Scotland, Barnardo’s and the Scottish Football Page 293 of 347
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25Renfrewshire’s Promise Renfrewshire’s Promise Partnership Projects in Education Next Steps • Support the embedding of effective practices within School Improvement Plans and the Education Quality Improvement Framework to ensure sustainability • Strengthen partnerships with organisations such as Barnardo’s and Who Cares? Scotland to enhance support beyond the classroom • Disseminate learning through the Children’s Services Partnership, Strategic Oversight Group, and relevant leadership networks • Share outcomes and insights via national platforms, including the Promise Keeper Network and Stories of Change Project • Influence national policy and practice by promoting Renfrewshire’s inclusive education model Despite rising costs and recruitment delays, the school remained on track to spend the investment in line with the agreed budget. Internal contributions were secured to supplement staffing costs and sustain key interventions. The decision to extend the project timeline to align with the academic year was both pragmatic and impactful, allowing for coherent delivery and maximised benefit. Feedback from the Corra Foundation was overwhelmingly positive. The Foundation recognised the school’s commitment to trauma-informed practice, pupil voice and family engagement. Corra’s acknowledgement of the tangible impact for children, families and staff affirms the value of the work and opens the door for continued dialogue and collaboration. The development of a Promise Charter, led by senior Care Experienced pupils, will further embed the values and commitments of The Promise into the school’s culture. The expansion of the school’s Promise Ambassador roles, continued professional development and strengthened partnerships will ensure that the progress made is sustained. St Andrew’s Academy remains committed to sharing its learning across Renfrewshire and beyond, contributing to the wider movement to ensure that all children in Scotland grow up loved, safe and respected. Page 294 of 347
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26Renfrewshire’s Promise The Communities that Care (CtC) programme, delivered in partnership by Who Cares? Scotland represents a transformative approach to supporting Care Experienced children and young people in Renfrewshire. Initially developed and piloted within the local authority, the programme has grown into a nationally recognised model for creating inclusive, empathetic school environments. The Communities that Care programme has made a profound and lasting impact in Renfrewshire. Through training, curriculum integration, community engagement, and pupil participation, it has created more caring and inclusive school environments for Care Experienced children and young people. It has challenged stigma, fostered empathy, and empowered pupils and staff to become champions of care. At its core, CtC is a whole-school approach designed to nurture and support Care Experienced pupils by educating entire school communities including pupils, staff, and parents/carers about what Care Experience is and why it matters. Through training, curriculum integration, and community engagement, the programme fosters an ethos of empathy, understanding, and inclusion. It is a tangible way for Renfrewshire to keep the Promise. Addressing Stigma and Misunderstanding Care Experienced people often face stigma and discrimination within their communities, driven by a lack of public understanding and harmful media stereotypes that portray them as damaged or troubled. These misconceptions can lead to exclusion, isolation, and reduced opportunities. Schools, as central institutions in young people’s lives, offer a powerful platform to challenge these narratives and build a more informed and compassionate society. By educating pupils about Care Experience in a developmentally appropriate and trauma-informed way, CtC helps shift perceptions and attitudes. Pupils who learn about care are more likely to become empathetic adults, future employers, colleagues, and corporate parents who understand and support Care Experienced individuals. This ripple effect extends beyond the classroom, influencing families, communities, and future generations. A Whole-School Approach to Inclusion The CtC whole-school approach ensures that Care Experienced children and young people are acknowledged and actively supported within their school environments. This is achieved through a combination of staff training, curriculum delivery, and community engagement. The programme creates the conditions for Care Experienced pupils to thrive, both academically and socially, by fostering a sense of belonging and respect. In Renfrewshire, the programme has been widely adopted. By March 2025, all 63 schools in the authority had completed Stage 1 “Care Aware” training, equipping staff with the knowledge and confidence to support Care Experienced pupils. A further 61 schools progressed to Stage 2 “Curriculum Delivery” training, and 43 schools were actively delivering lessons using the CtC Curriculum Pack. An additional 10 schools committed to delivery by the end of the academic year, bringing the total to 85% of schools engaged in lesson delivery. Beyond schools, over 500 sector partners, including newly qualified teachers and active schools’ coordinators, received Care Aware training. This extended the programme’s reach into the wider educational ecosystem, reinforcing its impact and sustainability. Communities that Care: Building Inclusive School Communities Page 295 of 347
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27Renfrewshire’s Promise Communities that Care: Building Inclusive School Communities Empowering Pupil Voice and Participation CtC places a strong emphasis on pupil voice, ensuring that Care Experienced children and young people have opportunities to express themselves, influence change, and connect with others who share similar experiences. Pupils participated in Who Cares? Scotland’s local participation groups, supported by volunteers, and the project team attended Pupil Council meetings to gather feedback and refine the programme. These participatory elements helped ensure that CtC was responsive to pupils’ needs and aspirations. They also empowered Care Experienced learners to take pride in their identity, understand their rights, and advocate for themselves and others. Supporting Care Experienced Pupils Beyond the Classroom The CtC programme also provided direct support to schools in responding to the complex needs of Care Experienced pupils. This included guidance on housing and education funding, advocacy referrals, support for kinship carers, and assistance following placement breakdowns and loss of mental health services. These interventions ensured that pupils received the right support at the right time, reinforcing the programme’s holistic approach. Schools embraced opportunities to celebrate Care Experience through events such as Care Day (February) and Care Experience Week (October). Activities included love rallies, special assemblies, and fundraising efforts for Who Cares? Scotland. Curriculum Integration: Learning About Care Experience At the heart of the CtC approach are the “Learning About Care Experience” PSE Curriculum Resource Packs, which provide structured lessons for pupils from Early Years through to S6. These resources are designed to be age-appropriate, engaging, and sensitive, helping children and young people understand Care Experience as a different type of family structure. The curriculum encourages pupils to reflect on empathy, inclusion, and respect, and to consider how they can support their Care Experienced peers. Teachers reported that the lessons prompted meaningful discussions, with some pupils sharing personal experiences and others expressing a desire to help. Supplementary activities, such as exploring Care Experienced celebrities and engaging with the UNCRC, further enriched the learning experience. Feedback from 783 pupils across seven secondary schools showed a significantly positive impact. Pupils reported increased knowledge, greater empathy, and a stronger commitment to inclusion. Comments such as “This will help me in the future” and “I feel sympathetic towards the children experiencing this” illustrate the depth of understanding fostered through the CtC lessons. Page 296 of 347
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28Renfrewshire’s Promise Communities that Care: Building Inclusive School Communities Next Steps • Schools retain access to the Curriculum & Resource Pack and will be encouraged to continue lesson Professional Growth and Cultural Change Teachers and school staff reported that the CtC programme had a positive impact on their professional practice and personal understanding. Some staff shared their own Care Experiences or those of family members, reflecting on how the programme helped them connect more deeply with their pupils. This openness contributed to a culture of authenticity and empathy within schools, further strengthening the programme’s impact. The CtC approach has helped shift school cultures towards greater inclusivity, compassion, and awareness. It has created environments where Care Experienced pupils feel seen, heard, and supported, and where all pupils learn the values of respect and understanding. As Renfrewshire continues its journey to Keep the Promise, CtC stands as a model of what is possible when education and advocacy come together to support those who need it most. The programme’s legacy will continue to shape attitudes, practices, and outcomes for years to come ensuring that Care Experienced learners have every opportunity to thrive. Although Who Cares? Scotland’s direct involvement in Renfrewshire schools has now concluded, the legacy of CtC remains strong. Page 297 of 347
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29Renfrewshire’s Promise Stronger Start is a person-centred wrap-around service that provides embedded Money Advice and Advocacy to pregnant women and their families who engage with maternity services across Renfrewshire, Inverclyde, and West Dunbartonshire. Co-located within the Royal Alexandra Hospital (RAH) Maternity Unit, Stronger Start is designed to meet vulnerable women where they are emotionally, and socially offering timely, compassionate support that reflects the principles of The Promise. Stronger Start is more than a financial advice service it is a transformational model of early intervention, family support, and rights-based advocacy that reflects the values and ambitions of The Promise. By embedding support within maternity services, Stronger Start reaches families at a critical juncture, offering help that is timely, compassionate, and effective. The Stronger Start service is a preventative and person-centred intervention, recognising that financial insecurity, housing instability, and lack of advocacy are significant contributors to poor maternal and infant outcomes. The service provides comprehensive support in areas such as welfare rights, debt management, income maximisation, and financial capability, while also offering advocacy to help families navigate complex systems and access their entitlements. This holistic approach addresses immediate needs and also builds resilience, strengthens family units, and promotes long-term wellbeing. Stronger Start: Embedding The Promise in Maternity Support Page 298 of 347
