Agenda Document Pack - Education and Children's Services Policy Board - 22/08/2024
Renfrewshire Council · 22 August 2024
Back to Education and Children's Services Policy Board — 22 August 2024 and its agenda
Text extracted from the council's PDF. Layout and reading order may differ from the original.
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Notice of Meeting and Agenda Education and Children's Services Policy Board Date Time Venue Thursday, 22 August 2024 13:00 Council Chambers (Renfrewshire), Council Headquarters, Renfrewshire House, Cotton Street, Paisley, PA1 1AN MARK CONAGHAN Head of Corporate Governance 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 Anne Hannigan: Councillor Lisa-Marie Hughes: Councillor Alec Leishman: 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. Page 1 of 157
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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 157
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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 Whole Family Wellbeing Evaluation Report Report by the Director of Children's Services. 5 - 19 2 Continuing Care Allowance Report by the Director of Children's Services. 20 - 23 3 Children (Care and Justice) (Scotland) Act 2024 Report by the Director of Children's Services. 24 - 27 4 Children's Looked After Statistics - 2023 Report by the Director of Children's Services. 28 - 37 5 Managing and Reporting Violence and Aggression Incidents in Educational Establishments Report by the Director of Children's Services. 38 - 66 6 Education Scotland Inspection Trinity High School Report by the Director of Children's Services. 67 - 72 7 School Estate Management Plan (SEMP 2024) & Learning Estate Update Report by the Director of Children's Services. 73 - 98 8 Strategic Learning Estate Strategy Report by the Director of Children's Services. 99 - 123 9 Revenue and Capital Budget Monitoring as at 21 June 2024 124 - 136 Page 3 of 157
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Joint report by the Directors of Finance & Resources and Children's Services. 10 Children's Services Health and Safety Action Plan 2024/25 Report by the Director of Children's Services. 137 - 141 11 Inspection of Through Care Team - Housing Support Service by the Care Inspectorate Report by the Director of Children's Services. 142 - 157 Page 4 of 157
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Page 1 of 15 To: Education and Children’s Services Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Whole Family Wellbeing Evaluation Report ___________________________________________________________________ 1. Summary 1.1. Since 2022, Renfrewshire Children’s Services Partnership (RCSP) have received funding from the Scottish Government, as part of the Whole Family Wellbeing Fund (WFWF). This report outlines the progress made across the local authority to date, including the launch of a family support service, the introduction of a digital request for assistance system and increased collaboration and capacity building with third sector partners. The report discusses early impact on outcomes for children, young people, and families. 1.2. The Scottish Government aims to ensure that all children and young people have access to the resources and opportunities they require to grow to their full potential. The policy framework, ‘Getting it Right for Every Child’ (GIRFEC) is adopted nationally and outlines a shared understanding for professionals supporting children and young people. It emphasises that wellbeing captures all aspects of a child’s life, including their physical and mental health, and their connections with their family, the community, and wider society. 1.3. Building on GIRFEC processes, it is understood that many families can benefit from universal provision that improves accessibility, while specialist provision can support those whose needs are more complex. As such, the Scottish Government aimed to develop a whole family wellbeing approach that joins up early intervention and preventative services that are offered by different organisations across each local authority. It was predicted that upscaling and shifting resources to these services should support, safeguard, and promote wellbeing, thereby reducing the number of crisis interventions in each local authority. 1.4. The Scottish Government’s whole family wellbeing approach was also shaped by The Promise. In 2020, a review investigating the current practices, legislation, culture, and ethos of the care system highlighted that greater investment in family support was required. Consequently, The Promise outlined key outcomes that would help ensure all children and young people grow up safe and respected. Adopting a whole family wellbeing approach that Item 1 Page 5 of 157
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Page 2 of 15 prioritises early intervention and prevention should also provide more opportunities for families to access support early on and ensure they can stay together. 1.5. The core components of whole family wellbeing support were outlined by the Scottish Government. These are: • Children and families at the centre, as a rights-based approach is adopted and families can contribute to each aspect of service design. • Availability and access are prioritised to ensure all families know how and where to access this support. • Family support is delivered via a whole family approach that involves collaboration, multi-agency, and multi-disciplinary work between services. ___________________________________________________________________ 2. Recommendations 2.1. Members of the Education and Children’s Services Policy Board are asked to note the very positive progress the new family wellbeing service is making to improve outcomes for families in Renfrewshire. ___________________________________________________________________ 3. Background 3.1. Renfrewshire Children’s Services Partnership (RCSP) includes council, other public sector partners, and third sector organisations who deliver support to children, young people, and families across the authority. RCSP received a proportion of the WFWF to build capacity for system-wide change and to scale up the delivery of family support services. 3.2. Currently, local data estimates that 18% of children in Renfrewshire live in families impacted by poverty (Renfrewshire Council, 2023). These figures have fluctuated in recent years following the Covid-19 pandemic. While council wards experienced an average increase of 1.9% in the proportion of children living in relative low-income families, this ranged from 0.1% to 7.5%. Several wards are also significantly higher than the national average at 20%, with the highest at 36.8%. This data highlights that the authority should benefit from an approach that emphasises early intervention and prevention. 3.3. Prior to the WFWF, Renfrewshire Council Education Service had three key local authority services delivering family support: Families First; Home Link and Care Experienced Home Link. Families First teams operated in selected Renfrewshire localities and worked with families with children up to aged 8. The Home Link service was a school-based service which supported children, young people, and families where there were barriers to learning. The Care Experienced Home Link Team worked with those children, young people and families who were experiencing crisis impacting on the education of the child/young person. In January 2024, these services merged to form one Family Wellbeing Service in Renfrewshire with three teams: the community team (who were previously Families First); the schools’ team (previously Home Link) and the Interrupted Learners team (previously Care Experienced Page 6 of 157
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Page 3 of 15 Home Link). This ensures that when a family seeks support, there is a range of support at the appropriate GIRFEC stage of intervention. It was also envisaged that this would allow for greater collaboration between these teams, enabling families to receive holistic support that is tailored to their needs reducing duplication for families. 3.4. In addition to local authority services, third sector organisations (TSOs) are also involved in the delivery of family support in Renfrewshire. In 2023, five TSOs were awarded grant funding to deliver services in Renfrewshire under the WFWF. An additional 10 TSOs were also recently granted funding in March 2024. Annual funding will now be delivered to TSOs who wish to partner with the local authority. 3.5. To determine how and where a family should access support, Renfrewshire Council developed a tier system that would identify the level of support families require. This system consists of three tiers: • Tier 1 – universal prevention and early intervention services. These are delivered by the community team. • Tier 2 – tailored, targeted support. These services are delivered by the schools’ team. • Tier 3 – intensive support that either prevents or is a response to statutory interventions. These are delivered by specialist services. 3.6. One of the national principles of holistic whole family support is that families can reach in, as opposed to being referred to for support. Therefore, a new request for assistance system has been introduced in Renfrewshire to ensure equity of access. Families or other agencies can now request for assistance online, and this is followed up by a member of the Family Wellbeing team who will meet and discuss the support they require. This information is then considered though our request for assistance process to identify whether the family require support under tier 1, 2, or 3. 3.7. In addition to the request for assistance process, a Fast Online Referral and Tracking (FORT) system has been introduced to manage families currently accessing support within Renfrewshire. This system aims to improve accessibility for teams supporting families by holding all necessary information on each family and improving collaboration across teams as families may access support from a number of services. It also supports the evaluation of the WFWF, by holding information regarding the number of families taking up supports across services and data monitoring the impact of these. 3.8. In May 2024, the new Family Wellbeing service in Renfrewshire officially launched with an event held in Johnstone Town Hall. All services and organisations were available to promote and discuss the projects they are delivering. With over 150 people registering to attend, the event was a success and significantly increased the visibility of the new service across the local authority. There are now plans to host a similar event targeted towards families later in the year. ___________________________________________________________________ Page 7 of 157
