Agenda Document Pack - Education and Children's Services Policy Board - 21/05/2026
Renfrewshire Council · 21 May 2026
Back to Education and Children's Services Policy Board — 21 May 2026 and its agenda
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13/05/2026 Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 21 May 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 202
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13/05/2026 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 202
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13/05/2026 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 Duty of Candour – Annual Report 2024-25 Report by Director of Children’s Services. 5 - 10 2 Operational Policy - Kinship Care Report by Director of Children's Services. 11 - 30 3 National review of group-based child sexual abuse and exploitation. Announcement of a statutory public inquiry on group-based child sexual abuse and exploitation. Announcement of a statutory public inquiry on group- based child sexual abuse and exploitation Report by Director of Children’s Services. 31 - 36 4 Public Holiday Proposal: FIFA Men’s World Cup, 15 June 2026 Report by Director of Children's Services. 37 - 42 5 Learning Estate Programme Update Report by Director of Children's Services. 43 - 48 6 Insight February Release 2026 Report by Director of Children’s Services. 49 - 60 7 Children’s Services Service Improvement Plan 2025/26 Outturn Report Report by Director of Children's Services. 61 - 112 8 Children’s Services 2026-2029 Service Improvement Plan Report by Director of Children's Services. 113 - 148 Page 3 of 202
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13/05/2026 9 Inspection of Bushes Primary School and Early Learning and Childcare Class (ELCC) by His Majesty’s Inspectorate in Scotland Report by Director of Children's Services. 149 - 156 10 Inspection of St Charles’ Primary School & Early Learning and Childcare Class (ELCC) by His Majesty’s Inspectorate in Scotland Report by Director of Children's Services. 157 - 164 11 School Inspection Progress (2024 -2026) Report by Director of Children's Services. 165 - 180 12 Inspection of Residential Children’s Houses by the Care Inspectorate Report by Director of Children’s Services. 181 - 202 Page 4 of 202
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PUBLIC Page 1 of 6 To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Duty of Candour – Annual Report 2024-25 ___________________________________________________________________ 1. Summary 1.1 All local authorities are required by the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016 and related Regulations local authorities to have a Duty of Candour Policy in place. The Duty of Candour Policy ensures that local authorities are open, honest, and supportive where there is an unexpected or unintended incident resulting in harm or death to an individual using services which are registered with the Care Inspectorate or delivered by social work services. 1.2 Within Renfrewshire Children’s Services, the Duty of Candour extends to those services which are registered with and regulated by the Care Inspectorate and locality social work services. Therefore, the local authority internal provision of early learning and child-care services, children’s residential houses, the registered services in fostering and adoption services, the registered throughcare service and the locality social work services are required to report under the Duty of Candour. 1.3 Each local authority is required to publish an annual report on the Duty of Candour. The annual report sets out details on the number of incidents or events where the duty of candour is triggered, how the policy was followed in these incidents and any learning from the incidents. Local authorities are required to publish an annual duty of candour report even if there have been no adverse events which triggered the reporting. The annual report for 2025-6 is attached at appendix 1 for information. ___________________________________________________________________ 2. Recommendations 2.1 It is recommended that the Education and Children’s Services Policy Board: Item 1 Page 5 of 202
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PUBLIC Page 2 of 6 [a] note that the annual duty of candour report for the period April 2025 to March 2026; and [b] note that there were no adverse incidents which constituted a duty of candour response during the period April 2025 to March 2026. ___________________________________________________________________ 3. Background 3.1 Care services registered with the Care Inspectorate and social work services in localities are covered by legislation in respect of the duty of candour. This duty is defined in the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016 and related Regulations. In children’s services the following areas are required to report incidents under duty of candour: • early learning and childcare services (including these services based in schools); • residential children’s houses; • fostering and adoption service; • throughcare service; and • social work locality services in children and justice. 3.2 The Duty of Candour provisions set out a range of actions that need to happen when unexpected or unintended harm has occurred to someone using the services detailed in paragraph 3.1. The duty of candour policy indicates how the local authority should respond to such incidents in an open and transparent manner. It includes the process for making an “apology”, a statement of sorrow or regret in respect of the unintended or unexpected incident. 3.3 The unexpected incidents which are required to be reported under duty of candour include where someone using the service has died in the service, has sustained an injury which results in the permanent loss of bodily, sensory, motor, physiologic or intellectual functioning or these functions have been impaired for a period of more than 28 days. 3.4 Each local authority as an organisation is identified as a “responsible person” in terms of the legislation. Within Renfrewshire the “responsible person” function is discharged jointly by the Head of Education and the Head of Children and Justice Social Work. 3.5 The local authority is required to publish a report on the duty of candour as it applies to their services on an annual basis. The annual report should include information on the number of incidents raised under duty of candour and the learning from these as well as information on apologies issued. Local authorities are required to publish a “null” annual report if there have been no reported incidents under the duty of candour. 3.6 There have been no reportable incidents in Renfrewshire Children’s Services in the period April 2025 to March 2026. As such the annual report (attached at appendix 1 is a “null” report. ___________________________________________________________________ Page 6 of 202
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PUBLIC Page 3 of 6 Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning None 4. Legal The publication of the duty of candour annual report satisfies the duties of the local authority under the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety Children’s Services operates to ensure that our establishments and services are compliant with health and safety procedures and legislation. The publication of the annual duty of candour report contributes to compliance. 9. Procurement None. 10. Risk Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights None. 14. Cosla Policy Position None. Page 7 of 202
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PUBLIC Page 4 of 6 List of Background Papers None. ___________________________________________________________________ Children’s Services JT/KO 10042025 Author: John Trainer, Head of Children and Justice Social Work 0300 300 0277 john.trainer@renfrewshire.gov.uk Page 8 of 202
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PUBLIC Page 5 of 6 Appendix 1 Renfrewshire Council - Children’s Services Duty of Candour Report 1 April 2025 – 31 March 2026 Within Scotland all health and social care services have a duty of candour as a legislative duty. The legislative duty is embedded in the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016. The legislation places a legal requirement on care services to ensure when things go wrong and mistakes happen, the people affected understand what has happened, receive an apology, and that organisations learn how to improve for the future. The legislation requires all care providers to discharge an important part of the duty by publishing on an annual basis a report about duty of candour incidents in their services. This short report describes how our care service has operated the duty of candour during the time between 1 April 2025 and 31 March 2026. We hope you find this report useful. Renfrewshire Council Children’s Services directly provides a number of services which are registered with the Care Inspectorate children which are covered by the Duty of Candour. These services are: • early learning and childcare; • residential children’s houses: • fostering and adoption service; • throughcare service; and • social work locality services in children and justice. Renfrewshire Council Children’s Services operates 15 early learning and childcare centres and 22 early learning and childcare classes which are all registered with and regulated by the Care Inspectorate. Renfrewshire Council Children’s Services operates four children’s houses which are registered with and regulated by the Care Inspectorate. During the period covered by this report three of the children’s houses were inspected by the Care Inspectorate. Two of these reports have been published and are available on both the council and Care Inspectorate websites. The third report will be published in the near future Renfrewshire’s fostering and adoption service and throughcare service are registered and regulated by the Care Inspectorate. Renfrewshire’s throughcare service is registered and regulated by the Care Inspectorate. All services which are registered and regulated are required to report any adverse incident which triggers a duty of candour response to the Care Inspectorate. Whilst locality social work services are not registered or regulated by the Care Inspectorate, they are covered by the duty of candour actions under the Health (Tobacco, Nicotine etc. and Care) (Scotland) Act 2016. Page 9 of 202
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PUBLIC Page 6 of 6 1. How many incidents happened to which the duty of candour applies? In the period 1 April 2025 to 31 March 2026: • there have been no incidents to which the duty of candour applied in any of the early learning and childcare services • there have been no incidents to which the duty of candour applied in any of our children’s houses • there have been no incidents to which the duty of candour applied in the fostering and adoption service • there have been no incidents to which the duty of candour applied in the through care service • there have been no incidents to which the duty of candour applied in any of the social work locality teams. 2. Information about our policies and procedures Children’s Services has a duty of candour policy which was reviewed in December 2023 and no amendments were required to be made to the policy. The policy details that where something has happened that triggers the duty of candour, our staff report this to their manager who has responsibility for ensuring that the duty of candour procedure is followed. When a member of staff raises a concern under the duty of candour, the manager records the incident and reports as necessary to the Care Inspectorate. When an incident has happened, the manager and staff set up a learning review. This allows everyone involved to review what happened and identify changes for the future. Where a duty of candour report is required for an individual event, the local manager reports this to the Head of Education Service for early years services and the Head of Children and Justice Social Work for our children’s houses, fostering and adoption services, throughcare services and locality social work services. As the duty of candour policy was reviewed in December 2023, the next review will be undertaken before the end of December 2026. The service ensured all managers in relevant services have completed the duty of candour training in the period covered by this report. It is our intention to update the online training for duty of candour in the next 12 months. Gerard McLaughlin John Trainer Head of Education Head of Children and Justice (Strategy and Improvement) Social Work/Chief Social Work Officer Page 10 of 202
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PUBLIC Page 1 of 3 To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Operational Policy - Kinship Care ___________________________________________________________________ 1. Summary 1.1. This report provides elected members with the opportunity to review Renfrewshire’s updated Kinship Care Policy. Th original policy was approved in January 2020 and the updated policy takes account of updated legislation and developments in practice over the past 5 years. 1.2. It is good practice to set a review date for all policies and the new policy will be reviewed no later than 21 May 2029. The new policy sets out the key responsibilities of Renfrewshire Council towards children in kinship care arrangements and the support available for kinship carers. The new policy will be published and available on the Council webpages for kinship care. ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Board is asked to approve the updated Kinship Care Policy. ___________________________________________________________________ 3. Background 3.1. Renfrewshire Children’s Services aims to support children in the care of their own parent(s) where it is safe to do so. It is recognised however, that some children are not able to be cared for by their parent(s) and that alternative arrangements will be required. 3.2. When a child cannot live with their birth parents, Renfrewshire Children’s Services preferred option is for the child to live within their wider family and community. In its broadest sense this is known as Kinship Care. Item 2 Page 11 of 202
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PUBLIC Page 2 of 3 3.3. Kinship arrangements provide emotional permanence and reinforce a sense of identity which is best for children. It also prevents children requiring more foster care or residential care if it is in their interest. 3.4. Regulation 10 of the Looked After (Scotland) Regulations 2009 define a kinship carer as a person related to the child (through blood, marriage or civil partnership) or another person with whom the child has a pre-existing relationship, this could include close friends or people who are seen as part of the child’s network 3.5. Kinship care can either be formal or informal. The new updated policy sets out clearly the difference in these arrangements, the responsibilities of the council to both types of kinship care and the nature of support available. ___________________________________________________________________ Implications of this report 1. Financial Kinship carers approved as formal arrangements by the council receive an allowance to support the child. The amount payable by Renfrewshire Council is published on the website and is no less than the Scottish Recommended Allowance. In some circumstances informal kinship care arrangements can also receive financial support. In the current financial year the council will provide financial support to kinship carers between £2,500,000 and £3,000,00. 2. HR and Organisational Development There are no new additional HR or organisational developments as a result of this report. 3. Community/Council Planning None. 4. Legal The new policy ensures that Renfrewshire is operating in line with the most up to date legislation and regulatory framework. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety None. Page 12 of 202
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PUBLIC Page 3 of 3 9. Procurement None. 10. Risk None. 11. Privacy Impact None. 12. 13. 14. Climate Risk None. Children’s Rights None. Cosla Policy Position None. List of Background Papers (a) None. ___________________________________________________________________ Children’s Services FD 15/04/06 Author: Fiona Duncan, Social Work Senior Manager Page 13 of 202
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Page 1 of 16 PUBLIC Renfrewshire Council Renfrewshire Children’s Services Kinship Policy Owner- Head of Child Care and Justice Services Operational Date: 21 May 2026 Review Date: 21 May 2029 Page 14 of 202
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Page 2 of 16 PUBLIC Contents 1. Context 2. Purpose of Policy 3. What is Kinship Care 4. Assessment of Kinship Carers 5. Approving Kinship Carers 6. Children placed with friends and family by the Children’s Panel 7. Financial Support 8. Eligibility for Kinship Care Assistance 9. Financial Support to Apply for a Kinship Care Order 10. Support for Informal Kinship Carers where Child is not Deemed Eligible 11. Informal Kinship Care- New Enquiries 12. Parents in the Kinship Household 13. Kinship Arrangements where parental involvement in care is supported and assessed 14. Continuing Care for Eligible Children 15. Permanence in Kinship Care 16. Relevant Publications, Policy and Framework Page 15 of 202
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Page 3 of 16 PUBLIC 1 Context 1.1 When a child is referred to Renfrewshire Children’s Social Work, we aim to support them in the care of their own parent(s). It is recognised however, that some children are not able to be cared for by their parent(s) and that alternative arrangements will be required. 1.2 When a child or young person cannot live with their birth parents, the preferred option is for them to live within their wider family and community. In its broadest sense this is known as Kinship Care. Kinship arrangements can provide emotional permanence and reinforce a sense of identity for children. 1.3 Getting it Right in Kinship and Foster Carer states that - the starting point in considering kinship care should be: • it is the right of every child to have family and friends explored as potential carers if they need to leave the care of their parents • any arrangements for care by family or friends must be in the best interest of the child • the safety and needs of the child in any assessment of family and friends must be paramount • a child’s needs for good family and friends carers should take precedence over the wishes of a parent to exclude the family from care. • support to a family or friend arrangement should be available when needed. 2 Purpose of this Policy 2.1 The purpose of this policy is to: • To provide clarity about the definition of kinship care and give practical guidance for differentiating informal and informal kinship care, and private fostering arrangements • Set out Renfrewshire Council’s obligations to provide ‘kinship care assistance’ to ‘eligible children’ and their carers • Describe the purpose, remit and functions of the kinship care forum • Establish relevant practice standards 3 What is Kinship Care? 3.1 Kinship care is when a child is unable to live with their birth parents and instead lives with a person related to them (through blood, marriage or civil partnership) or another person with whom they have a pre-existing relationship, this could include close friends or people who are seen as part of the child’s network. 3.2 Kinship care aims to: • Maintain family connections • Provide stability and emotional security • Prevent unnecessary trauma by enabling children to stay within their community networks 3.3 This aligns with the principles of The Promise. Page 16 of 202
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Page 4 of 16 PUBLIC Informal and Formal Kinship Care Arrangements 3.4 There are two types of kinship care arrangements: • Informal (governed by the 2014 Act and the 2016(Act) • Formal (governed by the 2009 Regulations) Informal Kinship Care 3.5 Informal kinship care is a private arrangement between family members and friends. In these circumstances the child is not “looked after” by the local authority. Informal kinship care arrangements can include a Section 11 or a Guardianship Order. Social work can provide support to children in informal kinship care e.g. occasional financial support or advice and guidance under Section 22 of the Children (Scotland) Act 1995. 3.6 Where Social Work becomes aware that a child known to us (but working with the service on a voluntary basis) has moved from his/her parents’ care to that of a relative or friend, the social worker should clearly document this in the case record. The social worker should discuss the care arrangement with the parents to ascertain the reason for the move and their intentions as to how long it will continue. The social worker should also obtain and record the child’s views. If the child requires ongoing support from Social Work, the Child’s Plan should be updated to reflect the new care arrangements. Unless there are reasons why the arrangement is unsafe for the child, it is the parents’ right to decide where the child resides. 3.7 This arrangement would not be considered formal kinship care as Social Work were not involved in the arrangement and did not intend to remove the child from the care of his/her parents. In these circumstances, the child is NOT Looked After. 3.8 As this is a private arrangement between the parents and the carers, the social worker should avoid becoming unnecessarily involved in the management of the arrangement or the oversight of parent-child contact. If Social Work involvement is deemed because it is not safe for the children to return to parental care, the social worker should discuss with their Team Manager whether the child would benefit from statutory measures of care. Formal Kinship Care 3.9 Children who are legally looked after away from home by the Local Authority are subject to one of the following legal routes: • Child Protection Order, section 37 Children’s Hearing (Scotland) Act 2011 • Interim or Compulsory Supervision Order, section 83 and 86 Children’s Hearing (Scotland Act 2011 • Permanence Order, section 80 Adoption and Children (Scotland) Act 2007 • Section 25 Children (Scotland) Act 1995. Page 17 of 202
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Page 5 of 16 PUBLIC 3.10 It is formal kinship care if the child was placed with the carers by the local authority as a direct alternative to arrangement with foster carers or in a children’s house. When a child/children requires to be removed from his/her parents and placed in the care of family/friends, the practice guidance for kinship care arrangements must be followed as detailed in the following section. Children in such circumstances are Looked After Children and subject to Looked After Children Reviews. Private Fostering 3.11 This occurs when a child is cared for by someone who is not a close relative and is not an approved foster carer, for 28 days or more. The child is not considered Looked After under formal fostering regulations. The arrangement is not made by the local authority or a registered fostering agency. The local authority has certain duties when it is notified about private fostering arrangements. 4 Assessment of Kinship Carers 4.1 Kinship arrangements come about in two ways, planned and emergency. In all circumstances the views of the child should be sought where they are able to give a view. The social worker must seek approval from their Senior Social Work Manager to secure agreement that a kinship arrangement is required. Planned Kinship Arrangements 4.2 When a kinship arrangement is planned a viability assessment should be completed by the child’s social worker. 4.3 A viability assessment is a preliminary assessment of a relative, friend or person well known to the child, to determine whether that person is a realistic option to care for the child in the medium to long term and should therefore undergo a full kinship carer assessment. 4.4 On occasions where there a number of potential carers who may be able to care for the child, it may be necessary to use viability assessments to help decide which is the most suitable option or options to pursue to full assessment. 4.5 While we must do all we can to secure care for the child within their family of origin, we need not fully assess all individuals who come forward. Rather, we must assess all viable options and viability assessments serve to identify realistic options for the child’s care. 4.6 In some instances, the information revealed via these checks will be sufficient to rule the individual out or to advise them against proceeding. Page 18 of 202
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Page 6 of 16 PUBLIC Kinship Viability Assessment 4.7 The viability assessment should cover the following: (a) Checks • Local authority records including social work (adult, justice and children’s), education and housing • Information Sharing Request from Police • If police check viable, begin disclosure process • Health (via GP) • Child Protection Register in respect of any of their children • Obtain address history since they were 16 years old and if outwith Renfrewshire, make enquiries in other local authorities. (b) Household information • Names and date of birth of all members if the household, as well as details of frequent visitors (e.g. partner or adult children) • Relationship to the child/children • Health (mental and physical) • Criminal convictions • If there is a cohabitating partner, they must be included in the assessment whether or not they have caring responsibilities for the child. (c) Assessment considerations • Employment and working patterns • Finances and housing • Ability to provide good enough care and/or what support from the local authority is required • Relationship with child’s parents and attitude to and ability to manage contact • Knowledge of child’s specific needs • Motivation to care • Parenting/caring experience/capacity • Knowledge of why child known to social work and understanding of concerns and impact on child • Understanding of and ability to safeguard and protect the child from harm in the future 4.8 The viability assessment should conclude with a recommendation as to whether or not to progress to full kinship assessment. 4.9 The viability assessment should be completed within 4 weeks and should not require more than two, albeit lengthy home visits. 4.10 The viability assessment should be reviewed and signed off by the Team Manager. This will serve as referral to kinship team if a full kinship assessment is required. If there is more than one carer household proceeding to full assessment, the Social Worker and Team Manager need to make a decision about order of priority. Page 19 of 202
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Page 7 of 16 PUBLIC Emergency kinship arrangements 4.11 Social work practitioners must discuss with (and obtain the approval of) their Senior Social Work Manager before arranging the accommodation of a child in a prospective kinship care arrangement, even on an emergency or very short- term basis. 4.12 The arrangement can only be considered following completion of relevant safety checks, and the following must be undertaken in respect of all members of the household prior to an emergency arrangement being made. • Police Check via Public Protection Unit re all household members aged over 16 years. • Check of social work records • Initial health check with carers General Practitioner • If the carers have school age children, if time of day permits, the Head Teachers should be contacted and asked for their views on the proposed arrangement. 4.13 In addition, a home visit must be carried out by the social worker before the arrangement is made. The visit must include viewing the bedroom for the child/children. There should be explicit discussion with the proposed carer(s) about their capacity to keep the child safe. The social worker should establish the arrangement is safe and record their assessment within the child’s file. 4.14 The social worker should ensure that any existing arrangements for family contact are fulfilled. 4.15 A Pre Placement Kinship Agreement must be signed by both the carer and the Social Worker, including any specific arrangements. (Appendix 1) 4.16 In circumstances where the child cannot return to the care of parents and continuation of the emergency kinship arrangement is in their best interests, the Social Worker must obtain approval from their Senior Social Work Manager. 4.17 The arrangement must be reviewed within three working days. The review should be chaired by the Team Manager/Senior Practitioner for the child and include the parents, the carer(s) and the Social Worker. The child should be encouraged to attend. The Team Manager/Senior Practitioner in the kinship team should also be invited. The child should be encouraged to attend. The child’s legal status must be confirmed and consent under section 25 Children (Scotland) Act 1995 must have been obtained if no other legal order in place. 4.18 At this stage, the carers should be passed to the kinship team who will undertake a full kinship assessment, and the carers should be approved within 12 weeks. Page 20 of 202
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Page 8 of 16 PUBLIC Comprehensive Kinship Assessment 4.19 The full kinship carer assessment will be carried out by a social worker in the kinship team. The purpose of the kinship assessment is to establish the suitability of the potential kinship carer to provide ongoing care for the child. The assessment should also identify any support required by the carer to allow them to safely care for the child. 4.20 The kinship assessment will include a: • Social work records check on everyone in the household and local authority checks if resided outwith Renfrewshire in all addresses since they were 16 years old • PVG check on the main carer(s) • Enhanced disclosure on all other adults in household over the age of 16. • Suitability of the accommodation (including a health and safety assessment) • GP health assessment for the kinship carer(s) 4.21 The full kinship assessment will address the following: • Child’s journey • Needs of child • Views of agencies involved with child. • Child and parents view of proposed kinship arrangement • Profile of proposed carer • Motivation to care for child and understanding of social work concerns • Lifestyle of proposed carer • Support network of proposed carer • Accommodation • Employment • Working in partnership with agencies and birth parent(s) 4.22 In addition, the Social Worker should include references from 2 people who know the carer(s). 4.23 If the proposed kinship carer is in a relationship with a spouse/partner and they live within the household, they must be fully included in the assessment. 4.24 The assessment should be completed and presented with recommendation for approval or not to the Kinship Forum. The assessment should be signed by the social worker, the proposed carer(s) and the Team Manager/Senior Practitioner for the kinship team. 5 Approving Kinship Carers 5.1 The 2009 Looked After Children (Scotland) Regulations require that when a Looked After child is placed with a kinship carer, the authority must: • Assess the kinship carer’s suitability (Reg. 10) • Consider the assessment and decide whether to approve the carer (Reg. 10(3)– (5)) • Record the decision and include it in the child’s plan. Page 21 of 202
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Page 9 of 16 PUBLIC 5.2 There is no legal requirement for this approval decision to be made by a forum. The law only requires: • A competent assessment; and • A clear, accountable decision-maker on behalf of the local authority. 5.3 The law simply requires that local authorities establish a process for approving kinship carers. While there is no explicit statutory requirement for local authorities to establish a kinship forum, however, Renfrewshire considers it best practice to do so. Renfrewshire’s Kinship Forum Purpose 5.4 The purpose of Renfrewshire’s Kinship Forum is: • to make recommendations to the Kinship Decision Maker • to provide independent scrutiny of kinship carer assessments • to promote greater consistency in approvals • to promote avoidance of drift in long-term kinship arrangements • to ensure proper recording of decisions • to ensure proper governance and accountability for decision-making. 5.5 The Kinship Forum aligns with our wider quality assurance agenda as well as our commitment to ensure that all of our Looked After children receive the best quality care, irrespective of their arrangement type. 5.6 An important function of the Kinship Forum is to provide independent scrutiny and quality assurance of kinship assessments and other kinship related business. Remit of the Kinship Forum 5.6 The remit of the Kinship Forum is to recommend to the Kinship Decision Maker whether individuals are approved or not approved as kinship carers for named children. This includes carers who have not yet had the child(ren) placed with them, as well as those who had children placed in an emergency situation and were assessed subsequently. 5.7 The Forum will only consider carers for named children or unborn babies. That is, the assessment must relate to carers’ capacity to meet the needs of specific children. Where an already approved kinship carer wishes to take on care of another child, an updated assessment and approval process will be required. 5.8 There is no legal duty for reviews of approved kinship carers and requiring kinship carers to attend annual reviews, along with Looked After reviews for their cared-for children would place undue pressure on carers. The support needs of kinship carers will be managed by the allocated kinship care worker. The care arrangements will be reviewed at the child’s Looked After review meetings. Page 22 of 202
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Page 10 of 16 PUBLIC Functions 5.9 The forum is comprised of a chairperson and two members The chairperson must have at least two forum members for it to be quorate. 5.10 The Kinship Agency Decision Maker is a Children’s Services Manager 5.11 The Kinship Agency Decision Maker will appoint the chairperson and at least one deputy chairperson who will lead the forum in the absence of the chairperson. 5.12 The forum may make two recommendations: (i) to approve/continue the approval of the kinship carer(s); or (ii) to not approve/discontinue approval of the kinship carer(s). 5.13 In making its recommendation, the forum will receive a comprehensive assessment of the kinship carer(s) and will include information from the social worker for the child(ren). This report should be provided at least 5 working days before the date of the forum. 5.14 The assessing kinship worker will make a presentation to the forum and answer questions from forum members. The recommendation of the forum is then presented to the Kinship Decision Maker who has the final decision and must make that decision within 14 days of the forum. 5.15 The Forum may also make determinations about the payment of legal fees to Kinship Carers seeking Residence Orders/Kinship Care Orders. 5.16 Regulation 10 (5) places a duty on the local authority to record in writing its decision about the suitability of the kinship carer and shall inform prospective carer of outcome in writing. 5.17 The decision must be made within 12 weeks of the child being placed. Carers Not approved by the Kinship Forum 5.18 If the carers are not approved by the Kinship Forum and the child/children are already living there, a Looked After Review should be convened to consider a change of arrangement. 5.19 A child/children should only be moved in an emergency basis if there are child protection concerns that merit such action. 5.20 The kinship carer shall continue to be paid the kinship allowance as long as the child/children resides with them. Page 23 of 202