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30Renfrewshire’s Promise Stronger Start: Embedding The Promise in Maternity Support Alignment with The Promise The Promise has a particular emphasis on early intervention, family support, and trauma-informed care. Stronger Start embodies these principles in several key ways: Early Intervention in Maternity Care The Promise highlights the importance of universal family support and early years parenting as critical stages for intervention. Stronger Start engages with women during pregnancy, a time of heightened vulnerability and opportunity. By embedding support within maternity services, Stronger Start ensures that families receive help before crisis point, reducing the likelihood of child protection involvement and promoting positive parenting outcomes. This approach reflects The Promise’s call for universal, non-stigmatising support that is accessible to all families, particularly those facing poverty, trauma, or systemic barriers. Stronger Start’s integration with Blossom Maternity Services ensures that support is offered in a trusted setting, by professionals who understand the complexities of maternal health and family dynamics. Supporting Infant Wellbeing and Attachment The Promise emphasises the importance of secure attachments, co-regulation, and early childhood development. Stronger Start contributes to these outcomes by reducing stressors that undermine parental capacity such as financial hardship, housing insecurity, and poor health and wellbeing. . By helping parents stabilise their circumstances, Stronger Start creates the conditions for nurturing relationships and healthy infant development. The service recognises that poverty is a key determinant of maternal and infant health, contributing to increased risks of poor health outcomes. Stronger Start’s money advice support directly addresses this, helping families to afford essentials, access entitlements, and plan for their baby’s arrival. This includes support with baby items, benefits applications, and budgeting, which are crucial for families who may otherwise struggle to meet their child’s basic needs. Advocacy and Rights-Based Support The Promise calls for children and families to be heard, respected, and supported to access their rights. Stronger Start’s advocacy component ensures that women are actively supported to navigate systems that may otherwise be inaccessible or intimidating, as well as being supported to engage with services such as social work or housing to overcome challenges This is particularly important for Care Experienced parents, who may face structural discrimination and stigma when engaging with services. Stronger Start provides a safe, non-judgemental space for these parents to receive support, helping to break cycles of trauma and prevent unnecessary family separation. Page 299 of 347
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31Renfrewshire’s Promise Stronger Start: Embedding The Promise in Maternity Support Ongoing monitoring and evaluation will be undertaken by the Steering Group in partnership with RCAB to assess outcomes, enhance service delivery and inform long term sustainability planning. An external evaluation is currently underway to assess the broader impact of the service, including its influence on engagement with social work, housing stability, homelessness prevention, and improvements in maternal and infant health and wellbeing. Next Steps • The Stronger Start project is committed to deepening its alignment with The Promise • Continued attendance of The Promise Manager at the Steering Group to ensure strategic alignment and shared learning • Presentation of Stronger Start progress to Renfrewshire’s Promise Strategic Oversight Group. Governance and Strategic Development Stronger Start was developed through a multi- agency Steering Group, chaired by the Renfrewshire HSCP Health Improvement Team, and includes representation from: • Renfrewshire Council, including The Promise Manager • NHS Greater Glasgow and Clyde GC Maternity Services • Renfrewshire Citizens Advice Bureau (RCAB) • Inverclyde and West Dunbartonshire HSCPs This collaborative governance structure reflects The Promise’s emphasis on joined-up working, shared responsibility, and community-based support. The Steering Group oversees the development, implementation, monitoring, and evaluation of the service, ensuring that Stronger Start remains responsive to the needs of families and aligned with national priorities. Initial funding for the pilot was secured in September 2023 through the Improving Lives National Lottery Community Fund, with a further two years of funding awarded in November 2024, extending the service until January 2027. This sustained investment demonstrates confidence in the model and its potential to deliver cost savings, cost avoidance, and positive outcomes. Page 300 of 347
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32Renfrewshire’s Promise Circuit is a pioneering initiative that reimagines digital education and creative technology for young people with Care Experience. Developed through a collaborative partnership led by YMCA Scotland and with Renfrewshire Council as one of the consortium of partners. This initiative is shaped by young people with lived experience of care, Circuit is more than a physical space, it is a movement rooted in co-design, empowerment, and inclusion. Launched in Dundee and Renfrewshire, Circuit offers 12-week programmes that introduce participants to a wide range of digital skills, from filmmaking and game design to coding and creative media production. These programmes are delivered in pop up maker spaces equipped with innovative technology, including high spec computers, industry standard software, and digital fabrication tools. Circuit is designed to be a safe, inclusive, and inspiring environment where Care Experienced young people can explore their interests, build confidence, and develop skills for future employment in the tech and creative sectors. The ethos of Circuit aligns closely with the principles of The Promise, ensuring that Care Experienced young people are supported to thrive, feel a sense of belonging, and have access to meaningful opportunities. Every aspect of the programme from workshop content to physical design has been co-created with Project Consultants, young people with Care Experience who are paid for their expertise and insight. This approach ensures that Circuit reflects the real needs and aspirations of its participants, and that their voices are central to decision-making. The first Circuit hub was launched in partnership with NEoN Digital Arts in Dundee, where participants progressed from basic digital literacy to advanced creative projects, including packaging design using Canva and vinyl sticker production. The second hub, based at Paisley YMCA, continues this model, with bookings available via the Circuit website. In addition to YMCA Scotland and Renfrewshire Council, Circuit is supported by a consortium of partners including YouthLink Scotland, Mhor Collective, Barnardo’s Scotland and previously Scottish Tech Army. The programme is funded by the National Lottery Community Fund through the Life Changes Trust and contributes to Renfrewshire Council’s work on The Promise and its Digital Strategy, particularly around digital inclusion and citizenship. Peter Gilchrist, National Digital Project Lead at YMCA Scotland, commented: “Circuit is a testament to the power of collaboration and community. With the support of all our partners including Renfrewshire Council and the generosity of the Life Changes Trust, we are paving the way for a brighter future for young people with Care Experience.” By embedding co-design, accessibility, and empowerment at its core, Circuit is helping to realise the ambitions of The Promise ensuring that Care Experienced young people grow up loved, safe, and respected, with every opportunity to flourish. Circuit: Reimagining Digital Education and Creative Technology Page 301 of 347
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33Renfrewshire’s Promise Circuit: Reimagining Digital Education and Creative Technology In addition to supporting young people directly, Circuit also provides training and confidence building opportunities for foster carers, residential staff, and social care professionals ensuring a holistic approach to digital inclusion. Renfrewshire Council, in partnership with the Circuit Project, the Promise Team, and Invest in Renfrewshire, has supported a Modern Apprentice placement within Youth Services. This reflects our commitment to creating a lasting legacy and enhancing opportunities for Care Experienced young people. Next Steps • The Promise Manager and a representative from Youth Services will continue to represent Renfrewshire Council on the Steering Group • Raise awareness of the programme across Renfrewshire Page 302 of 347
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34Renfrewshire’s Promise Renfrewshire Promise Team: Maurice Gilligan, Promise Manager maurice.gilligan@renfrewshire.gov.uk Sam Macrae, Promise Ambassador samantha.macrae@renfrewshire.gov.uk Promise Manager My name is Maurice Gilligan, Renfrewshire’s Promise Manager and a member of the Children’s Services Senior Leadership Team. I lead the strategic implementation of The Promise across Renfrewshire, working in close partnership with Scottish Government, COSLA, Promise Scotland, and a range of statutory and third-sector agencies. I hold responsibility for coordinating Renfrewshire’s Children’s Services Partnership response, ensuring alignment with national priorities and driving forward transformational change. I lead multi-agency planning and implementation efforts aligned with The Promise, working in close partnership with the Health and Social Care Partnership, NHS Greater Glasgow and Clyde, community organisations, and the third sector. My role focuses on embedding The Promise across services to ensure lasting, meaningful change. I also contribute to Renfrewshire’s broader improvement agenda, championing approaches that place children, young people, and families at the centre of service design and delivery. Beyond my core role, I bring experience from senior leadership positions at Skills Development Scotland and I also serve as a non-executive Director at Scotwest Credit Union, supporting ethical financial inclusion and community empowerment. Promise Ambassador My name is Sam Macrae, and I am The Promise Ambassador for Renfrewshire Council. I have been in post since July 2021 and was involved in the Independent Care Review during its discovery stage. My role focuses on supporting individual teams and services to consider how they can keep The Promise and consider the needs of Care Experienced children, young people and their families. I co-chair the Supporting the Workforce group for The Promise to ensure the council is providing employment opportunities and support to people with Care Experience. My role also supports staff to consider how they can embed the voice of Care Experienced people in their service provision and design. In 2025, I was selected as a 30 Under 30 by the Young Women’s Movement, recognising the achievements of young women in Scotland. I spent five years as a trustee, and more recently Vice Chair/ Acting Chair of Outside ProjectChange, a charity focused on supporting the creation of an inclusive and supportive care community. I am also a trustee of the Unite Foundation who provide free accommodation and scholarships to Care Experienced and Estranged young people at partner universities. Promise Team Contact Information and Biographies Sam and Maurice Page 303 of 347
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35Renfrewshire’s Promise Established in 2021 and chaired by John Trainer, Chief Social Work Officer, this group oversees the delivery of The Promise across Renfrewshire. It reports to Renfrewshire’s Children’s Services Partnership and meets three to four times a year. With representation from Renfrewshire Council, HSCP, third sector organisations, Promise Scotland, and other community planning partners, the group ensures a collaborative, cross-sector approach. It drives forward Renfrewshire’s commitment to Keeping The Promise, ensuring services are inclusive, responsive, and shaped by Care Experienced voices. Current membership of Promise Oversight Group (correct as of December 2025): • Carolanne Moore, Strategic CLD Manager, Connected Communities, Renfrewshire Council (RC) • Emma Henry - Head of Education, RC • Felix Haggerty - Professional Training and Development Manager, Renfrewshire Children’s Services & Renfrewshire Health & Social Care Partnership (RHSCP) • Fiona Williams - Depute Principal Educational Psychologist, RC • Jamie Gardyne - Community Justice Lead Officer, RC • Jean Brierley - Education Officer (Inclusion), RC • Joanne Byrne - Children’s Services Manager, RHSCP • Joanne Felvus - Children’s Service Manager (Threads), Barnardo’s • John Trainer - Head of Childcare and Criminal Justice / Chief Social Work Officer, RC • Kevin Smith - Children’s Services Manager, RC • Lauren Johnston - Service Improvement Manager, Children’s Services, RC • Louise Bouchier-Hayes - Promise Delivery Partner, Promise Scotland • Louise Feely – Head of Housing, RC • Martin Mathieson- Assistant Director, Barnardos Scotland • Maurice Gilligan – Promise Manager, RC • Michelle McCargo - Children’s Services Manager, Social Work • Nicola Harkness - Locality Reporter Manager, SCRA • Pauline Robbie - Head of Service, RHSCP • Ruth Wallace - Child Protection Advisor, RC • Sam Macrae – Promise Ambassador, RC • Scott Campbell- Head of Student Services, West College Scotland • Sharon Berrie – Advocacy & Participation Manager, Who Cares? Scotland • Suzie Scott – Area Manager, Skills Development Scotland • TBC - Whole Family Wellbeing Manager, RC • Tom Irvine - Homeless & Housing Support Services Manager, RC • Victoria Hollows- Chief Executive, OneRen Appendix 1 — Renfrewshire’s Promise Strategic Oversight Group Page 304 of 347