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Page 4 of 15 4. Evaluating Whole Family Wellbeing in Renfrewshire 4.1. To measure the impact of the Whole Family Wellbeing Fund (WFWF) across Renfrewshire, an evaluation strategy was developed in January 2024. This strategy is in line with the logic model developed by the Scottish Government, which predicted the outcomes for each year of funding. By the end of the parliamentary term (2026), it was predicted that the WFWF will: • Improve family wellbeing; • Reduce inequalities in family wellbeing; • Reduce the number of families requiring crisis intervention; • Reduce the number of children and young people living away from their families; and • Increase the number of families taking up wider supports. 4.2. To demonstrate these outcomes over time, Renfrewshire’s evaluation strategy involves four key methods of data collection which will take place for each evaluation report: the family wellbeing scale, critical indicators, engagement with stakeholders, and evaluation reports from third sector organisations. 4.2.1. The Family Wellbeing Scale (FWS) is a 16-item questionnaire that is designed to measure and reflect levels of whole family wellbeing for individual families (McGee, nd). By adopting a strengths-based approach, each item is positively worded and encourages families to work together to identify their best qualities and the areas they wish to develop further. The scale is also broken down into six factors that represent key aspects of whole family wellbeing: communication, family bonding, affection, respect, and openness. This scale has been adopted by Renfrewshire as a key measure of family wellbeing. It is also embedded in the new FORT system, enabling services to track families’ wellbeing and identify the type of support they may require. Families requesting support will complete the scale during the early stages of accessing support, and after accessing support. This will help produce a baseline scale to understand the type of support they require, and evidence impact. Practitioners delivering support to each family will complete this scale with them, and upload this to the FORT system to analyse returns over time. It is predicted that scores will increase gradually (indicating improved family wellbeing) across each factor, with higher scores for families post-intervention. Originally developed in East Renfrewshire, the FWS has also been adopted across other local authorities as part of the WFWF. This may provide an opportunity for authorities to share the data they have gathered and analyse the widespread impact of this funding across the country. 4.2.2. Critical Indicators - As well as measuring family wellbeing directly, it is predicted that the Whole Family Wellbeing Fund will have a positive impact across various areas including education, employment, requests for support, and income levels. A set of critical indicators have been established that reflect the needs of communities in Renfrewshire, to demonstrate improvements in whole family wellbeing over time. Data from 2021/22 will act as a baseline, and the findings will be compared and updated annually. These indicators will be analysed for each reporting deadline, and to support data gathered using the family wellbeing scale (FWS). Page 8 of 157
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Page 5 of 15 4.2.3. Engagement with Stakeholders - To ensure families’ and services’ voices are included, qualitative and quantitative data will be gathered through engaging with team leaders and practitioners delivering support, as well as those accessing this support. This data should align with the findings from the family wellbeing scale (FWS) and critical indicators, demonstrating that the outcomes outlined in the Scottish Government’s logic model are being met across Renfrewshire. It will also demonstrate how these are being achieved in practice, and what this means for families across the authority. Renfrewshire’s evaluation strategy states that four periods of data collection will take place to gather information from stakeholders. These are: Early consultations with team leaders and practitioners. • Interviews and focus groups have already taken place with each of the community teams in Renfrewshire. These sessions aimed to understand the changes that have taken place in their service since receiving funding, and what impact this has made to their role. Surveys with team leaders and practitioners. • A survey has been developed that will be distributed to all practitioners in local authority services and third sector organisations (TSOs). This is to gather quantitative data across all services and explore whether practitioners’ experiences align with the Scottish Government’s outcomes. This survey will be distributed in July 2024. Interviews with families accessing support. • These sessions will assist with investigating the longer-term impact of the WFWF. These sessions will take place as families come to the end of any support they receive, to allow them to reflect on their experiences. These sessions will take place in October 2024. Consultation with team leaders and practitioners. • A second round of consultations will take place with local authority teams in March 2025. This is to explore practitioners’ experiences with delivering support to families and what this has meant for communities in Renfrewshire. 4.2.4. Reports from Third Sector Organisations - To understand the impact of the Whole Family Wellbeing Fund for third sector organisations (TSOs), an evaluation template has been produced. This document requires TSOs to outline the details of their project, including the intended outcomes, their progress towards reaching these, improvement priorities, any barriers or risks limiting their progress, and any support requirements. These reports will be sent to Renfrewshire quarterly and reported within each evaluation report. ___________________________________________________________________ 5. Key Findings 5.1. This section outlines the key findings for each method within Renfrewshire’s evaluation strategy to date. Firstly, it details results from the Family Wellbeing Service and the critical indicators. This is followed by the key themes generated from data gathered during the early consultations with community teams in Renfrewshire, and a summary of the data reported by third sector organisations. Page 9 of 157
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Page 6 of 15 5.2. Family Wellbeing Scale The Family Wellbeing Scale was piloted in Renfrewshire between October and December 2023 among community family wellbeing teams. The team have continued to use this scale with families they support, and this has enabled the Data Officer to gather returns over time. The findings below represent the data gathered from this team only. There have been no returns from the schools’ team and third sector organisations as they are working towards incorporating this within their service. It is hoped that for future reports, findings from across services can be reported. A total of 66 responses were returned. Almost all of those who completed the scale were women, and the majority were aged between 25-39 years. Their location also varied, with 24 living in Johnstone/Linwood, 14 living in Paisley, and 22 living in Renfrew/Erskine. The demographics for the FWS are summarised in table 1. Table 1 Demographics of Family Wellbeing Scale Returns Characteristic N % Gender Man 8 12% Woman 58 88% Age 19-24 1 2% 25-39 36 55% 40-50 21 32% +50 8 12% Locality Renfrew/Erskine 25 38% Johnstone/Linwood 24 36% Paisley 14 21% Other 3 5% Number of Family Members 2-3 35 53% 4-5 24 36% 6-7 6 9% 8+ 1 2% Most returns were completed pre-intervention, while 16 forms were completed post-intervention. When analysing the full sample of results, the average overall score for families was 64 out of 80 and ranged from 41 to 80. Table 2 summarises the findings from the FWS data gathered by factor. Table 2 Descriptive Results for all Family Wellbeing Scale Returns Factor Mean Standard Deviation Family bonding (out of 15) 13 2.1 Togetherness (out of 15) 12 2.7 Respect (out of 10) 8 1.8 Openness (out of 10) 8 2 Page 10 of 157
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Page 7 of 15 Communication (out of 15) 12 2.6 Affection (out of 15) 12 2.9 Overall (out of 80) 64 13.2 For families who completed a pre- and a post-intervention score, the findings can be analysed to compare the difference in their scores over time. Overall, the scores increased by 12.4 on average, and small increases were found across all six factors. These findings are summarised in table 3. Table 3 Average Scores for families with a pre- and/or post-intervention submission Factor Pre-intervention Post-intervention Difference Family bonding 12.1 13.9 1.8 Togetherness 10.4 12.6 2.2 Respect 6.4 8.2 1.8 Openness 6.1 8 1.9 Communication 10.4 12.7 2.3 Affection 9.8 12.3 2.5 Overall 55.2 67.6 12.4 With the launch of the new Family Wellbeing service, it is predicted that these scores will increase over time as more families request support from these services across Renfrewshire. 5.3. Critical Indicators Renfrewshire Children’s Services Partnership has identified 9 critical indicators they wish to monitor and report as part of their evaluation strategy. These indicators were selected based on their relevance to whole family wellbeing, and the needs of families in Renfrewshire. These indicators are: • Pupils with less than 50% attendance, as a percentage of all pupils • School leavers in positive destinations 9 months after the end of the school year, as a percentage of all school leavers. • Number of children living away from home. • Number of crisis interventions. • Number of families taking up supports. • Number of children living in relative poverty. • Percentage of children under 16 years living in working households. • Percentage of children accessing free school meals/clothing grants. • Number of children living in temporary accommodation. 5.3.1. Pupils with less than 50% attendance Emotionally Based School Avoidance (EBSA) is a focus within Renfrewshire, with attendance being a national concern. This umbrella term captures a wide range of emotional factors that can be linked to family wellbeing, including family stress, relationships, or mental wellbeing. Good attendance at school can also have a positive impact on attainment. Table 4. Summarises the percentage of pupils in Renfrewshire with less than 50% attendance. Page 11 of 157