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Page 11 of 16 PUBLIC Discontinue Approval of Kinship Arrangement 5.21 There is no requirement to review Approved Kinship Carers, however they should be referred to the kinship forum for consideration of discontinuation of their approval: • Where there are significant concerns about the carers capacity to care for the child/children due to significant changes in their personal circumstances or following allegations, offences or serious concerns being raised. 5.22 The kinship worker should provide a report to be discussed at the Kinship Forum and the reasons for discontinuing the approval as kinship carer should be recorded. 5.23 When a child leaves the kinship arrangement, the kinship social worker should request discontinuation of the kinship approval be approved by the Kinship Decision Maker. 5.24 In both circumstances, Renfrewshire Council will notify Disclosure Scotland that they are no longer kinship carers. Appeal of kinship forum decision. 5.25 A kinship carer or proposed kinship carer can appeal the decision of the kinship forum and Kinship Decision Maker within 28 working days of receiving the decision. 5.26 The decision will then be reviewed by a different Kinship Decision Maker and their decision given in writing. 6 Children Placed with Friends or Relatives by the Children’s Panel 6.1 In terms of regulation 33 of the Looked After Children (Scotland) Regulations 2009, where a child is required by virtue of a compulsory supervision order to reside with a person other than their parent, the local authority must provide financial support. They will deemed to be kinship carers and will receive kinship allowance. 6.2 The condition of residence is a legal requirement which cannot be over-turned by the kinship forum. In making the condition of residence with the carer(s), the children’s hearing must have been satisfied with the information provided by the social worker about the suitability of the arrangement. 6.3 However, a full kinship carer assessment will still need to be undertaken to fully understand the carer’s support needs by the kinship care team. If the outcome of the assessment is that the carers do not meet the threshold to be kinship carers for Renfrewshire Council, a meeting must be convened involving the Social Workers for kinship carers, the child, respective Team Managers and Senior Social Work Managers to review the arrangement. Page 24 of 202
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Page 12 of 16 PUBLIC 6.4 If following this, there is still no agreed resolution between the locality team and kinship team about how best to meet the child’s needs, the situation will be referred to the Chief Social Work Officer for a decision to continue the arrangement or return to the Children’s Hearing to request a change of residence. 7 Financial Support 7.1 All potential kinship carers undergoing a kinship assessment with the child placed in their care by Renfrewshire Council is entitled to a payment until the assessment is completed, the sum shall be approved by the Chief Social Work Officer. 7.2 Where a child is placed in a kinship care arrangement in an emergency, financial support will be provided to assist with the cost of caring for the child. The financial support may include payment to purchase essentials to meet the child's care needs. A weekly support payment of a sum as approved by the Chief Social Work Officer, will be paid for each child during the assessment period. 7.3 The payment of Kinship Care Allowance is dependent on the kinship assessment having been completed and approved by the Kinship Forum. The carers will be paid Kinship Care Allowance from the date the assessment is approved. If the assessment takes longer than 12 weeks the Kinship Care Allowance will be backdated to the start date of the assessment plus 12 weeks. 7.4 Financial assistance should also be considered to promote the child's contact with parents and siblings as appropriate. 7.5 Renfrewshire Council will pay the Kinship Care Allowance on a fortnightly basis in advance and directly into the approved kinship carer's bank account. The Renfrewshire’s Kinship Care Allowance is aligned with the Scottish Recommended Allowance agreed with Scottish Government. This allowance is paid at the same rate as the local fostering allowance, minus child-related benefits. These rates are available on the Renfrewshire Council website. 8 Eligibility for Kinship Care Assistance 8.1 Kinship care assistance refers to the support both financial and practical that may be given to kinship carers, where a child or young person is subject to a kinship care order via part 13 Children and Young People (Scotland) Act 2014. 8.2 Entitlement to and the nature of the assistance varies depending on whether a child is an eligible child or not. Page 25 of 202
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Page 13 of 16 PUBLIC 8.3 Carers are eligible for Kinship Care Allowance as well as information and advice if: They have a Kinship Care Order (Section 11) or guardianship and either: • The child was previously Looked After or • The child is at risk of becoming looked after. (At risk of becoming Looked After will be determined through multi-agency Child’s Plan) • The child who is at least 16 years of age, who was subject to a kinship care order immediately before their 16th birthday, and was previously looked after or who is at risk of being looked after. 8.4 For the avoidance of doubt, carers of children in private fostering or informal care arrangements where the child is not deemed eligible, will not receive an allowance. 9 Financial Support to Apply for a Kinship Care Order 9.1 Persons in the process of, or considering, applying for a Kinship Care Order in respect of an eligible child are also entitled to financial support towards the costs of obtaining the order. 9.3 Renfrewshire Council will only consider an application for such financial support after an application for Legal Aid has been made, and/or on presentation of evidence that the applicant is not eligible for Legal Aid. 9.4 Applications will be considered on a case-by-case basis. The amount of financial support provided will be determined by the relevant Children’s Services Manager on the basis of the above information and the likelihood of the Kinship Care Order being granted, considering the carer’s capacity to meet the child’s long-term needs and whether, or on what basis, the application is likely to be contested. 10 Support for Informal Kinship Carers Where Child is not Deemed ‘Eligible’ 10.1 While informal kinship carers do not receive a standard Kinship Care Allowance, they can access various forms of support, particularly if they are on a low income or the child is considered "in need" (Section 22 of Children (Scotland) Act 1995). 10.2 Local authority support: • An informal kinship carer can request a "child in need" assessment from the local authority if they are worried about the child's health or development. • Based on this assessment, the council can provide discretionary, means- tested support, such as one-off payments for essential items. Page 26 of 202
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Page 14 of 16 PUBLIC 11 Informal Kinship Care – New Enquiries 11.1 When an individual caring for a child contacts the Council and identifies themselves as a kinship carer and requests local authority support, the practitioner receiving this enquiry should obtain the following details: • The person’s name/address/contact telephone number; • Details of the child residing with them; • Details of when and how the arrangement came about; and • Whether the person has a Kinship Care Order 11.2 The Initial Response Team (IRT) Manager will investigate the new enquiry and make a recommendation to the Senior Social Work Manager as to whether or not the new enquiry meets the criteria to be a formal kinship care arrangement. 11.3 Where the Team Manager is unable to make a recommendation due to limited information, they should direct an IRT social worker to undertake a home visit to gather additional information to help inform decision-making. 12 Parents in the Kinship Carer Household 12.1 A kinship care arrangement should not ordinarily include the parent(s) within the household. The kinship carer is being paid and supported as the full-time carer responsible for the day-to-day care for the child. 12.2 If a parent moves into a kinship arrangement, the social worker should as soon as possible investigate the reasons for the parent(s) being in the home, the expected duration of their stay and undertake an assessment of the parent(s) role in the child’s care. A risk assessment should be completed to ascertain the immediate safety of and continued suitability of the arrangement for the child. 12.3 As a general rule, we would not continue to treat the arrangement as kinship if the parent(s) remained within the household. 12.4 We recognise that family relationships are complex and there may be circumstances under which it is appropriate to continue the kinship arrangement while a parent is within the home for a temporary period. 12.5 If the kinship carer wishes to have the parent within the household, the circumstances require comprehensive assessment by the social worker to ensure the safety and wellbeing of the child. Any such arrangement must be agreed by the Senior Social Work Manager, be time-limited, and accompanied by a robust agreement with the kinship carer about the role of the parent in the child’s care, along with a safety plan to manage identified risks. There should also be a contingency plan in the event that the arrangement breaks down. Page 27 of 202
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Page 15 of 16 PUBLIC 13 Kinship Arrangements where parental involvement in care is supported and assessed 13.1 There may be circumstances, particularly involving newborns, where the kinship carer has a role in supporting the parent(s) as part of a plan for the child to be returned to the care of parent(s). For instance, the parent either lives in the kinship carer’s home or spends significant time there and is involved in the daily care of the child, supported by the kinship carer and overseen by the social worker as part of a parenting capacity assessment. 13.2 Such an arrangement needs to be closely managed within a time-limited care plan and must be underpinned by an explicit agreement with the kinship carer about the nature and limits of the parent’s involvement in the care of the child. The kinship carer remains the principal carer for the child and is responsible for the child’s safety and wellbeing. 13.3 No such arrangement can be made without the approval of senior social work manager. 14 Continuing Care for Eligible Child/Children 14.1 Where a Pathway Plan identifies that Continuing Care is appropriate for the young person and the kinship carer agrees, the worker should arrange for a Kinship Care Conversion to be completed before the young person reaches 18. The Kinship Carer Conversion is not a reassessment of the suitability of the carers, rather it is an appreciative enquiry to identify if additional support is needed to facilitate the Continuing Care Arrangement. 14.3 A Looked After Child will be entitled to support from the Throughcare Service and the kinship carer will continue to receive the Continuing Care Allowance up until their 21st birthday or earlier if the child moves out. 15 Permanence in Kinship Care 15.1 Where a child is likely to remain to remain in the kinship care arrangement for the long term, it may be in the child’s best interests for the carers to pursue a Residence Order. 15.2 Section 11 of the Children (Scotland) Act 1995 provides an option for kinship carers to apply to the court for a residence order, also known as a Kinship Care Order. 15.3 The social worker for the kinship carers will ensure that in circumstances where the kinship carer is provided with information and advice about applying for a Kinship Care Order, and what the implications of this are. 15.4 If kinship carers obtain a Kinship Care Order, they will continue to receive Kinship Allowance while the child lives with them or until their 18th birthday. Whilst the child will not be Looked After and therefore not entitled to continuing care, Renfrewshire will offer a continuing care allowance to support the young person to remain in the arrangement until they reach their 21st birthday. Page 28 of 202
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Page 16 of 16 PUBLIC 15.5 The Local Authority may decide that it is not in the best interests of a particular child to apply for a residence order to secure the child’s residence with the kinship carer. The child would remain Looked After and a Kinship Allowance would continue to be paid. 15.6 When a Kinship Care Order is not applied for by the kinship carer, the local authority may decide that a Permanence Order should be the applied for to achieve permanence for the child. Such decisions will be discussed through the Looked After process. 16 Relevant Publications, Policy and Frameworks The Looked After Children (Scotland) Regulations 2009 Children and Young People (Scotland) Act 2014 The Kinship Care Assistance (Scotland) Order 2016 The Children (Scotland) Act 1995 Adoption and Children (Scotland) Act 2007 Children’s Hearings (Scotland) Act 2011 The Promise Keeping the Promise to our children and young people and families Getting it right for every Child in Kinship Care and Foster Care (Scottish Government 2007) National Guidance on part 13 Children and Young People (Scotland) Act 2014 and The Kinship Care Assistance (Scotland) Order 2016 -updated 2024 . Page 29 of 202
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PUBLIC Page 1 of 5 To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: National review of group-based child sexual abuse and exploitation. Announcement of a statutory public inquiry on group-based child sexual abuse and exploitation ___________________________________________________________________ 1. Summary 1.1. The Care Inspectorate wrote to the Chief Executive of all 32 local authorities in Scotland on 9 February 2026 in relation to a national review of group-based child sexual abuse and exploitation. The letter advised the Scottish Government had formally requested the Care Inspectorate and His Majesty’s Inspectorate of Constabulary in Scotland (HMICS) to lead a national review of group-based child sexual abuse and exploitation. This report provides information in relation to purpose and process of the national review, and on how Renfrewshire will engage in that process. 1.2. On 25 February 2026, the Cabinet Secretary for Education and Skills announced to the Scottish Parliament a statutory public inquiry under the Inquiries Act 2005 into group-based child sexual abuse and exploitation. Professor Alexis Jay has agreed to chair the inquiry. There is limited information in respect of the inquiry but what is known is detailed in this report. 1.3. This report provides; • background on the review • background on the model of the review. • information on key dates for the review process • the governance arrangements for the review process • Information regarding the National Inquiry ___________________________________________________________________ Item 3 Page 31 of 202
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PUBLIC Page 2 of 5 2. Recommendations 2.1. The Board is asked to note the following a) the national review of group-based child sexual abuse and exploitation has been confirmed by the Care Inspectorate. b) the nature of the review activity detailed in this report and the tight timescale for phase one activity. c) the announcement by the Cabinet Secretary for Education and Skills of a public inquiry into group-based child sexual abuse and exploitation to be chaired by Professor Alexis Jay. ___________________________________________________________________ 3. Background 3.1. The Care Inspectorate with HMICS has been formally requested by Scottish Ministers to lead a national review of group-based child sexual abuse and exploitation. Healthcare Improvement Scotland (HIS) and His Majesty’s Inspectorate of Education in Scotland (HMIE) will be working alongside the Care Inspectorate on the national review. There remains a possibility that other scrutiny bodies e.g. the Inspectorate of Prosecution in Scotland (IPS) could be invited to participate in the national review as it progresses. The national review will be conducted under Section 115 of the Public Services Reform (Scotland) Act 2010 and the Public Services Reform (Joint Inspections) (Scotland) Regulations 2011. 3.2. In addition to the Care Inspectorate the joint inspection team includes representatives from Healthcare Improvement Scotland (HIS), Education Scotland and His Majesty’s Inspectorate of Constabulary in Scotland (HMICS) and volunteer Young Inspectors. 3.3. The national review will look at the manner in which community planning partnerships are working together to prevent, identify and respond appropriately to group-based child sexual abuse and exploitation. The national review will also consider how Child Protection Committees and Chief Officer Groups understand the scale and nature of group-based child sexual abuse and exploitation and also group-based child criminal exploitation. 3.4. The methodology being utilised by the inspectorate bodies is similar to that followed when they undertook the children at risk of harm inspections. The national review will focus on children under the age of 18 (including those who were under the age of 18 in the past two years but are now over the age of 18 but could have been vulnerable to group-based child sexual abuse and exploitation when they were aged under 18). 3.5. The review will focus on current practice and therefore will seek information from Chief Officer Groups on activity over the past two years. The inspectorate bodies reserve they may request more historical information if it is considered necessary, and in these circumstances will provide a clear rationale for the request. Page 32 of 202
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PUBLIC Page 3 of 5 3.6. The national review will consider: i) How strategic and operational leaders work together to ensure there are effective arrangements in place for the prevention, identification and response to concerns around group-based sexual abuse and exploitation and group-based child criminal exploitation. ii) How effective are processes in place to support the prevention, identification and response for children at risk or subject to group-based child sexual abuse and exploitation and group-based child criminal exploitation. iii) How supports are helping to improve the safety and wellbeing of children who have experienced or are at risk of group-based child sexual abuse and exploitation and group-based child criminal exploitation. 3.7. The inspectorate bodies have advised the national review will be in three phases. Phase one which has commenced is assessment and involves the evaluation of COG’s understanding and oversight of group-based child sexual abuse and exploitation and group-based child criminal exploitation. Renfrewshire COG will require to complete a self-evaluation and respond to a questionnaire from the inspectorate bodies. There will be a structured interview with representatives of COGs across Scotland. We await further detail on this. The inspectorate bodies advise they will analyse the data and information and produce a report on this by the summer of 2026. This means the collation of information will require to be completed by 8 May 2026. Structured interviews will commence thereafter to allow the production of a phase one report by September 2026. 3.8. Phase two of the process will be informed by the findings and data from phase one. It will be a risk-based and flexible approach to identify strengths and areas for improvement. The inspectorate indicates this phase will commence in the summer of 2026. The findings from phase two will be published in Autumn 2027. 3.9. Phase 3 will be influenced by the findings of phase one and phase two. This phase will focus on national improvements and recommendations. 3.10. Each local area was asked to nominate a local co-ordinator at a sufficiently senior officer level to link with the Care Inspectorate. Michelle McCargo, Strategic Manager Children and Justice/Depute Chief Social Work Officer will be the Renfrewshire co-ordinator and will liaise with partner agencies as required. Michelle is also a member of the National Child Sexual Abuse and Exploitation Strategic Group and a co-chair of one of Workforce Development sub-group. 3.11. On 25 February 2026, the Cabinet Secretary for Education and Skills announced to the Scottish Parliament a statutory public inquiry under the Public Inquiries Act 2005 on group-based child sexual abuse and exploitation. 3.12. Professor Alexis Jay, who chaired the Independent Inquiry into Child Sexual Abuse (IICSA) in England and Wales and the Rotherham has been asked and agreed to chair the Scottish Public Inquiry. Page 33 of 202
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PUBLIC Page 4 of 5 3.13. As part of the public inquiry John O’Brien who worked with Professor Jay on the IICSA leading a truth project, which provided a space for victims of group- based child sexual abuse and exploitation to have their voices heard will develop a Scottish truth project. 3.14. The terms of reference for the public inquiry will be developed over the next few months and further updates will be provided when these are available. 3.15. The Cabinet Secretary for Education and Skills has been clear the public inquiry will run in parallel with the national review and the Scottish Child Abuse Inquiry being chaired by Lady Smith. It is not clear as yet how the public inquiry will interface with the national review ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is safe - The national review and public inquiry provides learning for continuous improvement and helps to protect vulnerable local children. 4. Legal None. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety None. 9. Procurement None. 10. Risk None. Page 34 of 202
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PUBLIC Page 5 of 5 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights None. 14. Cosla Policy Position None. List of Background Papers None. ___________________________________________________________________ Children’s Services Michelle McCargo Author: Michelle McCargo – email michelle.mccargo@renfrewshire.gov.uk Page 35 of 202
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PUBLIC Page 1 of 6 To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Public Holiday Proposal: FIFA Men’s World Cup, 15 June 2026 ___________________________________________________________________ 1. Summary 1.1 The Scottish Government has designated Monday 15 June 2026 as a national bank holiday to celebrate Scotland’s participation in the FIFA Men’s World Cup. This was confirmed through Royal Proclamation on the 4 February 2026. 1.2 Although nationally recognised, the adoption of this date as a local public holiday remains a discretionary decision for each Council. Across Scotland, Councils are taking differing approaches. 1.3 The council’s Finance, Resources and Customer Service Policy Board met on 23 April 2026, and approved the additional public holiday proposal to celebrate the FIFA Men’s World Cup. 1.4 A request was submitted to the Scottish Government for a conditional exceptional school closure on 15 June 2026 to align with the proposed bank holiday. This exemption from the requirement for 190 school days was lodged by the 23 March deadline. 1.5 The Scottish Government has approved the request, subject to conditions, ensuring Members retain the option to designate the day as an additional school closure. 1.6 If Members approve this additional public holiday, this will be communicated across educational establishments and communities through usual channels. Item 4 Page 37 of 202
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PUBLIC Page 2 of 6 ___________________________________________________________________ 2. Recommendations 2.1 Members are asked to: • Approve the Public Holiday Proposal for all Educational Establishments as reflected at appendix 2 of this board report. This is in line with the Finance, Resources and Customer Service Policy Board decision to agree to the additional public holiday at its meeting on 23 April 2026, to celebrate the FIFA Men’s World Cup; • Note the Scottish Government’s approval of a conditional exceptional school closure on this date to celebrate the public holiday, changing school closure days for 2025/2026 to 27 days instead of 26 days; • Instruct the Director of Children’s Services to implement and communicate the decision agreed by Members. ___________________________________________________________________ 3. Background 3.1 Members have previously agreed the school holiday calendar for school session 2025/206. This is attached is appendix 1 to this board paper. 3.2 The Council has on previous occasions, aligned its public holiday schedule with nationally determined arrangements. This included adjustments made during the Queen’s Diamond Jubilee in 2012 to support extended national celebrations, and again in 2022 when the UK wide changes introduced for the Platinum Jubilee moved the traditional late May bank holiday to early June and added an additional day of celebration. The Council also observed the national public holiday declared for the State Funeral of Her Majesty Queen Elizabeth II in September 2022, during which all schools and nurseries in Renfrewshire were closed. Collectively, these changes required significant planning and coordination across schools, early years provision, essential services and partner organisations. 3.3 Historically, such adjustments have been directly linked to nationally significant events occurring on, or intrinsically connected to, the designated holiday date. In this instance, Scotland’s opening match is scheduled for 2.00am on Sunday 14 June, with the public holiday as proposed by the Scottish Government being scheduled on Monday 15 June 2026. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development Page 38 of 202
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PUBLIC Page 3 of 6 The number of school closure days for school session 2025/2026 will increase from 26 days to 27 days to accommodate the additional public holiday. 3. Community/Council Planning None 4. Legal None. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of any reassessment will be published on the Council’s website. 8. Health and Safety None. 9. Procurement None. 10. Risk None. 11. Privacy Impact None. 12. Climate Risk None. 13. Children’s Rights None. 14. Cosla Policy Position None. List of Background Papers Page 39 of 202
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PUBLIC Page 4 of 6 (a) Background Paper 1: (delete row if not used or add further rows if required or state ‘none’) The foregoing background papers will be retained within children’s services for inspection by the public for the prescribed period of four years from the date of the meeting. The contact officer within the service is Laura Baillie, Resources Support Manager. laura.baillie@Renfrewshire.gov.uk ___________________________________________________________________ Children’s Services GMcL/LB 29/04/26 Author: Laura Baillie, Resources Support Manager laura.baillie@renfrewshire.gov.uk Page 40 of 202
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PUBLIC Page 6 of 6 2 In-service days on return in August 1 Day St Andrews Day (in December as 30/11/25 is weekend) Stop for Christmas Friday 19 December 2025 2 Day February Break 1 Day Start of May 1 day End of May Additional Public Holiday 15 June 2026 Finish for Summer Break Tuesday 30 June 2026 Term Break Dates of Attendance First In-Service Day - Closed for Pupils Only Thursday 14 August 2025 (IS) In-Service Day - Closed for Pupils Only Friday 15 August 2025 (IS) Schools Re-Open Monday 18 August 2025 Local Holiday/Closed Schools Closed Friday 26 September 2025 Schools Closed Monday 29 September 2025 Schools Re-Open Tuesday 30 September 2025 Mid Term Schools Closed Monday 13 October 2025 Schools Closed Tuesday 14 October 2025 Schools Closed Wednesday 15 October 2025 Schools Closed Thursday 16 October 2025 Schools Closed Friday 17 October 2025 In-Service Day - Closed for Pupils Only Monday 20 October 2025 (IS) Schools Re-Open Tuesday 21 October 2025 St Andrew's Day Schools Closed Monday 1 December 2025 Schools Re-open Tuesday 2 December 2025 Christmas Schools Closed Monday 22 December 2025 Schools Closed Tuesday 23 December 2025 Schools Closed Wednesday 24 December 2025 Schools Closed Thursday 25 December 2025 Schools Closed Friday 26 December 2025 Schools Closed Monday 29 December 2025 Second Schools Closed Tuesday 30 December 2025 Schools Closed Wednesday 31 December 2025 Schools Closed Thursday 1 January 2026 Schools Closed Friday 2 January 2026 Schools Closed Monday 5 January 2026 Schools Re-Open Tuesday 6 January 2026 Mid-Term Schools Closed Monday 16 February 2026 Schools Closed Tuesday 17 February 2026 In-Service Day - Closed for Pupils Only Wednesday 18 February 2026 (IS) Schools Re-Open Thursday 19 February 2026 Spring Schools Closed Friday 3 April 2026 Schools Closed Monday 6 April 2026 Schools Closed Tuesday 7 April 2026 Schools Closed Wednesday 8 April 2026 Schools Closed Thursday 9 April 2026 Schools Closed Friday 10 April 2026 Schools Closed Monday 13 April 2026 Schools Closed Tuesday 14 April 2026 Schools Closed Wednesday 15 April 2026 Schools Closed Thursday 16 April 2026 Schools Closed Friday 17 April 2026 Schools Re-Open Monday 20 April 2026 May Day Schools Closed Monday 4 May 2026 Schools Re-Open Tuesday 5 May 2026 In-Service Day - Closed for Pupils Only (election day) Thursday 7 May 2026 (IS) Local Holiday/Closed Schools Closed Monday 25 May 2026 Schools Re-Open Tuesday 26 May 2026 Additional Public HolidaSchools Closed Monday 15 June 2026 End of session Schools Closed Wednesday 1 July 2026 Teachers Return - Friday 14 August 2026 (IS) - In-Service Day In-Service Days (Only Staff Attend on these days - No Pupils) Thursday 14/08/25 Friday 15/08/25 Monday 21/10/25 Wednesday 18/02/26 Thursday 07/05/26 Election Date Renfrewshire Council Proposed Change to School Holiday Arrangements School Session 2025/2026 Page 42 of 202
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PUBLIC To: Education and Children’s Services Policy Board On: 21 May 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. 1.3. Concurrently, the Learning Estate Strategy continues to progress with the development of the Full Business Case (FBC) process for the following three projects: • Trinity High School • Johnstone Primary School Estate • Johnstone High School 1.4. The main focus of the FBC is currently on engagement planning, with an update provided on this process. __________________________________________________________________ 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 5 Page 43 of 202
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PUBLIC 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 continues to progress with the majority of the building now complete internally. As the project enters its final phases, on-site activity is expected to increase to support transition planning for the school’s move into the new building. 3.3. Digital fit out continues with all ICT equipment progressing through the order and preparation stages. 3.4. Phase one of the new Advanced Manufacturing Innovation District (AMIDS) South project is underway to create the new road and junction on Renfrew Road which will serve the Campus. 3.5. Work is complete on the new underpass connecting Gallowhill to existing active travel routes by utilising a former railway underpass. 3.6. The Council’s Roads Department continues to progress a number of identified improvement works to the critical roads and footpath network in the vicinity of the new school. 4. Park Mains High School Extension & Internal Interventions 4.1. The Contractor commenced advance works on site in March 2026 to enable site preparation and delivery of critical ground works, providing the necessary foundations for the subsequent commencement of the main construction phase. The contractor is working closely with the project team and school leadership staff to ensure works on site are managed and coordinated to minimise any disruption. 4.2. Following commercial agreement and market testing of the remaining work packages, the main works construction contract was recommended at the April Finance, Resources and Customer Services Policy Board. This will 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. 5. Thistle Primary School 5.1. The Main Works construction for Thistle Primary continues to progress, with delivery remaining on track and visible progress providing assurance against key milestones. 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. Supporting ground infrastructure is now complete, the steel frame of the building fully installed, concrete floors poured, and the external envelope now being constructed to seal the building. 5.3. The new Head Teacher has taken up post which represents an important step in building the school community and planning for the school opening in August 2027. This planning activity is now underway to establish future priorities and operational readiness, supporting a well-managed transition to the new school and the effective commencement of operations. Page 44 of 202
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PUBLIC 6. Business Case Updates 6.1. Full Business Case (FBC) progress is taking place for Trinity High School, Johnstone High School, and Johnstone Primary School Estate projects. 6.2. Targeted early engagement events for teaching staff, parents/carers, pupils, and the local community are scheduled to take place during May and June 2026. These sessions will provide stakeholders with the opportunity to review the proposed site options and provide structured feedback. 6.3. Council officers will attend to outline the proposals, respond to questions, and capture stakeholder views. A series of graphics and information will be used to support these engagement sessions and help gain the most out of the process. Work will also take place to share the content with elected members to gather their views, as well as members being welcome to attend the open evening event being planned for each project. 6.4. A targeted survey will also be sent out to all affected stakeholders noted above, using visual aids to gain feedback on the options, ensuring that there is opportunity for feedback for all. 6.5. Feedback from these events, alongside wider planned engagement activity, will inform the decision-making process on the preferred site or option to be taken forward. It should be noted that community feedback is important to understand local context, and views from those affected by proposals, and these views must be balanced against the other decision- making factors that will include matters such as financials, technical feasibility, and alignment with the Learning Estate Strategic Objectives. 6.6. As per normal procedures, a procurement process is underway to appoint specialist consultants to undertake technical assessments of the options, and it is likely that the outputs of this work will warrant further engagement to be able to zone in on a single preferrable option based on the most up to date information regarding each option. This engagement will take place after the summer break and will allow all feedback received to date, as well as any provisional technical analysis to be communicated. The overall ambitions of the project timelines will remain under review throughout the entire process, with estimates having been outlined to date, but any such proposal to conduct further engagement prior to presenting the FBC is likely to have an insignificant impact on the overall timeline presented thus far. ______________________________________________________________ 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 Page 45 of 202