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36Renfrewshire’s Promise The Promise in brief: Scotland’s ambition is that every child and young person should grow up safe, loved and respected. The conclusions of Scotland’s Independent Care Review set out the changes that need to take place to achieve this for Care Experienced children and young people. Scotland’s promise is that these conclusions will be implemented in full by 2030 at the latest. What is The Promise? Between 2017 and 2020, Scotland’s Independent Care Review heard the experiences of over 5,500 people, who included: • Care Experienced infants, children, young people and adults • members of the paid and unpaid workforce of Scotland’s ‘care system.’ Their vision was set out in the Independent Care Review’s conclusions. In 2020, the Scottish Parliament agreed to keep these conclusions in full. And, when it did, it made a promise. Background to The Promise Parenting does not stop at 18. Scotland must continue to consider how to create Scotland’s ambition that all children will grow up loved, safe and respected so that they meet their full potential. However, in Scotland, Care Experienced people are not always as loved, safe and respected as they should be. In 2020, the conclusions of Scotland’s Independent Care Review made a series of recommendations about how this had to change. The Promise is that Scotland will implement these recommendations in full by 2030 at the latest. What was the Independent Care Review? The Independent Care Review was a consultation into how Scotland’s “care system” needed to change. It came from a place of activism and voice, following the work of a movement of Care Experienced people across Scotland— who were determined to improve the life chances of people with experience of care. In 2016, this movement secured a cross-party commitment to an Independent Care Review ahead of elections to the Scottish Parliament. Following these, the then First Minister pledged her support announcing an independent root and branch review of care. The process of the Independent Care Review The Independent Care Review commenced in 2017 and concluded in 2020. In that time, it listened to what thousands of children, adults and families told them about their experiences of the “care system.” It also heard from thousands of others: parents, carers and members of the paid and unpaid workforce. And it heard from over 500 organisations, including: schools and universities, think tanks, The Curious Collaborative of Funders, corporate parents, and national bodies. The scope was intentionally wide, so that it could be a true reflection of what was experienced for children and families as well as for those working in and around the system. The aim was to speak to everyone who would come into contact with children and their families throughout their care journeys and beyond. Finally, over 150 volunteers used 943 research sources to produce 56 outputs in areas including: education, health, data, inspection, regulation, and justice. Appendix 2 — What is The Promise Page 305 of 347
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37Renfrewshire’s Promise Appendix 2 — What is The Promise Whose role is it to keep The Promise? Scotland committed to The Promise, so people and organisations throughout the public sector are working to keep it. Among them are: Scottish Government, COSLA, Local Authorities, The NHS, Social workers, and Teachers. This is far from an exhaustive list. As well as this, other people and organisations may also do work to keep The Promise including those in the third sector. The Promise has five foundations which change is centred around. These are: • Voice: Children and young people must be listened to and involved in decision making about their care • Family: Where children are safe with their families and feel love, they should stay with them. They should be given support to overcome any difficulties • Care: When it is not possible for children and young people to remain with their family, children must stay with their brothers and sisters wherever it is safe to do so. They must also belong to a loving home, where they are able to stay for as long as needed • People: The workforce must be supported to develop trusting, compassionate relationships with those they support. They must also be aware of the importance of listening during decision making • Scaffolding: Children, families and the workforce must be supported by a system that is there when it is needed: the scaffolding of help, support and accountability The Promise is formed from the Independent Care Review’s conclusions. The Care Review published its conclusions in February 2020. These conclusions were made up of seven reports: • The Promise, which outlines the vision for a Scotland where Care Experienced children and young people can all grow up loved, safe and respected • The Pinky Promise, which explains this vision in a child friendly way, follow the money, which tracked where investment went in the “care system” • The money, which reflected how any investment in how we care for Scotland’s children and families could be better spent to impact their lives • The plan, which laid out that for Scotland to keep The Promise, there needed to be a radical redesign of care • The rules, which highlighted the legislation, policies, and organisations which govern the care system • Thank you, which aimed to acknowledge and thank the thousands of people who made the Independent Care Review happen Page 306 of 347
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38Renfrewshire’s Promise Appendix 2 — What is The Promise Who nationally helps make sure The Promise is kept? The Promise Scotland: The organisation established by Scottish Ministers to drive and support the change required for Scotland to keep The Promise. • The Oversight Board: The Oversight Board monitors the pace and performance of the change required for Scotland to keep The Promise • The Promise Collective: A group that has been brought together to support the development of assessment of change • Independent Strategic Advisor: Fiona Duncan is Independent Strategic Advisor for The Promise, appointed by the Scottish Government • Corra Foundation: Corra Foundation has the responsibility in disseminating and monitoring The Promise Partnership Fund (Appendix 2 produced by Promise Scotland and used with their permission.) Page 307 of 347
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39Renfrewshire’s Promise • Care Experience: The Care Experienced community is made up of anyone who is or has been in care or is from a looked-after background at any stage in their life. That is anyone who is or has been in foster care, adopted, kinship care (looked after by a relative), resident in a children’s home or have been looked after at home under a Supervision Order for any length of time. It also includes anyone who is or has been on the edges of care (in contact with social work and the wider care sector) at any point. • Children (Care, Care Experience and Services Planning) (Scotland) Bill: Proposed legislation to strengthen rights and simplify the legal landscape for Care Experienced individuals • Communities That Care (CtC): A whole- school approach by Who Cares? Scotland to reduce stigma and promote inclusion for Care Experienced pupils • Renfrewshire Community Justice Partnership: A multi-agency group aligning justice work with The Promise, focusing on early intervention and rehabilitation • Contextual Safeguarding: An approach to understanding harm in environments outside the home, used in school-based projects • Convention of Scottish Local Authorities (COSLA): COSLA is the national association of Scottish councils and acts as an employers’ association for its 32 member authorities. • Corporate Management Team (CMT): The Corporate Management Team comprises the Heads of Service from across the Council, along with senior officers from OneRen and Renfrewshire Health and Social Care Partnership (HSCP). This group meets regularly to discuss strategic and operational priorities affecting the Council and its partners • FORT System: A case management and referral tracking platform used to improve service coordination and evaluation • Getting It Right For Every Child (GIRFEC): GIRFEC is Scotland’s national approach to promoting, supporting, and safeguarding the wellbeing of all children and young people. It provides a consistent framework, shared language and common understanding of wellbeing • Guaranteed Interview Scheme: A policy offering guaranteed interviews to Care Experienced applicants who meet job criteria • Health and Social Care Partnership (HSCP): HSCPs are organisations formed to integrate services provided by Health Boards and Councils in Scotland. The NHS and local authority jointly run each partnership. Renfrewshire HSCP delivers adult social care services and all community health services for adults and children in the Renfrewshire area • Human Library: A mentoring initiative matching Care Experienced young people with professionals for career insights • Independent Care Review: A national review (2017–2020) that gathered experiences from over 5,500 people to inform The Promise • Lived/living Experience: Lived/living experience is the knowledge and understanding you get when you have personally lived through something • Our Hearings, Our Voice (OHOV): OHOV is an independent board for children and young people from across Scotland between the ages of 8-18, who have experience of the Children’s Hearings System Glossary Page 308 of 347
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40Renfrewshire’s Promise Glossary • United Nations Convention on the Rights of the Child (UNCRC): UNCRC is the base standard for children’s rights and sets out the fundamental rights of all children. The UNCRC is the most widely ratified human rights treaty in the world and sets out the specific rights that all children have to help fulfil their potential, including rights relating to health and education, leisure and play, fair and equal treatment, protection from exploitation and the right to be heard • Whole Family Wellbeing Approach: A holistic, preventative model of support for families, rooted in GIRFEC and The Promise • YouthyFest: A youth-led festival celebrating Care Experienced voices and promoting inclusion • The Promise: Scotland’s ambition is that every child and young person should grow up safe, loved, and respected. See Appendix 2. • Promise Champs: Renfrewshire Promise Champs Group is a youth club run by Renfrewshire Council’s Youth Services for Care Experienced young people. The club aims to provide a supportive environment where participants can build confidence, develop skills through activities like arts, cooking, and games, and have their voices heard to improve services. • The Scottish Children’s Reporter Administration (SCRA): SCRA is responsible for supporting children and young people at risk through the Children’s Hearings System. • Pinky Promise: A child-friendly version of The Promise explaining its vision and commitments • Promise Keeper Network: A community of Promise Keepers across Renfrewshire promoting awareness and action around The Promise • Promise Keeper: Individuals across sectors who commit to advocating for and implementing The Promise in their work • Promise Progress Framework: A national framework to track progress in implementing The Promise, using data and lived experience • Promise Scotland: The organisation established by Scottish Ministers to drive and support the change required for Scotland to Keep The Promise • Ren10: A network of people who work or volunteer in the Renfrewshire area. There is a variety of early help services for your mental health and wellbeing • Renfrewshire Promise Strategic Oversight Group: Renfrewshire’s governance body overseeing delivery of The Promise across services • Request for Assistance (RfA): RfA is a digital system allowing families and professionals to seek support from Renfrewshire’s Family Wellbeing Service Page 309 of 347