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Page 8 of 15 Table 4 Percentage of pupils with less than 50% attendance in Renfrewshire 2021/22 2022/23 2023/24 1.93 2.14 2.14 5.3.2. School leavers in positive destinations 9 months after the end of the school year National attainment data shows that young people from more deprived backgrounds are less likely to be in a positive destination when leaving school. Delivering whole family wellbeing support should help to remove the barriers experienced by these young people, to access opportunities for employment and further education. Current statistics on the percentage of pupils in positive destinations can be found in table 5. Table 5 Percentage of school leavers in Renfrewshire in a positive destination 2021/22 2022/23 2023/24 Number of leavers 1907 1935 Not available. Percentage of leavers in a positive destination 91.8 93.6 Not available.1 5.3.3. Number of looked after children The WFWF is closely linked with The Promise, through developing support systems that enable families to access the right service for their needs early on. This should ensure more families are met by the right service when required and bridge any gaps between universal and statutory services. A decrease in the number of children living away from their families would suggest that more families have accessed support early that has strengthened family relationships and prevented potential breakdowns. Current statistics regarding the number of children living away from home are summarised in table 6. This data captures children looked after at home, under kinship, foster care, and internal/external residential homes. Table 6 Number of children looked after in Renfrewshire 2021/22 2022/23 2023/24 Total looked after population in Renfrewshire 592 640 606 5.3.4. Number of crisis interventions The WFWF places an emphasis on early intervention, with the Scottish Government aiming for at least 5% of all community-based health and social care spend to be on preventative whole family support measures nationally by 1 23/24 Leavers data will be published in June 2025. The follow up destinations snapshot takes place in February 2025. Page 12 of 157
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Page 9 of 15 2030. A reduction in the number of crisis interventions would indicate that families are accessing support early on. This data will represent the number of families requiring immediate attention, unexpected events, and referrals to social work within Renfrewshire. This data has not yet been captured and will therefore be an indicator they will continue to work towards now that the Family Wellbeing Service has launched. 5.3.5. Number of families taking up supports An increase in families taking up wider supports is one of the Scottish Government’s long-term goals for the WFWF. It is hoped that by collaborating with third sector organisations, services can develop a shared understanding of the needs of CYPF across the authority and any barriers they might face. More families receiving this support would also indicate that communities across Renfrewshire are aware of the support available to them and feel comfortable accessing this when required. The number of families taking up supports currently in Renfrewshire is summarised in table 7. Table 7 Number of families taking up supports Service Year 2024 Local authority Community teams 86 School teams 1209 Interrupted learners 41 Third Sector 119 Total 1414 5.3.6. Number of children living in relative poverty As well as supporting family relationships, increasing opportunities for parents to access employment is another outcome outlined by the Scottish Government. Supporting low-income families is a priority for Renfrewshire, as a significant proportion of children across the authority live in deprived areas. To be classed as low income within national data, families must have claimed Child Benefit and at least one other household benefit (e.g., Universal Credit). Relative low-income accounts for families with low incomes before housing costs within the reference year. It is predicted that a focus on early intervention will allow parents and carers in Renfrewshire to take up opportunities for work, training, or study, and consequently improve their financial situation and family wellbeing. The number of children living in relative poverty from 2022-24 is summarised in table 8. Table 8 Number of children living in relative poverty 2021/22 2022/23 2023/24 7,186 7,321 Not Available. Page 13 of 157
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Page 10 of 15 5.3.7. Percentage of children under 16 years living in workless households The WFWF aims to support parents’ ability to enter the labour market. A decrease in the number of children living in workless households should indicate that barriers to work that are related to family stress or breakdown have been addressed through whole family support. The percentage of children living in workless households in 2022 is summarised in table 9. Data for 2023 and 2024 is currently not available, and so will be reported in subsequent reports once published. Table 9 Percentage of children under 16 in Renfrewshire living in workless households, 2022* Number % All households 26,700 100.0 Workless households 1,600 5.9 *Note. Data from 2023-24 is not currently available. 5.3.8. Percentage of children accessing free school meals and clothing grants Entitlements to free school meals (for children in primary 5 and above) and clothing grants are determined by family income, with those receiving financial benefits having access. A decrease in the number of children receiving these should indicate that more families have improved their financial situation, either through entering the labour market or finding new employment opportunities. The percentage of children accessing these is summarised in table 10 below. Table 10 Percentage of children in Renfrewshire eligible for free school meals and clothing grants 2022 2023 2024 Entitled to free school meals 20.54% 25.83% Not available. Entitled to clothing grant 24.6% 20.26% Not available. 5.3.9. Number of children living in temporary accommodation Safety and security are important factors that come under family wellbeing. A reduction in the number of children living in temporary accommodation would suggest more families have been supported to ensure they have financial stability, housing security, and are living safely together. Homeless and Housing Support in Renfrewshire reported to Renfrewshire Children’s Services that in 2024, there are 24 children staying in temporary accommodation. This will continue to be reported annually. 5.4. Engagement with Stakeholders In May 2024, Renfrewshire’s Data Officer for whole family wellbeing conducted early consultations with the authority’s three community teams. Overall, 16 practitioners participated in either a 1:1 interview or focus group Page 14 of 157
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Page 11 of 15 with other members within their locality. These sessions aimed to understand the changes that have occurred within each team, and what this has meant for practitioners delivering support to families. A thematic analysis was conducted on the data gathered to produce three key themes, which are outlined below. 5.5. Third Sector Evaluation Reports Third sector organisations (TSOs) participating in the Whole Family Wellbeing Fund (WFWF) in Renfrewshire completed their first evaluation reports in June 2024. As discussed in chapter 1.2, five TSOs received grant funding as part of the WFWF and have started developing and delivering programmes within their communities. These organisations are: Home Start • Home start are network of trained volunteers who offer support to families with young children experiencing adversity. As part of the WFWF, they are delivering intensive family support to families with children aged 0-5 years. An Intensive Support Worker is now working with families to help them work towards positive outcomes, and peer support groups have been formed to allow families to connect with others in their community. KLAS Care • KLAS Care offer flexible and affordable childcare for school aged children. The funding secured through the WFWF is now being used to deliver inclusive play and learning opportunities for families. Active Communities • Active Communities are a health and wellbeing charity in Renfrewshire who offer a variety of opportunities for children and adults. They are collaborating with KLAS Care through the WFWF to deliver Empowering Parents Empowering Communities (EPEC) in Renfrewshire. This is an evidence-based parenting programme that builds strategies and methods for families with neurodiversity, mental health, and co-parent conflict. STAR Project • STAR Project deliver creative group projects and individual support to families across Renfrewshire. As part of the WFWF, they are delivering panel sessions with neurodivergent families to discuss their experiences engaging with social work, whole family creative therapeutic session, and sessions that aim to revise HSCP training on autism. Impact Arts • Impact Arts deliver art therapy projects across Scotland to vulnerable children and young people. The WFWF has enabled them to deliver their Art Wise programme in Renfrewshire, which aims to support the whole family by helping parents understand their children’s behaviour, build opportunities to connect and communicate their feeling and needs with one another through art. This chapter provides a summary of the data received from each TSOs’ evaluation report. Page 15 of 157
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Page 12 of 15 5.5.1. Project outcomes across Renfrewshire The Third Sector Organisations (TSOs) participating in Renfrewshire’s WFW service identified a variety of outcomes they hope to achieve through the funding they have secured. This includes: • Offering parental support to families that enables parents to understand the needs of their children and develop tools to communicate and support them. • Providing play and learning opportunities for families that strengthen their relationships with one another and with other families accessing support. These also include innovative therapeutic approaches that are suitable for a wide range of age groups. • Reducing isolation and improving self-esteem among families through creating peer support networks within the community. • Signposting families for practical advice and support and reducing stigma around seeking this. Many of the projects delivered across each of these organisations include a particular focus on supporting neurodivergent families. This was a key criterion outlined by the project managers when opening grant applications, due to an identified need for increased support for these families across Renfrewshire. 5.5.2. Progress towards project outcomes When reporting their progress, TSOs were aware of a significant need for services that support whole family wellbeing across Renfrewshire. Many of the families requesting assistance and currently accessing support were found to have experience of a wide range of areas including neurodiversity, disability, and mental health diagnoses. A few TSOs have started gathering baseline data to monitor the impact of their projects. Others have not yet done so however, and they reported that building trust with the families they are working with first is crucial. Therefore, some families have participated in pilot programmes that enabled TSOs to understand their needs and develop relationships. For example, Home Start delivered a short group support programme for families in June, prior to their summer projects that are due to launch in July. It is believed that this has supported engagement within these services, as families have continued to attend. 5.5.3. Evidence towards project outcomes A few TSOs have provided opportunities for co-production with the families they support. This has given families a voice regarding how these programmes are delivered and will ensure they suit the needs of their communities. For example, some parents who have been accessing support from KLAS Care have now enrolled themselves in a Parent Group Leader (PGL) training course, which will enable them to assist with the delivery of EPEC courses within the service. Feedback from practitioners and the families they support suggests that some families had initial concerns about attending these programmes, but have Page 16 of 157