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PUBLIC their school experience. Staff, and community users will benefit from modern and inclusive environments. Reshaping our place, our economy and our future - The learning estate shall be appropriately scaled and equipped to meet curriculum expectations and deliver an appropriate learning and teaching experience for all. 4. Legal None. 5. Property/Assets These projects will deliver significant improvements to the learning estate, extending the life of assets, and improving the experience of young people, staff, and the wider community. 6. Information Technology Digital improvements will be delivered through the learning estate strategy, where access to technology for all, will be a key priority for projects. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety None. 9. Procurement Any procurement work required is conducted in collaboration with the Council’s Procurement team and adheres to appropriate regulations. 10. Risk All projects are bound by rigorous governance and supported by detailed risk registers. Risk is reported and managed at various levels with scrutiny applied to ensure mitigations and contingency plans are in place. 11. Privacy Impact None. 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. Page 46 of 202
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PUBLIC 13. Children’s Rights When considering any future school provision, the impact this will have on children is a key consideration, and any work will be based around the direct needs of children to allow their education experience to thrive. Whilst children have a right to choose where they wish to attend school in collaboration with their parents, the council’s admissions policy applies to ensure that schools that are oversubscribed can be managed. 14. Cosla Policy Position None. Children’s Services JL Author: Jack Lochans – Strategic Learning Estate Manager jack.lochans@renfrewshire.gov.uk Page 47 of 202
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PUBLIC ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services Heading: Insight February Release 2026 ___________________________________________________________________ 1. Summary 1.1. This report summarises attainment and destination figures in the Insight release for February 2026. This release contains data on the total tariff points achieved by each leaver for the academic session 2024-25, the proportion achieving literacy and numeracy at levels 4, 5, and 6, as well as information on the number and type of positive destinations. 1.2. The February 2026 release demonstrates that there have been improvements in attainment across the lowest 20%, middle 60%, and highest 20% of learners in Renfrewshire. Additionally, there have been improvements in the proportion of leavers attaining both level 4 and level 5 literacy and numeracy. 1.3. Renfrewshire was ahead of the national average across most measures. The authority had higher proportions of leavers obtaining level 4 and level 5 literacy and numeracy, as well as higher average total tariff points among the 20% lower and middle 60% attainment cohorts. Renfrewshire also had the second highest proportion of leavers obtaining a positive destination in Scotland, as each individual establishment were ahead of the national average in this measure. __________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to: • Note the contents of this report Item 6 Page 49 of 202
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PUBLIC • Note the efforts of children and young people and the commitment and dedication of teachers, support staff, education managers and the wider central team. • Note and acknowledge the significant success of Renfrewshire having the second highest proportion of leavers obtaining a positive destination in Scotland. 3. Background 3.1. The February 2026 Insight release captures data on all leavers across secondary schools in Scotland. This includes the total annual tariff points for each leaver from the most recent academic session (2024-25), as well as information on the number and type of positive destinations. 3.2. Diagram 1 shows the Curriculum for Excellence framework in Scotland. From P1 to S3, all pupils are in the Broad General Education phase, which involves building knowledge within the four capacities: successful learners, effective contributors, responsible citizens, and confident individuals. Once pupils reach S4, they enter the senior phase. It is during this period that pupils build a portfolio of qualifications and continue to develop these capacities. 3.3. Insight is a benchmarking tool designed to bring about improvements for pupils within their senior phase of education. This data is gathered to support secondary schools and local authorities with analysing the performance of their learners across particular measures. 3.4. Data on Insight is published biannually – in September and February of each year. The September release contains data on the attainment of all senior phase learners from the most recent academic session, while the February release focuses on the attainment and destinations of school leavers. This includes pupils who left in S4 and S5. 4. Positive Destinations Diagram 1: Curriculum for Excellence Framework Page 50 of 202
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PUBLIC 4.1 All school leavers are recorded with a positive destination when there is an initial next step or plan in place for them as they exit secondary school. This can include higher or further education, training, voluntary work, employment, or personal skills development. 4.2 Graph 1 shows the percentage of school leavers who had a positive destination by the end of each academic year across Renfrewshire, as well as its virtual comparator and the national average. In 2024-25, this figure increased by 0.77 percentage points in Renfrewshire to 97.91%. This is the highest figure reported for Renfrewshire, and they now sit significantly ahead of both the national average and virtual comparator. 4.3 The positive destination figure varied across establishments in Renfrewshire from 96.27% to 100%, but they were all above the national average. When compared against local authorities, Renfrewshire had the second highest figure in Scotland. 4.4 While there were significant increases in the percentage of leavers obtaining a positive destination, gaps remain among certain groups. Table 1 displays the percentage of leavers from SIMD quintiles 1 (20% most deprived) and 5 (20% least deprived) with a positive destination. In 2025, there was a 3.39 Table 1: Percentage of School Leavers in a Positive Destination by SIMD Gap SIMD Quintile 2024 2025 Q1 (20% Most Deprived) 95.24 95.83 Q5 (20% Least Deprived) 98.71 99.22 Graph 1: Percentage of Renfrewshire School Leavers in a Positive Destination, by Year 96.5 96.6 96.4 97.1 97.9 95.5 95.7 95.9 95.7 95.7 96.1 96.3 96.4 96.0 96.1 93.0 94.0 95.0 96.0 97.0 98.0 99.0 100.0 2020/21 2021/22 2022/23 2023/24 2024/25 Renfrewshire National Virtual Comparator Page 51 of 202
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PUBLIC percentage gap between these groups. This gap has reduced since the previous year however by 0.08 percentage points. 4.5 A gap can also be found when examining figures for care experienced leavers. Table 2 compares the percentage of leavers with care experience with those who are not care experienced. There was a gap of 0.67 percentage points between each of these groups for 2024-25. A 7 percentage point increase in positive destinations can be found however, when comparing this group’s figures from the previous year. 4.6 Insight publish data on the types of destinations leavers pursue. Graph 2 captures this information across Renfrewshire and Scotland. Within Renfrewshire, there was an increase in the proportion of pupils pursuing further and higher education (3.54 percentage points) when compared with their figures from 2023-24. Renfrewshire also had a higher percentage of pupils within each of these measures than the national average. Table 2: Percentage of School Leavers in a Positive Destination, by Care Experience Status 2024 2025 Care Experienced 90% 97.26% Not Care Experienced 98% 97.93% Graph 2: Percentage of Renfrewshire Schools Leavers in a Positive Destination, by Destination Type 18.8 28.1 44.7 0.4 0.3 5.1 0.9 0.8 0.9 21.6 26.0 42.3 0.4 1.1 4.0 1.6 2.4 0.7 0.0 10.0 20.0 30.0 40.0 50.0 Renfrewshire National Page 52 of 202
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PUBLIC Consequently, fewer leavers in Renfrewshire sought employment or training than those who left in 2023-24. 5. Attainment for all 5.1 Attainment for all captures the average total tariff scores of all school leavers. This score represents the awards leavers have achieved as a numerical value. Awards at higher SCQF levels usually have higher points than those at lower levels. Leavers are categorised into 1 of 3 attainment cohorts: the lowest 20%, middle 60% and highest 20% of attainers. This allows schools and local authorities to identify how best to support the needs of learners at all levels. 5.2 Graph 3 captures the average total tariff score for all leavers in Renfrewshire by year. In 2025, the lowest 20% of attainers achieved an average of 159 tariff points, while the middle and highest attainers achieved 923 and 1949 points, respectively. All attainment cohorts for Renfrewshire increased their tariff score when comparing these figures to the previous year, ranging from 24 points within the highest 20% cohort, to 40 within the middle cohort. Table 3: Average Total Tariff Score by Attainment Cohort and Establishment Establishment Lowest 20% Middle 60% Highest 20% Renfrewshire 159 923 1949 National 132 874 1965 Virtual Comparator 170 951 1988 5.3 Table 3 displays the average total tariff score across each attainment cohort within Renfrewshire, its virtual comparator, and across Scotland for leavers in 134 883 1925 159 923 1949 0 500 1000 1500 2000 2500 Lowest 20% Middle 60% Highest 20% 2024 2025 Graph 3: Average Total Tariff Score for all Leavers in Renfrewshire, by Year Page 53 of 202
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PUBLIC 2024-25. Across the lowest 20% and middle 60% cohorts, Renfrewshire are above the national average but behind within the highest 20% cohort. Renfrewshire also remain behind the virtual comparator across all three attainment cohorts. 6. Breadth and Depth 6.1 Breadth and depth measures the number of awards pupils achieve by SCQF level. This ranges from SCQF level 1 to 7. 6.2 The recent data published for school leavers shows that Renfrewshire has continued to make progress within their stretch aims. Graph 4 shows that the proportion of all leavers achieving 1 or more awards at SCQF level 5 has increased from 88.81% in 2023-24 to 90.85% in 2024/25. This is the 6th highest out of all local authorities in Scotland. The figure for leavers in SIMD quintile 1 also increased for this measure, from 80.33% to 81.36%. 6.3 Additionally, the proportion of pupils achieving SCQF level 6 increased for the second year in a row, from 70.52% in 2022-23 to 71.40% in 2024-25. This now places Renfrewshire in 9th place out of all local authorities for this measure. 7. Attainment Versus Deprivation 7.1 Attainment versus deprivation compares the average total tariff points between leavers from each SIMD decile. This allows schools and authorities to compare the attainment and achievement of leavers living in areas with varying levels of socioeconomic deprivation. Graph 5: Average Total Tariff Score by SIMD Decile Graph 4: Percentage of Leavers Achieving 1 or More SCQF Awards 90.86% 70.52% 88.81% 70.81% 90.85% 71.40% 0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00% 80.00% 90.00% 100.00% Level 5 Level 6 2023 2024 2025 Page 54 of 202
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PUBLIC 7.2 Graph 5 displays the average total tariff points for leavers living within each SIMD decile. Renfrewshire’s figures follow a similar trend to that of the national average, as leavers from areas with high levels of deprivation (SIMD deciles 1 and 2) had lower tariff points on average than leavers from the least deprived backgrounds. However, Renfrewshire were ahead of the national average across almost all SIMD deciles. The exceptions to this were in SIMD deciles 2 and 10. 7.3 Renfrewshire also increased the number of tariff points across the majority of SIMD deciles when compared with figures from 2023-24, with the exceptions to this being SIMD deciles 2, 7, 8, and 10. 8. Literacy and Numeracy Attainment 8.1 Literacy and numeracy attainment across SCQF levels 4 and 5 is captured for leavers from the most recent academic session. 0 200 400 600 800 1000 1200 1400 1600 SIMD 1 SIMD 2 SIMD 3 SIMD 4 SIMD 5 SIMD 6 SIMD 7 SIMD 8 SIMD 9 SIMD 10 Renfrewshire The National Establishment Page 55 of 202
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PUBLIC 8.2 Graph 6 displays the percentage of leavers obtaining a level 4 and 5 in both literacy and numeracy from 2021-25. Across levels and curricular areas, there was a decrease in the percentage of pupils achieving an award between 2021 and 2024. In 2025 however, there have been increases within each of these measures. The most significant increase was in level 5 literacy at 3.08 percentage points. 8.3 Table 4 displays the percentage of leavers achieving levels 4 and 5 in literacy and numeracy across Renfrewshire, its virtual comparator, and Scotland in 2024-25. Renfrewshire were ahead of both comparators for 2024-25 across all measures. In 2023-24, Renfrewshire were ahead of the national average across all measures, but marginally behind the virtual comparator for levels 4 Table 4: Percentage of Pupils Achieving Levels 4 and 5 in Literacy and Numeracy by Establishment Establishment Level 4 Literacy Level 4 Numeracy Level 5 Literacy Level 5 Numeracy Renfrewshire 96.31% 93.33% 85.73% 77.36% National 93.14% 91.12% 81.9% 73.43% Virtual Comparator 94.58% 92.84% 85.33% 77.19% Graph 6: Literacy and Numeracy Attainment by Level and Year 97.4 94.5 90.2 80.1 96.3 93.4 87.1 76.9 96.1 93.0 85.3 75.3 94.4 92.9 82.7 76.1 96.3 93.3 85.7 77.4 % Level 4 Literacy % Level 4 Numeracy % Level 5 Literacy % Level 5 Numeracy 2021 2022 2023 2024 2025 Page 56 of 202
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PUBLIC and 5 literacy. The significant increases in this area have now led to them outperforming the virtual comparator. 8.4 Table 5 captures the literacy and numeracy attainment of leavers from the most (SIMD quintile 1) and least (SIMD quintile 5) deprived areas. Gaps remain between leavers from each of these quintiles, although they are greater at SCQF level 5. For example, 95.58% of leavers from quintile 5 achieved level 5 literacy, compared with 75% of those living in areas with an SIMD quintile of 1. There was also a 27.1 percentage point gap in numeracy between leavers living in areas with a SIMD quintile of 1 (63.38%) and quintile 5 (90.39%). 9. Conclusion and next steps 9.1 The February 2026 release from Insight demonstrates that the attainment and destinations of leavers in Renfrewshire has continued to improve, with increases across all attainment cohorts. 9.2 Positive destinations in Renfrewshire are now the highest recorded. An increase of 0.77 percentage points has placed them second in Scotland for this figure. Improvements were also found among particular groups, including leavers from the most deprived backgrounds (SIMD quintile 1), as well as care experienced leavers. 9.3 Attainment gaps remain present between leavers from the most and least deprived backgrounds. In particular, the gaps between leavers obtaining level 5 literacy and numeracy are significantly larger than the gap at level 4 within these curricular areas. However, these gaps have decreased for level 5 literacy since 2023-24. Renfrewshire were also ahead of the national average across most SIMD deciles when comparing their average total tariff points. 9.4 Renfrewshire have been consistently ahead of the national average and virtual comparator for the percentage of leavers obtaining a positive destination, and this trend has continued in 2024-25. Additionally, every establishment within Renfrewshire was ahead of the national average. When comparing across attainment, Renfrewshire was ahead of the national average for the percentage of pupils achieving a level 4 and level 5 in both literacy and numeracy. They were also ahead of the national average for the lowest 20% and middle 60% of attainers. Table 5: Percentage of Pupils Achieving Levels 4 and 5 in Literacy and Numeracy, by SIMD Quintile Gap SIMD Quintile Level 4 Literacy Level 4 Numeracy Level 5 Literacy Level 5 Numeracy Q1 92.76% 88.6% 75% 63.38% Q5 98.7% 96.88% 95.58% 90.39% Page 57 of 202
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PUBLIC 9.5 The February 2026 figures are very positive, but we recognise that there is potential for further improvement, especially around improving attainment among pupils from the most deprived backgrounds. We will continue, through our quality improvement framework, to support our secondary schools whilst identifying areas for further improvement and ensure continual professional learning is available across a wide range of areas. ___________________________________________________________________ Implications of this report 1. Financial Implications No financial implications 2. HR and Organisational Development Implications No implications 3. Community Plan/Council Plan Implications Children and Young People - High levels of attainment and achievement provide our children and young people with the best start in life 4. Legal Implications No legal implications 5. Property/Assets Implications No implications 6. Information Technology Implications No implications 7. Equality and Human Rights Implications The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because for example it is for noting only. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety Implications No implications 9. Procurement Implications No implications 10. Risk Implications No risks Page 58 of 202
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PUBLIC 11. 12. 13. 14. Privacy Impact No impact COSLA Policy Position None. Climate Risk No risks Children’s Rights This links to, 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. List of Background Papers (a) none ____________________________________________________________ Children’s Services 15/04/2026 Page 59 of 202
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1 PUBLIC ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children’s Services Service Improvement Plan 2025/26 Outturn Report ___________________________________________________________________ 1. Summary 1.1. The purpose of this report is to provide an update on the performance of Children’s Services for the twelve-month period from 1 April 2025 to 31 March 2026, in relation to the Service Improvement Plan approved by this Board on 15 May 2025. 1.2. The plan aligns with the Council Plan and the Community Plan and sets the strategic direction for the service. Children’s Services is an active partner in developing and delivering the outcomes set out in both the Renfrewshire Children’s Services Partnership Plan and the Renfrewshire Community Justice Outcomes Improvement Plan. 1.3. Children’s Services has delivered on its priorities over the last twelve months, with service updates and key achievements highlighted in Section 4 of this report. __________________________________________________________________ 2. Recommendations 2.1. It is recommended that the Education and Children’s Services Policy Board note: a) the contents of this report; and b) the achievements of Children’s Services during 2025/26. ___________________________________________________________________ Item 7 Page 61 of 202
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2 PUBLIC 3. Background 3.1. Children’s Services is responsible for the delivery of social work services to children and families, justice social work services, and early years, primary, and secondary education. Much of the service’s work is statutory, meaning the Council has a legal duty to provide it. Service delivery comprises a mix of universal provision (such as education), targeted provision (such as children’s houses for accommodated children and young people), and specialist support (for example, justice social work court services). 3.2. Our approach is strongly focused on prevention, early intervention, and providing additional support for the most vulnerable. While children’s health services sit within Renfrewshire’s Health and Social Care Partnership (HSCP), a shared priority for both organisations is the continuation of effective integrated working to improve outcomes for children and young people. 3.3. The Service Improvement Plan sets out the outcomes the service aims to achieve, and the actions required to deliver them. It sits within the wider planning framework of the Council, taking account of Community Planning themes and Council priorities. The plan enables elected members to maintain oversight of developments within the service and to consider and shape policy options that reflect customer need and available resources. 3.4. Appendix 1 sets out the service’s achievements over the past twelve months, demonstrating our continued contribution to the Council’s priorities and our commitment to improving outcomes for Renfrewshire’s children, young people, and families. ___________________________________________________________________ 4. Service Update and Key Achievements 4.1. We continue to review the impact of the re-design of social work services in Renfrewshire. The re-design, which streamlined Families First, Home Link and Care Experienced Home Link services into the new Renfrewshire Family Wellbeing Service, aimed to improve the capability and capacity within the service. This Whole Family Wellbeing approach has a focus on early intervention, and providing opportunities for children, young people, parents, and carers to shape the services that impact them. Early indications are that the changes implemented continue to have a positive impact on service delivery. 4.2. The Promise continues to be embedded within service planning and delivery through our active and expanding Promise Keeper network. There are currently 407 Promise Keepers working across the local authority— comprising staff, elected members, the HSCP, and partner agencies. The Page 62 of 202
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3 PUBLIC Keep The Promise in Renfrewshire Action Plan 2026–29 will provide the route map for the next phase of implementing The Promise. 4.3. Children’s Services is committed to embed trauma-informed practice throughout the service. Currently 94 colleagues have completed the trauma- informed ilearn module, with trauma-skilled facilitators also working within the service to create a baseline of trauma awareness. We will continue to progress the rollout of trauma informed training and contribute to the development of council wide trauma-informed policy. 4.4. The percentage of school leavers entering a positive destination has continued to improve, increasing to 97.9% in 2025/26 from 97.1% in 2024/25. This is the highest level since this indicator has been measured. This increase in the proportion of school leavers participating in employment, training or education means that Renfrewshire now has the 2nd highest positive leaver destination figure in Scotland. 4.5. Renfrewshire continues to invest in our learning estate. Construction of the new Paisley Grammar School Community Campus is on schedule for completion by the summer of 2026, with many areas of the building now fully completed. The implementation of the digital infrastructure has now commenced, and work is ongoing on the road infrastructure surrounding the school. ___________________________________________________________________ 5. Progress against Performance Measures 5.1. Children’s Service’s performance indicators which fall under the remit of this policy board are detailed in Appendix 1 of this report. Of these, 17 are collected quarterly over a fiscal year (1 April to 31 March) and 20 are annual indicators measured over an academic year (1 August to 31 July). 5.2. The gaps in the percentage of pupils achieving the expected level for their stage in literacy and numeracy have narrowed in the last year when comparing pupils living in the 30% most deprived areas and those living in 70% least deprived areas (SIMD). The percentage point gaps in literacy and numeracy are both now at the lowest point in the last 7 years. This indicates that positive progress has been made to rectify the impact of the pandemic which saw an increase in the attainment gap. 5.3. The percentage of school leavers attaining literacy at SCQF Level 4 has increased from 94% in 2023/24 to 96% in 2024/25, with the percentage attaining literacy at SCQF Level 5 also increasing from 83% to 86% over the same period. The proportion of leavers attaining SCQF Level 4 in numeracy has remained at 93% over the last three years, while the proportion attaining SCQF Level 5 in numeracy has increased to 77% in 2024/25 and is now on Page 63 of 202
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4 PUBLIC target. Renfrewshire’s attainment indicators have been consistently above the national average over the last few years. 5.4. The majority of looked after children continue to be cared for within the community, either with their families or with alternative carers such as extended family or friends. With 92.7% of children cared for in this way at the end of the reporting period, exceeding the target of 89.9%. On occasion, the needs of children and young people might require them to be placed in other settings better aligned to their current needs. 5.5. The percentage of Stage 1 complaints responded to within timescales agreed with customers has exceeded the target of 95%. This highlights the efforts of the service to improve performance in this area. 5.6. Despite a significant increase in the number of Stage 2 complaints received the percentage responded to within timescales agreed with customers has been consistent with the 2024/25. The Q4 2025/26 figure shows 95% of complaints were responded to within timescale meeting the quarterly target. 5.7. In all cases, the service will always focus on responding to complaints comprehensively. On occasion this may require staff to liaise closely with the complainant to fully understand the scope of the issue and thereafter identify all pertinent information. Complainants are always kept fully informed of timescales and anything that might impact them, for example managing responses that will be impacted by school holidays. ___________________________________________________________________ 6. Areas requiring improvement and/or review. 6.1. Some of our Justice Social Work indicators remain below the target, such as the percentage of new clients subject to a new supervision order being seen by a supervising officer with 1 week and the percentage of new unpaid work clients beginning work placements within 7 working days of the order. However, this may be as a result of external factors such as delays with notifications from the Courts, illness and employment. 6.2. We strive to ensure that no care leaver finds themselves with any periods of homelessness in the last 6 months; while the number experiencing homelessness has remained low, we have not yet met our ambitious target. 6.3. The number of Foundation Apprenticeships accessed by Renfrewshire school pupils has decreased since 2024/25 and is currently below the target for the year. This reflects a range of factors, including schools offering a broader range of alternative curricular pathways and National Progression Awards in vocational areas to better meet the needs of learners. 6.4. We will continue to work closely with West College Scotland to ensure that Foundation Apprenticeship options remain relevant and accessible. Alongside this, there is an increased focus on developing pre apprenticeship Page 64 of 202
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5 PUBLIC opportunities in key employment sectors, strengthening progression routes and supporting the wider strategic aim of positive post school destinations for all young people. 6.5. The service continues to receive a large number of complex FOI requests each quarter, which has meant that the percentage of FOI requests completed within timescale has failed to meet the target of 100%. 6.6. The percentage of young people choosing to stay on to S5 has seen a slight decline from 91.4% in 2024/25 to 90.7% in 2025/26. This may be the result of a greater access to alternative pathways for pupils out with school. However, the proportion of school children staying on to S6 in the 2025/26 school term is 65.8% which is an increase of 3 percentage points since 2024/25. 6.7. The percentages of colleagues completing mandatory training courses and completing the corporate induction within 30 days of starting employment are new indicators which remain low. Work is ongoing within the service to improve completion rates. ___________________________________________________________________ 7. Monitoring progress 7.1 We will apply our robust approach to quality improvement across our portfolios to ensure our practice and provision is driven by the experience of our service users. Established processes are in place to ensure our service priorities are underpinned by appropriate and accessible policy guidance, practice standards, and training/development opportunities. Data and insight aligned to our outcomes will undergo thorough analysis and evaluation, with outputs shaping how we adapt, respond and best effect improvement over time. 7.2 The Extended Senior Leadership Team monitors progress on the implementation of the Service Improvement Plan every quarter and will be reported to the Education and Children’s Services Policy Board on a six- monthly basis. ___________________________________________________________________ Implications of the Report 1. Financial – The Service Improvement Plan highlights resourcing pressures arising from increasing demand for services and the current financial environment. 2. HR & Organisational Development – None. 3. Community/Council Planning – The report details a range of activities which reflect local council and community planning themes. 4. Legal – None. Page 65 of 202
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6 PUBLIC 5. Property/Assets – None. 6. Information Technology – Service developments relating to information technology are key enablers of service improvement, modernisation, and support service-level and corporate objectives. 7. Equality & Human Rights – The recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified, arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – None. 9. Procurement – None. 10. Risk – Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact – None. 12. COSLA Policy Position – None. 13. Climate change – Actions and performance indicators aligned to Strategic Priority 4: Green, of Renfrewshire’s Council Plan, highlights activities across the Council to tackle climate change. __________________________________________________________________ List of Background Papers: (a) Service Improvement Plan 2025 - 2028 ___________________________________________________________________ Author: Andrew Voysey, Policy Officer Contact: Yvonne Farquhar, Policy Manager (People) Appendix 1: Children’s Services Service Improvement Plan 2025/28 Outturn Report ___________________________________________________________________ Page 66 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2025 –28 Outturn Report Page 67 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Welcome to our end of year report • This update reflects the performance of Children’s Services across the 2025/26 period, highlighting areas where we have made progress and some areas we want to focus on more in future, perhaps because performance isn’t moving in the direction we anticipated or because of other pressures or factors that makes this even more of a priority for us. • The following pages shine a spotlight on some great projects or practice and highlight areas where we want to improve or develop further. At a service level, there is a stronger focus on the Strategic Outcomes of the Council Plan that are closely aligned with Children’s Services. Towards the end of this document, you will find a full update against all the actions and performance indicators we use to measure progress. • Through our Service Improvement Plan, we report on 34 performance indicators, 20 which are reported annually and 14 reported quarterly. Some annual indicators are based on data that is one- year behind, owing to having no more recent comparable information. This will be updated as comprehensive data becomes available through subsequent data collections. Page 68 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan Economy: We continue to work with partners to develop the young workforce in Renfrewshire. Young people have access to a variety of employability programmes to better aid them into positive destinations following school. The Career Ready coaching programme supports young people in four secondary schools. A significant proportion of participants are care- experienced or are from SIMD Quintile 1 areas. Creative Paisley launched in March, providing all S3 pupils with access to the region’s cultural, creative and visitor economy sectors along with related educational and career pathways. Green: Ongoing collaboration with other local authorities to consider efficient school design and agree best practice for the sustainable operation of schools. Living our Values: Children’s Services colleagues have undertaken Trauma informed training to raise awareness of the impacts of trauma and foster a safe environment for colleagues, families, and young people. Page 69 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Place: Working together to enhance wellbeing across communities The Learning Estate has been a key focus for Renfrewshire, with construction of the new Paisley Grammar School Community Campus on schedule for completion in Summer 2026. Work on a new digital strategy is progressing, with a budget proposal being created in March 2026. Updates are shared with colleagues at the end of each term. Work has continued with partners to implement the ‘Equally Safe Delivery Plan’ in Renfrewshire. Renfrewshire is also working with national groups to contribute to discussions around associated challenges. We have continued to make progress on delivering the priority actions from the National Strategy with our Community Justice partners. Including work to identify how community benefits can strengthen the learning offer and delivery of unpaid work. Page 70 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Fair: Nurturing bright, happy and healthy futures for all Achievements • We have continued to grow our Promise Keeper Network, which now has more than 400 members. Ensuring that The Promise remains at the heart of our services. • Renfrewshire hosted our third annual Promise Keeper Conference with a focus on employability. • The percentage of school leavers entering positive destinations has continued to improve, with 97.9% of leavers participating in employment, training, or education. • We have established a new Front Door service to ensure that children and families receive the correct support at the right time. This allows challenges to be resolved as quickly as possible. Areas for improvement and development • Gap between the Average Total Tariff Score of Looked After school leavers and that of the total Renfrewshire leavers cohort have increased. • Attendance has improved in both primary and secondary levels but remains below target. • The percentage point gap between the attainment in both literacy and numeracy of pupils entitled to Free School Meals and pupils not entitled has increased in the last year. Attainment gap between the least and most deprived areas have decreased in both literacy and numeracy The majority of our Looked After Children are cared for in the community Page 71 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Service Improvement Plan: Action Plan Page 72 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key ACTION STATUS OVERDUE CHECK PROGRESS IN PROGRESS COMPLETED Page 73 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Progress development work in relation to the priority schools identified in the School Estate Management Plan - Paisley Grammar School Community Campus 31-Aug-2026 The project remains on schedule, with construction works on track for completion by 12 June 2026. Fit out activities are progressing well, with internal spaces continuing to take shape. As the project enters its final phases, on site activity is expected to increase to support transition planning for the school’s move into the new building. Soft Landings familiarisation sessions are currently being developed in collaboration with the Architects to support a smooth and well managed transition for staff, pupils, and visitors. In parallel, construction of the East/West Link Road, to be delivered by AMIDS, is being accelerated to ensure full site access is available by 13 July 2026. Progress development work in relation to the priority schools identified in the School Estate Management Plan - Thorn Primary School 31-Mar-2026 The Outline Business Case (OBC) for the Johnstone Primary Schools programme, incorporating Thorn Primary, was approved by the Education and Children’s Services Policy Board in March 2026, enabling progression to the next stage of the programme in line with agreed governance arrangements. The Full Business Case (FBC), which will provide a comprehensive options appraisal supported by detailed financial and cost modelling, is scheduled for consideration by the Board in August 2027. Undertake an evaluation of the roll out of full Wi-Fi across the school estate 31-Mar-2027 As part of the ongoing digital refresh in establishments, devices continue to be refreshed to make full use of the completed and installed Wi-Fi and switch upgrade. Page 74 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Progress development work in relation to the priority school identified in the Learning Estate Management Plan - Extension and Adaptations to Park Mains High School 31-Aug-2027 Advanced works are in progress, and preparation of the main works contracts is ongoing in advance of submission to the Finance Board in April 2026, followed by contract award in May 2026 Project remains on track for August 2027 completion. Progress development work in relation to the priority schools identified in the Learning Estate Management Plan - A New Dargavel Primary School 31-Aug-2027 The Main Works construction for Thistle Primary continues to progress in line with the approved programme, with delivery remaining on track and visible progress providing assurance against key milestones. The appointment of the new Head Teacher, due to take up post on 20 April 2026, represents an important step in strengthening leadership ahead of occupation. Early planning activity is underway to establish future priorities and operational readiness, supporting a well-managed transition to the new school and the effective commencement of operations. Implement the priority actions from the National Strategy for Community Justice with our Community Justice partners. 