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Renfrewshire’s Pinky Promise Keeping The Promise in Renfrewshire Report on Keeping The Promise to Renfrewshire’s Infants, Children, Young People and Families. March 2026 Page 311 of 347
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Renfrewshire’s Promise Contents 1 4 5 6 7 8 9 9 10 11 12 14 16 17 18 19 The Promise in Renfrewshire Youth Voice Leading Change Renfrewshire’s Promise Keeper Network Promise Keeper Conference 2025 Renfrewshire Language Policy Supporting the Workforce — Spotlight on Employability Whole Family Wellbeing Approach in Renfrewshire Keeping The Promise in Children’s Hearings Community Justice and The Promise: Working Together Renfrewshire Council’s Housing Services: Delivering on The Promise Renfrewshire’s Promise Partnership Projects in Education Communities that Care: Building Inclusive School Communities Stronger Start: Embedding The Promise in Maternity Support Circuit: Reimagining Digital Education and Creative Technology Promise Team Contact Information and Biographies Glossary Page 312 of 347
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Renfrewshire’s Promise The Promise in Renfrewshire This report reflects our work to Keep the Promise in Renfrewshire from February 2025 to February 2026. Thank you to all who continue to champion this work. Page 313 of 347
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1Renfrewshire’s Promise The Promise in Renfrewshire Our Commitment The Promise is recognised as being important for Renfrewshire’s Children’s Services Partnership. We want to work together to support children and families when they need help. The Promise is included in lots of council plans and is linked to other areas of work such as poverty, trauma and inequality. We want children, young people and their families to feel safe and heard. They should be able to ask questions, talk about things they are worried about, and help to design services. It is important that we listen to people who have lived experience, and that we make the changes they tell us about. Loving and Nurturing Principles: Central to our approach is a commitment to loving, nurturing relationships and listening to children, young people and families. We strive to create a culture where people feel safe and empowered to ask questions and shape the services they receive. We recognise that children experience the care system through relationships, and that those relationships must be grounded in compassion, trust, and respect. Page 314 of 347
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2Renfrewshire’s Promise The Promise in Renfrewshire Governance and Oversight The Promise Strategic Oversight Group is a group of staff who check the work of The Promise in Renfrewshire. There are also three other groups of staff who look at areas of The Promise which are: • Whole Family Wellbeing Steering Group • Supporting the Workforce • Renfrewshire Children’s Hearings Improvement Partnership Each group is led by senior staff from the council and the partnership, and lots of other staff members are part of the groups. We use a Promise Mapping and Planning Tool to track the work of the Promise in Renfrewshire. This has been recognised as a good example of tracking progress. Supporting the Workforce People who work in our services can sometimes feel stressed due to increased workload and less support. We need to make sure they are supported and able to access training. Data, Measurement and Reporting We should gather high quality data across different areas to make sure that Care Experienced people are doing well. Resources and Funding We want better funding for changes that need to be made, across longer periods of time. Legislative Reform There is lots of changes taking place in the Scottish Government to create laws to increase support for Care Experienced people including the Children (Care, Care Experience and Services Planning) (Scotland) Bill and the UNCRC. Guided by National Priorities There are important areas within The Promise which must happen both in Renfrewshire, and across Scotland by 2030. Voice and Participation We must speak to people who have experiences of using our services. We must work with them to design services and make decisions. Governance and Accountability Everyone should know their role to Keep the Promise and their work should be checked. We want services to work together to deliver on the Promise. Strategic Planning and Direction The Promise Plan 24-30 of The Promise focuses on making real changes that can be seen and felt by people who use services. This must be measured to check that the changes are happening across the country. Whole Family Support Families must be able to access support when they need it in a judgement free way. Page 315 of 347
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3Renfrewshire’s Promise The Promise in Renfrewshire Next Steps • Continue to work with partners across Scotland • Check that we are up to date with changes in the law • Help to design plans to support Promise changes • Share examples of good work from Renfrewshire Community Planning and Strategic Engagement The Promise Team support other groups of staff such as Renfrewshire’s Children’s Services Partnership, the Community Planning Partnership Executive Group, and the Forum for Empowering Communities to consider The Promise The Promise Manager supports other leaders in the Council and the HSCP to include The Promise in plans, reports and discussions. National Engagement and Influence The Promise Team regularly meets with The Promise Scotland, the Scottish Government and COSLA to share work which is happening in Renfrewshire. The Promise Team have also given information on Government consultations including: • The Children (Care, Care Experience and Services Planning) (Scotland) Bill • Developing a universal definition of Care Experience • Future of Fostering Consultation • Children’s Hearings Redesign Strategic Drivers and Alignment The most recent Promise and Scottish Government plans say the following: • It must be clear who is responsible for different changes • We must be able to measure the changes that happen • We must work together, and fund the changes to continue in the future In Renfrewshire, we connect the Promise with other areas of work in Scotland: • The United Nations Conventions on the Rights of the Child • Getting it Right for Every Child (GIRFEC) • National Trauma Transformation Programme • Equalities legislation and approaches Page 316 of 347
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4Renfrewshire’s Promise Renfrewshire Council Youth Services are responsible for raising the voices of Care Experienced young people in Renfrewshire. They promote children’s rights and the UNCRC. They make sure they follow the National Youth Work Outcomes to get young people involved in local decision making. Youth Services do this by hosting groups for young people to give them the chance to have their voices heard. One of these groups is the Promise Champs, who regularly have new members and share their work. Youth-Led Campaigns and Events The Promise Champs are involved in making change. They have hosted events such as the Promise Present Drive which gave over 300 parcels to Care Experienced young people across Renfrewshire. The Promise Champs have hosted other events such as a Festive Lunch and WinterFest. This brought together young people and families for activities. Summer Programme and Residential Experiences With funding from the Corra Foundation, Youth Services hosted six weeks of summer activities led by the Promise Champs. This included youth clubs, drama workshops and trips to Edinburgh Zoo and Glasgow’s Splatter Art Studio. The activities created safe spaces for young people to make friends, learn new skills and access support. “This year we were encouraged to be more independent as a group and plan and decide on things ourselves. It was cool that we got to choose exactly what we wanted to do without the worry of money restrictions.” Creative Projects and Visual Identity The Promise Champs have also taken part in creative projects. They created logos and branding with the artist Rachel Jardine. The group created hoodies and posters. This also involved working with pupils involved in the Promise in St Andrew’s Academy to create logos, badges and keyrings. Youth-Led Redesign of Community Spaces The Promise Champs have been involved in redesigning community spaces, including the Throughcare meeting room at the St James Centre, the Methodist Halls, outdoor space at Johnstone High School and Paisley YMCA. This created welcoming, youth-friendly spaces for young people. “Redesigning the space made me feel like it was ours, it’s somewhere I want to be.” Promise YouthyFest 2025 The Promise YouthyFest 2025 was attended by 189 participants and was designed and delivered by the Promise Champs. The event included music, funfair activities and creative zones. Families described the event as “inclusive, uplifting and fun”. “Planning the summer Youth Festival was my favourite part of this year, it was super fun with lots of things to do and I got to do it all with my friends from club.” Next Steps • Work with Care Experienced young people to improve services • Support youth-led projects that include the voices of young people • Learn from the activities Youth Voice Leading Change Page 317 of 347
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5Renfrewshire’s Promise Renfrewshire’s Promise Keeper Network is a group of local champions for The Promise. They raise awareness of the issues that affect Care Experienced people. There are currently 407 Promise Keepers in Renfrewshire, and this will continue to grow. Promise Keepers make sure that The Promise is being included in services and that staff are aware of it. Care Experienced people have told us that they want real and genuine people to champion The Promise. There are lots of different services included in the Promise Keeper Network such as Social Work, Education, Elected Members and Health. In the past year, there have been 100 new Promise Keepers and lots of new teams and services are involved. Glenvale FC and Basketball Paisley are two local sports teams involved in the network. The Promise Keeper Network has helped to create long term change in St Andrew’s Academy, with senior teachers in the school thinking about changes they can make. The Council’s Corporate Management Team have committed to becoming Promise Keepers including the Chief Executive. The Promise Keeper Network have also welcomed volunteers from Home-Start to who are aware of Care Experience when supporting children and their families. Promise Keepers are supported to share what they have learned with their colleagues. We support this through discussions, inputs and presentations to share their work. We have hosted several Promise Keeper Catch-Up sessions in 2025 focusing on employability and language. We continue to listen to Promise Keepers to make sure we can support them to learn from us and each other. Renfrewshire’s Promise Keeper Network is informed by our Care Experienced community, they are at the very heart of what we do. Next Steps: • Continue to raise awareness and grow the network • Celebrate success and share case studies • Support our current Promise Keepers Renfrewshire’s Promise Keeper Network Page 318 of 347