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Page 13 of 15 since felt more comfortable and enjoy participating. For example, one participant accessing support from Impact Arts stated: “The sessions feel comfortable and like a home. They are a distraction from everyday life.” A few TSOs have distributed impact assessment forms to measure the impact of these programmes to date. For example, STAR Project reported that among the families who had participated in their panel sessions, almost all perceived that they had more confidence, their wellbeing had improved, and they felt less isolated. KLAS Care are also completing evaluation forms as part of EPEC, which will be included in a national report due in June 2024. TSOs have started to form connections with other services and engagement partners. STAR Project have reported the links they have formed with social work through their panel sessions. By facilitating discussions with families on their experiences with social work, this information will now be used to inform how social work agencies support neurodivergent households. Home Start also discussed the connections they have formed with Renfrewshire’s community team in Gallowhill, Renfrew, as they plan to collaborate. 5.5.4. Improvement priorities for this session All TSOs are continuing to support families that are currently attending their projects, and those now requesting for assistance. This will involve developing their relationships with families to understand their needs, and ensuring they can continue to engage. TSOs reported that the official launch of the whole family wellbeing service in May has helped raise awareness of their projects and enabled them to form links with other community organisations and engagement partners. They aim to continue to develop these to increase their visibility. This includes ensuring that a diverse range of families are supported and that their voices are included. For example, STAR Project reported their plans to work with Pachedu – another TSO in Renfrewshire who aim to support ethnic minority families and promote diversity and equality. 5.5.5. Barriers and support requirements TSOs reported few barriers and support requirements to deliver their projects. One area that was raised was further support and training for the FORT system, to ensure all practitioners have the skills and confidence to use this efficiently. A few TSOs also discussed the need to increase visibility among primary schools. This includes promoting the key purpose of these programmes to teachers, and ensuring all schools are aware of how to sign post parents to them. ___________________________________________________________________ 6. Conclusion 6.1. This evaluation report outlines Renfrewshire’s journey towards developing a new family wellbeing service. The findings thus far suggest that overall, the authority is continuing to make very good progress towards the long-term outcomes identified in the Scottish Government’s logic model. As relationships within and across services and teams continue to grow, an increasingly joined-up approach will enable all those involved to deliver tailored and timely Page 17 of 157
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Page 14 of 15 support to families early on. This report also indicates key areas that Renfrewshire shall continue working towards. These are: • Building relationships between community, school and interrupted learners teams in the local authority, to ensure they adopt a consistent approach across Renfrewshire. • Offering further support to practitioners on the use of the Family Wellbeing Scale and the FORT system. This will ensure all those involved have the confidence to use these tools and ensure Renfrewshire can continue to track and monitor the impact of these programmes efficiently. • Continuing to increase visibility of the service across organisations and partners to maximise engagement. ___________________________________________________________________ Implications of this report 1. Financial No financial implications 2. HR and Organisational Development No implications for HR and Organisational Development 3. Community/Council Planning Our Renfrewshire is thriving - Ensuring the best support for all children and young people Our Renfrewshire is well - Early intervention will lead to healthier outcomes for children and young people, families and communities. Our Renfrewshire is safe - Local services/establishments will support children, young people and members of the community. Building strong, safe and resilient communities - The quality of community life is enhanced by supporting children and young people. Tackling inequality, ensuring opportunities for all - Effective governance arrangements ensure that the organisations can deliver effective and equitable support for children and young people Creating a sustainable Renfrewshire for all to enjoy - Effective support arrangements will contribute to a quality education for children and young people 4. Legal No Legal implications 5. Property/Assets No implications for property/assets Page 18 of 157
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Page 15 of 15 6. Information Technology No implications for Information Technology 7. Equality and Human Rights No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety No implications 9. Procurement No implications for procurement 10. Risk No risks 11. Privacy Impact Personal information will only be held as required to deliver the service. This will be done in accordance with data protection legislation. 12. 13. COSLA Policy Position None Climate Risk None 14. Children’s Rights This also aligns with the rights of children, including, articles, 5, 27, 28, 29 there has been a particular focus on engaging with children and young people throughout this project. List of Background Papers Getting it right for every child (GIRFEC) The Promise Scotland United Nations Convention on the Rights of the Child Support for Learning: All our Children and all their Potential ___________________________________________________________________ Children’s Services EH 26 July 2024 Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk 0141 487 0884 Page 19 of 157
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Continuing Care Allowance ___________________________________________________________________ 1. Summary 1.1 In October 2023, the Scottish Government introduced a Scottish Recommended Allowance in relation to children who are cared for in qualifying foster and kinship care placements. The Scottish Recommended Allowance is the minimum level of allowance which local authorities can pay to support children in foster and kinship care. 1.2 Children are defined as “looked after” if they have been accommodated by the Local authority under the powers of Section 25 of the Children (Scotland) Act 1995 or if they are subject to a compulsory supervision order from the Children’s hearing. Renfrewshire ensures that all children who are in eligible foster and kinship care settings are treated as “looked after” up to their 18th birthday. 1.3 Many children in foster and kinship care wish to remain in their care setting after their 18th birthday. If the authority deems this to be in their best interest, these arrangements are converted to a “continuing care” placement. Young adults can remain in these new arrangements until they reach the age of 21. 1.4 The Scottish Government has not set a Scottish Recommended Allowance for the maintenance of young adults in continuing care. This report recommends that Renfrewshire set the maintenance allowance at the rate of £200.00 per week, recognising young adults have independent income. This maintenance allowance should be payable to young people who reach the age of 18 on or after 22 August 2024. ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to: a) note the contents of the report; Item 2 Page 20 of 157
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Page 2 of 4 b) agree the payment of a maintenance allowance for young people in continuing care who reach the age of 18 on or after 22 August 2024 at the rate of £200.00 per week; and c) note the continuing care maintenance allowance rate will be paid up to the young adult’s 21st birthday if they remain in the continuing care placement. ___________________________________________________________________ 3. Background 3.1 The Children and Young People (Scotland) Act 2014 amended the Children (Scotland) Act 1995 to create a right to continuing care for young people looked after outwith the care of their parents. Continuing care applies only to young people who are looked after in foster, kinship or residential care and allows them to remain in their current care arrangement until they turn 21 if this is in their best interest. 3.2 Any eligible young person ceasing to be looked after away from home, when they turn 16 can request Continuing Care. In Renfrewshire young people who are in foster and kinship care continue to be “looked after” until the age of 18 as this status gives additional protection to them. As a result, in Renfrewshire the application of the continuing care status will be applied when the eligible young person reaches their 18th birthday and is no longer 'looked after'. Continuing care ensure the young adult receives the same support as they did when they were looked after as a child. When Continuing Care ends the young person is then eligible for ‘Aftercare’ support until they turn 26. 3.3 Foster carers and kinship carers receive a maintenance allowance for the children they care for. This allowance is set by the Scottish Government and is known as the Scottish Recommended Allowance. Local authorities can pay a higher allowance but cannot pay a lower one. Renfrewshire pays the Scottish Recommended Allowance for children in foster and kinship care. The allowance is paid to ensure that the child’s care needs are met and includes an allowance for “pocket money” and clothing. 3.4 The Scottish Government has not set a recommended rate for a maintenance allowance payment in continuing care. Officers have been considering the rate to be recommended to elected members in relation to the payment of a maintenance allowance for young adults in continuing care. The purpose of the maintenance allowance is to provide support to allow the young person to remain in the foster or kinship care arrangement as they work towards independent living. 3.5 There is an expectation a young adult in continuing care arrangements will be in education or training and they are supported to do so by their carer and staff in Children’s Services. These young people will either receive the care experienced bursary or wage. If the young adult is not in education, they are entitled to claim state benefit. Given that young adults in continuing care will have a degree of independent income it is recommended the maintenance allowance be reduced to reflect this. In removing the pocket money element and clothing allowance officers consider a maintenance allowance of £200.00 per week is the appropriate level. Page 21 of 157