31-Mar-2027 Steady progress continued throughout Q4 as the partnership further embedded improvements across transition, early intervention and commissioning activity. Pre release planning was strengthened this quarter through the involvement of prison healthcare, enhancing our ability to plan around continuity of care and identify unmet health needs ahead of liberation. We also held the first in a series of thematic discussions in HMP Barlinnie (focusing on housing) helping us better understand the challenges people face before release and how well local housing pathways align to those needs. Through community justice participation in our Local Employability Partnership, we have moved into commissioning two specialist third sector justice providers to support priority groups: one focused on young people subject to Diversion from Prosecution, and another supporting women open to justice social work. This builds directly on the employability needs analysis completed earlier in the year and ensures future provision is better targeted. These developments reflect sustained partnership commitment to improving outcomes and aligning local practice with the national strategic priorities for community justice. Page 75 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update Continue to implement ‘Equally Safe at School’ in line with Scottish Government’s Equally Safe Delivery Plan 2024-26 31-Mar-2027 All secondary schools and Mary Russell ASN school are registered for the programme and schools have been supported in ESAS improvement planning for school session 2025/26 in line with local authority expectations. Riverbrae School will join this this session with a focus on staff awareness of ESAS. This will be led by a member of the Senior Leadership Team who was brought on board last term as an authority trainer. To support schools with ESAS and how to use its questionnaire data to inform improvement, the HWB Development Officer in partnership with the Young and Equally Safe in Renfrewshire project lead and support workers from Women and Children First are working with a small group of schools. Support will be rolled out further in the new session. All schools are required to record incidences of gender-based violence on SEEMiS (Bullying and Equalities module) to enable monitoring and reporting of incidents over time. At present, very few schools are selecting GBV when describing the nature of an incident. Plans are in place to provide guidance for schools to support more accurate recording and reporting of GBV incidents. The MVP (Mentors in Violence Prevention) Programme continues to grow across Renfrewshire Council with a strong focus on school delivery of the programme and working creatively with partners across the authority. The secondary programme is being delivered across all 11 mainstream schools. Where needed, mentor training has been supported by the authority training team which included the HWB Development Officer and colleagues from Youth Services who lead on our Scottish Government funded project, Youth and Equally Safe in Renfrewshire. As previously mentioned, we are continuing to develop our partnership with Women and Children First following their involvement in school training. This work will focus on secondary school Personal and Social Education inputs around GBV. Education Scotland’s National MVP Train the Trainer event was again co-delivered with the HWB Development Officer and trainer from Renfrewshire’s Family Wellbeing Team. For the first time, we will be running a Train the Trainer event for Renfrewshire and neighbouring authorities in June 2026. This will allow us to expand our secondary trainer, Women and Children First colleagues and primary colleagues to expand the work we have been doing across this sector. Young and Equally Safe in Renfrewshire continues to work across schools and community offering bespoke small group work where needed, mentor support and campaign involvement, specifically Renfrewshire’s “Reclaim the Night” walk as part of 16 Days of Action. The project has received an additional two years funding which will allow us to further embed gender-based violence prevention approaches across the Renfrewshire community. The project has been shortlisted as a finalist in the YouthLink Scotland National Youth Work Awards 2026 with the results to be announced in June. Page 76 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What we will do Due Date Status Progress update A digital strategy will be developed, implemented and evaluated for children, young people and families which will focus on Transformation, Capacity Building and Innovation 31-Mar-2027 Work has continued with the Working Party on the identified areas, with progress being shared each term with all staff to ensure openness and transparency. The update can be found here: https://blogs.glowscotland.org.uk/re/digilearnren/2025/12/17/term-2-update/ The Director meeting to discuss the budget and creation of a business case took place in November. An outline budget proposal was shared with Headteachers in December to gather their views and amended to reflect this. Work on this proposal is ongoing. Ensure that evidence-based data driven decision making improves outcomes for children, families and communities 31-Mar-2026 This action is now complete – the service has a robust data strategy in place which continues to be strengthened. Implement Renfrewshire's Equally Safe Strategy 31-Mar-2028 Work continues with partner agencies to implement the national Equally Safe Delivery Plan at a local level, with an additional workstream in around Authentic Voice. Key actions are underway including the ongoing roll out of the Safe and Together model and the introduction of the Equally Safe in Practice Framework across the partnership. The group is now linked into the AP/CP Comms Subgroup and stronger links have been established with the ADP in recognition of the connections and interface across these strategic areas. Renfrewshire is well represented in national forums such as the VAWG Chairs Meeting and the VAWG National Network and contributes actively to the ongoing discussions around the Independent Review of Funding and associated challenges. Page 77 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What we will do Due Date Status Progress update Working in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire and Developing the Young Workforce West, we will ensure planned robust approaches to supporting our most vulnerable learners into positive destinations 31-Mar- 2028 Very good progress continues towards achieving the 2028 target of 100% positive post-school destinations. The latest figure, published on 25 February, shows Renfrewshire at 97.9%, placing the authority second nationally. • The Career Ready coaching programme supports 23 young people across four secondary schools during session 2025/26. Thirteen percent of participants are care-experienced, and 82% are from Quintile 1. In addition, 40% of mentees will be paired with a Career Ready coach from Renfrewshire Council, contributing to workforce planning across the authority. • The Pathfinders employability programme, established in August 2024 and now delivered by Invest in Renfrewshire, has expanded to two weekly groups. Since its launch, 48 young people have taken part, and an additional programme has been developed to support Christmas leavers. • Six school leavers have been successfully recruited into Soft FM positions within the authority, and the programme’s strong uptake is expected to support continued delivery in future years. • Forty-two young people have benefitted from enhanced transition support between school and college. • Nine of Renfrewshire’s eleven secondary schools are now confirmed to participate in the Top Up programme in partnership with the University of Glasgow. • The Developing the Young Workforce Engagement Officer is currently supporting 20 young people through the My Future Pathways curriculum. • Two Renfrewshire schools began their GROW journey with JPMorgan Chase in January 2026 • PT Pathways has supported West College Scotland with the launch of the Transition Link course and the revised Transitions 2 College course. • Two Renfrewshire schools began their GROW journey with JPMorgan Chase in January 2026. • Community Benefits programmes continue to provide valuable industry experiences for pupils across all 13 secondary schools, including site visits, work placements, and industry-awareness activities. • Creative Paisley launches on Monday 2 March, providing all S3 pupils across the 13 secondary schools with access to the region’s cultural, creative and visitor economy sectors along with related educational and career pathways. Page 78 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What we will do Due Date Status Progress update Contribute to the Council’s Workforce Plan and Strategic Recruitment and Talent Management Plan to enable us to meet workforce demands particularly in relation to Teaching and Social Work. 31-Mar-2027 Ongoing PRT and Early Career Teacher professional learning programmes. This included the opportunity for mock interviews for all in March. Evaluation of all aspiring leaders courses sent out in March – to be collated in April. One to one interview support for senior school leaders. Recruitment programme for the Into Headship qualification resulted in 7 primary applicants, 3 secondary and 2 ASN. All interviewed and being progressed to the course for session 2026-27. 12 Into Headship participants from Cohort 10 (session 2024-25) graduated in February 2026, over half with distinctions. 5 of the primary graduates are now in acting Headteacher posts and 2 in substantive Headteacher positions. In January 2 class teachers (1 primary & 1 secondary) appointed to join the Learning Estate Team. This is a new and exciting role which will utilise their expertise and knowledge of how schools operate to support future Learning Estate developments. Children’s Services Social Work are participating in a Graduate Apprenticeship Social Work Qualification course with UWS. Page 79 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Implementation of the Learning, Teaching and Assessment Strategy that clearly articulates the vision for planning and delivering high quality learning, teaching and assessment 31-Mar-2027 Attendance at the above training was low and Designing for Everyone had to be cancelled due to no uptake. Initial discussion had with secondary L&T group to discuss best way forward for CLPL in future – considering podcasts/videos. Foundations Papers – one page summaries of L&T approaches beginning to be added to the Renfrewshire Way site. Assessment & Moderation Working Group collating best practice for inclusion on the site in the new year. Individual school and increased Literacy materials added to the Renfrewshire Way site. Raise attainment and skills for learning, life, and work to enhance opportunities and choices for all our children and young people 31-Mar-2027 Target schools continue to support identified groups of learners. Baseline assessments have been completed and all interventions are now in place. Evaluations are being gathered to evaluate the impact of this work. We have introduced and implemented Phase 3 of the Targeted School Programme to raise attainment and close the poverty-related attainment gap across all literacy and numeracy measures for children living in SIMD 1 and 2 areas. Key actions include: • Identification of 17 target primary schools through detailed data analysis. • Deployment of additional staffing in these schools, funded through the Scottish Attainment Challenge (SAC). • Provision of bespoke support and CLPL for staff, delivered by Development Officers and colleagues with specialist expertise. • Ongoing monitoring and evaluation of baseline assessments and intervention strategies, supported by Development Officers. Page 80 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update We will embed the whole family wellbeing service and request for assistance process to ensure that families get the right support at the right time, based on need. 31-Mar-2028 Work is ongoing to embed whole family wellbeing with several events and groups being created. Case studies will be shared nationally through the Improvement Service. There is a video about the service which is to be launched in May and shared nationaly. The community team have completed their pilot of the FORT system as the request for assistance model, and it is currently being extended to incorporate the schools team and the interrupted learners team which should be launched by June 2026. The key development actions for the Family Wellbeing Service during 2025-26 will be included in the Education Improvement Plan. Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health. 31-Mar-2028 A comprehensive audit of Physical Education (PE) curriculum planners and current practice was undertaken across Renfrewshire schools. The audit involved engagement with children and young people, teaching staff, and key strategic partners, including OneRen and Education Scotland. The findings highlighted gaps in the explicit teaching of PE skills and in the progression of these skills from Early to Third Level. In response, specialist PE teachers are leading the development of a structured skills framework, a targeted training programme and the identification of key resources to support consistent and progressive delivery of PE across all stages. Early and First level frameworks have been completed and trialled in schools as well as feedback being sought from the Education Scotland HWB Officer. Work is underway to develop the Second Level framework and explore appropriate platforms for delivery of the framework. The skills framework will now be shared more widely with interested schools to be part of a pilot approach. Page 81 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Ensure robust action plans are in place to develop and align with the work of the Curricular Improvement Cycle. 31-Mar-2028 The central team have met with representatives from Education Scotland to raise awareness of the CIC. A presentation was shared with all head teachers to raise awareness of the ongoing work in this area and the timeframe for implementation. A number of head teachers are involved in national working groups representing Renfrewshire Council. This work is ongoing and headteacher involvement will be shared at upcoming Joint Head teacher Meetings. Focus on securing permanency arrangements for children where this is the best outcome. 30-Jun-2027 More can be achieved however, and consideration is being given to a whole system approach involving Social Work / Legal Services / SCRA and CHS. This approach would be similar to the Permanence and Care Excellence work that Renfrewshire was a pathfinder for more than a decade ago. The new project would be on a smaller scale but with the same ambitions. Discussions have been initiated with colleagues in legal services.. Implement the recommendations from the children at risk of harm inspection. 31-Mar-2027 RCPC’s updated Improvement Plan was approved in March 2025. It includes the improvement actions from the joint inspection of services for children at risk of harm in Renfrewshire and improvement actions from recent learning reviews. The priorities in the RCPC Improvement Plan are: • Voice of infants, children, young people and families (Inspection action) • Chronologies (Inspection action) • Data (Inspection action) • Mental Health Support (Inspection action) The Improvement plan is overseen by the Continuous Improvement Subgroup. The voice strategy has been approved and leads identified to take forward each of the priority areas. Work has progressed on all the priority areas. The data is being progressed by the new data team and will be fully embedded for next year. The end date has been amended to 31 March 2027. Review the impact of the social work re-design. 30-Nov-2026 The impact of the social work service redesign is monitored on an ongoing basis by capturing and analysing a range of relevant data. Indications are that the changes implemented as part of the service redesign are having a positive impact on service delivery. Page 82 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Provide support and intervention at the right level and the right time to allow children and families to move out of the system quickly when challenges are addressed and resolved. 30-Jun-2026 The new Front Door service is fully established and implemented. Continue to work with establishment leaders to support our children and young people with Additional Support Needs. 31-Mar-2028 Engagement with senior leaders took place through an Inclusion workshop at the Joint Head Teacher meeting, with further consultation with parents through the Parent Ambassador Group. Feedback identified a clear need for ongoing professional learning to build staff confidence and skills in supporting learners with additional support needs, alongside a stronger focus on timely and targeted intervention. This has led to the expansion of the FLR resource, the establishment of a working group to clarify and strengthen the role of the FLR resource, and the development of a coaching and modelling team within primary schools. A model of targeted in reach and outreach support has been implemented within Early Years, supporting practitioners to strengthen inclusive practice and adapt learning environments to meet a wide range of needs. This has improved children’s access to their educational entitlement at the earliest stage. Evaluation of the pilot has highlighted the need to review and clarify the criteria for the range of enhanced Early Years resources, to ensure that the most appropriate provision is allocated to meet individual needs. The Virtual Head role was piloted during this session and has supported the development of a quality improvement framework across secondary Flexible Learning Resources (FLR), promoting greater consistency and a shared vision. This has been informed by examples of effective practice identified through quality improvement visits. In parallel, a needs assessment is currently underway to inform the development of a Skills Academy, which will enhance provision for learners in the senior phase within the Flexible Learning Resource. Attendance remains strong overall across Renfrewshire, with high primary attendance and a smaller ASN attendance gap evidencing the positive impact of early intervention and inclusive practice. While secondary attendance is lower and the ASN gap wider, reflecting increasing complexity of need in line with national trends, targeted support continues to be a key focus. Attendance in ASN schools is a clear strength, with Renfrewshire performing above the national average (89.8% compared to 87.8%), highlighting effective support arrangements for pupils with complex needs. Overall patterns reinforce the importance of sustained, targeted approaches, particularly at key transition points into the senior phase. Page 83 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Managing and Reporting Violence and Aggression Incidents in Establishments Policy will continue to be embedded, ensuring that local processes are followed to track and monitor incidents resulting in appropriate interventions and supports being actioned. 31-Mar-2028 Training courses on the implementation of the refreshed Managing and Reporting Violence and Aggression Incidents in Educational Establishments policy is available both online and in person. To support the implementation of the refreshed policy, Managing and Reporting Violence and Aggression Incidents in Educational Establishments there continues to be a suite of training opportunities available to staff. Training includes: • The key points from the policy refresh; • Support with planning for distressed behaviour pre and post incident; • Suite of supports available. Support staff: A Teams session was delivered during the February in-service day session 24/25. A repeat of this will be available to new Support Staff and will be delivered on 18/02/26 9.30am - 11am Support staff will be able to sign up via a link which will be issued alongside a catalogue of support staff training being offered on the October and February in-service days. Training will continue to be delivered during session 2026–27. Education Managers and Heads of Service will continue to review VA data to monitor trends and inform targeted support. A revised, pupil centred approach to risk assessment will be piloted in a small number of schools, with learning from the pilot used to refine the approach prior to implementation across all establishments. Page 84 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What we will do Due Date Status Progress update Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families (CF) 31-Mar 2028 The 2026 Annual Report on Keeping The Promise in Renfrewshire was presented to the Education and Children’s Services Policy Board on the 12 March 2026 and is now published. Members of Renfrewshire’s Promise Strategic Oversight Group on the 13 March 2026 meeting were asked to share the report widely across their networks, ensuring strong visibility and awareness across services and partners. The report was also presented to the Audit, Risk and Scrutiny Board Meeting on Monday 16 March 2026 for the board’s note. The report highlights strong local progress, emphasising the inclusion of infants and recognising the need for sustained national alignment and investment. The report will continue to be shared locally and nationally through the Stories of Progress route. Following discussion at Renfrewshire’s Promise Strategic Oversight Group on 13 March 2026, the 2026–2029 Action Plan is now at final sign off. The plan has been developed through workshops in November, follow up sessions in December and January, and final refinements in February and March. All members of Renfrewshire’s Promise Strategic Oversight Group have had the opportunity to review and shape the plan. It will be published in both the Main Report and Pinky Promise (Easy Read) formats. Once approved, both versions will be issued and will form the basis for reporting on Promise related activity. In line with the pre election period, the plan will be appropriately launched and shared initially with Renfrewshire’s Promise Strategic Oversight Group. This three year plan includes built in flexibility to respond to changing needs and priorities and remains on schedule for senior leadership sign off for Spring 2026. Reporting will include annual progress reports, dashboard monitoring, and alignment with the Promise Progress Framework. Page 85 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Green What we will do Due Date Status Progress update Continue to work with other council services to deliver improvements to the school estate which offer a high degree of environmental sustainability and energy efficiency. 31-Mar-2026 Renfrewshire Council continue to work in partnership with 4 other local authorities as part of the Hub West Collaboration Group to consider and identify consistent and efficient measures to improve and maximise the sustainability of buildings, with a particular focus on the school estate. The group has supported the development of route maps to decarbonise each Council’s non-domestic estate, supporting a long-term strategic way forward. Key Council officers across Sustainability, Energy, Technical Services and Facilities Management are represented on the Learning Estate Project Board, ensuring environmental, sustainability and energy aspects are considered alongside the learning environment as part of all future planning and design. Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Engage and participate in Trauma Informed and Responsive Renfrewshire programme 31-Mar-2026 Progress continues to embed trauma-informed practice across Children’s Services. To date, over 423 colleagues have completed the trauma-informed iLearn module, with a significant proportion (94 colleagues, around 22%) from Children’s Services, supporting baseline awareness. This is complemented by the development of internal capacity, with a trained trauma-skilled facilitator based within the service, contributing to the delivery of trauma- skilled training locally. Children’s Services is represented on the TiRR Steering Group and has supported the development of key tools, including wellbeing walkthroughs, trauma-informed self-assessments and the trauma-informed policy framework and language guide. Colleagues will now support the rollout of these approaches across the service, alongside participation in self-assessment and walkthrough activity to reflect on current practice and identify any areas for improvement. Looking ahead, Children’s Services will contribute to the refresh of the TiRR Roadmap and colleagues will be able to take part in a trauma informed Community of Practice to support ongoing learning and improvement. Page 86 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Actively promote health and wellbeing support for staff 31-Mar-2027 Operational update in February 2025 for all senior leaders there will be a Health and Safety Team update from and an update on supports available for staff wellbeing from Organisational Development. Place the human rights and needs of every child and young person at the heart of service planning and delivery (UNCRC) 31-Mar-2027 We continue to promote and ensure the following aims are embedded in the service, • To ensure children’s rights are respected and protected in law in Scotland • Public authorities legally required to respect and protect children’s rights in their work • Public authorities required to proactively promote children’s rights • Unlawful for public authorities to act incompatibly with UNCRC Through engagement and participation, we will ensure the collective views, needs and aspirations of children, young people and families are met. 31-Mar-2027 The young leaders of learners programme has been developed further with 35 establishments now engaging in work relating to promoting pupil voice. YLL Celebration Events allowed Young Leaders to share their experiences and improvement actions and provide feedback on the programme. YLL staff training included 6 new schools who will join the programme in August 2025 – 4 primary schools, 1 ASN and 1 secondary. The Voice work treams are working on gaining the views of young people and families. YLL reciprocal school visits continued. Planning for sharing events has taken place with YLLs – Primary 8 June in Johnstone Town Hall and Secondary 10 June in Tweedie Hall. YLLs to present their journey to their peers. Quality assurance of the YLL programme carried out at 4 school visits. In partnership with the HSCP, closely collaborate with young people and their families to ensure a smooth transition to adult services. 31-Mar-2027 Multi-agency development sessions have taken place in 2024 & 2025. Consultation with senior leadership team in children’s services social work and adult service social work under HSCP. Work is ongoing to further develop practice, policy and procedures. Page 87 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values What we will do Due Date Status Progress update Take forward findings from Employee Survey and develop actions across the following three priority areas. 31-Mar-2028 A service action plan has been developed which will be shared with Departmental Management Team for approval.. Play a key role in the Reshaping Renfrewshire – Transformation Programme and associated workstreams. 31-Mar-2028 The Service is actively engaging with the transformation programme. The social work redesign has been in place for just over 9 months and is showing positive impact on outcomes. Engage with the Data Advisory Group to ensure data activities align with the Data Strategy Framework, cross- service data sharing opportunities are identified, and data improvement activities are carried out in a consistent manner across the organisation. 31-Mar-2026 The Service have continued representation on the Data Advisory Group, and a data plan has been included in the SIP. Data is embedded throughout all aspects of improvement. Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic medium and Gaelic learner education to Renfrewshire Council residents. 31-Mar-2026 Right to GME continues to be highlighted in P1 registration forms (November annually) and registrations have shown year on year increase, including registrations for August 26. These events have been highlighted by our Communications team via the Council’s social media channels and feedback from parents regarding promotional events has been positive. Page 88 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Indicators April 2026 Page 89 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Performance Key PERFORMANCE INDICATOR STATUS BELOW TARGET WARNING (within 10% of Target) ON TARGET NOT COMPARABLE DATA ONLY PERFORMANCE IMPROVING PERFORMANCE IN RANGE PERFORMANCE GETTING WORSE Page 90 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Target Percentage of Looked After Children cared for in the community 91.8% 90.3% 91.8% 92.7% 89.9% The proportion of looked after children residing in community settings has increased by almost 1%, to 92.7%. The majority of looked after children continue to be cared for within the community, either with their families or with alternative carers such as extended family or friends. This reflects the service’s ongoing commitment to prioritising family-based care wherever appropriate. While residential placements may be necessary for a small number of children and young people due to their individual needs, such arrangements are considered only when community-based care is not suitable. The overarching aim remains to support children in environments that promote stability, wellbeing, and continuity of care. This indicator is also reported annually through the Local Government Benchmarking Framework (CHN9: ‘Balance of care for looked after children’), which measures the percentage of children being looked after in the community. Page 91 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2025/2 6 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Targe t Percentage of accommodated Looked After Children placed with families 90.6% 87.6% 90.1% 90.3% 83% The majority of accommodated children continue to reside in family-based settings, typically with friends or relatives, which remains the preferred model of care. As of the end of December 2025, over 90% of accommodated children were placed in such settings going up very slightly since last quarter. Nonetheless, there are circumstances in which placement in a residential facility is deemed more appropriate, either to meet the specific needs of the child or as directed by a children’s hearing. Page 92 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Target Percentage of care leavers participating in employment, training or education 60% 74.5% 50.3% 46.7% 55% The percentage of care leavers with an open involvement of Throughcare team who were engaged in employment, education, or training is lower than in previous quarters. This is most likely due to a change in recording practice. At the end of Q4 2025/26, 46.7% of the 207 care leavers with an open relationship to the Throughcare team were positively participating in employment, education or training. The recording of this information is monitored on a regular basis. Percentage of care leavers who have had a period of homelessness in the last 6 months 3% 2.8% 7.4% 7.7% 0% The proportion of care leavers with a relationship of the Throughcare team who have experienced a period of homelessness in the past six months has increased. There were 16 individuals out of 207 care leavers. All individuals were accommodated either with family members, friends or provided with temporary homeless accommodation within Renfrewshire or in other Local Authority areas. Throughcare and Housing services continue to work collaboratively to prevent homelessness an to support care leavers in sustaining tenancies. Page 93 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Target The percentage of NEW clients subject to a new supervision order seen by a supervising officer within 1 week 71% 76% 80% 73% 85% The targets set for this and following 4 indicators remains exceptionally challenging due to uncontrollable variables(detailed in explanations). These were recently scrutinised and acknowledged by the Performance Board on 21/1/26. It acknowledged the complex and inter-reliant nature of the service user group /wider justice systems which both directly impact these targets and most significantly, are out with control of the JSW teams. Q4 Target was not met 47 out of 64 were seen on target Of the 17 cases not meeting target: • 8 failed to attend • 4 cited illness • 4 late notifications from external courts • 1 in paid employment preventing making appointment in timescale % of NEW unpaid work orders/requirement complete by the required date 78% 90% 67% 80% 75% 40 orders that completed were all on time. The remaining 10 were not completed because – • 4 revoked for Breach of order (failed to comply) • 6 revoked due to review (court decision) Page 94 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Target Percentage of NEW unpaid work clients seen within 1 working day of the order 66% 69% 71% 61% 70% 43 out of 71 were seen on target. Of the 28 cases not meeting target : • 1 already on Order or Supervision • 8 late notifications from other courts • 11 failed to attend • 2 subject undertaking paid employment • 1 in custody • 5 cited illness Percentage of NEW unpaid work clients receiving an induction within 5 working days of the order 69% 69% 77% 66% 75% 47 out of 71 received an induction on target. Of 24 cases not meeting target - • 5 Currently already on unpaid work order or Supervision (effectively been seen) • 11 failed to attend • 4 cited illness • 1 very late court notification • 2 undertaking paid employment • 1 in custody Page 95 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Target Percentage of NEW unpaid work clients beginning work placement within 7 working days of the order 71% 60% 55% 55% 65% 39 out of 71 cases met target Of the 32 cases not meeting target - • 6 clients already undertaking other UW order • 6 first direct contact occurred late - had knock on impact • 8 failed to attend • 1 in employment /vary start • 4 cited illness • 5 suitable work for needs /risks not available • 2 in custody Page 96 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 4 96.1% 95.7% 94% 96% 98% Renfrewshire remains ahead of the national figures and in line with the virtual comparator in this measure. In the 2024/25 leavers cohort, 96% of Renfrewshire pupils achieved literacy at SCQF level 4, compared with 93% nationally and 95% for the virtual comparator. The percentage of leavers in Renfrewshire achieving literacy at SCQF level 4 or above has remained relatively constant over the past 5 years. Targets for this measure were set before the pandemic. % of Leavers attaining numeracy SCQF Level 4 93.4% 93.0% 93% 93% 94% Renfrewshire is consistently ahead of national figures over 5 years and remains in line with the virtual comparator. In the 2024/25 leavers cohort 93% of Renfrewshire pupils achieved SCQF level 4 numeracy, compared with 91% nationally and 93% for the virtual comparator. At SCQF level 4, numeracy attainment above the national and virtual comparator has been a consistent trend over the previous 5 years. . Page 97 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of Leavers attaining literacy SCQF Level 5 87.1% 85.3% 83% 86% 88% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire is consistently in line with the virtual comparator and ahead of national figures in this measure. In the 2024/25 leavers cohort, 86% of Renfrewshire pupils achieved this measure, compared with 82% nationally and 85% for the virtual comparator. Targets for this measure were set before the pandemic. % of Leavers attaining numeracy SCQF Level 5 76.9% 75.3% 76% 77% 77% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire remains ahead of the virtual comparator and national figures in this measure. In the 2024/25 leavers cohort, 77% of Renfrewshire pupils achieved this measure, compared with 73% nationally and 77% for the virtual comparator. Renfrewshire remains in line with pre-pandemic levels, which is the most credible like for like comparison. Targets for this measure were set before the pandemic. Page 98 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Average total tariff score of all school leavers in Renfrewshire 984 933 941 975 907 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is ahead of 2018/19 leavers cohort, which was 923. Targets for this measure were set before the pandemic. Average total tariff score of leavers living in SIMD 30% most deprived areas 745 681 681 728 700 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Renfrewshire’s data follows national trends with an increase during this period which is now returning to post-pandemic levels. Renfrewshire is consistently ahead of the national figure in this measure but remains marginally below the virtual comparator. The latest data is ahead of the 2018/19 leavers cohort, which was 674. Targets for this measure were set before the pandemic. Page 99 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Percentage gap in average total tariff score of school leavers resident in SIMD 30% most deprived and those from the 70% least SIMD deprived Renfrewshire areas. 