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6Renfrewshire’s Promise On the 4th of December 2025, we hosted our third annual Promise Keeper Conference with a theme focused on employability – “How Can We Strive for Renfrewshire to be the Best Place for Care Experienced People to Work?”. The event involved different speakers, showing videos and having discussions with colleagues. Over 100 Promise Keepers attended. The conference was opened by the Chief Executive of Renfrewshire Council who spoke about his commitment to The Promise. Speakers included OneRen, Career Ready and Invest in Renfrewshire sharing information about how the work that they do supports Care Experienced people in Renfrewshire around employability. Before the conference, the Promise Ambassador worked with three Care Experienced members of staff to create a short film sharing their experience of being Care Experienced and working in Renfrewshire. This film highlighted the importance of ensuring that we consider the needs of Care Experiences adults and colleagues. The final item of the day was a session called “In Conversation With…” which was chaired by Pauline Moss. This involved a short interview which each participant including Thomas Seisay from Haus of Seisay, Mary Cumming from Glenvale FC and Raymond Cree and Eddie Simpson from People & OD in Renfrewshire Council. “Thank you so much for an amazing and inspiring event.” “Great speakers and a lovely mix of different perspectives.” “My first Promise Keeper Conference and was a great experience” “It felt the speakers came from a diverse number of services and backgrounds. In the previous Promise Conference, there were a diverse group of speakers but mostly from Social work and universal services. I think this year’s speakers demonstrates the progress made in highlighting the role of the wider council staff, communities and partners in understanding and implementing the Promise.” “From listening to others, I have came away with both some ideas and renewed motivation, especially in respect of our recruitment processes.” “All speakers were brave and inspiring.” “Speakers were all very engaging with interesting and varied speeches - great to hear more about what is going on, there is so much more than we knew about on our door step.” Next Steps: • Reflect on evaluation and learning • Plan for Conference 2025 Promise Keeper Conference 2025 Page 319 of 347
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7Renfrewshire’s Promise The Renfrewshire Language Policy was launched in April 2022. It was created by working together with Care Experienced young people and staff from the Promise Keeper Network. The language policy helps services to use positive, non-stigmatising language when talking about Care Experienced people. Staff are asked to change their language where needed. We will work with our Care Experienced Community, Promise Keeper Network and colleagues to review the Language Policy in 2026/2027. This will allow us to check that the policy is up to date and includes any legal changes which are happening in Scotland. This work has started, and a survey has been shared to get initial feedback about the policy. The Promise Ambassador regularly supports services to consider their language use in their work. Next Steps: • In 2026/27 we will progress the review of the language policy in consultation with the Care Experienced community and with partners • Produce and promote an updated policy Renfrewshire Language Policy Page 320 of 347
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8Renfrewshire’s Promise The Supporting the Workforce working group is co-chaired by Felix Haggerty and Sam Macrae. Lots of different people attend this group from the council, partnership and third sector to discuss ways that the council can support Care Experienced people in with employment. The Promise Human Library The Promise Keeper Network has lots of people from a range of career backgrounds and experiences. We want to make sure that our Care Experienced community can benefit from this. In July 2025, we launched the “Promise Human Library” which matches young people with Promise Keepers who work in a career area that they might be interested in. They would be able to access information through a phone call, email exchange or office visit. There are over 100 staff members signed up to the Promise Human Library. To sign up, young people fill out a Microsoft Forms page and tell us about their career interests or ideas. We will then find a Promise Keeper who matches this and help them to arrange their meeting. We are currently working to promote the Promise Human Library. “The young person did confirm that she found this meeting to be extremely helpful and informative, and she would recommend this type of shared knowledge for career minded young people.” Next Steps: • Continue to recruit staff to the Human Library • Raise awareness of the Human Library to ensure young people are able to access iLearn Module for all Staff An iLearn course has been created to help staff across the council to learn about The Promise. This includes basic information about The Promise and how they can get more involved. This course can be accessed by all council staff. Other organisations can access it by requesting a link. In 2026, the course will be reviewed to make sure it is up to date and relevant. Next Steps: • Continue to promote the iLearn module across the council and partners Care Experienced Staff Network In May 2025, we launched the Care Experienced Staff Network. It aims to share the living experiences of Care Experienced staff to help the council learn and improve how it supports Care Experienced colleagues in the council. The network is a safe space for Care Experienced staff and creates a sense of community and belonging. The network is for people with direct and indirect Care Experience. We will work to find balance with the group to make sure everyone is given space to share their views. Those with indirect experiences act as allies to Care Experienced people. Next Steps: • Continue to work with Marketing and Communications to ensure that all staff are aware of the network • Continue to expand on the membership of the network • Continue to develop the work and scope of the network Supporting the Workforce — Spotlight on Employability Page 321 of 347
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9Renfrewshire’s Promise Supporting the Workforce — Spotlight on Employability Guaranteed Interviews for Care Experienced People who meet Minimum Job Requirements In July 2025, the Corporate Management Team approved a Guaranteed Interview scheme for Care Expe- rienced people who meet the essential job requirements. This scheme aims to address some of the barriers that Care Experienced people might face when applying for jobs. Care Experienced people will be able to tick a box on the application form to share that they are Care Experienced if they want. We are working to ensure that Care Experienced people get good quality feedback if they do not get the job after the interview. The support that can be offered before or after an interview will also be clearly explained. Next Steps: • Continue to liaise with HR and CMT colleagues to launch this work. • We will be working closely with hiring managers around the time of the launch to ensure they are educated about this and understand the significance. Renfrewshire is a part of the Whole Family Wellbeing approach which changes how support is offered to children, young people and families. It is rooted in GIRFEC and The Promise focusing on early help, working together and collaboration. The Whole Family Wellbeing Service in Renfrewshire works together with third sector organisations. This allows families to access support to help them with challenges. In 2024, over 1000 families have accessed support which helped them with child wellbeing, parenting and family life. This work helps Renfrewshire to reduce crisis in families, promote resilience and outcomes for children and families. Next Steps • The Family Wellbeing Manager will continue to attend Renfrewshire’s Promise Strategic Oversight Group Whole Family Wellbeing Approach in Renfrewshire The Paisley Children’s Hearings Improvement Partnership have been working together to make changes in Children’s Hearings across three areas. The group are committed to The Promise and work together to ensure Hearings are rights-based, trauma informed and work for children and young people. The group involves staff from lots of different organisations. The group have worked to build on Child Friendly Scheduling to make sure that children and young people are able to have a say in the timing, place and structure of their Hearing. The group are also considering how current changes to the law will impact this work, with more focus on early intervention and rights. The Chair of the group gives regular updates to the Renfrewshire Strategic Oversight Group Next Steps • The Promise Manager will continue to attend the group • The group will look at changes to the law and share learning across Scotland Keeping The Promise in Children’s Hearings Page 322 of 347
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10Renfrewshire’s Promise Renfrewshire’s Community Justice Partnership works to promote community justice. It works to embed The Promise with a key focus on children, young people and families who are affected by involvement with the justice system. The group works to promote early help, prevention and support. The group aims to reduce reoffending and support people to rebuild their lives. This work is linked to the Renfrewshire Promise Strategic Oversight Group with their child-centred vision and embedding lived experience. The structure of the work embeds The Promise by: • Having the same Chair to ensure the work is linked • Working to share lived experience when making decisions • Working together with other groups such as the Local Employability Partnership to make sure people can access support. It is important that families are supported during and after justice involvement and have access to housing, health and employability services. The group are also working to reduce stigma around justice. They work to make sure a more compassionate understanding of justice is promoted. Next Steps • Improve links between The Promise Strategic Oversight Group and the Community Justice Strategic Group • Promote the needs of justice-involved families • Working closely with children and families affected by imprisonment • Promote a compassionate message about justice • Provide regular updates on progress Community Justice and The Promise: Working Together Page 323 of 347
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11Renfrewshire’s Promise Housing and Homelessness services are important in Renfrewshire’s Promise to ensure young people and families have access to housing and support. The Promise says that every child and young person should grow up in a safe, stable and loving home. Poor housing and homelessness can affect the wellbeing, development and relationships of Care Experienced people. Renfrewshire Council’s Environment, Housing and Infrastructure’s Plan includes work on The Promise. This aims to prevent youth homelessness and make sure that Care Experienced people can access safe and affordable housing. This includes: • Creating personalised housing pathways for Care Experienced young people • Ensuring Care Experienced people are at the centre of their work • Promoting The Promise and Promise work • Keeping lived experience at the centre • Creating opportunities for Care Experienced people to provide feedback • Supporting the Guaranteed Interview Scheme during hiring processes. The Promise says that housing challenges can be a factor for children entering care. Renfrewshire Council has early help in place to support families who are at risk of poor housing conditions. Housing Services work to support kinship and foster carers to keep siblings together and ensure they have enough space in their homes to do this. This helps to provide safe and loving homes for Care Experienced children. Housing Services are committed to The Promise and ensuring that children, young people and families are able to access compassionate and inclusive housing services. Next Steps • The Promise Manager and Promise Ambassador will continue to support Housing and Homelessness services in relation The Promise • Support the wider E, H&I around all aspects in relation to The Promise Renfrewshire Council’s Housing Services: Delivering on The Promise Page 324 of 347