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Page 3 of 4 3.6 In the current financial year, 24 young people who are cared for by Renfrewshire foster carers or in kinship care will be entitled to continuing care. If all of the young people remain in their current care placement the additional cost pressure on the fostering and kinship budget will be £98,000. There will be additional pressure on the fostering and kinship budget over the following two financial years of £260,000 and £400,000 as more young people become entitled to continuing care support. __________________________________________________________________ Implications of this report 1. Financial – The setting of the continuing care rate will add an additional pressure in the current financial year of £98,000. The pressure on the fostering budget in the following two financial years will be £260,000 and £400,000 respectfully. The service expects to manage these pressures within the bottom line of fostering and kinship due to other young people moving on from supported carer and external foster care arrangements. 2. HR and Organisational Development None. 3. Community/Council Planning Our Renfrewshire is safe. 4. Legal This report ensures the service is compliant with the duty to provide continuing care as required by the Children and Young People (Scotland) Act 2014 5. Property/Assets None. 6. Information Technology None. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. 8. Health and Safety None. 9. Procurement None. Page 22 of 157
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Page 4 of 4 10. Risk None. 11. Privacy Impact None. 12. Cosla Policy Position None. 13. Climate Risk None. 14. Children’s Rights The recommendation in this report impacts on young people aged over the age of 18 and as a consequence has no impact on children’s rights. List of Background Papers ___________________________________________________________________ Children’s Services Author: John Trainer Head of Children and Justice Social Work/Chief Social Work Officer 0300 300 0277 john.trainer@renfrewshire.gov.uk Page 23 of 157
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1 _______________________________________________________________ To: Education and Children’s Services Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children (Care and Justice) (Scotland) Act 2024 ___________________________________________________________________ 1. Summary 1.1 The Care and Justice (Scotland) Act received Royal Assent on 4 June 2024. As part of wider work to embed the United Nations Convention on the Rights of the Child in law and to Keep the Promise, it contains a series of measures to improve children’s experiences of the care and justice systems, whether victims, witnesses or children who have caused harm. 1.2 The Act makes some significant changes to the laws and regulations in relation to the care of children and their involvement in both the children’s hearing system and criminal justice systems. It is anticipated this will have future implications for Renfrewshire Council to meet its statutory duties within the Act following the announcement of commencement dates. 1.3 A fundamental change is its amendment to section 199 of the Children’s Hearing (Scotland) Act 2011 to now define a “child” as anyone under 18 years old. This will mean anyone under 18 years can be referred to the Reporter to the Children’s Hearing where there are concerns for the child’s care or welfare. This change will enhance Scotland’s compliance in delivering the United Nations Charter on the Rights of the Child. 1.4 Although some provisions of the new Act came into force immediately after 4 June most provisions will only come into force on such day as the Scottish Ministers may appoint. The Scottish Government is currently considering a commencement plan. It is generally anticipated this will occur between 2025 /2026. Sequencing with wider national policy development will influence the timescales of the Act’s Item 3 Page 24 of 157
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2 implementation, as will further exploration and consideration of the requirements of the changes and consequent resource implications and across Scotland. ___________________________________________________________________ 2. Recommendations 2.1. The Board is asked to note the new legislation within the contents of the report and if required, note that an updated report will be brought to the Board where there are future implications for policy, resources or practice. _________________________________________________________ 3. Background 3.1. The definition of a child changing to anyone under 18 years old is a landmark change. Currently, with some exceptions, young people who are not already involved with the Children’s Hearing system by their sixteenth birthday are managed and supported within adult legislation, systems and processes. This Act means that for any child up to the age of 18 years, requiring formal intervention, this will be available through the Children’s Hearing System. This includes a child’s involvement in offending behaviour. 3.2. When a child is involved with the criminal justice system the Act aims to safeguard welfare needs and ensure approaches are both trauma informed and appropriate to age and development. Within this a key aim of the Scottish Government is to stop any child (under 18 years) being detained in a Young Offenders Institution or prison facility. This work is already significantly underway nationally. 3.3. In the circumstance where a child is to be deprived of their liberty this should happen only in age appropriate care facilities. Children detained in secure care, through a criminal justice route (i.e. Court adjudication) will be considered a “Looked After” child with the associated duties and responsibilities to be provided by the Local Authority. This will also incorporate statutory aftercare duties and responsibilities. 3.4. At present children and young people from other nations in the United Kingdom can be placed in care establishments in Scotland. These placements are referred to as cross border and can be challenging for the individual child and young person as well as for authorities in Scotland. The Act aims to minimise cross border placements and make their occurrence happen only in exceptional circumstances, where it best meets the child’s interests. The Act has already implemented regulations around this specific area, introducing additional safeguards. 3.5. The Act also enhances extra provisions in respect of victims, both children and adults who have been harmed. _________________________________________________________ Page 25 of 157
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3 4. Timelines 4.1. Some sections of the Act came into force directly after Royal Assent. These focus on technical adaptations to existing regulations around secure accommodation services and cross border placements. The other provisions of the Act will come into force on such day as the Scottish Ministers may appoint. The Scottish Government is currently considering a commencement plan. It is generally anticipated this will occur between 2025 /2026. Sequencing with wider national policy development will influence implementation timescales as will full consideration to the resource implications and requirements of the changes across the country. 4.2. Children’s Hearings Scotland estimate, across Scotland, about 1000 additional young people a year will require intensive support packages. On this basis, within Renfrewshire, this potentially will result in approximately 30 additional young people aged 16 – 18 being supported by children’s social work. 4.3. Within Renfrewshire’s social work service many practice principles of the new Act are already in place. The “wholesystems” approach has been established for many years. Its practice focus is to support young people who come into conflict with the law and are involved in either or both the children’s hearing and criminal justice systems. Many of these children have significant, complex needs and consequently require intensive supports and resource allocation. This need is often replicated across partner services too. 4.4. Local service planning is now considering the practice and delivery implications. This will prepare for the implementation of the Act, in line with the developing national implementation planning processes that are required. ___________________________________________________________________ Implications of the Report 1. Financial – The possibility of increased activity could result in additional pressure on current services. At present the service expects to be able to manage the expected workload generated by the responsibilities under the new Act to be maintained within current resources. Activity in this area will be held under review to ensure any pressures are identified as early as possible. 2. HR & Organisational Development – Some additional training and briefings will be required to ensure staff across children and justice social work understand the new duties and responsibilities on the council under the Act. 3. Community/Council Planning – 4. Legal – The Act places new duties on the council which will be discharged under the current social work arrangements. 5. Property/Assets - None Page 26 of 157