32% 36% 38% 54% 28% The size of the gap between pupils living in most and least deprived areas has increased further in 2024/25. This is because the average total tariff score of leavers from the 70% least deprived SIMD areas increased more than those from the 30% most deprived SIMD areas. Please note - leavers in the 2020, 2021 and 2022 cohorts experienced alternative assessment methods to pre-pandemic cohorts and therefore data should be treated with caution as it is not a direct comparator with previous years. Average Total Tariff Score of Looked After Children (school leavers) 328 320 283 353 340 It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. There is a high degree of variability in this data due to small cohorts. The 2024/25 data is ahead of pre-pandemic levels; in 2018/19, this figure was 280. Targets for this measure were set pre-pandemic. Page 100 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Gap between the Average Total Tariff Score of Looked After Children (school leavers) and that of the total Renfrewshire leavers cohort 67% 66% 62% 64% 63% It is not possible to make a like for like comparison to previous years within this measure due to the cancellation of exam diets in 2020 and 2021. Attainment of both care experience pupils and the general cohort have followed similar patterns over this period. The percentage gap between the average total tariff score of care experienced school leavers and the general leavers cohort has increased by 2 percentage points since 2023/24. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 15.4 16 14 9 10 The size of the attainment gap has decreased by 6 percentage points since 2023-24 as a result of increased attainment of pupils living in SIMD 30% most deprived areas. The size of the gap is the lowest in the previous 7 years at 9 percentage points. Pupils living in most deprived areas were more significantly impacted by the pandemic which caused these gaps to widen. The data indicates that positive progress has been made to rectify this, and the size of the gap is now lower than in 2018-19. Page 101 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils living in 30% Most Deprived areas and those living in 70% Least Deprived Areas (SIMD) 13.4 11 11 9 9 The size of the attainment gap has decreased by 2 percentage points since 2023-24 as a result of improved attainment of pupils living in SIMD 30% most deprived areas. The size of the gap is the lowest in the previous 7 years. Pupils living in most deprived areas were more significantly impacted by the pandemic which caused these gaps to widen. The data indicates that positive progress has been made to rectify this, and the size of the gap is now lower than in 2018-19. Page 102 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Literacy between pupils entitled to Free School Meals and pupils not entitled 21 22 18 22.1 15 Please note that due to changes in free meal entitlement these comparisons are not reliable. Previous years data will include P4 attainment which is now covered under universal provision. In 2024/25, the size of the attainment gap has increased to similar levels in 2021/22. Attainment of pupils entitled to Free School Meals is 3 percentage points higher than pre- pandemic levels (2018/19), and 7 percentage points higher than in 2021/22. Percentage Point Gap in % Pupils Achieving Expected Level for their stage in Numeracy between pupils entitled to Free School Meals and pupils not entitled 17 18 14 17 14 Please note that due to changes in free meal entitlement these comparisons are not reliable. Previous years data will include P4 and P5 attainment which is now covered under universal provision. The size of the attainment gap has decreased since 2022/23 and is now lower than in 2021/22. Attainment of pupils entitled to clothing grants is in line with pre- pandemic levels at 17 percentage points. This is an increase since 2023-24 but lower than the previous 3 years. Page 103 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of School leavers in a positive destination 96.% 96.4% 97.1% 97.9% 98% The percentage of leavers entering a positive destination in Renfrewshire has remained consistent at 97.9% - an increase of 0.77 percentage points since 2023/24. This will continue to be monitored over the next year. Page 104 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2022/23 2023/24 2024/25 2025/26 Target Explanation of Performance Value Value Value Value No of foundation apprenticeships accessed by Renfrewshire school pupils 14 21 57 30 45 Currently there are 30 young people accessing a young apprenticeship for the academic session 2025-26. A richer curriculum is currently offered at school that includes a wide range of new courses and creates additional opportunities for young people. We will continue to work with West College Scotland to provide attractive options for young people and intend to grow this number year after year as part of the wider goal of positive post-school destinations for all young people. Percentage of pupils satisfied with establishments Education Scotland Survey 77.3% 82.6% 75.8% N/A 100% Figures for this indicator are taken from pupil responses to surveys sent out by inspectors; in this case, it is the proportion responding positively to the statement “I enjoy learning at my school”. As such, they relate to a proportion of pupils in a small number of schools. Schools inspected in 2024/25 were Kirklandneuk Primary School, Bargarran Primary School, Mossvale Primary School & Nursery Class, Kilbarchan Primary School and Gleniffer High School. This measure does not take into account other statements which cover the broader aspects of school life, such as pastoral care, extracurricular activities, and the relationships between pupils and staff. Page 105 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2021/22 2022/23 2023/24 2024/25 Target Explanation of Performance Value Value Value Value % of children attending school (Primary) 92.6% 92.8% 93.1% 93.8% 95.5% Renfrewshire primary schools have worked hard to maintain a strong level of attendance, with a further increase from 2023/24. This is the fourth consecutive increase following the pandemic. National and virtual comparator data for the 2024/25 school term will be available in Spring 2026. % of children attending school (Secondary) 87.1% 86.9% 86.8% 87.6% 91% Renfrewshire secondary schools have worked hard to maintain attendance in challenging circumstances since the pandemic. The latest data shows an increase in attendance since 2023/24 which has previously been static over the previous 3 years. National and virtual comparator data for the 2024/25 school term will be available in Spring 2026. Page 106 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Indicator Status Short Term Trend Long Term Trend 2022/23 2023/24 2024/25 2025/26 Target Explanation of performance Value Value Value Value % of young people choosing to stay onto S5 (as % of S4 roll at September previous year) 92.1% 89.5% 91.4% 90.7% 92% The percentage of pupils staying on to 5th year has decreased in comparison to 2024/25. There is no national comparator data for this specific measure at present. % of young people choosing to stay onto S6 (as % of S4 roll at September two years before) 66.4% 62.6% 62.8% 65.8% 71% The percentage of pupils staying on to 6th year has increased by 3 percentage points since 2024/25. Education for the senior phase has a strong focus on personal development and employability skills as well as on academic attainment, and support is offered to ensure positive post- school positive destinations for all. No comparator data is available at present. Page 107 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2024/25 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Target % of Stage 1 complaints responded to within timescales agreed with customers 100% 88% 100% 100% 95% Children Services have completed 12 Stage 1 complaints in Q4; 11 were to Education and 1 to Social Work. All were completed within target timescales. This maintains the performance from Q3 of 2025- 26. An additional 2 complaints are still being worked on. % of Stage 2 complaints responded to within timescales agreed with customers 90% 91% 100% 95% 95% Children Services have completed 94 investigation (stage 2) complaints in Q4; 78 to Education and 16 Social Work. 77 Education and 12 Social Work complaints were completed with targeted timescales. This represents an 5 percentage point decrease on Q3. A further 13 stage 2 complaints are still being processed. % of FOI requests completed within timescale by Children's Services 83% 79% 74% 83% 100% 83% of FOIs were completed within timescales for Q4 of 25/26. For Q4, Children's Services received 54 FOIs; 41 Education and 11 Social Work. All 9 that were completed outwith timescales were from Education. There were 2 FOIs allocated to both Social Work and Education, both went out on time. Page 108 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living our Values Indicator Current Status Short term trend Long term trend Q1 2025/26 Q2 2025/26 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Completion rate of corporate induction within 30 days of starting employment with the Council. New Indicator 6% 9% 1.1% 5% This covers the number of new starts within Children’s Services who completed all nine induction modules on iLearn within the first 30 days of employment. There were 96 new starts in Children’s Services in Q4 2025-26*. 35 were teachers and 81 were local government (non-teachers). 5 new starts completed all 9 Induction Modules on iLearn within 30 days of their start date. All those who completed within timescales were non-teachers. Completion rates of mandatory training courses. New Indicator 46% 61% 65% 74% Mandatory course completion figures cover the completion percentage at the end of Q4 for colleagues in Children’s Services with the Terms Local Government, Chief Officer, Teacher and Advisor/Psychologist. Children Services had 74% of colleagues with completed mandatory training in Q4. This represents 67% of teachers and 85% of non-teaching colleagues completing training. Completion rates of Personal Development Plans. New Indicator This is a new indicator. Data will be available in future updates. Page 109 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Management Information Indicator Q1 2025/26 Q2 2025/26 Q3 2025/26 Q4 2025/26 Explanation of performance Value Value Value Value Percentage of children registered in this period who have previously been on the Child Protection Register 2.9% 18.7% 26% 14% There were 42 new CP registrations between January and March 2026; Of the CP registrations in this period, 6 children had previously been registered. Of those 3 were from the same family. Re-registrations are monitored as part of the Renfrewshire Child Protection Committee’s performance management to ensure that there have been no inappropriate de-registrations. Number of children on the Child Protection Register at quarter end date 67 78 93 94 As of the end of Q4 in 2025/26, 94 children were listed on the Child Protection Register (CPR). During this period, 43 children were newly registered, while 42 were removed from the register. 2 were added and removed from the Register during the quarter. The Renfrewshire Child Protection Committee monitors trends in child protection activity and receives regular reports detailing a range of performance indicators. Please note that there are no targets for these indicators Page 110 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2025 – 28 Outturn Report Page 111 of 202
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1 PUBLIC _________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 May 2026 __________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children’s Services 2026-2029 Service Improvement Plan ___________________________________________________________________ 1. Summary 1.1. The Service Improvement Plan for Children’s Services sets out our priorities for the three-year period 2026–2029. It outlines what we aim to achieve, the key actions we will take, when these will be delivered, and how we will measure our progress. 1.2. This Plan sits alongside the wider suite of strategic documents that guide both the service and the Council as a whole, including the Council Plan, Community Plan, Risk Management Plan and Workforce Plan. 1.3. The full-Service Improvement Plan is attached to this report. It includes our Performance Indicators and a detailed Action Plan structured around the Council Plan themes. A mid-year progress update will be presented to the Education and Children’s Services Policy Board in Autumn 2026. __________________________________________________________________ 2. Recommendations 2.1. It is recommended that the Education and Children’s Services Policy Board: (a) Notes the content of the attached Service Improvement Plan; (b) Approves the updates to the action plan and performance indicators outlined in Section 5; (c) Notes that a mid-year progress report, including updated Performance Indicators and Action Plan, will be presented to the Board in Autumn 2026. __________________________________________________________________ Item 8 Page 113 of 202
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2 PUBLIC 3. Background 3.1. Renfrewshire Council’s Children’s Services oversee a wide range of support for children, young people, and families. This includes early learning and childcare, universal services such as primary and secondary education, and social work services for children and families. The service also delivers justice social work, along with targeted and specialist support for those with specific needs. These include child protection, education for children and young people with additional support needs, mental health and addictions support, and the management and rehabilitation of individuals who have committed offences. 3.2. Our approach remains firmly centred on prevention, early intervention, and providing additional support to those who are most vulnerable. Although children’s health services are delivered through Renfrewshire’s Health and Social Care Partnership (HSCP), both organisations share a key priority: maintaining strong, integrated working to improve outcomes for children and young people. 3.3. The Service Improvement Plan sets out the outcomes the service aims to deliver, and the actions required to achieve them. It sits within the Council’s wider planning framework, aligning with Community Planning themes and Council priorities. The Plan also provides elected members with clear oversight of service developments and supports informed policy decisions that balance the needs of children, young people, families, and communities with the resources available. __________________________________________________________________ 4. Service Improvement Plan 2026-2029: What do we want to achieve? 4.1. All Council services continue to operate in a challenging environment. Our communities are experiencing significant cost-of-living pressures, and we will respond by tackling the root causes of inequality. Schools and children’s social work services are also seeing rising levels of need and demand, driven in part by the financial difficulties many households are facing. 4.2. Over the next three years, Children’s Services will play a central role in Renfrewshire’s local response to poverty. We will use data and insight to target resources where they can have the greatest impact and to improve outcomes for children and families currently experiencing poverty. This work complements the commitments set out in the Council Plan 2022–2027, the Renfrewshire Children’s Services Partnership Plan, the Education Improvement Plan, and the Fairer Renfrewshire Programme. 4.3. In line with the United Nations Convention on the Rights of the Child (UNCRC), we will ensure that children and young people’s voices are heard and included, and that their human rights are upheld. Their rights will be central to the Page 114 of 202
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3 PUBLIC planning and delivery of all services that affect them. Children’s Services will support Renfrewshire’s response to UNCRC by promoting awareness of children’s rights not only among children and young people, but also among adults. 4.4. By maintaining robust child protection procedures, we will safeguard the most vulnerable members of our communities, including children and young people at risk of harm. Our refreshed Equally Safe Strategy will be implemented across all services, including education settings, reinforcing our commitment to ending violence against women and girls and ensuring safety for all. Justice services will also review and develop the unpaid work scheme to improve outcomes for both individuals and communities. 4.5. Children’s Services are committed to supporting and nurturing our children, families, and communities through our whole-family wellbeing approach. We will continue to promote early and preventative intervention, and support children, young people, and their families as they prepare for the transition to adult services and greater independence. We aim to engage with, and encourage the participation of, children, young people, and their families to ensure their needs are met, and we will work closely with key partners to support good physical and mental health for all our children and young people. 4.6. The Scottish Government’s Promise Implementation Plan and The Promise Plan 2024–30 were published in Summer 2024, marking an important stage in Renfrewshire’s contribution to the wider 10-year programme. Children’s Services will continue to take this work forward through mapping and planning sessions that consider the broader implications for all Council services, including our planning, priorities, and governance arrangements. 4.7. We will continue to strengthen our approach to planning and future proofing our learning estate, showing commitment to developing modern, energy efficient and fit for purpose buildings, and creating an inclusive environment to allow children and young people to thrive. 4.8. Closing the poverty-related attainment gap remains a priority for Children’s Services. Central to this effort will be to improve the attainment and achievements of our learners through effective use of data, targeted approaches, the implementation of a learning and teaching strategy, and robust systems for assessment, tracking and monitoring. 4.9. We remain committed to collaborating with establishment leaders to provide ongoing support for children and young people with additional needs throughout their education. Additionally, we will ensure that vulnerable young people receive the guidance they need to achieve and maintain positive opportunities beyond school. 4.10. Ensuring that Renfrewshire’s young people go on to the best post school destination is a key commitment. Renfrewshire has the second highest Page 115 of 202
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4 PUBLIC percentage of young people going on to positive destinations in Scotland and we will continue to work to maintain this high standard. 4.11. We are committed to ensuring that compulsory supervision within the children’s hearing system is used only when it is in the best interests of the child and in line with national policy. Our focus will be on securing permanency arrangements for children where this represents the best outcome. Ultimately, we aim to support children, young people, and their families as they prepare for the transition to adult services and greater independence. 4.12. Following the redesign of children and justice social work services, we will review and evaluate progress and develop a new operating model for Children’s Services. This will support the effective delivery of our key workforce priorities and help ensure the health, safety, and wellbeing of our staff. 4.13. We will support the safe and effective shift in the balance between the use of custody and justice delivered within the community. Our focus will be on strengthening community-based interventions that reduce reoffending, promote rehabilitation, and improve outcomes for individuals and communities. This approach aligns with national policy and reflects our commitment to delivering justice responses that are proportionate, evidence-based, and centred on public safety. ______________________________________________________________ 5. Proposed changes to the Action Plan and Performance Indicators 5.1. The action “Contribute to the refresh of the Trauma-Informed and Responsive Renfrewshire Roadmap and participate in the trauma-informed Community of Practice to support ongoing learning and improvement” will continue to strengthen our baseline understanding of the impacts of trauma across the service. 5.2. We have also included actions that align with the Council’s corporate priorities on Artificial Intelligence, staff wellbeing, and tackling racism. These include: • Actively supporting the Council’s Living Well, Leading Well programme, including driving service-level improvements in the management of staff absence. • Supporting Year 1 of the AI Transformation Programme to ensure Children’s Services contribute to, and benefit from, the safe and effective use of AI across the organisation. • We will increase our understanding of racism and how to respond to racist incidents. Page 116 of 202
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5 PUBLIC 5.3. As agreed by the Board on 30 October 2025 a revised suite of performance indicators has now been developed for the service. 5.4. Education indicators have been adjusted to bring us in line with national data reporting. Several Local Government Benchmarking Framework indicators have been adopted into the Service Improvement Plan to ensure consistency with national figures. 5.5. The Justice Social Work indicators have been updated to better reflect the improvement needs of the service. The indicators going forward will be: • Number of diversion from prosecution cases successfully completed by 31 March • Number of bail supervision cases successfully completed by 31 March • Percentage of new unpaid work orders/requirements completed within the required timescale __________________________________________________________________ 6. Monitoring progress 6.1. Progress on the implementation of the Service Improvement Plan is regularly monitored by the extended Senior Leadership Team and will be reported to the Education and Children’s Services Policy Board on a six-monthly basis. A mid-year review of progress will be presented to the Board in Autumn 2026, with the annual outturn reported in Spring 2027. Implications of the Report 1. Financial – The Service Improvement Plan highlights resourcing pressures arising from increasing demand for services and the current financial environment. 2. HR & Organisational Development – The Service Improvement Plan also highlights workforce development and wellbeing considerations. 3. Community/Council Planning – The report details a range of activities which reflect Council and Community Planning themes and a direct link to the delivery of the Council Plan. 4. Legal – none. 5. Property/Assets – none. Page 117 of 202
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6 PUBLIC 6. Information Technology – Service developments relating to information technology are key enablers of service improvement, modernisation, and support service-level and corporate objectives. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – none. 9. Procurement – none. 10. Risk – Risks related to the delivery and management of services are regularly monitored and included in Renfrewshire Council’s Corporate and Strategic Risk Registers. 11. Privacy Impact – none. 12. COSLA Policy Position – none. 13. Climate Change – Actions and performance indicators aligned to Strategic Priority 4: Green, of Renfrewshire’s Council Plan, highlights activities across the Council to tackle climate change. ___________________________________________________________________ List of Background Papers: None ___________________________________________________________________ Author: Andrew Voysey, Senior Policy Officer Contact Officer: Yvonne Farquhar, Policy Manager (People) Appendix I: Service Improvement Plan 2026-2029 ___________________________________________________________________ Page 118 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2026 –29 Page 119 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Welcome to our Service Improvement Plan I am delighted to introduce the 2026-2029 Service Improvement Plan (SIP) for Children’s Services. The plan sets out our vision for the three years ahead, and how we as a team will help ensure the organisation delivers on the strategic outcomes set out in the Council Plan. Councils everywhere are facing a very challenging financial context over the years ahead, while the cost-of-living crisis and poverty-related inequalities will continue to affect our communities. So that makes it even more important we have a clear sense of direction on how to focus our resources to deliver on what’s most important – helping deliver the best start to life for Renfrewshire’s children and young people. Our service has delivered some major successes in recent years – having been recognised for sector-leading good practice, while achieving improved outcomes for our children, young people and families. The plan sets out where we can continue and build on that over the next three years. Our areas of focus will include putting children and young people at the heart of our services, tackling the impact of poverty, protecting the most vulnerable, raising attainment for all, and creating the best possible environment for our children and young people to thrive. That will mean a team effort across the service, the wider council and our partners. I look forward to working with all of you to do that. Janie O’Neill Director of Children’s Services Page 120 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level The Director of Children’s Services is the Council’s Chief Education Officer and is supported by three Heads of Service: two Heads of Education and the Head of Children and Justice Social Work who is also the Chief Social Work Officer for the Council and the Health and Social Care Partnership. Children’s Services are responsible for the delivery of early learning and childcare, primary and secondary education, social work services to children and families, and justice social work services. The services provides universal services such as education, and targeted and specialist services for specific identified needs. Our specialist provision includes child protection services, provision of education to children and young people with additional support needs, mental health and addictions services for children and young people, and management and rehabilitation services for people who have committed offences. Children’s Services - about us Director of Children’s Services Janie O’Neill Head of Children and Justice Social Work John Trainer Head of Education Emma Henry Head of Education Gerard McLaughlin Page 121 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Children’s Services Primary Primary education in 50 schools, 23 of which have an early learning and childcare (ELC) class. Commitment to children and young people with additional support needs through our 2 ASN schools, mainstream and flexible learning resources. ASN ELC Early Learning and Childcare (ELC) is provided across 15 standalone centres. Secondary Secondary education in 11 schools. Children's Houses and Throughcare 4 children’s houses. Throughcare support including supported accommodation for young people leaving care and a dedicated UASC team. Frontline social work services to children and their families From Front Door services to longer term support. Central Education Team Literacy, numeracy, health and wellbeing, data literacy and research. Fostering, Adoption and Kinship Carers Providing dedicated assessment of and support to foster carers, kinship carers and adopters. Justice Social Work Services Provides a range of services to people involved in justice processes. Page 122 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Resources and Risks BUDGET The Children’s Services revenue budget for 2026/27 is approximately £284m, equating to almost half of the Council’s General Services budget. As part of the capital budget, over £51m will be invested in 2026/27 in Schools and Early Years establishments, with £271m to be invested over the period 2026/27 to 2035/36. RISK MANAGEMENT The Council’s risk management arrangements are well established with all strategic, corporate and service risks being reported to the Audit, Risk and Scrutiny Board. Children’s Services risks are detailed in the following table: Strategic risks • Reducing Inequalities - very high • Migration and Asylum Impact –high Corporate Risks • Financial Sustainability – very high • Cyber Security –very high • Learning Estate Strategy –very high Service Risks • Temporary funding streams ending – high • Managing Violence and Aggression –high • Additional Support for Learning –high • Availability of foster care placements-high • Multi-agency resource to meet the needs of children and young people with complex needs -high • Pupil Attendance and Exclusions –moderate • 21 hours non-class contact time –moderate • Home to School Transport –moderate • Secondary school curriculum choice -moderate • Recruitment of social workers (nationally) -moderate Page 123 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Data Strategy The Council’s Digital Strategy includes Smart Data Workstream tasked with improving the management and exploitation of data in a consistent way across our services, leading to the improvement of the Council’s capabilities around data. As part of the Smart Data Workstream an organisation-wide data governance group has been created which includes data specialist representatives from all services. Service data strategies have been developed since 2024 to address gaps and improve the management and exploitation of business-critical data. In 2026/27, the service will: Through evidence-based data driven decision making we will improve outcomes for children, families and communities. • Increase cross-sector working to create consistent data approaches and share best practice. • Expand data literacy training offer across Children’s Services. • Increase awareness of data analysis across all teams within Children’s Services. Barriers • Service re-designs have impacted resources available for analysis & reporting. • Limitations within management information systems. • Actions identified from analysis may not be achievable in financial climate. Data Network Group to identify key areas for improvement relating to consistent approaches & roles/ responsibilities Improved data processes to reduce duplication and manual error Wider rollout of data literacy programme to all teams Increased sharing of analysis across teams Page 124 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Cost-of- Living-Crisis Humanitarian Support and Resettlement UN Convention on the Rights of the Child The Promise Included, Engaged and Involved Tackling the poverty-related attainment gap Identification and protection of vulnerable children and young people Vision for Justice in Scotland Whole Family Wellbeing National Improvement Framework Climate Change Education Reform National Social Work Agency National Context Page 125 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Local Context Our Values Our Values describe our promise to our communities, staff, and partners. They guide how we deliver services and make decisions. Council and Community Plans Our Council Plan and Community Plan set the strategic framework for our