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12Renfrewshire’s Promise Renfrewshire has delivered two projects with funding from the Scottish Government Promise Partnership Fund. Two projects were completed in Education and worked to improve belonging and support for Care Experienced pupils. Keep The Promise Funded Project 1 The project at Johnstone High School aimed to reduce school exclusions and improve results for Care Experienced young people. The project funded a trusted adult who could support pupils in the school. The voices and views of Care Experienced young people helped to design this project. The school has delivered meaningful and lasting change for Care Experienced children and young people. Through dedicated roles, inclusive spaces, data-informed support, and strong partnerships, the school has created an environment where pupils feel seen, heard, and valued. The Principal Teacher of The Promise and Promise Key Worker provided advocacy and support to improve attendance, participation and wellbeing within the school. These roles in the school helped pupils to feel seen, heard and valued. The Cove was created which is a safe and stigma-free space for Care Experienced pupils to get support, build relationships and improve their wellbeing. This work also included contextual safeguarding work which was delivered by Barnardo’s. Young people face many risks outside of their home, including in school and in their communities. Barnardo’s worked with the school to put in place safety strategies for Care Experienced pupils in the school. A Wellbeing Tracker was created which allowed pupil wellbeing to be checked. Pupils were also able to reflect on their feelings. Staff were trained in trauma-informed practice, contextual safeguarding and inclusive teaching. Staff said they felt more able to support Care Experienced pupils. Parent and Carer groups were created for families to make changes in the school and improve relationships. The Promise Manager supported the work and made sure the Promise Strategic Oversight Group and Senior Managers were kept updated. It was also important to share what we learned during this project. This work was shared as an example of good practice in the Promise Scotland’s Stories of Change Project. The project received very good feedback from the Corra Foundation. The project had some challenges too, such as an increase to costs which had to be managed well. There were also changes to staffing during this time. This project showed the importance of leadership, working with young people and reducing stigma. Moving forward, the learning from this project will shape policy, work and culture to make sure Care Experienced pupils have a good experience of education. Keep The Promise Funded Project 2 The Promise Partnership project at St Andrew’s Academy focused on improving transitions for Care Experienced pupils. Care Experienced pupils can find transitions more challenging. This project aimed to improve transitions and make sure young people are prepared for them and supported. This involved having a Promise Team in the school to provide this support. Renfrewshire’s Promise Partnership Projects in Education Page 325 of 347
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13Renfrewshire’s Promise Renfrewshire’s Promise Partnership Projects in Education We will work to make sure that this positive change continues and that other schools can learn from it. The project spent the right amount of money, even though there were challenges around increasing costs. The project ran longer than expected, to make sure that it lined up with the school year and was able to achieve its goals. The Corra Foundation gave positive feedback about the project. It noted the school’s work on trauma-informed practice, pupil voice and working with families. Senior Care Experienced pupils at St Andrew’s Academy created a Promise Charter. This includes the values of The Promise in school culture. Next Steps • Include learning in School Improvement Plans and Education Quality Improvement Framework • Work together with organisations such as Barnardo’s and Who Cares? Scotland to improve support • Share learning across key groups of staff • Share learning across Scotland The Promise Partnership project at St Andrew’s Academy has turned ambition into action. It has built a caring, inclusive, and rights-focused culture that is now at the heart of the school. The Promise Team included a Principal Teacher of Inclusion and a Project Leader to change the school’s approach to transitions. This involved finding what worked well already and building on this to work directly with P7 pupils. This included transition programmes, summer activities and wellbeing sessions. By valuing relationships, listening to children and families, and staying true to The Promise, the school has created a space where Care Experienced pupils can truly thrive. Staff were able to improve their skills during this work and access learning and training to improve their understanding of Care Experience and the needs of Care Experience young people. Learning from this project was shared with staff and senior leaders. The Promise Manager worked with the Head of Education to create guidance for schools. Page 326 of 347
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14Renfrewshire’s Promise The Communities that Care programme was delivered in partnership with Who Cares? Scotland. It aimed to change the way Care Experienced children and young people are supported in schools in Renfrewshire. This project started in Renfrewshire and has now been put in place across Scotland. The Communities that Care programme has made a profound and lasting impact in Renfrewshire. Through training, curriculum integration, community engagement, and pupil participation, it has created more caring and inclusive school environments for Care Experienced children and young people. It has challenged stigma, fostered empathy, and empowered pupils and staff to become champions of care. Aommunities that Care uses a whole school approach to nurture and support Care Experienced pupils. It does this by educating everyone in a school, including pupils, staff and parents and carers about Care Experience. It makes sure that schools are inclusive and understanding. Addressing Stigma and Misunderstanding Care Experienced people often face stigma because people do not understand what it means to be Care Experienced. This can make Care Experienced people feel excluded and isolated. Schools have the power to educate young people who will grow up to be kinder and more compassionate about Care Experience. This will influence change in families, communities and for the future. A Whole-School Approach to Inclusion The whole school approach happens through staff training, teaching for children and engaging with local communities. It aims to make sure that Care Experienced pupils can do well in school and feel like they belong. The Communities that Care programme has been used in lots of Renfrewshire schools. By March 2025, all 63 schools had completed the first stage of training, and 61 schools had completed the second stage. 43 schools were delivering lessons in classes for children and young people. Curriculum Integration: Learning About Care Experience Communities that Care give teachers resource packs that they can use to teach lessons about Care Experience. There are different resources for different ages of children. Teaches said that the lessons created good discussions about Care Experience. 783 pupils gave positive feedback about the resources, and shared they felt more aware of Care Experience and how they can support or challenge stigma. Supporting Care Experienced Pupils Beyond the Classroom The project also helped schools to support their Care Experienced pupils. This happened by making them aware of different supports that are available for Care Experienced people. Schools also celebrated Care Experience through events such as Care Day in February and Care Experienced Week in October. Communities that Care: Building Inclusive School Communities Page 327 of 347
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15Renfrewshire’s Promise Communities that Care: Building Inclusive School Communities Empowering Pupil Voice and Participation The project also made sure that Care Experienced pupils are able to express themselves, make change and meet other Care Experienced people. This also helped Care Experienced pupils to feel pride in their identities and to be aware of their rights. Professional Growth and Cultural Change Teachers are school staff were able to improve their knowledge and skills. This will help Care Experienced pupils to feel more seen and heard. We will work to make sure that the learning and change from this project can continue in Renfrewshire schools. Next Steps • Schools keep access to the Curriculum & Resource Pack and will be encouraged to continue lesson Page 328 of 347
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16Renfrewshire’s Promise Stronger Start is a service which provides support to pregnant women and their families in Renfrewshire, Inverclyde and West Dunbartonshire. It is located in the Royal Alexandra Hospital (RAH) Maternity Unit. Stronger Start is more than a financial advice service it is a transformational model of early intervention, family support, and rights-based advocacy that reflects the values and ambitions of The Promise. By embedding support within maternity services, Stronger Start reaches families at a critical juncture, offering help that is timely, compassionate, and effective. Stronger Start is a preventive support which understands the impact of finance, housing and other factors on infant wellbeing. It provides support around rights, managing debt, improving income and financial skills before families reach crisis point. This will reduce the chances of families having child protection or social work involvement later. This reflects the Promise’s values of universal and non- stigmatising support. The services recognise the harm that poverty can cause for infants and their health. The service can support families with basic items for their baby and help them to budget their money. It is important that families are listened to and can access their rights. Stronger Start supports women to access services that they need. This is more important for Care Experienced parents who may face stigma or not know what they are able to access. There is a working group to support the work of Stronger Start which includes services such as the council, NHSGGC, Citizens Advice and local HSCP’s. The service currently has funding in place until 2027. Next Steps • Ensuring the work is linked to The Promise • The Promise Manager to attend the Steering Group • Updates to be provided to the Promise Strategic Oversight Group Stronger Start: Embedding The Promise in Maternity Support Page 329 of 347
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17Renfrewshire’s Promise The Circuit project gives Care Experienced people access to digital learning and technology. It is developed in partnership with YMCA Scotland and Renfrewshire Council. It is rooted in co-design and inclusion. Circuit runs in Dundee and Renfrewshire and offers 12-week programmes where young people can improve their digital skills in filmmaking, coding and media. It is a safe, inclusive and inspiring place for Care Experienced young people to improve their skills. The ethos of Circuit aligns closely with the principles of The Promise, ensuring that Care Experienced young people are supported to thrive, feel a sense of belonging, and have access to meaningful opportunities. The project has been created with Care Experienced young people who are paid for their time. The Paisley project can be accessed through the Circuit website. The project is funded by the National Lottery Community Fund and links to Renfrewshire’s work on The Promise by promoting digital inclusion. By embedding co-design, accessibility, and empowerment at its core, Circuit is helping to realise the ambitions of The Promise ensuring that Care Experienced young people grow up loved, safe, and respected, with every opportunity to flourish. Circuit also gives training to foster carers, residential staff and social care professionals to support digital inclusion. This work has also supported a Modern Apprentice within Youth Services to support opportunities for Care Experienced people. Next Steps • The Promise Manager and a representative from Youth Services will continue to represent Renfrewshire Council on the Steering Group • Raise awareness of the programme across Renfrewshire Circuit: Reimagining Digital Education and Creative Technology Page 330 of 347