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4 6. Information Technology - None 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 because it is for noting only. 8. Health & Safety – None 9. Procurement - None. 10. Risk - None 11. Privacy Impact - None 12. Cosla Policy Position – The positions in the report are in line with the Cosla position on addressing the needs of children and young people who are victims of offending and those in conflict with the law. 13. Climate Risk – None 14. Children’s Rights - This report demonstrates compliance with Article 3 (best interest of child), Article 37 (children in detention) and Article 40 (children who break the law) of the United Nations Convention on the Rights of the Child. _________________________________________________________ List of Background Papers None ___________________________________________________________________ Author – Contact David Wilson, Justice Services Manager david.wilson@renfrewshire.gov.uk Page 27 of 157
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To: Education and Children Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Children’s Looked After Statistics - 2023 ___________________________________________________________________ 1. Summary 1.1. The Scottish Government requires local authorities to report the number of children who are looked after on an annual basis. The information is gathered during a census conducted on 31 July each year, passed to the Scottish Government who analyse the information and produce an annual report on the national data. The annual report is generally published in March of April of the following year. The Scottish Government report on the annual census for 2023 was published on 30 April 2024. 1.2. The 2023 annual report and data tables can be accessed via this link https://www.gov.scot/publications/childrens-social-work-statistics-2022-23- looked-after-children/documents/ 1.3. This report contains information on the number of looked after children on 31 July 2023 at a national and Renfrewshire level. Whilst there was a census on 31 July 2024 the results from that will not be available until March or April 2025. This report does contain the provisional figures for the number of looked after children in Renfrewshire on 31 July 2024 to show the most recent figures available locally. 1.4. On 31 July 2023 there were 12,206 looked after children in Scotland, a 2% reduction from the previous year. The number of looked after children in Renfrewshire on 31 July 2023 was 640 compared to 592 on 31 July 2022. This represented an increase of 8%. 1.5. The main increase in Renfrewshire is related to the addition of 35 children in historical kinship care arrangements which were previously classed as “non- looked after”, a classification we decided was not appropriate as all children in Item 4 Page 28 of 157
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approved kinship placements should be considered as looked after. Removing these children from the count meant Renfrewshire still had an increase of 13 children a rise of 2%. 1.6. At the 2023 census, Renfrewshire had the 6th highest number of looked after children in Scotland. The Renfrewshire profile shows a higher percentage of our looked after children are in kinship care arrangements and at home with their parents compared to the national figure. Consequently, the percentage of looked after children in foster care and residential provision in Renfrewshire is lower than the Scottish average. 1.7. As elected members are designated as corporate parents it is proposed that every second meeting of the board should receive a report detailing the most up to date position in relation to the number of children who are looked after and the number of children on the child protection register in Renfrewshire. This will allow elected members to consider trends in the numbers on a regular basis. ___________________________________________________________________ 2. Recommendations 2.1. Members are asked to: [a] note the information in this report on the number of looked after children in Scotland and Renfrewshire on 31 July 2023; [b] note the preliminary information in relation to the number of looked after children in Renfrewshire on 31 July 2024; and [c] agree that a report on the latest available data on looked after children in Renfrewshire be presented to every second meeting of the board. 3. Background 3.1. On 31 July each year, local authorities complete a census for the Scottish Government in relation to the number of children who are looked after. Whilst the census is conducted in July the report on the data is generally not available until the following March or April. The 2023 data report from the Scottish Government was published on 30 April 2024. 3.2. It should be noted that social work in Renfrewshire operates under the principles of minimum necessary intervention and “no-order”. This means that a significant number of children and families being supported by social work aren’t reported in national statistics. 3.3. The minimum necessary intervention principle requires social work to provide support and intervention at the right level at the right time to allow children and families to move out of the system quickly when challenges are addressed and resolved. The “no-order” principle means that a children’s hearing or court Page 29 of 157
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should only impose a compulsory order on a child where it is better for the child to do so than not have the order in place. Looked after children - Scotland 3.4. On 31 July 2023 there were 12,206 looked after children in Scotland, a reduction of 2% from the 2022 census. The trend over the past 10 years has been a reducing number of looked children after children across Scotland. At the census in 2013 the number of looked after children in Scotland was 16,032. The 2023 figure shows a reduction of 24% in the number of looked after children in Scotland over the 10-year period. 3.5. The 2023 census found that 54% of Scotland’s looked after children were in the care of their own parents or birth family through a kinship care arrangement. The breakdown of that figure is those cared for at home 20% and 34% cared for by kinship carers. Nationally the percentage of children in foster care is 32%. The breakdown for foster care is 22% of looked after children in foster care provided by the local authority and 10% in foster care in the independent sector. 11% of Scotland’s looked after children are in residential care. 3.6. The number of looked after at home with their own parents has reduced by 48% compared to the 2013 position. The number of children looked after in kinship care arrangements has decreased by approximately 0.5% in the same period. The reduction in children placed with foster carers from the 2013 position to 2023 is just over 26%. The reduction in foster care provided directly by local authorities was greater than the reduction in that provided by the independent sector. The number of children in residential care fell by almost 10% from 2013 to 2023. 3.7. Appendix 1 shows where Scotland’s looked after children live by care placement type at the census point in 2023, 2022, 2021 and 2013. Looked after children - Renfrewshire 3.8. On 31 July 2023 there were 640 looked after children in Renfrewshire. This was an increase of 48 children from the previous year (an increase of 8%). The increase in Renfrewshire consisted of 35 children in long term kinship care arrangements who were previously classed as “non-looked after”. The service no longer uses this classification and therefore reported these children as looked after. Removing these children from the numbers results in Renfrewshire having an increase of 13 (+2%) which was out of line with the national trend where overall numbers of looked after children reduced. 3.9. Whilst Renfrewshire had an increase in the number of looked after children in 2023, the overall trend over the past 10 years is a reducing number of looked children after children. At the census in 2013 Renfrewshire had 779 looked after children. Over the past 10 years the number of looked after children in Renfrewshire has reduced by just under 18%. Again, if the previous non- looked after kinship children were removed the actual reduction in Renfrewshire was 22%. Page 30 of 157
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3.10. At the 2023 census Renfrewshire had the 6th highest number of looked after children in Scotland. In 2013, Renfrewshire had the 4th highest number of looked after children in Scotland. As the 9th largest local authority in Scotland, we should aim to reduce the number of looked after children when it is safe and appropriate to do so to bring us into that overall national position. 3.11. In the 2023 census 67.9% of Renfrewshire’s looked after children were in the care of their own parents or birth family through a kinship care arrangement, significantly higher than the Scottish national figure. 26% of Renfrewshire looked after children are cared for at home with their parent(s). This is a higher proportion than the Scottish position. 41% of Renfrewshire’s looked after children are cared for in a kinship arrangement. This is the highest looked after group in Renfrewshire and again a significantly higher percentage than the national figure. 3.12. Looked after children placed with internal foster carers account for 18% of the looked after population. Just over 4% of Renfrewshire’s looked after children are placed in external foster care. This means that 22% of Renfrewshire’s looked after children are in foster care compared to 32% of the looked after population at a national level. Renfrewshire has a lower use of external foster care than the Scottish percentage (4% compared to 10%). Our low use of foster care is balanced by a higher use of kinship care. This is seen as good practice in ensuring children remain with a member of their birth family if they can’t be cared for by their own parents. 3.13. Just over 5% of Renfrewshire’s looked after children are in external residential provision with 3% in our internal houses. This give a total of 8% of Renfrewshire’s looked after children being in residential care compared to 11% at a national level. 3.14. The number of looked after children in Renfrewshire cared for at home by their parents on 31 July 2023 has reduced by just over 46% compared to the 2013 census. Over the same period the number of children looked after in kinship care has increased by 35%. When the figure is adjusted to remove the 35 children who were in kinship but recorded as non-looked after the increase over the 10-year period is 18%. 3.15. The 2023 census shows there were16% fewer children looked after in internal foster care compared to the 2013 census. There were 73% fewer looked after children in external foster care at the 2023 census compared with the 2013 census. This is a positive impact of Renfrewshire’s strategy to support children in their own birth family but also the support we offer to our internal foster carers. 3.16. Renfrewshire made changes to our internal residential provision in 2020 with the closure of two of the children’s houses. The closure of one children’s house had been planned and the other was in relation to the initial response to the COVID-19 pandemic and addressed significant excess capacity in our provision at that time. In 2020 Renfrewshire had 6 children’s houses which provided accommodation for 48 children. We presently operate 4 children’s houses which provide accommodation for 22 children or young people. Page 31 of 157