organisation and describe what we want to achieve for Renfrewshire Fairer Renfrewshire Programme Brings together existing programmes of work focused on achieving fairness and equity, and tackling the inequalities that exist across Renfrewshire’s communities. Best Value Aims to ensure good governance; manage resources effectively; focus on improvement; and, most important of all, deliver the best possible outcomes for local people. Learning Estate Strategy Our most ambitious and high-value investment programme to achieve our long-term strategy to “create the best possible learning estate to allow children and young people to thrive”. Gaelic Language Plan Renfrewshire Council is committed to providing Gaelic education opportunities for our residents and those who wish to undertake this in future through our Gaelic Language Plan 2024 – 2029. Equalities, Diversity and Inclusion Every area of work within the Council has a role to play in promoting equality and diversity. The Equality Act 2010 protects people from unfair treatment and asks public bodies to show how they make a positive difference to equality groups. Mental Health & Wellbeing Deliver supports that are accessible, early-intervention-focused, and rooted in need. Public Protection Creating a safe, fair community by identifying and responding to risk of harm to children and young people and managing people who have high risk offending behaviour. Page 126 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Raise attainment, achievement and enhance learning and teaching in an inclusive environment Protect the most vulnerable members of our communities, including children and young people who are at risk Place children and young people’s human rights at the heart of the planning and delivery of services that affect them Create the best possible learning estate to allow children and young people to thrive Reduce child poverty in Renfrewshire and improve outcomes for children and families currently living in poverty Support and nurture our children, families and communities Support the shift of the balance between the use of custody and justice in the community, safely Invest in and develop our workforce, in partnership with our people Key Priorities Page 127 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Focus 2026/27 • Continue to embed The Promise across services to ensure lasting, meaningful change. • Enhance our early intervention and preventative approach to thewhole family wellbeing • In accordance with UNCRC, develop our approach strengthen the voices of children and young people • Implement recommendations from Learning Reviews promoting learning and development across the partnership. • Achieve permanence for children who need it • Improve the planning and process for transition to adult services and greaterindependence • Review the use of compulsory supervision where it is in the children’s interests and reflects national policy • Refresh the Equally Safe Action Plan in line with national developments and in partnership with those with lived experience of gender-based violence • Implement the Caledonian system, working with men convicted of gender-based violence offences Page 128 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Our Focus 2026/27 • Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health • Play a critical part in ourlocal response to poverty, sharing data and insight to direct resources to areas of greatestimpact • Reduce the poverty related attainment gap and improving attainment of our lowest 20% of learners • Implement and align the work of the Curricular Improvement Cycle • Deliver our strengthened approach to planning and future proofing our learning estate • Multi-agency resource to meet the needs of children and young people with complex needs • Embed effective attendance and inclusion strategies that proactively support learners, leading to sustained improvements in attendance and reductions in exclusions • Build on the success of our school leavers entering positive destinations, undertake a deep-dive into the data to ensure that additional support is provided for those who need it • Effective delivery of our key workforce priorities to support the health, safety, and wellbeing of our staff Page 129 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan Children’s Services Action Plan and Performance Indicators Page 130 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What will we do? What difference will we make? Who is leading this? When will we do this by? Progress development work in relation to the priority schools identified in the Learning Estate Management Plan – a) Paisley Grammar School Community Campus b) Extension and Adaptations to Park Mains High School c) A New Dargavel Primary School Pupils and staff enjoy a modern, fit for purpose, learning estate which supports learning and achievement. Head of Education (Strategy & Improvement) Learning Estate Strategy and Delivery Manager a) 31 August 2026 b) 31 August 2027 c) 31 August 2027 A digital strategy will be developed, implemented and evaluated for children, young people and families which will focus on Transformation, Capacity Building and Innovation In line with the corporate digital strategy, our children, young people and families will have a successful digital experience that supports learning and is seamless, integrated, consistent and personalised. Digital Learning and Link Manager 31 March 2027 Page 131 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Place What will we do? What difference will we make? Who is leading this? When will we do this by? Implement the priority actions from the National Strategy for Community Justice with our Community Justice partners Enhance intervention at the earliest opportunity by ensuring greater consistency, confidence in and awareness of services which support the use of direct measures and diversion from prosecution. Enhance community integration and support by increasing and promoting greater use of voluntary throughcare and third sector services. Community Justice Lead Officer 31 March 2027 Continue to implement ‘Equally Safe at School’ policy A whole school approach to preventing and eradicating violence against women and girls, with staff and students working together with a shared understanding and commitment to equality and safety for all. Education Manager (Quality Improvement and Health & Wellbeing) 31 March 2027 Implement Renfrewshire’s Equally Safe Strategy Preventing and eradicating violence against women and girls. Children’s Services Manager (Front-Door Services) 31 March 2028 Page 132 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Economy What will we do? What difference will we make? Who is leading this? When will we do this by? Contribute to the Council’s Workforce Plan and Strategic Recruitment and Talent Management Plan to enable us to meet workforce demands particularly in relation to Teaching and Social Work Creating a high performing and sustainable workforce capable of meeting the Council’s future challenges. Education Manager (Leadership & Professional Development) Strategic Manager (Children and Justice Social Work) 31 March 2027 Working in partnership with Skills Development Scotland, West College Scotland, Invest in Renfrewshire and Developing the Young Workforce West, we will ensure planned robust approaches to supporting our most vulnerable learners into positive, sustained destinations This will provide a coordinated approach to ensuring that all young people, particularly the most vulnerable, are given the best opportunities and supports to move into positive future pathways. Education Manager (Developing the Young Workforce) 31 March 2028 Page 133 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? Implementation of the Learning, Teaching and Assessment Strategy that clearly articulates the vision for planning and delivering high quality learning, teaching and assessment All staff will be aware of the Renfrewshire Vision for learning, teaching and assessment and features of highly effective practice and will begin to use them in their practice. All practitioners are provided with the opportunity to learn from and share highly effective practice. All staff will be empowered and supported to strengthen their practice through collaboration and professional learning. Learners’ experiences will improve as the vision for highly effective practice is realised in each establishment. Education Manager (Assessment & Moderation) 31 March 2027 Raise attainment and skills for learning, life, and work to enhance opportunities and choices for all our children and young people Close the educational attainment gap for our care experienced children and young people. Ensuring equality through targeted improvement activity in literacy, numeracy and health and wellbeing Improve attendance and monitor exclusions and provide help to parents and carers to support their children and young people to meet their educational needs. Heads of Education 31 March 2027 Page 134 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? The Promise Strategic Oversight Board and workstreams will progress and ensure Renfrewshire ‘Keeps the Promise’ and delivers improved outcomes for individuals who are care experienced, wherever possible keeping children within their families (CF) Continue to progress Renfrewshire’s response to KeepingThe Promise The Promise Manager 31 March 2027 (CP) 31 March 2028 (SIP) (overall programme until 2030) We will embed the whole family wellbeing service and request for assistance process to ensure that families get the right support at the right time, based on need The request for assistance process will enable families to reach in for support themselves and is a one door approach for professionals to seek stage 1 support for families which will include access to our funded third sector partners. This will result in improved family wellbeing outcomes, reduced number of crisis and social work interventions and improved access to early intervention and prevention services. Children’s Services Manager (Protection and Commissioning) 31 March 2028 Work collaboratively with our key partners to ensure our children and young people enjoy good physical and mental health We will have improved physical and mental health for our children, young people, families and communities Service Improvement Manager Education Manager (Quality Improvement and Health & Wellbeing) 31 March 2028 Page 135 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? Focus on securing permanency arrangements for children where this is the best outcome Ensure that children who cannot safely remain in the care of their birth parents have a permanence decision six months after becoming accommodated and have a permanence plan agreed within 12 months of becoming accommodated. Social Work Strategic Manager (Depute Chief Social Work Officer) 30 June 2026 Implement the recommendations from the children at risk of harm inspection Ensure that robust child protection responses are in placeand implement the recommendations from the children at risk of harm inspection. Head of Children and Justice Social Work (Chief Social Work Officer) 31 March 2027 Review the impact of the social work re- design Clarity about the impact of the service re-design upon delivery of key objectives leading to improvement and adaptation where required. Social Work Strategic Manager (Depute Chief Social Work Officer) 30 November 2026 Page 136 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair What will we do? What difference will we make? Who is leading this? When will we do this by? Ensure robust action plans are in place to develop and align with the work of the Curricular Improvement Cycle This systematic review of the Scottish curriculumwill ensure it remains up to date and relevant for all children and young people. Head of Education (Attainment, Inclusion & Wellbeing) Education Manager (Assessment & Moderation) 31 March 2028 Continue to work with establishment leaders to support our children and young people with Additional Support Needs Ensure that resource is allocated effectively and equitably in line with the staged intervention framework, supporting Renfrewshire’s children and young people to access an appropriate education. Head of Education (Attainment, Inclusion & Wellbeing) Education Manager (ASN & Inclusion) 31 March 2028 Managing and Reporting Violence and Aggression Incidents in Establishments Policy will continue to be embedded, ensuring that local processes are followed to track and monitor incidents resulting in appropriate interventions and supports being actioned Continue to support establishments to embed new policy and signpost to the related training opportunities to support this both universally and targeted. Head of Education (Attainment, Inclusion & Wellbeing) Education Manager (ASN & Inclusion) 31 March 2028 Page 137 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicators – Financial Year Last Updated Value Target Proportion of children being looked after in the community Q4 2025/26 92.7% 89.9% Percentage of accommodated Looked After Children placed with families Q4 2025/26 90.3% 83% Percentage of care leavers participating in employment, training or education Q4 2025/26 46.7% 55% Percentage of care leavers who have had a period of homelessness in the last 6 months Q4 2025/26 7.7% 0% Number of diversion from prosecution cases successfully completed by 31 March New Indicator 83% Number of bail supervision cases successfully completed by 31 march New Indicator 68% % of NEW unpaid work orders/requirement complete within required timescale Q4 2025/26 80% 85% Page 138 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicator – Academic Year Last Updated Value Target % of Leavers attaining literacy SCQF Level 4 2024/25 96% 98% % of Leavers attaining numeracy SCQF Level 4 2024/25 93% 94% % of Leavers attaining literacy SCQF Level 5 2024/25 86% 88% % of Leavers attaining numeracy SCQF Level 5 2024/25 77% 77% Overall average total tariff 2024/25 937.78 *LGBF Data Average total tariff SIMD quintile 1 2024/25 647 *LGBF Data Average total tariff SIMD quintile 2 2024/25 786 *LGBF Data Average total tariff SIMD quintile 3 2024/25 993 *LGBF Data Average total tariff SIMD quintile 4 2024/25 1,165 *LGBF Data Average total tariff SIMD quintile 5 2024/25 1,258 *LGBF Data No of foundation apprenticeships accessed by Renfrewshire school pupils 2025/26 30 455 Percentage of adults satisfied with local schools 2024/25 64% *LGBF Data * LGBF data will be compared to national and family group statistics Page 139 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicator – Academic Year Last Updated Value Target Average Total Tariff Score of Looked After Children (school leavers) 2024/25 353 340 Gap between the Average Total Tariff Score of Looked After Children (school leavers) 2024/25 64% 62% % of P1, P4 and P7 pupils combined achieving expected CFE Level in Literacy 2024/25 77.4% *LGBF Data % of P1, P4 and P7 pupils combined achieving expected CFE Level in Numeracy 2024/24 84.9% *LGBF Data Literacy Attainment Gap (P1, P4, P7 Combined) 2024/24 18.9 *LGBF Data Numeracy Attainment Gap (P1, P4, P7 Combined) 2024/24 14.9 *LGBF Data Proportion of Children meeting developmental milestones 2023/24 80.6% *LGBF Data Proportion of funded early years provision which is graded good/better 2024/25 84% *LGBF Data School attendance rates (per 100 pupils) 2024/25 91% *LGBF Data School attendance rates (per 100 'looked after pupils') 2024/25 83% *LGBF Data School exclusions rates (per 1,000 pupils) 2024/25 25.14 *LGBF Data * LGBF data will be compared to national and family group statistics Page 140 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Fair Performance Indicators Performance Indicator – Academic Year Last Updated Value Target School exclusions rates (per 1,000 'looked after pupils') 2022/23 164.49 *LGBF Data Participation rate for 16-19 year olds (%) 2024/25 93.4% *LGBF Data % of pupils gaining 5+ awards at level 5 2024/25 72% *LGBF Data % of pupils gaining 5+ awards at level 6 2024/25 44% *LGBF Data % of pupils living in the 20% most deprived areas gaining 5+ awards at level 5 2024/25 54% *LGBF Data % of pupils living in the 20% most deprived areas gaining 5+ awards at level 6 2024/25 25% *LGBF Data % of School leavers in a positive destination 2024/25 97.9% 98% % of children attending school (Primary) 2024/25 93.8% 95.5% % of children attending school (Secondary) 2024/25 87.6% 91% % of young people choosing to stay onto S6 (as % of S4 roll at September two years before) 2025/26 65.8% 71% Percentage of children registered in this period who have previously been on the Child Protection Register Q4 2025/26 14% Data Only Number of children on the Child Protection Register at quarter end date Q4 2025/26 94 Data Only * LGBF data will be compared to national and family group statistics Page 141 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Contribute to the refresh of the Trauma Informed Responsive Renfrewshire Roadmap and colleagues will take part in trauma informed Community of Practice to support ongoing learning and improvement. We understand what trauma is, and how it affects people, so we will now work differently: Learning and working together to co-create fair and helpful collaborations to support healing and recovery with people affected by trauma. Progress towards, and achievement of, improvement outcomes for people, systems and services as detailed of five strategic themes and outcomes in Trauma Informed and Responsive Renfrewshire programme All Heads of Service 31 March 2027 Actively promote health and wellbeing support for staff Our staff feel supported and are aware of the health and wellbeing support available to them. All Heads of Service 31 March 2027 Page 142 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Place the human rights and needs of every child and young person at the heart of service planning and delivery (UNCRC) Promote awareness of children’s rights, not just amongst children and young people but also adults. Strategic Manager (Children and Justice Social Work) Head of Education (Inclusion and Quality Improvement) 31 March 2027 Through engagement and participation, we will ensure the collective views, needs and aspirations of children, young people and families are met We take steps to ensure seldom heard voices are heard e.g., care experienced children and young people and those children involved in child protection. The participation and influence of care experienced children, young people and their families is recorded and evidenced. Head of Education (Inclusion and Quality Improvement) Child Protection Adviser Children’s Services Manager (Children & Families Teams) 31 March 2027 In partnership with the HSCP, closely collaborate with young people and their families to ensure a smooth transition to adult services Empower young people with disabilities and their families to make informed choices. Children’s Services Manager (Renfrewshire-Wide Services) 31 March 2027 Page 143 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Take forward findings from Employee Survey and develop actions across the following three priority areas Addressing mental and physical well being Addressing workload issues Receiving praise and recognition Service Improvement Manager 31 March 2028 Play a key role in the Reshaping Renfrewshire – Transformation Programme and associated workstreams Transformative learning estate strategy and provide regular updates to CMT and Education and Children’s Services Policy Board All Heads of Service 31 March 2028 Undertake the duty under the Education (Scotland) Act 2016 to promote and support, as appropriate, the potential for Gaelic medium and Gaelic learner education to Renfrewshire Council residents Children and young people will have access to high quality GME provision at all levels, where required. Head of Education (Strategy & Improvement) Education Manager (Assessment & Moderation) Early years – 31 August 2026 Primary expansion – 31 August 2027 Secondary – 31 August 2029 Page 144 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values What will we do? What difference will we make? Who is leading this? When will we do this by? Actively support the Council’s ‘Living Well, Leading Well’ programme, including driving service level improvements to manage absence’ Staff and managers are aware of the supports available to support good health and wellbeing and benefit from a fair and consistent approach to absence. Improving our absence levels is a shared goal. Director of Children’s Services 31 March 2027 Support Year 1 of the AI Transformation Programme Ensure Children's Services requirements are represented on the AI Transformation Programme. Children's Services subject matter expertise will optimise the alignment of relevant AI solutions with Children's Services strategic and operational outcomes. Director of Children’s Services 31 March 2027 We will increase our understanding of racism and how to respond to racist incidents. All schools will have anti-racism on school improvement plan. We will implement the self-evaluation toolkit designed by The West Partnership to engage staff in bespoke anti-racist activity. We will share feedback with Renfrewshire Council Education employees from the anti-racist training programme developed in partnership with West of Scotland Development Education Centre. Head of Education (Inclusion and Quality Improvement) 1 March 2029 Page 145 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Delivering the Council Plan – Living Our Values Performance Indicators Performance Indicators – Financial Year Last Updated Value Target % of Stage 1 complaints responded to within timescales agreed with customers Q4 2025/26 100% 95% % of Stage 2 complaints responded to within timescales agreed with customers Q4 2025/26 95% 95% % of FOI requests completed within timescale by Children's Services Q4 2025/26 83% 100% Completion rate of corporate induction within 30 days of starting employment with the Council Q4 2025/26 5% 100% Completion rates of mandatory training courses Q4 2025/26 74% 100% Page 146 of 202
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Title can go here • Click to edit Master text styles • Second level • Third level • Fourth level • Fifth level Children’s Services Service Improvement Plan 2026 – 29 Page 147 of 202
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PUBLIC 1 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inspection of Bushes Primary School and Early Learning and Childcare Class (ELCC) by His Majesty’s Inspectorate in Scotland ___________________________________________________________________ 1. Summary 1.1 Bushes Primary School and Early Learning and Childcare Class was inspected by HM Inspectorate of Education in February 2026 as part of a national sample of education. HM Inspectorate of Education use different models of inspection and at Bushes Primary School the long model approach was deployed. Inspectors assessed the school and Early Learning and Childcare Class with a focus on four quality indicators which are referenced in How Good is our School? 4 Quality Indicator 1.3 Leadership of Change Quality Indicator 2.3 Learning, teaching and assessment Quality Indicator 3.1 Ensuring wellbeing, equality and inclusion Quality Indicator 3.2 Raising Attainment and Achievement 1.2 This was a very positive inspection which evaluated quality indicators in the school as Quality Indicator 1.3 Very Good Quality Indicator 2.3 Good Quality Indicator 3.1 Very Good Quality Indicator 3.2 Very Good 1.3 This was a very positive inspection which evaluated quality indicators in the Early Learning and Childcare Class as Quality Indicator 2.2 Curriculum Very Good Quality Indicator 2.3 Learning, teaching and assessment Very Good Item 9 Page 149 of 202
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PUBLIC 2 Quality Indicator 3.1 Wellbeing, inclusion and equity Very Good 1.3 As part of the inspection model the following areas were also reviewed: Quality Indicator 2.1 Safeguarding Quality Indicator 2.2 Curriculum and learning pathways 1.4 HM Inspectorate of Education do not attach an evaluative grade to these. Instead in the Summary of Inspection Findings there are evaluative statements provided which are positive and contribute to the overall school ratings. 1.5 The inspection report in the form of a letter to parents, published by HM Inspectorate of Education on 17 March 2026, is attached as an appendix to this report and is also available from the Director of Children’s Services or from the HM Inspectorate of Education website. 1.6 The letter to parents identified four key strengths of the school • The head teacher, ably supported by senior leaders, provides strong, strategic leadership across the school and ELCC. Together, they have an ambitious vision, which is shared by all staff. All staff have a clear understanding of the school and ELCC’s strengths and areas for improvement. They strive to achieve the very best outcomes for all children. • Children in the school and ELCC are kind, caring and look out for each other. They demonstrate clearly the school’s and ELCC’s values. They are very proud of their school and ELCC and are keen to learn. • Staff in the school and ELCC know children and their families very well and build nurturing relationships based on mutual respect, understanding and kindness. This creates a positive and warm learning environment where children feel safe and happy. • Staff in the school and ELCC make effective use of a range of data to identify any gaps in children’s learning. They work in close partnership with parents and partners to provide support to help children to make progress in their learning. This ensures consistently high levels of attainment and achievement at all levels. 1.7 The following areas for improvement were identified and discussed with the head teacher and a representative from Renfrewshire Council. • Senior leaders should continue with their plans for children to contribute more effectively to school improvement in the school. • Senior leaders need to continue working with teachers to make sure learning and teaching are consistently high-quality across the school. Children should have more chances to take the lead in their learning and to be challenged in ways that help them make even better progress. • Staff in the school and ELCC should continue to develop children’s digital skills. Page 150 of 202
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PUBLIC 3 1.8 There is an agreed set of procedures for responding to inspection reports which will support the school and Children’s Services to plan how the area for further improvement will be addressed. Actions are detailed within the school improvement plan which is shared with parents. 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 very positive evaluation of Bushes PS and ELCC, note the key strengths and acknowledge the areas for further improvement in the inspection report. ___________________________________________________________________ 3. Background 3.1 Children’s Services welcomes the process of audit undertaken by HM Inspectorate of Education as supportive to continuous improvement in Renfrewshire’s education establishments. The school team at Bushes Primary School and ELCC approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at HM Inspectorate of Education. 3.2 The report includes three areas for further improvement, and progress in addressing this will be monitored by Children’s Services staff through the Quality Improvement Framework. 3.3 The inspection report will inform planned improvement activity and will enable the school to build on the recognised strengths and focus further development on areas for improvement to enable the school to continue to deliver a quality educational provision. ___________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications 3. Community/Council Planning – engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so 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 Page 151 of 202
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PUBLIC 4 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 full model inspection includes a focus on QI 3.1 Ensuring wellbeing, equity and inclusion. In evaluating this QI, one of the themes that HM Inspectors evaluate is the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 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 Page 152 of 202
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PUBLIC 5 published on the HM Inspectorate of Education website. https://educationinspectorate.gov.scot/media/jvzifl3i/bushes-ps-ins-170326.pdf __________________________________________________________ Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 153 of 202
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1 | Bushes Primary School and Early Learning and Childcare Class, Renfrewshire Council, 8624623 © Crown Copyright 17 March 2026 Dear Parent/Carer In February 2026, a team of HM Inspectors of Education visited Bushes Primary School and Early Learning and Childcare Class (ELCC). During our visit, we talked to parents/carers and children and worked closely with the headteacher and staff. The inspection team found the following strengths in the school and ELCC’s work. • The headteacher, ably supported by senior leaders, provides strong, strategic leadership across the school and ELCC. Together, they have an ambitious vision, which is shared by all staff. All staff have a clear understanding of the school and ELCC’s strengths and areas for improvement. They strive to achieve the very best outcomes for all children. • Children in the school and ELCC are kind, caring and look out for each other. They demonstrate clearly the school’s and ELCC’s values. They are very proud of their school and ELCC and are keen to learn. • Staff in the school and ELCC know children and their families very well and build nurturing relationships based on mutual respect, understanding and kindness. This creates a positive and warm learning environment where children feel safe and happy. • Staff in the school and ELCC make effective use of a range of data to identify any gaps in children’s learning. They work in close partnership with parents and partners to provide support to help children to make progress in their learning. This ensures consistently high levels of attainment and achievement at all levels. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Senior leaders should continue with their plans for children to contribute more effectively to school improvement in the school. • Senior leaders should continue working with teachers to make sure learning and teaching are consistently high-quality across the school. Children should have more chances to take the lead in their learning and to be challenged in ways that help them make even better progress. • Staff in the school and ELCC should continue to develop children’s digital skills. Page 154 of 202
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2 | Bushes Primary School and Early Learning and Childcare Class, Renfrewshire Council, 8624623 © 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 Bushes Primary School and Early Learning and Childcare Class Quality indicators Evaluation Leadership of change very good Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion very good Raising attainment and achievement very good Descriptions of the evaluations are available from: How good is our school (4th edition) Appendix 3: The six-point scale We gathered evidence to enable us to evaluate the ELC’s work using three quality indicators from the Quality improvement framework for the early learning and childcare sectors. Quality indicators for the nursery class Evaluation Curriculum very good Learning, teaching and assessment very good Wellbeing, inclusion and equality very good A more detailed document called Summarised Inspection Findings (SIF) will be available on the HMIE website at: Bushes Primary School | Inspection Report | His Majesty’s Inspectorate of Education in Scotland Page 155 of 202
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3 | Bushes Primary School and Early Learning and Childcare Class, Renfrewshire Council, 8624623 © Crown Copyright 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. Jennifer Wadley HM Inspector On behalf of His Majesty’s Chief Inspector of Education in Scotland Page 156 of 202
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1 PUBLIC ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 21 May 2026 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inspection of St Charles’ Primary School & Early Learning and Childcare Class (ELCC) by His Majesty’s Inspectorate in Scotland ___________________________________________________________________ 1. Summary 1.1 St Charles’ Primary School and Early Learning and Childcare Class was inspected by HM Inspectorate of Education in January 2026 as part of a national sample of education. HM Inspectorate of Education uses different models of inspection and at St Charles’ Primary School the long model approach was deployed using 4 quality indicators from How Good is our School (4th Edition). Inspectors assessed the school and Early Learning and Childcare Class with a focus on three quality indicators from the Quality Improvement Framework for the early learning and childcare sectors. 1.2 This was a positive inspection which evaluated quality indicators in the school as: Quality Indicator 1.3 Leadership of Change Good Quality Indicator 2.3 Learning, teaching and assessment Good Quality Indicator 3.1 Ensuring wellbeing,equity and inclusion Very Good Quality Indicator 3.2 Raising attainment and achievement Good 1.3 This was a positive inspection which evaluated quality indicators in the Early Learning and Childcare Class as Quality Indicator Curriculum Satisfactory Quality Indicator Learning, Teaching and assessment Satisfactory Quality Indicator Wellbeing, Inclusion and equality Good 1.3 As part of the inspection model the following areas were also reviewed: Item 10 Page 157 of 202
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2 PUBLIC Quality Indicator 2.1 Safeguarding Quality Indicator 2.2 Curriculum: Learning Pathways Quality Indicator 2.7 Partnerships: Impact on Learners – Parental Engagement 1.4 HM Inspectorate of Education do not attach an evaluative grade to this. Instead in the Summary of Inspection Findings there are evaluative statements provided which are positive and contribute to the overall school ratings. 1.5 The inspection report in the form of a letter to parents, published by HM Inspectorate of Education on 10 March 2026, is attached as an appendix to this report and is also available from the Director of Children’s Services or from the HM Inspectorate of Education website. 1.6 The letter to parents identified five key strengths of the school and ELCC • Across the school and nursery, children are friendly, welcoming and kind to one another, staff and visitors. There are positive and trusting relationships between staff and children. As a result, children take pride in their school and nursery and engage positively in their learning. • In the nursery, staff provide children with motivating learning within the forest kindergarten. Children enjoy their learning outdoors and develop a range of skills while working with each other and exploring the environment. • Teachers and children have meaningful leadership opportunities that enable them to influence change and drive improvement across the school. • In the school, staff work effectively as a team. Their strong knowledge of individual children and collaborative approach to supporting wellbeing ensures that children feel cared for, valued and able to learn within a supportive environment. • In the school, the wide range of opportunities for children to achieve success across a variety of contexts. This is supported by teachers, strong community links and partnerships. Children develop confidence and important skills for learning, life and work. 1.7 The following areas for improvement were identified and discussed with the head teacher and a representative from Renfrewshire Council. • In the nursery, staff should take steps to ensure children experience a broad range of activities across all areas of learning. Staff should improve their approaches to planning and recording children’s learning and progress through the early level. • In the nursery, staff should improve approaches to developing learning with the youngest children to provide activities that are developmentally appropriate. Staff need to work more closely with the parents of the Page 158 of 202