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18Renfrewshire’s Promise Renfrewshire Promise Team: Maurice Gilligan, Promise Manager maurice.gilligan@renfrewshire.gov.uk Sam Macrae, Promise Ambassador samantha.macrae@renfrewshire.gov.uk Promise Manager My name is Maurice Gilligan, Renfrewshire’s Promise Manager and a member of the Children’s Services Senior Leadership Team. I lead the strategic implementation of The Promise across Renfrewshire, working in close partnership with Scottish Government, COSLA, Promise Scotland, and a range of statutory and third-sector agencies. I hold responsibility for coordinating Renfrewshire’s Children’s Services Partnership response, ensuring alignment with national priorities and driving forward transformational change. I lead multi-agency planning and implementation efforts aligned with The Promise, working in close partnership with the Health and Social Care Partnership, NHS Greater Glasgow and Clyde, community organisations, and the third sector. My role focuses on embedding The Promise across services to ensure lasting, meaningful change. I also contribute to Renfrewshire’s broader improvement agenda, championing approaches that place children, young people, and families at the centre of service design and delivery. Beyond my core role, I bring experience from senior leadership positions at Skills Development Scotland, and I also serve as a non-executive Director at Scotwest Credit Union, supporting ethical financial inclusion and community empowerment. Promise Ambassador My name is Sam Macrae, and I am The Promise Ambassador for Renfrewshire Council. I have been in post since July 2021 and was involved in the Independent Care Review during its discovery stage. My role focuses on supporting individual teams and services to consider how they can keep The Promise and consider the needs of Care Experienced children, young people and their families. I co-chair the Supporting the Workforce group for The Promise to ensure the council is providing employment opportunities and support to people with Care Experience. My role also supports staff to consider how they can embed the voice of Care Experienced people in their service provision and design. In 2025, I was selected as a 30 Under 30 by the Young Women’s Movement, recognising the achievements of young women in Scotland. and I spent five years as a trustee, and more recently Vice Chair/ Acting Chair of Outside ProjectChange, a charity focused on supporting the creation of an inclusive and supportive care community. I am also a trustee of the Unite Foundation who provide free accommodation and scholarships to Care Experienced and Estranged young people at partner universities. Promise Team Contact Information and Biographies Sam and Maurice Page 331 of 347
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19Renfrewshire’s Promise • Care Experience: The Care Experienced community is made up of anyone who is or has been in care or is from a looked-after background at any stage in their life. That is anyone who is or has been in foster care, adopted, kinship care (looked after by a relative), resident in a children’s home or have been looked after at home under a Supervision Order for any length of time It also includes anyone who is or has been on the edges of care (in contact with social work and the wider care sector) at any point • Children (Care, Care Experience and Services Planning) (Scotland) Bill: Proposed legislation to strengthen rights and simplify the legal landscape for Care Experienced individuals • Communities That Care (CtC): A whole- school approach by Who Cares? Scotland to reduce stigma and promote inclusion for Care Experienced pupils • Renfrewshire Community Justice Partnership: A multi-agency group aligning justice work with The Promise, focusing on early intervention and rehabilitation • Contextual Safeguarding: An approach to understanding harm in environments outside the home, used in school-based projects • Convention of Scottish Local Authorities (COSLA): COSLA is the national association of Scottish councils and acts as an employers’ association for its 32 member authorities • Corporate Management Team (CMT): The Corporate Management Team comprises the Heads of Service from across the Council, along with senior officers from OneRen and Renfrewshire Health and Social Care Partnership (HSCP). This group meets regularly to discuss strategic and operational priorities affecting the Council and its partners • FORT System: A case management and referral tracking platform used to improve service coordination and evaluation • Getting It Right For Every Child (GIRFEC): GIRFEC is Scotland’s national approach to promoting, supporting, and safeguarding the wellbeing of all children and young people. It provides a consistent framework, shared language and common understanding of wellbeing • Guaranteed Interview Scheme: A policy offering guaranteed interviews to Care Experienced applicants who meet job criteria • Health and Social Care Partnership (HSCP): HSCPs are organisations formed to integrate services provided by Health Boards and Councils in Scotland. The NHS and local authority jointly run each partnership. Renfrewshire HSCP delivers adult social care services and all community health services for adults and children in the Renfrewshire area • Human Library: A mentoring initiative matching Care Experienced young people with professionals for career insights • Independent Care Review: A national review (2017–2020) that gathered experiences from over 5,500 people to inform The Promise • Lived/living Experience: Lived/living experience is the knowledge and understanding you get when you have personally lived through something • Our Hearings, Our Voice (OHOV): OHOV is an independent board for children and young people from across Scotland between the ages of 8-18, who have experience of the Children’s Hearings System Glossary Page 332 of 347
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20Renfrewshire’s Promise Glossary • United Nations Convention on the Rights of the Child (UNCRC): UNCRC is the base standard for children’s rights and sets out the fundamental rights of all children. The UNCRC is the most widely ratified human rights treaty in the world and sets out the specific rights that all children have to help fulfil their potential, including rights relating to health and education, leisure and play, fair and equal treatment, protection from exploitation and the right to be heard • Whole Family Wellbeing Approach: A holistic, preventative model of support for families, rooted in GIRFEC and The Promise • YouthyFest: A youth-led festival celebrating Care Experienced voices and promoting inclusion • The Promise: Scotland’s ambition is that every child and young person should grow up safe, loved, and respected. See Appendix 2 • Promise Champs: Renfrewshire Promise Champs Group is a youth club run by Renfrewshire Council’s Youth Services for Care Experienced young people. The club aims to provide a supportive environment where participants can build confidence, develop skills through activities like arts, cooking, and games, and have their voices heard to improve services • The Scottish Children’s Reporter Administration (SCRA): SCRA is responsible for supporting children and young people at risk through the Children’s Hearings System • Pinky Promise: A child-friendly version of The Promise explaining its vision and commitments • Promise Keeper Network: A community of Promise Keepers across Renfrewshire promoting awareness and action around The Promise • Promise Keeper: Individuals across sectors who commit to advocating for and implementing The Promise in their work • Promise Progress Framework: A national framework to track progress in implementing The Promise, using data and lived experience • Promise Scotland: The organisation established by Scottish Ministers to drive and support the change required for Scotland to Keep The Promise • Ren10: A network of people who work or volunteer in the Renfrewshire area. There is a variety of early help services for your mental health and wellbeing • Renfrewshire Promise Strategic Oversight Group: Renfrewshire’s governance body overseeing delivery of The Promise across services • Request for Assistance (RfA): RfA is a digital system allowing families and professionals to seek support from Renfrewshire’s Family Wellbeing Service Page 333 of 347
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 12 March 2026 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Inspection of Castlehead High School by His Majesty’s Inspectorate in Scotland __________________________________________________________________ 1. Summary 1.1. In November 2025, a team of HM inspectors of education visited Castlehead High School. Inspectors assessed the school with a focus on four quality indicators which are referenced in How Good is our School? 4. 1.2. This was a very positive inspection which evaluated quality indicators in the school as follows: Leadership of change very good Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion good Raising attainment and achievement good 1.3. The inspection team found the following strengths in the school’s work: • Young people are a considerable strength of the school. They are confident, welcoming and very proud of their school. They have a strong sense of belonging to their school community and actively seek opportunities to make meaningful improvements. • The headteacher’s authentic, strong and compassionate leadership, ably supported by his depute headteachers, has fostered a culture of ambition, kindness and respect. This is evident in the strong, supportive relationships across the school. Staff at all levels are empowered to lead change. • Teachers work well together to improve how young people learn. This is leading to greater consistency and higher-quality learning experiences across the school for young people. This results in more young people engaging well in their learning. Item 7 Page 335 of 347
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Page 2 of 4 • Partners work very effectively with staff to enrich young people’s experiences and achievements. They contribute well to supporting staff to meet the needs of young people. This leads to many young people achieving qualifications from within and outwith the school environment. • Staff in the FLR support young people and their families very well. Young people benefit from bespoke approaches to their learning and nurturing relationships with staff and each other. This leads to them engaging better in their learning, developing confidence and gaining important skills for life. 1.4. The following area for improvement was identified and discussed with the head teacher and a representative from Renfrewshire Council • Continue to develop high-quality teaching and learning across the school. This includes all teachers continuing to work together to develop a shared understanding of each aspect of the Castlehead lesson cycle. • Continue to promote aspects of equality and diversity across the school. This should help develop young people’s understanding of, and ability to, challenge discrimination, prejudice and intolerance when they come across it. • Continue to raise attainment for young people, with a focus on young people in S5 and S6. __________________________________________________________________ 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 inspection report for Castlehead High School. __________________________________________________________________ 3. Background 3.1. Children’s Services welcomes the process of audit undertaken by HMI as supportive to continuous improvement in Renfrewshire’s education establishments. The school team at Castlehead High School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at His Majesty’s Inspectorate of Education in 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 336 of 347