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3.17. The total number of looked after children in residential provision has reduced by 30% from the census in 2013 to the census in 2023. The balance of provision has changed from most placements in 2013 being internal residential provision to most placements in 2023 being in external residential provision. 3.18. Appendix 2 shows the breakdown of where Renfrewshire’s looked after children live by care placement type in 2023, 2022, 2021 and 2013. Looked after children Renfrewshire – 31 July 2024 3.19. The children’s services directorate monitors the number of looked after children on a regular basis. Each month reports on all children who were looked after at any point in the month are generated and a report on the number of children at the month end are prepared. The Head of Children and Justice Social Work and other children’s social work managers have access to weekly reports on the number of looked after children. 3.20. The most recent month end information available for this board is the data from 31 July 2024. This information is currently being verified and will be the data submitted to the Scottish Government as the 2024 annual census figure. As a result, there could be minor differences between the figures reported in this board report and the actual numbers published from the census. 3.21. On 31 July 2024 there were 604 looked after children in Renfrewshire, a reduction of 36 from the previous year. The majority of Renfrewshire’s looked after children are cared from in kinship care arrangements (42%), followed by children cared for at home by their parents (26%). Just over 32% of Renfrewshire’s looked after children are cared for in foster care arrangements and 4% are cared for in residential provision. 3.22. A total of 137 of Renfrewshire’s looked after children are in foster care arrangements. 115 (84%) are cared for by Renfrewshire foster carers. 22 (16%) of Renfrewshire’s looked after children in foster care are placed with independent fostering services. 3.23. 44 children from Renfrewshire were looked after in a residential setting on 31 July 2024. 19 (43%) were placed in one of Renfrewshire’s four children’s houses with the remaining 25 placed in the independent sector. 3.24. Appendix 3 provides information on the census data for Renfrewshire for each year from 2014 to 2024. Implications of this report 1. Financial Implications The current number of children looked after in external residential provision is at a higher level than for a number of years. The service is working to ensure that children’s needs are met by placements and where possible they can return to Renfrewshire to mitigate demand on budgets. Page 32 of 157
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2. HR and Organisational Development Implications None 3. Community Plan/Council Plan Implications Community Care, Health and Well-being - Children and families are supported to address the challenges they face. Safer and Stronger - Children and families receive the right support to ensure they are safe at home and in the community. 4. Legal Implications The authority works within the legal framework to discharge its duties to looked after children and those involved in the child protection system. 5. Property/Assets Implications None. 6. Information Technology Implications None. 7. Equality and Human Rights Implications The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report because it is for noting only. 8. Health and Safety Implications None. 9. Procurement Implications None. 10. Risk Implications None. 11. Privacy Impact None. 12. COSLA Policy Position None. 13. Climate Risk None. Page 33 of 157
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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) and 25 (review of a child’s placement) of the United Nations Convention on the Rights of the Child. List of Background Papers None ___________________________________________________________________ Children’s Services JCTLG 12 August 2024 Author: John Trainer, Head of Children and Justice/Chief Social Work Officer 0300 300 0277 john.trainer@renfrewshire.gov.uk Page 34 of 157
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Appendix 1 The foster care figures in 2013 are the total combined local authority and independent sector as the breakdown between sectors is not available. Page 35 of 157
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Appendix 2 Page 36 of 157
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Appendix 3 31/07/2014 31/07/2015 31/07/2016 31/07/2017 31/07/2018 31/07/2019 31/07/2020 31/07/2021 31/07/2022 31/07/2023 31/07/2024 Looked after at home 231 220 221 221 221 190 197 160 146 169 155 Local authority foster care 130 125 130 132 119 127 125 110 111 115 115 Independent foster care 104 92 84 78 65 61 60 48 45 28 22 Kinship care* 175 176 183 178 190 190 212 218 230 266 252 Pre-adoption/other 13 18 21 9 12 13 12 7 9 9 16 Internal children's houses 44 35 29 28 31 30 17 17 17 20 19 Independent residential units 16 16 13 13 18 18 19 27 34 33 25 Total 713 682 681 659 656 629 642 587 592 640 604 Looked After Data - Renfrewshire 2014 - 2024 Page 37 of 157
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Page 1 of 4 To: Education and Children’s Services Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Managing and Reporting Violence and Aggression Incidents in Educational Establishments ___________________________________________________________________ 1. Summary 1.1. The purpose of this report is to update the education and children’s services policy board on the revised Violence and Aggression Policy. 1.2. This policy provides clear structures to ensure that employees are protected from violence and aggression and relates to the prevention, management and reporting of violent incidents in establishments. ___________________________________________________________________ 2. Recommendations 2.1. Members of the education and children’s services policy board are asked to approve the attached Appendix ‘Managing and Reporting Violence and Aggression Incidents in Educational Establishments’. ___________________________________________________________________ 3. Background 3.1. Employees have the right to work in a safe and secure environment. Renfrewshire Council has a duty of care under the Health and Safety at Work Act 1974 to ensure the health, safety, and welfare of employees at work. 3.2. Corporate Directors, Heads of Education and Education Managers along with head teachers/heads of centres are responsible for the safety of all the establishment employees. They do this by ensuring arrangements are in place to implement, monitor and review this policy and make effective arrangements to minimise the risk of violence and aggression at work. Employees are also responsible for their own safety and should follow the Council’s guidance and systems for the management of violence and aggression. Item 5 Page 38 of 157
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Page 2 of 4 3.3. There has been significant engagement and consultation to develop this policy including, children and young people focus groups, parent ambassador group, working party of key stake holders including establishment senior leaders and teaching and non-teaching staff and robust engagement with trade unions. 3.4. Employers have a duty, under Managing Health and Safety at Work Regulations (1999), to assess risks of injury and ill health to which employees and others are exposed. The duties cover the reasonably foreseeable risks of violence and aggression. __________________________________________________________________ Implications of this report 1. Financial No financial implications 2. HR and Organisational Development No implications for HR and Organisational Development 3. Community/Council Planning Our Renfrewshire is thriving - Ensuring the best support for all children and young people Our Renfrewshire is well - Planning, interventions and risk assessments will lead to better outcomes for children and young people, families and communities. Our Renfrewshire is safe - Local services/establishments will support children, young people and members of the community to be safe. Building strong, safe and resilient communities - The quality of community life is enhanced by supporting children and young people to be safe. Tackling inequality, ensuring opportunities for all - Effective governance arrangements ensure that the organisations can deliver effective and equitable support to ensure children and young peoples safety. Creating a sustainable Renfrewshire for all to enjoy - Effective support arrangements will contribute to a quality education for all children and young people 4. Legal No Legal implications 5. Property/Assets No implications for property/assets Page 39 of 157
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Page 3 of 4 6. Information Technology No implications for Information Technology 7. Equality and Human Rights No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified arising from the recommendations contained in the report. If required, the actual impact of the recommendations and the mitigating actions will be reviewed and monitored, and the results of the assessment will be published on the Council’s website. 8. Health and Safety This policy outlines procedures to ensure duties, under Managing Health and Safety at Work Regulations (1999) are fulfilled. 9. Procurement No implications for procurement 10. Risk No risks 11. Privacy Impact Personal information will only be held as required to deliver the service. This will be done in accordance with data protection legislation. 12. 13. 14. COSLA Policy Position None Climate Risk None Children’s Rights The rights and wellbeing of children and young people is at the heart of our Children’s Services Health and Safety Plan. As a council we will continue to work together to promote equality and raise awareness of the United Nations Convention on the Rights of the Child (UNCRC) to make sure children and young people’s rights are promoted and reflected in all that we do. This will ensure that we are meeting the requirements of the new duties under the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024. List of Background Papers The Health and Safety at Work Act 1974 The Management of Health and Safety at Work Regulations The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations Safety Representatives and Safety Committees Regulations 1977 (a) Health and Safety (Consultation with Employees) Regulations 1966 (b). Equality and Diversity at Work Policy Getting it right for every child (GIRFEC) The Promise Scotland Page 40 of 157