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3 PUBLIC youngest children to ensure the nursery meets children’s wellbeing and learning needs more fully. • In the school, senior leaders should review existing systems and processes that support ongoing improvement, ensuring these lead to the greatest positive impact on children’s learning. • Senior leaders and teachers should continue to strengthen learning and teaching approaches to support greater consistency and raise attainment in literacy and numeracy. They should provide learning that is consistently challenging and well matched to the needs of all pupils. 1.8 There is an agreed set of procedures for responding to inspection reports which will support the school and Children’s Services to plan how the area for further improvement will be addressed. Actions are detailed within the school improvement plan which is shared with parents. 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 inspection report on St Charles’ Primary School and ELCC. ___________________________________________________________________ 3. Background 3.1 Children’s Services welcomes the process of audit undertaken by HM Inspectorate of Education as supportive to continuous improvement in Renfrewshire’s education establishments. The school team at St Charles’ Primary School and ELCC approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at HM Inspectorate of Education. 3.2 The report includes four areas for further improvement, and progress in addressing this will be monitored by Children’s Services staff through the Quality Improvement Framework. 3.3 The inspection report will inform planned improvement activity and will enable the school to build on the recognised strengths and focus further development on areas for improvement to enable the school to continue to deliver a quality educational provision. ___________________________________________________________________ Implications of the Report 1. Financial – No financial implications 2. HR & Organisational Development – No HR implications Page 159 of 202
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4 PUBLIC 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 full model inspection includes a focus on QI 3.1 Ensuring wellbeing, equity and inclusion. In evaluating this QI, one of the themes that HM Inspectors evaluate is the school’s Fulfilment of Statutory Duties related to attendance, exclusions, ASL Act and Associated Code of Practice, Bullying, Equality Act, Health and Nutrition, and Gaelic education. 5. Property/Assets – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality & Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required following implementation, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health & Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks 10. Risk – No risks identified. 11. Privacy Impact – No impact on privacy. 12. Cosla Policy Position – N/A Page 160 of 202
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5 PUBLIC 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 HM Inspectorate of Education website – https://educationinspectorate.gov.scot/media/wm3bk0o5/st-charles-ps-elcc-ins- 100326.pdf Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 161 of 202
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1 | St Charles Primary School and Early Learning Childcare Class, Renfrewshire Council, 8625824 © Crown Copyright 10 March 2026 Dear Parent/Carer In January 2026, a team of HM Inspectors of Education visited St Charles’ Primary School and Early Learning Childcare Class. 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. • Across the school and nursery, children are friendly, welcoming and kind to one another, staff and visitors. There are positive and trusting relationships between staff and children. As a result, children take pride in their school and nursery and engage positively in their learning. • In the nursery, staff provide children with motivating learning within the forest kindergarten. Children enjoy their learning outdoors and develop a range of skills while working with each other and exploring the environment. • Teachers and children have meaningful leadership opportunities that enable them to influence change and drive improvement across the school. • In the school, staff work effectively as a team. Their strong knowledge of individual children and collaborative approach to supporting wellbeing ensures that children feel cared for, valued and able to learn within a supportive environment. • In the school, the wide range of opportunities for children to achieve success across a variety of contexts. This is supported by teachers, strong community links and partnerships. Children develop confidence and important skills for learning, life and work. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • In the nursery, staff should take steps to ensure children experience a broad range of activities across all areas of learning. Staff should improve their approaches to planning and recording children’s learning and progress through the early level. • In the nursery, staff should improve approaches to developing learning with the youngest children to provide activities that are developmentally appropriate. Staff need to work more closely with the parents of the youngest children to ensure the nursery meets children’s wellbeing and learning needs more fully. Page 162 of 202
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2 | St Charles Primary School and Early Learning Childcare Class, Renfrewshire Council, 8625824 © Crown Copyright • In the school, senior leaders should review existing systems and processes that support ongoing improvement, ensuring these lead to the greatest positive impact on children’s learning. • Senior leaders and teachers should continue to strengthen learning and teaching approaches to support greater consistency and raise attainment in literacy and numeracy. They should provide learning that is consistently challenging and well matched to the needs of all pupils. 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 St Charles’ Primary School and Early Learning Childcare Class Quality indicators Evaluation Leadership of change good Learning, teaching and assessment good Ensuring wellbeing, equality and inclusion very good Raising attainment and achievement good Descriptions of the evaluations are available from: How good is our school (4th edition) Appendix 3: The six-point scale We gathered evidence to enable us to evaluate the ELC’s work using three quality indicators from the Quality improvement framework for the early learning and childcare sectors. Quality indicators for the nursery class Evaluation Curriculum satisfactory Learning, teaching and assessment satisfactory Wellbeing, inclusion and equality good Page 163 of 202
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3 | St Charles Primary School and Early Learning Childcare Class, Renfrewshire Council, 8625824 © Crown Copyright A more detailed document called Summarised Inspection Findings (SIF) will be available on the HMIE website at: Inspection reports | 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. Catriona Smith HM Inspector On behalf of His Majesty’s Chief Inspector of Education in Scotland Page 164 of 202
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PUBLIC Page 1 of 16 To: Education and Children’s Services Policy Board On: 21 May 2026 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: School Inspection Progress (2024 -2026) __________________________________________________________________ 1. Introduction 1.1. Over the last two academic sessions (2024/25 & 2025/26), 12 schools within Renfrewshire Council engaged in His Majesty’s Inspectorate of Education (HMIe) inspections. Of these 12, 6 schools received the long model inspection covering the following Quality Indicators (QIs) from How Good Is Our School 4th Edition (HGIOS 4): 1.3 Leadership of Change, 2.3 Learning, teaching and assessment, 3.1 Improving wellbeing, equality and inclusion and 3.2 Raising attainment and achievement, and 6 schools received short model inspections covering the following QIs from HGIOS 4: 2.3 Learning, teaching and assessment and 3.2 Raising attainment and achievement. This report provides a detailed account of the very positive progress our schools have made from 2024 to 2026 in relation to inspection findings and gradings, highlighting both achievements and opportunities to support continuous improvement. 1.2. From the data gathered, the inspection findings have shown that Renfrewshire schools have performed better than national averages across all 4 QIs from 2024 until present. 1.3. Of the Renfrewshire schools inspected from August 2024 until present, 100% received a ‘Good’ or higher evaluation across all 4 QIs. 1.4. Additionally, Renfrewshire schools have secured consistently high inspection grading results over the last two academic sessions, maintaining high performance averages from 24-25 to 25-26. From 2024 to the present, Renfrewshire has achieved Excellent evaluations in QI 1.3 and QI 2.3, accounting for 25% of all Excellent gradings nationally. __________________________________________________________________ Item 11 Page 165 of 202
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PUBLIC Page 2 of 16 2. Quality Indicator Averages 2.1. The following information provides the comparator data for each Quality Indicator averages within HMIe inspections across 24-25, 25-26 and the 2 year average from 2024 - 2026 (Please see Appendix 1 for breakdown). Averages are taken from a scoring as follows: Unsatisfactory – 1, Weak – 2, Satisfactory – 3, Good – 4, Very Good – 5, Excellent – 6. Overall, Renfrewshire has outperformed both the National QI averages across almost all QIs demonstrating a very strong positive trend. 2.2. Quality Indicator 1.3 – Leadership of change National average 24/25 3.77 25/26 3.98 24-26 3.88 Renfrewshire average 24/25 5.33 25/26 4.67 24-26 5.00 2.3. Quality Indicator 2.3 – Learning, teaching and assessment National average 24/25 3.79 25/26 3.89 24-26 3.84 Renfrewshire average 24/25 4.57 25/26 4.40 24-26 4.49 2.4. Quality Indicator 3.1 – Improving wellbeing, equality and inclusion National average 24/25 3.96 25/26 4.08 24-26 4.02 Renfrewshire average 24/25 5.00 25/26 4.67 24-26 4.84 2.5. Quality Indicator 3.2 – Raising attainment and achievement National average 24/25 3.77 25/26 3.85 24-26 3.81 Renfrewshire average 24/25 4.43 25/26 4.40 24-26 4.42 2.6. This demonstrates the impact of the education teams relentless focus on raising standards across all education establishments within Renfrewshire. 2.7. Recommendations from this data set would be to increase QI 2.3 and QI 3.2 averages in line with the other QI’s. __________________________________________________________________ 3. Inspection Grading % across Quality Indicators 3.1. Across all schools inspected in 2024 until present, 100% were given ‘Good’ or higher from HMIe inspectors. (Please see appendix 1 for breakdown) 3.2. QI 1.3 Leadership of change Excellent 1 17% Very Good 4 66% Good 1 17% Page 166 of 202
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PUBLIC Page 3 of 16 3.3. QI 2.3 Learning, teaching and assessment Excellent 1 8% Very Good 4 34% Good 7 58% 3.4. QI 3.1 Improving wellbeing, equality and inclusion Very Good 5 83% Good 1 17% 3.5. QI 3.2 Raising attainment and achievement Very Good 4 34% Good 8 66% ___________________________________________________________________ 4. Maintaining High Level Gradings 4.1. Over the last 3 year period (2022/23 - 2024/25) schools within Renfrewshire have established increasingly high average gradings across all 4 QIs with academic session 2024/25 showing the highest increase in all QIs. (Please see Appendix 1 for breakdown) 4.2. Average of QI 1.3 by Session Year 2022/23 4.67 2023/24 5.00 2024/25 5.33 4.3. Average of QI 2.3 by Session Year 2022/23 4.33 2023/24 4.33 2024/25 4.57 4.4. Average of QI 3.1 by Session Year 2022/23 4.67 2023/24 4.67 2024/25 5.00 4.5. Average of QI 3.2 by Session Year 2022/23 4.00 2023/24 4.33 Page 167 of 202
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PUBLIC Page 4 of 16 2024/25 4.43 4.6. There is clear improvement across all QIs with leadership showing the largest increase in gradings. Leadership capacity has been a core aspect of the education team’s improvement journey within both the quality of leadership programmes teachers engage in and the quality improvement framework in place across all education settings. The increasing averages within QI 1.3 demonstrates the impact of this work. ___________________________________________________________________ 5. QI 1.3 Summarised themes from school inspection findings The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 5.1. Developing a shared vision, values and aims relevant to the school and its community School values are deeply embedded and strongly influence culture, relationships and decision-making across the school community. Vision, values and aims are frequently co-designed with stakeholders including children, staff and parents, resulting in strong ownership and consistent enactment. Children’s rights underpin the school ethos, shaping inclusive, nurturing environments where respect, dignity and participation are highly valued. Senior leaders are highly visible, consistently modelling school values and promoting a culture of kindness, ambition and high expectations. Schools demonstrate a clear moral purpose, with leadership grounded in equity, inclusion and meeting the needs of their specific communities. In a number of settings, values-driven and rights-based approaches represent sector-leading practice. 5.2. Strategic planning for continuous improvement Headteachers provide highly effective, strategic and compassionate leadership, trusted by staff, families and learners. Senior leadership teams set a clear direction for improvement, ensuring change is well paced, realistic and responsive to context. Improvement planning is rooted in robust self-evaluation, informed by: o Attainment and achievement data o Wellbeing and attendance information o Learning visits and quality assurance activities o Stakeholder voice, including children and families Page 168 of 202
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PUBLIC Page 5 of 16 Improvement priorities are clearly identified, often within multi-year planning cycles, supporting sustainability and coherence. Where appropriate, schools are continuing to strengthen the use of measurable outcomes to evaluate impact more precisely. Pupil Equity Funding (PEF) is planned strategically and transparently, with decisions based on analysed need and clear rationales. 5.3. Implementing improvement and change Staff feel empowered, trusted and supported to lead change through a strong culture of distributed leadership. Professional learning is a key driver for improvement, including: o High-quality CLPL o Practitioner enquiry o Professional reading and reflective practice o Cross-school collaboration and sharing of practice Teachers lead and implement developments with clear and demonstrable impact, for example in: o Early years’ play pedagogy o Writing and literacy approaches o Nurturing and inclusive practices o Digital and curriculum innovation Collegiality and collaboration are strong, supported through: o Shared planning and moderation o Professional dialogue o Peer observation, learning walks and feedback cycles Robust quality assurance processes ensure consistency and improvement in learning and teaching, including the effective use of HGIOS4. Children play a meaningful role in leading change, with leadership opportunities aligned to interests and strengths. Pupil voice informs learning, teaching, school improvement and the wider school environment. Parents and communities are active partners in change, with high levels of trust, consultation and engagement evident. Partnerships with families and community organisations strengthen implementation and improve outcomes, particularly for wellbeing, inclusion and equity. Page 169 of 202
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PUBLIC Page 6 of 16 5.4. Summary and recommendations Across schools, leadership of change is values-driven, inclusive and evidence-informed. Clear vision setting, strategic planning and empowered implementation have led to sustained improvements in culture, learning and outcomes. Schools demonstrate strong capacity to continue leading improvement, with many showcasing practice that is highly effective and, in some cases, sector leading. ___________________________________________________________________ 6. QI 2.3 Learning, teaching and assessment -Summarised themes from school inspection findings 6.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 6.2. Learning and engagement Staff work collaboratively to create calm, nurturing and inclusive learning environments, where positive relationships are a clear strength. A strong and developing rights-based approach, underpinned by shared values, supports respectful interactions and a positive school ethos. Almost all children and young people feel safe, supported and encouraged to achieve their best, and demonstrate pride in their school and achievements. Well established routines, clear expectations and nurturing approaches support positive behaviour and readiness to learn. Targeted, sensitive support helps a small number of learners to regulate emotions and re-engage in learning, ensuring minimal disruption. Learning environments are purposeful, well organised and increasingly designed to celebrate achievement, promote independence and support engagement. Most learners are motivated and purposeful, particularly when learning is relevant, creative and well matched to interests. Play-based and outdoor learning approaches support curiosity, wellbeing and engagement, especially in early and first levels, with increasing use across stages. 6.3. Quality of teaching Shared learning and teaching frameworks contribute to improving consistency of practice across classes and departments. Almost all teachers provide clear explanations and instructions, supporting learners to understand what they are learning and why. Page 170 of 202
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PUBLIC Page 7 of 16 Learning intentions are usually shared effectively; in stronger practice, these are revisited through plenaries and reflection. In the most effective learning, children and young people are actively involved in co-creating success criteria, supporting ownership of learning. Planned opportunities for learning independently, collaboratively and in groups develop confidence, communication and teamwork skills. Playful, inquiry-based and creative approaches, including STEM/STEAM learning, are increasingly being implemented, with positive impact on engagement. Digital technologies are used effectively to support teaching and learning, including assistive technologies to reduce barriers, though consistency varies. Continued professional learning is strengthening teaching practice, with scope to share highly effective practice more systematically. 6.4. Effective use of assessment Agreed assessment approaches are increasingly embedded, with stronger consistency in literacy and numeracy. Teachers use a range of formative and summative assessment strategies to support learning and check progress. In more effective practice, feedback is timely, specific and constructive, enabling learners to understand progress and next steps. Peer and self-assessment are developing, particularly where success criteria are clear and well understood. Target-setting approaches, including skills-based frameworks, are beginning to support learners to recognise progress and achievements. Moderation within schools, clusters and subject networks supports greater confidence and consistency in professional judgements. Assessment practices should continue to focus on application of knowledge and skills in varied contexts, including listening and talking. 6.5. Planning, tracking and monitoring Staff use agreed planning formats, progression pathways and curriculum frameworks to support coherent learning across timescales. Planning in literacy and numeracy is generally well matched to the needs of most learners, with effective staged intervention planning supporting inclusion. Increasingly, planning is responsive to learners’ interests and voice, particularly in interdisciplinary, play-based and skills-focused learning. Senior leaders use digital tracking and monitoring systems effectively to analyse progress of individuals, cohorts and targeted groups. Regular attainment and tracking meetings support timely identification of support and challenge needs, informing intervention planning. Monitoring of interventions supports evaluation of impact and next steps; this contributes to improving outcomes for most learners. Page 171 of 202
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PUBLIC Page 8 of 16 6.6. Summary and recommendations Across schools, learning, teaching and assessment are underpinned by strong relationships, nurturing environments, and improving consistency of practice. Sustained focus on increasing challenge, strengthening learner agency, sharing effective practice, and extending assessment and tracking across the curriculum will further enhance outcomes for all learners. ___________________________________________________________________ 7. QI 3.1 Improving wellbeing, equality and inclusion - Summarised themes from school inspection findings 7.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 7.2. Wellbeing Across all schools, staff demonstrate a strong commitment to nurturing, respectful and inclusive relationships, creating environments where children and young people feel safe, cared for and valued. Positive relationships are a defining strength, underpinned by school values, children’s rights and high expectations for behaviour. Children consistently model kindness, empathy and respect in their interactions with peers and adults. Older pupils play a particularly important role in supporting younger learners, which strengthens wellbeing and develops leadership skills. Almost all children have a well-developed understanding of the wellbeing indicators and can explain how these support their daily lives. Schools provide frequent and meaningful opportunities for children to reflect on their emotional wellbeing, through daily check-ins, wellbeing surveys and structured conversations. Staff use wellbeing information sensitively and effectively to plan timely support and interventions, ensuring children feel listened to and supported. Nurturing, restorative and trauma-informed approaches are embedded across schools, enabling children to regulate emotions independently and increasing engagement in learning. Behaviour is consistently very good, with reductions in exclusions and serious incidents where nurturing and restorative approaches are firmly embedded. The health and wellbeing curriculum is well planned, progressive and relevant, supporting children’s emotional, social, physical and mental wellbeing. Children benefit from regular opportunities for physical activity, outdoor learning and teamwork, and most understand the importance of healthy choices, nutrition and staying safe in school, online and in the community. Page 172 of 202
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PUBLIC Page 9 of 16 Staff wellbeing is prioritised by senior leaders, fostering strong teamwork, resilience and calm, purposeful learning environments. 7.3. Fulfilment of statutory duties Staff and senior leaders demonstrate a clear understanding of statutory duties in relation to wellbeing, equality, inclusion and child protection. Schools fulfil responsibilities aligned with Getting it Right for Every Child (GIRFEC), ensuring children feel safe, valued and supported. Robust staged intervention processes are in place, supported by: o Effective use of data and wellbeing information o Children’s plans with regular review o Clear tracking of progress and outcomes Anti-bullying approaches are generally effective, with most children and families confident that concerns are addressed appropriately. Senior leaders have appropriately identified next steps, including: o Strengthening shared understanding of bullying o Reviewing and updating positive relationships or anti-bullying policies o Increasing children’s and parents’ involvement in shaping approaches Staff engage in high-quality professional learning (including nurture, neurodiversity, trauma-informed and inclusive practice), ensuring statutory duties are met consistently and effectively across the school. Partnerships with external agencies support schools well, particularly for children requiring additional or enhanced support. 7.4. Inclusion and equality Staff have a deep understanding of children and families, including social, emotional, cultural and socio-economic contexts. Universal approaches to inclusion are strong and are well complemented by targeted interventions for children who require additional support. Children with additional support needs, including care-experienced children and young carers, make good or very good progress in wellbeing and learning. Schools proactively remove barriers to learning by: o Signposting families to appropriate supports o Providing access to uniforms, resources and school activities o Adapting learning environments, routines and expectations Children’s rights and pupil voice are central to inclusive practice, with many schools achieving national recognition for rights-based learning. Pupil parliaments, wellbeing groups and leadership roles empower children to influence learning, wellbeing and school ethos, ensuring equity of voice. Page 173 of 202
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PUBLIC Page 10 of 16 Schools work very effectively with a wide range of partners, including health services, educational psychologists, early learning settings and community organisations, to enhance inclusive outcomes. Transition arrangements are well planned, inclusive and supportive, particularly for children requiring additional support. In secondary settings, strong partnerships support young people to achieve positive and sustained post-school destinations, promoting equity in future pathways. 7.5. Summary and recommendations Across the schools, QI 3.1 is a clear strength. Highly nurturing relationships, robust inclusive practices and a strong focus on children’s rights and wellbeing result in positive outcomes for almost all learners. Schools are well placed to build further on this strong foundation by deepening impact evaluation, extending inclusive curriculum approaches and continuing to empower children as active partners in their wellbeing and learning. ___________________________________________________________________ 8. QI 3.2 Raising attainment and inclusion - Summarised themes from school inspection findings 8.1. The following information has been collated from HMIe summarised inspection findings reports from Renfrewshire schools inspected from August 2024 until present. As this is a generalised summary, more detailed information can be found by searching for individual schools. High level messages consistent across all reports were combined for the information gathered to best illustrate ‘what is working well’. Summarised recommendations are also included to support further developments. 8.2. Attainment in literacy and numeracy Attainment in literacy and numeracy is consistently strong across all schools, with most children achieving expected Curriculum for Excellence (CfE) levels at key stages. A minority to significant minority of children exceed expected levels, particularly in literacy, demonstrating effective challenge and stretch. Children requiring additional support for learning make good to very good progress from their prior attainment and towards individual targets. Attainment in literacy and numeracy has improved over time and, in several schools, now exceeds pre-pandemic levels, reflecting effective school-wide improvement strategies. 8.3. Attainment in Literacy and English 8.4. Listening and Talking Almost all children across schools are confident, articulate communicators who listen well and engage respectfully with others. Page 174 of 202
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PUBLIC Page 11 of 16 Children demonstrate strong audience awareness and confidence when sharing ideas in class, assemblies and wider school events. Older children would benefit from more systematic opportunities to develop persuasive communication skills, for example through debates, presentations and solo talks. 8.5. Reading Staff promote a strong culture of reading for enjoyment, reflected in reading awards, attractive libraries and links with community libraries. Most children read with fluency, accuracy and expression, and confidently discuss authors, genres and preferences. Across schools, children would benefit from greater support in higher-order reading skills, particularly inference, summarising and predicting. 8.6. Writing Writing is a key strength, particularly where consistent approaches, literacy-rich environments and shared writing have been established. Children write across a wide range of genres and contexts, often using sophisticated vocabulary and literary techniques by first and second level. Targeted professional learning and agreed approaches to teaching writing have led to increased attainment and improved confidence. Next steps include: • Extending non-fiction and real-life writing contexts • Improving presentation and handwriting at early and middle stages • Supporting a minority of children to apply writing skills independently across the curriculum 8.7. Attainment in Numeracy and Maths Most children make good or very good progress in numeracy and mathematics, with strong performance in number, money and measure. Children apply mental agility and problem-solving strategies increasingly well, particularly in real life contexts such as enterprise activities. Strengths include: • Secure understanding of place value and number facts • Confident use of mathematical language at second level • Effective data collection and interpretation in information handling Page 175 of 202
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PUBLIC Page 12 of 16 Areas for further development include: • Mental recall and mental maths strategies • Consolidation of learning in fractions, percentages and division • Deeper understanding of shape, properties and positional language • Increased use of digital technologies for data handling and analysis 8.8. Attainment over time All schools have robust systems for assessing, tracking and monitoring attainment over time, enabling early identification of gaps. Senior leaders and teachers use data effectively to: o Track individual, cohort and group progress o Inform targeted interventions o Support continuity of learning, including at transition points Where attainment has dipped, particularly during the pandemic, swift and well-targeted actions have resulted in strong recovery. Attendance is regularly monitored; where attendance improves, there is clear evidence of positive impact on attainment. Next steps include extending tracking to all curricular areas and skills development, not just literacy and numeracy. 8.9. Overall quality of learners’ achievement Children benefit from a wide range of leadership roles, clubs, awards and enrichment experiences that develop skills for learning, life and work. Schools foster a strong culture of celebrating achievement, with children confident in talking about successes in and out of school. Participation in wider achievement activities continues to rise, supported by effective staff monitoring. Children develop key attributes including: o Confidence and communication skills o Teamwork and leadership o Responsibility and citizenship As a next step, schools should track skills development more systematically across wider achievement activities to strengthen links with learning. 8.10. Equity for all learners Staff across all schools demonstrate a strong understanding of the social, cultural and economic contexts of their communities. Page 176 of 202
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PUBLIC Page 13 of 16 Pupil Equity Funding (PEF) is used strategically and effectively to provide targeted support in literacy, numeracy and wellbeing. Evidence shows that interventions have narrowed attainment gaps for most targeted children. Schools take a sensitive and proactive approach to reducing barriers, including: o Uniform hubs and swap shops o Subsidised trips and experiences o Breakfast provision and community partnerships Next steps include: o Continuing to evaluate the impact of PEF o Developing or refining a cost of the school day policy o Strengthening children’s and families’ participation in equity planning 8.11. Summary and recommendations Across the schools, QI 3.2 is another key strength, with high levels of attainment, improving outcomes over time, strong equity practices and a rich range of achievement opportunities. Consistent next steps focus on deepening learning, increasing challenge, consolidating skills and strengthening tracking of skills and achievements across the curriculum. This report highlights the strength of the schools in Renfrewshire. The HMIe inspection process is rigorous, and it is reassuring that we are performing very well nationally. The grades which our schools have received over the last two years reflect the hard work of the staff, children and young people in the schools themselves, as well as the support provided by the central Children’s Services team. The well established quality improvement framework in Renfrewshire supports the inspection process as the central education team undertakes school reviews which identify areas of good practice and areas for development. ___________________________________________________________________ Implications of this report 1. Financial – No financial implications 2. HR and 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. Page 177 of 202
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PUBLIC Page 14 of 16 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 – No risks to property/assets. 6. Information Technology – No information and technology risks. 7. Equality and Human Rights – The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety – No negative impacts on health and safety. 9. Procurement – No procurement risks. 10. Risk – No risks identified. 11. Privacy Impact – no impact on privacy. 12. 13. Climate Risk – None. 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 – N/A List of Background Papers Find an inspection report | His Majesty’s Inspectorate of Education in Scotland __________________________________________________________________ Children’s Services EH/KO 21 April 2026 Author: Emma Henry, Head of Education (Inclusion, Wellbeing and Attainment) Page 178 of 202
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PUBLIC Page 15 of 16 Appendix 1 Breakdown of Quality Indicator Gradings and Averages taken from HMIe inspection reports and data from August 2024 until present National Vs QUAD Vs Renfrewshire: National Average Quality Indicator gradings QI 24/25 25/26 2yr average 1.3 3.77 3.98 3.88 2.3 3.79 3.89 3.84 3.1 3.96 4.08 4.02 3.2 3.77 3.85 3.81 Renfrewshire Average Quality Indicator gradings QI 24/25 25/26 2yr average 1.3 4.75 4.67 4.71 2.3 4.33 4.40 4.37 3.1 4.75 4.67 4.71 3.2 4.43 4.40 4.42 Renfrewshire School Inspection Gradings Schools’ gradings for QI 1.3 Leadership of change Excellent 1 17% Very Good 4 66% Good 1 17% Schools’ gradings for QI 2.3 Learning, teaching and assessment Excellent 1 8% Very Good 4 34% Good 7 58% Schools’ gradings for QI 3.1 Improving wellbeing, equality and inclusion Excellent 0% Very Good 5 83% Good 1 17% Schools’ gradings for QI 3.2 Raising attainment and achievement Excellent 0% Very Good 4 34% Good 8 66% Page 179 of 202