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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 337 of 347
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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/JO’N 17 February 2026 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 338 of 347
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1 | Castlehead High School, Renfrewshire Council, 8628939 © Crown Copyright 20 January 2026 Dear Parent/Carer In November 2025, a team of HM Inspectors of Education visited Castlehead High School. During our visit, we talked to parents/carers and young people and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • Young people are a considerable strength of the school. They are confident, welcoming and very proud of their school. They have a strong sense of belonging to their school community and actively seek opportunities to make meaningful improvements. • The headteacher’s authentic, strong and compassionate leadership, ably supported by his depute headteachers, has fostered a culture of ambition, kindness and respect. This is evident in the strong, supportive relationships across the school. Staff at all levels are empowered to lead change. • Teachers work well together to improve how young people learn. This is leading to greater consistency and higher-quality learning experiences across the school for young people. This results in more young people engaging well in their learning. • Partners work very effectively with staff to enrich young people’s experiences and achievements. They contribute well to supporting staff to meet the needs of young people. This leads to many young people achieving qualifications from within and outwith the school environment. • Staff in the FLR support young people and their families very well. Young people benefit from bespoke approaches to their learning and nurturing relationships with staff and each other. This leads to them engaging better in their learning, developing confidence and gaining important skills for life. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Continue to develop high-quality teaching and learning across the school. This includes all teachers continuing to work together to develop a shared understanding of each aspect of the Castlehead lesson cycle. Page 339 of 347
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2 | Castlehead High School, Renfrewshire Council, 8628939 © Crown Copyright • Continue to promote aspects of equality and diversity across the school. This should help develop young people’s understanding of, and ability to, challenge discrimination, prejudice and intolerance when they come across it. • Continue to raise attainment for young people, with a focus on young people in S5 and S6. Page 340 of 347
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3 | Castlehead High School, Renfrewshire Council, 8628939 © 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 HMIE’s evaluations for Castlehead High School Quality indicators Evaluation Leadership of change very good Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion good Raising attainment and achievement good Descriptions of the evaluations are available from: How good is our school? (4th edition), Appendix 3: The six-point scale A more detailed document called Summarised Inspection Findings (SIF) will be available on the HMIE website at Castlehead High School | Inspection Report | His Majesty’s Inspectorate of Education in 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. Frances E. Graham HM Inspector On behalf of His Majesty’s Chief Inspector of Education in Scotland Page 341 of 347
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 12 March 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inspection of Glencoats Primary School by Education Scotland ___________________________________________________________________ 1. Summary 1.1 Glencoats Primary School was inspected by a team of inspectors from Education Scotland in October 2025 as part of a national sample of education. Inspectors uses different models of inspection and at Glencoats Primary School the short model approach was deployed. Inspectors assessed the school with a focus on two quality indicators which are referenced in How Good is our School? 4 Quality Indicator 2.3 Learning, teaching and assessment. Quality Indicator 3.2 Raising attainment and achievement. 1.2 This was a very positive inspection which evaluated all quality indicators as follows: Quality Indicator 2.3 Excellent Quality Indicator 3.2 Very Good 1.3 The inspection report in the form of a letter to parents, published by Education Scotland on 16 December 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. Please note that the inspectorate has since been separated from Education Scotland as part of the Education (Scotland) Act 2025 and therefore this information may also be found on His Majesty’s Inspectorate of Education in Scotland’s new website. 1.4 The letter to parents identified four key strengths of the school: • In the school and Flexible Learning Resource, children are very happy, motivated and well-behaved across the day. They are thriving as a result of highly positive relationships with staff and outstanding nurturing personalised support. All children feel valued, included and ready to learn each day. Item 8 Page 342 of 347
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Page 2 of 4 • The inspirational leadership of the headteacher empowers skilled teaching and support staff to deliver a very high standard of learning and teaching across the school. Planning and assessment are used very well to meet the needs of all children. • In the school and Flexible Learning Resource, staff and partners have embedded highly successful learning experiences and innovative approaches that ensure success and achievement for all children. This includes areas such as skills development, play, digital technologies, learning outdoors and cross-curricular lessons. • In the school, teaching and support staff deliver very high-quality focused and targeted work in literacy, numeracy and health and wellbeing. This is raising attainment and accelerating progress in learning significantly for all children across the curriculum. 1.5 The inspection report also identified two areas for further improvement. • Staff should continue to provide high-quality learning experiences that prepare children very well for life and support them to attain and achieve. • Staff in the Flexible Learning Resource should continue to work regularly with colleagues in similar settings and partners to develop further shared standards and planning. 1.7 There is an agreed set of procedures for responding to inspection reports which will support the school and Children’s Services to plan how these areas for further improvement will be addressed. Actions are detailed within the school improvement plan which is shared with parents and carers. In addition, the school will be supported in its improvement journey by Children’s Services. ___________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to note and celebrate the key strengths and recognise the areas for further improvement in the Education Scotland report for Glencoats 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 Glencoats Primary School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. This inspection report is particularly notable as Glencoats Primary School has received an excellent grade for learning, teaching and assessment which at the time of writing is the first excellent grade achieved in Scotland for this Quality Indicator for a number of years, as well as receiving a Page 343 of 347
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Page 3 of 4 very good grade for raising attainment and achievement, making this one of the most positive short model inspection reports in the country. ___________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so that they become responsible citizens. The inspection process also supports delivery of the Council Plan crosscutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes. Economy Equipping all children and young people to achieve success in life Fair Creating inclusive and supportive learning environments for children and young people. Embedding children’s rights in our decision-making processes 4. Legal - The short inspection includes a focus on QI 2.1 Safeguarding. In evaluating this QI, one of the themes that HM Inspectors evaluate is the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. Page 344 of 347
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Page 4 of 4 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights – This links to, Article 12 (respect for the views of the child) Every child has the right to express their views, feelings and wishes in all matters affecting them, and to have their views considered and taken seriously. This right applies at all times, for example during immigration proceedings, housing decisions or the child’s day-to-day home life. Article 28 (right to education) Every child has the right to an education. Primary education must be free and different forms of secondary education must be available to every child. Discipline in schools must respect children’s dignity and their rights. Richer countries must help poorer countries achieve this. Article 29 (goals of education) Education must develop every child’s personality, talents and abilities to the full. It must encourage the child’s respect for human rights, as well as respect for their parents, their own and other cultures, and the environment. List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website. _________________________________________________________ Children’s Services EH/LG/JO’N 17 February 2026 Author:: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 345 of 347
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1 | Glencoats Primary School, Renfrewshire Council, 8620024 © Crown Copyright 16 December 2025 Dear Parent/Carer In October 2025, a team of inspectors from Education Scotland visited Glencoats 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. • In the school and Flexible Learning Resource, children are very happy, motivated and well-behaved across the day. They are thriving as a result of highly positive relationships with staff and outstanding nurturing personalised support. All children feel valued, included and ready to learn each day. • The inspirational leadership of the headteacher empowers skilled teaching and support staff to deliver a very high standard of learning and teaching across the school. Planning and assessment are used very well to meet the needs of all children. • In the school and Flexible Learning Resource, staff and partners have embedded highly successful learning experiences and innovative approaches that ensure success and achievement for all children. This includes areas such as skills development, play, digital technologies, learning outdoors and cross-curricular lessons. • In the school, teaching and support staff deliver very high-quality focused and targeted work in literacy, numeracy and health and wellbeing. This is raising attainment and accelerating progress in learning significantly for all children across the curriculum. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Staff should continue to provide high-quality learning experiences that prepare children very well for life and support them to attain and achieve. • Staff in the Flexible Learning Resource should continue to work regularly with colleagues in similar settings and partners to develop further shared standards and planning. Page 346 of 347
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2 | Glencoats Primary School, Renfrewshire Council, 8620024 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Glencoats Primary School Quality indicators Evaluation Learning, teaching and assessment excellent 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: Glencoats Primary School | Inspection Report | His Majesty’s Inspectorate of Education in 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. Lisa Marie McDonnell HM Inspector Page 347 of 347