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PUBLIC Page 16 of 16 Renfrewshire Average of QIs by Session year from 2018/19 – 2024/25 (Please note no inspection activity took place during 2020/21 – 2022/22 due to COVID) Renfrewshire Inspection Gradings per school School Report Date Sector 1.3 2.3 3.1 3.2 Ralston PS & ELCC 27/08/2024 Primary Short VG VG Kirklandneuk Primary School 10/12/2024 Primary Full VG G VG G Bargarran Primary School 11/02/2025 Primary Full Exc VG VG VG Mossvale Primary School & NC 01/04/2025 Primary Short VG G Kilbarchan Primary School 29/04/2025 Primary Short G G Gleniffer High School 10/06/2025 Secondary Short G G Rashielea Primary School 26/08/2025 Primary Full VG VG VG VG St James' Primary School - Paisley 25/11/2025 Primary Short G G Glencoats Primary School 16/12/2025 Primary Short Exc VG Castlehead High School 20/01/2026 Secondary Full VG G G G St. Charles PS 10/03/2026 Primary Full G G VG G Bushes Primary School & NC 17/03/2026 Primary Full VG G VG G Page 180 of 202
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PUBLIC Page 1 of 6 To: Education and Children’s Services Policy Board On: 21 May 2026 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Inspection of Residential Children’s Houses by the Care Inspectorate __________________________________________________________________ 1. Summary 1.1. Renfrewshire Children’s Services operate 4 residential children’s houses across Renfrewshire subject to inspection by the Care Inspectorate on a regular basis. 1.2. The Care Inspectorate utilise a quality frameworks approach to evaluate the quality of care during inspections of registered care services. After an inspection the Care Inspectorate grades the service and promotes an improvement agenda. 1.3. This report details the findings of the most recent inspection of Barochan and Brediland Residential Children’s Houses. The Care Inspectorate graded Barochan as very good and Brediland as excellent. A copy of the inspection report for Barochan is attached at appendix 1 and for Brediland at appendix 2. __________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to note: [a] the grading of Barochan residential children’s house as very good by the Care Inspectorate; and [b] the grading of Brediland residential children’s house as excellent by the Care Inspectorate. ______________________________________________________________ 3. Background 3.1 Social work and social care services operate within a robust framework of audit and scrutiny to ensure they meet statutory responsibilities and deliver Item 12 Page 181 of 202
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PUBLIC Page 2 of 6 high-quality care and support to vulnerable children, young people, and families. Many of these services are required to register with the Care Inspectorate and are therefore subject to regular, independent evaluation. Registered support services typically receive at least one unannounced inspection each year, providing assurance that practice standards are maintained consistently and that services continue to improve outcomes for those in need. 3.2 Inspectors use quality frameworks to evaluate the quality of care during inspections and improvement planning. The frameworks reflect the Health and Social Care Standards and provides transparency about what is expected. 3.3 The Care Inspectorate utilises the following gradings across each of the areas considered during each inspection: • Unsatisfactory – major weaknesses, urgent remedial action is required. • Weak – important weaknesses, priority action required. • Adequate – strengths just outweigh weaknesses. • Good – important strengths, with some areas for improvement. • Very good – major strengths. • Excellent – outstanding or sector leading. 3.4 The Care Inspectorate publishes all inspection reports on its public website. Alongside the evaluation grades awarded for each inspected theme, the Care Inspectorate may issue recommendations or requirements. Recommendations highlight areas where practice could be improved or developed to enhance the quality of the service; however, non-compliance with a recommendation does not lead to formal enforcement action. Requirements, by contrast, are legally enforceable and set out the actions a service must take to meet its obligations under the Regulation of Care (Scotland) Act 2001 or the specific conditions of its registration. 3.5 Two unannounced inspections were undertaken by the Care Inspectorate of two of our four residential children’s houses and reports have been published. Barochan and Brediland children’s houses are operated by Renfrewshire Council and are registered care services each supported by an allocated link inspector from the Care Inspectorate, who provides ongoing oversight of the service’s improvement agenda. This relationship ensures that quality, practice development, and compliance are explored not only during formal inspections but continuously throughout the year. 3.6 Renfrewshire Children’s Services operate four residential children’s houses across Renfrewshire, all of which are subject to regular inspection by the Care Inspectorate. The Care Inspectorate utilises a quality frameworks approach to evaluate the quality of care during inspections of registered services. Following inspection, the Care Inspectorate applies evaluative gradings and promotes an improvement agenda where appropriate. 3.7 Inspectors use national quality frameworks informed by the Health and Social Care Standards. These frameworks provide transparency regarding expectations and support continuous improvement planning. Page 182 of 202
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PUBLIC Page 3 of 6 Barochan Residential Children’s House 3.10 The Care Inspectorate inspection undertook an unannounced inspection of Barochan residential children’s house over two days on 25 and 26 November 2025. The inspection was carried out by two inspectors from the Care Inspectorate who found evidence of significant and sustained improvement since the previous inspection in October 2024. The inspectors confirmed that previous areas of concern had been effectively addressed by the house manager and external managers within Children’s Services. 3.11 At the most recent inspection the inspectors found children and young people experienced their care at Barochan Road as nurturing, consistent and emotionally supportive. Relationships between staff and young people were described as warm, respectful and trusting, with young people feeling listened to and confident in approaching staff for support. 3.12 Inspectors noted that staff demonstrated a strong understanding of the individual life experiences and emotional needs of each young person, enabling them to respond sensitively and appropriately to distress, anxiety and changes in presentation. 3.13 Practice across the house was clearly underpinned by a trauma-informed and child-centred ethos. Young people were supported to express their views, participate meaningfully in daily routines and decisions, and understand how and why decisions were made about their care. 3.14 Inspectors highlighted that: • participation was not tokenistic but embedded within everyday practice and relationships. • Safeguarding and risk management arrangements were found to be significantly strengthened. Inspectors observed improved consistency and clarity in personal plans and risk assessments, with staff demonstrating confidence in recognising and responding to potential risks. • Protocols relating to incidents and missing episodes were implemented effectively, and learning from incidents was used constructively to inform practice and improve outcomes for young people. • Leadership and governance were highlighted as clear strengths. The manager was described as visible, approachable and proactive, providing strong direction and oversight while maintaining a supportive presence within the house. • Staff reported feeling well supported through regular supervision, reflective practice and clear expectations. • That quality assurance systems were embedded and being used effectively to monitor standards, identify learning and drive continuous improvement. 3.15 The inspection also identified positive outcomes in relation to education, wellbeing and wider life skills. Young people were supported to attend and Page 183 of 202
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PUBLIC Page 4 of 6 engage in education, training and leisure activities, with staff actively promoting aspiration and resilience. Links with families, schools and partner agencies were appropriately maintained and, where possible, strengthened to provide continuity and stability for young people. 3.16 The physical environment was described as welcoming, comfortable and well-maintained. Inspectors noted that young people were supported to personalise their spaces, contributing to a sense of belonging and ownership within the home. 3.17 Overall, the inspection concluded that Barochan Residential Children’s House now demonstrates major strengths in supporting children’s rights and wellbeing and awarded a grade of very good. The 2025 evaluation confirms that improvements have been sustained, that previous requirements have been met in full, and that the service is operating within a stable, accountable and child-focused framework. Brediland Residential Children’s House 3.18 Brediland is a Renfrewshire Council-owned residential children’s house located in Linwood. The service is registered to provide care for up to four children and young people aged 8–20, with approval to support one additional named young person until September 2026. 3.19 The service operates within a trauma-informed, relationship-based model of care and is subject to regular unannounced inspection by the Care Inspectorate. 3.20 An unannounced inspection was undertaken by the Care Inspectorate on 23 and 24 February 2026, with the report published in April 2026. The inspection included engagement with young people, discussions with families and visiting professionals, interviews with staff and managers, observation of daily practice and review of care documentation. 3.21 The inspection focused on the key question: How well do we support children and young people’s rights and wellbeing? 3.22 Inspectors identified that relationships between young people and staff were a defining strength of the service. Young people experienced staff as emotionally available, dependable and attuned to their individual needs. 3.23 Practice was found to be firmly grounded in an understanding of trauma, with staff confidently supporting young people to feel safe, respected and valued within the home. 3.24 Young people’s views were consistently central to decision-making, care planning and everyday life. Inspectors noted that staff actively supported young people to express their wishes, influence routines and contribute to decisions about their care in ways that were meaningful and age-appropriate. 3.25 The inspection highlighted the staff team’s proactive response to indicators of concern, including effective safeguarding practice, thoughtful risk management and strong multi-agency communication. Teamworking was described as highly effective, with staff sharing responsibility and supporting each other to sustain high-quality relational practice. Page 184 of 202
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PUBLIC Page 5 of 6 3.26 Inspectors noted a strong focus on family life and enduring relationships. Where appropriate, staff worked creatively and sensitively to support young people to maintain relationships that were important to them, contributing to stability and positive identity development. 3.27 Education, learning and personal development were identified as areas of strength. Young people were encouraged and supported to engage positively in education, hobbies and wider community activities, with staff demonstrating high expectations and ambition for young people’s futures. 3.28 The physical environment was also highlighted positively. The house was experienced by young people as welcoming, comfortable and homely, with well-maintained internal spaces and ongoing development of outdoor areas contributing to quality of life and emotional wellbeing. 3.29 The Care Inspectorate did not identify any requirements or recommendations for improvement. The service was graded Excellent, the highest evaluation available, reflecting sector-leading practice and outstanding outcomes for children and young people. No requirements or recommendations were made. 3.30 The inspection outcomes for both Barochan and Brediland Residential Children’s Houses demonstrate sustained improvement and strong assurance regarding the quality of residential childcare provision in Renfrewshire. __________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning None. 4. Legal None. 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. Page 185 of 202
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PUBLIC Page 6 of 6 8. Health and Safety None. 9. Procurement None. 10. Risk None. 11. Privacy Impact None. 12. Cosla Policy Position None. 13. Climate Risk None. 14. Children’s Rights This report demonstrates compliance with Article 3 (best interest of child), Article 9 (keeping families together), Article 12 (respect for children’s views), Article 19 (protection from violence), Article 22 (refugee children) and 25 (review of a child’s placement) of the United Nations Convention on the Rights of the Child List of Background Papers (a) None __________________________________________________________________ Children’s Services KS 20.4.26 Author: Kevin Smith, Children’s Services Manager, Tel 0141 487 4280 Page 186 of 202
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220 Bar0 Barocochan Rhan Rooadad Care Home Service Johnstone Type of inspection: Unannounced Completed on: 4 December 2025 Service provided by: Service provider number: Renfrewshire Council SP2003003388 Service no: CS2003001265 Item 12 Page 187 of 202
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About the service 20 Barochan Road is a residential children's house owned and managed by Renfrewshire Council. The house provides care for up to six young people each with an individual ensuite bedroom. The house is a purpose- built property, designed in partnership with young people and is located on the outskirts of Johnstone. There is a spacious family style lounge with a dining area and access to a well-designed kitchen. It has a large garden and grounds, with local amenities in close proximity. About the inspection This was an unannounced inspection which took place on 25 November between the hours of 11.15am & 7pm & 26 November from 9am & 5.45pm, 2025. The inspection was carried out by two inspectors from the Care Inspectorate. To prepare for the inspection we reviewed information about this service. This included previous inspection findings, registration information, information submitted by the service and intelligence gathered since the last inspection. In making our evaluations of the service we: • Spoke with four young people using the service and one parent. • Spoke with seven members of staff and management. • Observed practice and daily life. • Reviewed documents. • Spoke with two professionals and received further feedback from 10 visiting professionals. Inspection rInspection reporteport Inspection report for 20 Barochan Road page 2 of 9 Page 188 of 202
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Key messages • Strong partnership working supported reduced risk for young people and enabled improved outcomes. • Young people experienced nurturing and compassionate care and support. • High staff ratios enabled consistent individual time with young people. • Family relationships and friendships were supported. • The quality of the living environment, including the food, was impressive. • Most young people were engaged in a form of education suited to their needs. • Young people were encouraged to participate in work experience, hobbies and sporting interests. • Personal planning had improved. • The range of quality assurance reporting supported effective governance and oversight of young people's care and support. From this inspection we evaluated this service as: In evaluating quality, we use a six point scale where 1 is unsatisfactory and 6 is excellent How well do we support children and young people's rights and wellbeing? 5 - Very Good Further details on the particular areas inspected are provided at the end of this report. Inspection rInspection reporteport Inspection report for 20 Barochan Road page 3 of 9Page 189 of 202
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How well do we support children and young 5 - Very Good people's rights and wellbeing? We found significant strengths in aspects of the care provided and how these supported positive outcomes for children and young people, therefore we evaluated this key question as very good. The safety of young people was proactively supported and managed through nurturing relationships and authoritative partnership working, where all involved were highly responsive to indicators of concern. The impact of this practice led to a significant reduction in risk for some young people. Comments from partners identified the staff team, as being instrumental to this change. Young people told us that they felt well cared for by staff who conveyed compassion and warmth in their relationships with young people. Young people told us that they always had someone they could speak with, if they needed support. Respectful practice ensured the involvement of young people in decisions affecting them, and at times, independent advocacy also enabled young people to put their views forward. There was a relaxed atmosphere in the house. Each young person being supported in ways suited to their needs and wishes. We spoke with members of staff, who were very knowledgeable about the needs of young people. We were confident that individual time spent with young people, made possible by high staff ratios and on going assessment of young people's needs and wishes, meant that young people's care was central to every day practices. Where young people had personal relationships and friendships, these were supported, including friends and partners regularly visiting the house and at times staying for dinner. Family connections likewise were nurtured, where possible, with family visits and routine contact. The house was maintained to a high standard and the culture of involvement of young people had led to improvements to aspects of internal and external spaces. A more usable outdoor area, created by young people, encouraged new ideas for it's use and new furnishings and equipment in the games room, enhanced young people's experiences. There was a relaxed atmosphere at meal times and food was prepared with care and attention, to both the preferences of young people and also the nutritional benefits of very good home cooked foods. The efforts to encourage a positive dining experience was impressive. Daily routines for some young people were consistent and beneficial. Young people attending college demonstrated resilience and a willingness to succeed and other young people were exploring work opportunities. For those who struggled to maintain school attendance, staff and partners worked hard and were quick to explore alternative supports for young people's education. Through regular discussions with young people, there was a keen focus on helping them to identify the priorities for their future. A positive sense of wellbeing was encouraged through young people's ties to the community and through specialist health services. A few young people participated in active sports while others took driving lessons. Where it was considered helpful to young people, therapeutic support was secured to enable young people to identify issues which impacted their lives. Key to this was the development of coping strategies to manage their emotions. An improved approach to personal planning meant that young people benefited from clear outcomes, intended to improve their lives. Personal planning documents and risk assessments, provided important information to support staff practice and to help young people to achieve their goals. Inspection rInspection reporteport Inspection report for 20 Barochan Road page 4 of 9 Page 190 of 202
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Leadership was a strength and leaders were clear about their roles and responsibilities to safeguard young people and monitor the quality of their experiences. Staff overall were feeling supported by managers, who were visible and accessible. Comprehensive monthly monitoring reports provided detailed records relating to both strengths and areas that were highlighted for improvement. This supported the continued improvement, evidenced at this inspection. Inspection rInspection reporteport Inspection report for 20 Barochan Road page 5 of 9Page 191 of 202
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Requirements Requirement 1 By 17 March 2025, the provider must make proper provision for the health, welfare and safety of young people. The provider must at a minimum: a. Ensure that an incident recording and reporting system is in place, which helps to accurately identify patterns, to support risk management. b. Ensure that where there is increased risk to young people, multi-agency review of progress is strengthened. c. Ensure that individualised ‘missing’ protocols are consistently applied to promote young people’s safety. This is in order to comply with Regulation 4(1)(a) of The Social Care and Social Work Improvement Scotland (Requirements for Care Services) Regulations 2011 (SSI 2011/210) This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I experience high quality care and support based on relevant evidence, guidance and best practice'. (HSCS, 4.11) This requirement was made on 3 March 2025. Action taken on previous requirement We were assured of good progress with respect to an incident recording and reporting system. We advised where we believed this could be further developed. There was clear evidence of a strengthened approach to multi agency review, where risk to young people was increased. We found clear and consistent application of individual protocols when young people presented as 'missing'. Met - within timescales What the service has done to meet any requirements we made at or since the last inspection Inspection rInspection reporteport Inspection report for 20 Barochan Road page 6 of 9 Page 192 of 202
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Areas for improvement Previous area for improvement 1 To support children's wellbeing, learning and development, the provider should ensure that care plans are informative and accurate. This should include, but is not limited to, ensuring that the information is consistent, and goals are SMART. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'My care and support is consistent and stable because people work together well' (HSCS 3.19). This area for improvement was made on 3 March 2025. Action taken since then We sampled evidence of care plans for young people. These contained SMART outcomes and were informative and accurately reflected young people's needs and wishes. This area for improvement was met. Previous area for improvement 2 To support the health, welfare and safety of young people, the provider should ensure internal quality assurance processes, including regular audits, are being formally undertaken by management. This includes external management having effective governance and oversight of the service in all areas of care and support for young people. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I benefit from a culture of continuous improvement, with the organisation having robust and transparent quality assurance processes'. (HSCS, 4.19) This area for improvement was made on 3 March 2025. Action taken since then There was clear and consistent evidence of a range of quality assurance records. Managers at all levels undertook regular auditing and external managers had effective oversight of all aspects of the service. This area for improvement was met. What the service has done to meet any areas for improvement we made at or since the last inspection Inspection rInspection reporteport Inspection report for 20 Barochan Road page 7 of 9Page 193 of 202
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Complaints There have been no complaints upheld since the last inspection. Details of any older upheld complaints are published at www.careinspectorate.com. Detailed evaluations How well do we support children and young people's rights and wellbeing? 5 - Very Good 7.1 Children and young people are safe, feel loved and get the most out of life 5 - Very Good 7.2 Leaders and staff have the capacity and resources to meet and champion children and young people's needs and rights 5 - Very Good Inspection rInspection reporteport Inspection report for 20 Barochan Road page 8 of 9 Page 194 of 202
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To find out more This inspection report is published by the Care Inspectorate. You can download this report and others from our website. Care services in Scotland cannot operate unless they are registered with the Care Inspectorate. We inspect, award grades and help services to improve. We also investigate complaints about care services and can take action when things aren't good enough. Please get in touch with us if you would like more information or have any concerns about a care service. You can also read more about our work online at www.careinspectorate.com Contact us Care Inspectorate Compass House 11 Riverside Drive Dundee DD1 4NY enquiries@careinspectorate.com 0345 600 9527 Find us on Facebook Twitter: @careinspect Other languages and formats This report is available in other languages and formats on request. Tha am foillseachadh seo ri fhaighinn ann an cruthannan is cànain eile ma nithear iarrtas. Inspection rInspection reporteport Inspection report for 20 Barochan Road page 9 of 9Page 195 of 202
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35 Br35 Brediland Rediland Rooadad Care Home Service Linwood Type of inspection: Unannounced Completed on: 6 March 2026 Service provided by: Service provider number: Renfrewshire Council SP2003003388 Service no: CS2018371531 Item 12 Page 197 of 202
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About the service 35 Brediland Road is a residential children's house owned and managed by Renfrewshire Council. The house provides care for up to four young people aged between eight and 20 years old. Until 30 September 2026, the service can provide care to one additional named young person. The service is situated in the Linwood area of Renfrewshire. The house is a purpose-built bungalow and provides a lounge with open-plan dining area, large kitchen, utility room, games room and relaxation/quiet room. There are four bedrooms, each with ensuite. There is a large garden which is under development. Local amenities are in close proximity. About the inspection This was an unannounced inspection which took place on 23 and 24 February 2026, between the hours of 09:00 and 19:30. The inspection was carried out by two inspectors from the Care Inspectorate. To prepare for the inspection, we reviewed information about this service. This included previous inspection findings, registration information, information submitted by the service and intelligence gathered since the last inspection. In making our evaluations of the service we: • spoke with three young people and three members of their families • spoke with 11 members of staff and management • observed practice and daily life • reviewed documents • received 17 replies to our survey from visiting professionals. Inspection rInspection reporteport Inspection report for 35 Brediland Road page 2 of 6 Page 198 of 202
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Key messages • Exceptional relationships between young people and staff promoted excellent outcomes. • Young people's voice was central to their care and support. • Staff were proactive in dealing with indicators of concern. • Teamwork was highly effective in supporting relational practice. • Evidence-based approaches were focused on children's rights. • Strong support ensured a positive experience of family life. • Education and learning opportunities were optimised. • The service was ambitious for young people. • Enduring relationships were fully supported. • The house and garden offered young people a high-quality living environment. From this inspection we evaluated this service as: In evaluating quality, we use a six point scale where 1 is unsatisfactory and 6 is excellent How well do we support children and young people's rights and wellbeing? 6 - Excellent Further details on the particular areas inspected are provided at the end of this report. Inspection rInspection reporteport Inspection report for 35 Brediland Road page 3 of 6Page 199 of 202
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How well do we support children and young 6 - Excellent people's rights and wellbeing? We evaluated this key question as excellent, where performance was sector leading with outstandingly high outcomes for children and young people. The exceptional relationships between young people and staff were based on full recognition of the substantial trauma experienced by young people. This significantly influenced effective risk assessed strategies, which promoted excellent outcomes. We spoke with young people who told us that they 'loved coming back to the house', and that they 'really liked spending time with staff'. Young people shared that they felt loved and highly valued, and we saw warm and loving responses from staff. Managers and staff were strong advocates for young people, alongside external independent advocacy which supported young people to be fully involved in decisions affecting their care. In one instance, we reflected on the power of young people's voices, to influence the provider's policy about the amount of pocket money each young person received. We noted that by advocating for themselves and others, young people had secured agreement from the provider to conduct wider consultation with young people. Young people's emotional and physical safety and wellbeing was central to their experiences. Managers and staff were quick to act upon indicators of concern. Staff were professionally curious, well trained in safeguarding practices and flexible in adapting strategies to support the evolving circumstances in young people's care. The highly effective collaboration between individual members of the team, and authoritative collaboration with partners, resulted in consistent messages of support to young people. By ensuring that staff had protected time with individual young people, positive relational approaches helped to build trust and mutual respect. Use of well tested, evidence-based therapeutic approaches, helped to frame the strong commitment to rights-based practices. This evidenced nurture and empathy within a structured environment, where healthy relationships ensured respect and dignity for all young people. This was further enhanced by the provider's commitment to the foundations of the promise. As promise keepers, all staff demonstrated a strong sense of purpose in their use of positive language and individual commitment to hearing each young person's voice. Young people were emotionally supported to flourish in their relationships with parents and other family members. Working closely with families, young people benefitted from consistent approaches, to support their experience of positive family life. Young people's achievement and participation in a range of education and learning settings was maximised. Opportunities to develop skills and interests were wide ranging, from mechanics and construction to bespoke school classes, and hairdressing at college. Work experience gave young people new opportunities and positive links with community services, and supported their understanding of safety and personal responsibility. Young people were also active contributors, through youth initiatives, which helped to prevent other young people from becoming involved in unsafe situations. Inspection rInspection reporteport Inspection report for 35 Brediland Road page 4 of 6 Page 200 of 202
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There was excellent support around young people's interests and hobbies. Planned activities and involvement ranged from high adrenaline sports to having a voice on the promise group. Other young people enjoyed music, DJ workshops and going to concerts with friends. Holidays likewise were planned with young people and, notably, when staff themselves were away on holiday for a significant period of time, they kept in touch with young people to show that they remained important to them and to share their experiences with them. In the broadest sense, health and wellbeing was a key focus in the care of young people and professional health colleagues assisted in this process. Similarly, by optimising the use of local resources, routine involvement on aerial equipment helped some young people to improve their mental and physical fitness, while enjoying a thrilling activity. Others preferred to enjoy less strenuous experiences in the house, with staff who specialised in relaxation and pampering. Equally though, spending time with befrienders and past teachers ensured enduring connections with people who were important to young people. Friendships, where positive, helped to boost young people's identity and wellbeing and, where appropriate, friends visited the house for dinner. The whole staff team contributed fully to young people's experiences in a high-quality home environment. Photos and other personal items showed that this was their home, and the staff team equally took pride in maintaining and developing it for them. The garden was an excellent example of proactively seeking to improve the quality of the experience for young people, by involving them in choosing how to develop the vast outdoor space. The manager's commitment to progressing this was commendable. Young people's personal plans used creative tools and tailored individual strategies to support young people's continued progress. These evidenced a high level of adaptability to allow for changes in young people's lives. The thoughtfulness of staff ensured the correct response at the right time, helping young people to develop resilience and their sense of identity. Complaints There have been no complaints upheld since the last inspection. Details of any older upheld complaints are published at www.careinspectorate.com. Detailed evaluations How well do we support children and young people's rights and wellbeing? 6 - Excellent 7.1 Children and young people are safe, feel loved and get the most out of life 6 - Excellent Inspection rInspection reporteport Inspection report for 35 Brediland Road page 5 of 6Page 201 of 202
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To find out more This inspection report is published by the Care Inspectorate. You can download this report and others from our website. Care services in Scotland cannot operate unless they are registered with the Care Inspectorate. We inspect, award grades and help services to improve. We also investigate complaints about care services and can take action when things aren't good enough. Please get in touch with us if you would like more information or have any concerns about a care service. You can also read more about our work online at www.careinspectorate.com Contact us Care Inspectorate Compass House 11 Riverside Drive Dundee DD1 4NY enquiries@careinspectorate.com 0345 600 9527 Find us on Facebook Twitter: @careinspect Other languages and formats This report is available in other languages and formats on request. Tha am foillseachadh seo ri fhaighinn ann an cruthannan is cànain eile ma nithear iarrtas. Inspection rInspection reporteport Inspection report for 35 Brediland Road page 6 of 6 Page 202 of 202