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Page 4 of 4 United Nations Convention on the Rights of the Child Support for Learning: All our Children and all their Potential ___________________________________________________________________ Author: Emma Henry, Head of Education Page 41 of 157
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Appendix Managing and Reporting Violence and Aggression Incidents in Educational Establishments February 2024 Content Introduction 1 Scope 2 Responsibilities 2 Strategies to Minimise the Risk of Violence and Aggression Against Employees 3 Physical Interventions 3 Management of Incidents 4 Reporting and Recording of Incidents 7 Monitoring of Incidents 8 Appendix 1 Links to policies if an employee is concerned 10 Appendix 2 Strategies to minimise distressed behaviours of children and young people 12 Appendix 3 Definitions – Physical Interventions as per Included, Engaged and Involved Part III 15 Appendix 4 Legal Framework for Physical Interventions 17 Appendix 5 Logging into Business World to record an incident 20 Appendix 6 Wellbeing Support for Staff 21 Appendix 7 Online Abuse 23 Appendix 8 Classroom Action Plan 24 Please note that this policy is for use by all staff and is the guidance for managing and recording incidents of violence and aggression in any educational establishment including, early years establishments/nursery classes and flexible learning resources – from here on in the term “establishment” will be used to describe all. This document replaces the “Managing Violence and Aggression in Education Establishments”. This agreement should be read in conjunction with Renfrewshire Council’s Violence and Aggression Policy 2001 Page 42 of 157
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P a g e 1 | 24 1.0 Introduction The Council’s definition of violence or aggression at work is: “Any incident in which an employee is abused, threatened or assaulted in circumstances relating to their work, involving an implicit or explicit challenge to their safety, wellbeing or health.” Renfrewshire Council As with the Health and Safety Executive's definition, the Council definition of violence and aggression at work covers a wide-ranging set of behaviours including verbal abuse, threats, intimidation and harassment, cyber bullying and stalking and, of course, physical attacks. • Physical assault is the intentional application of force by one person on another, without lawful justification, resulting in injury or personal discomfort for example damage to glasses, dental work etc. • Non-physical assault is the use of inappropriate language or behaviour causing distress and/or constituting harassment. • Unacceptable behaviour including for example - loud or intrusive conversations or shouting, offensive sexualised behaviour or gestures, physical posturing and unwanted email, telephone or from other electronic devices and from social media communication. (Online Abuse Guidance - Appendix 7) These descriptors are not exhaustive or ordered according to importance. The term ‘incident’ will be used throughout the remainder of this policy to encompass either physical and non- physical assault, abuse, or harassment. Employees have the right to work in a safe and secure environment. Renfrewshire Council has a duty of care under the Health and Safety at Work Act 1974 to ensure the health, safety, and welfare of employees at work. The Health and Safety at Work Act 1974 The Management of Health and Safety at Work Regulations The Reporting of Injuries, Diseases and Dangerous Occurrences Regulations Safety Representatives and Safety Committees Regulations 1977 (a) Health and Safety (Consultation with Employees) Regulations 1966 (b). Page 43 of 157
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P a g e 2 | 24 2.0 Scope Violence or aggression at work by one employee against another is not discussed in this policy. The procedures within Renfrewshire Council’s, Violence and Aggression Policy 2001 should be followed where acts of violence and aggression against employees are carried out by other employees. Where this situation arises, employees also have access to the Council’s Equality and Diversity at Work Policy. Further advice on grievance or equality procedures can be sought from either trade union representatives or the Human Resource Team. Certain employees can be identified as being particularly vulnerable to risks that are associated with violence or aggression from children or young people presenting with distressed/dysregulated behaviours which could arise due to the nature of their disability. These could include, for example where employees work: • in Additional Support Needs establishments; • with children or young people who present with social, emotional, behavioural difficulties; • on a one-to-one basis with children or young people; • alone; and or • where an individual child or young person has been identified as being predisposed to violence or aggression. For these children and young people, risk assessments should have been carried out along with a challenging behaviour risk assessment as part of the child planning process – this information should be shared with all staff. Note: For these children and young people there may be a requirement for establishment leadership teams to be supported in how to carry out risk assessments, as advised by the Health and Safety team, Health-and-Safety-Inspections-in-Schools in relation to child or young person behaviour which could result in harm. This should also be supported by Educational Psychology, with regards to approaches which reduce risk. Such risk assessments should be child centred. 3.0 Responsibilities Corporate Directors, Heads of Education and Education Managers along with head teachers/heads of centres are responsible for the safety of all the establishment employees. They do this by ensuring arrangements are in place to implement, monitor and review this policy and make effective arrangements to minimise the risk of violence and aggression at work. Employees are also responsible for their own safety and should follow the Council’s guidance and systems for the management of violence and aggression. Employers have a duty, under Managing Health and Safety at Work Regulations (1999), to assess risks of injury and ill health to which employees and others are exposed. The duties cover the reasonably foreseeable risks of violence and aggression. The assessment of risk should be ongoing for children and young people as they access all areas of education. For most this will consist of discussions and decisions between employees, parents/carers and the child or young person and may not require any formal recording or may be recorded on pastoral notes which link to the child’s establishment record. For children and young people who demonstrate behaviours that are challenging and concerning, formal risk assessment procedures must be actioned from the earliest realisation and recorded on the single and multiagency child’s plan, in accordance with Health and Safety Executive Recommendations. Page 44 of 157
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P a g e 3 | 24 Risk Assessment Templates Challenging Behaviour Risk Assessment The aim is to safeguard the health, safety, and welfare of employees at all times by: • reducing the risk of violence and aggression against employees; • making sure that arrangements are in place to assess the risk of violence and aggression against employees; • providing appropriate training and information for employees for example, as part of the annual update on the first In-service day establishment staff will receive an update covering relevant information and training opportunities. • making sure management standards are applied consistently; • providing appropriate support to employees following a violent incident; • maintaining robust recording and management systems for all violent incidents including those that fall within Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013; and • making sure that employees who have experienced or witnessed incidents are confident to report them, have them taken seriously and dealt with effectively. This policy provides clear structures to ensure that employees are protected from violence and aggression and relates to the prevention, management and reporting of violent incidents in establishments. Appendix 1 provides details of what an employee can do if they do not feel the policy is being followed in their establishment. This policy should be read in conjunction with other related Renfrewshire Council policy documents. 4.0 Strategies to Minimise the Risk of Violence & Aggression Against Employees These core guiding principles (appendix 2) sit within the context of a staged intervention framework on promoting positive relationships. They have a sound research base and are central to the work we are undertaking within Children’s Services Getting It Right for Every Child (GIRFEC) policy refresh. 5.0 Physical Interventions Duty of care Education providers owe a duty of care to their pupils6 and staff in relation to their physical emotional and mental wellbeing. They have a duty to take reasonable care to prevent any harm that can be foreseen. Similar duties are placed on education providers under Health and Safety legislation. Appendix 1 highlights the preventative approaches that can be taken to meet the needs of children and young people and lower the risk of harm to themselves or others arising from distressed behaviour. It also highlights the de-escalation and co-regulation strategies that should be considered ahead of physical interventions if an unexpected risk of harm arises. Examples of what constitutes physical interventions can be found in Appendix 3 Training is available for this. Nevertheless, it is accepted that there are situations when the use of restraint may be the only viable option available to staff to prevent a greater injury or harm for example when a child is running into a busy road it is reasonable to physically intervene to stop them being hit by a vehicle. Page 45 of 157
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P a g e 4 | 24 A person entrusted with the care of a young child may be required to restrict the child’s actions to ensure their welfare and safety or the welfare and safety of others. If the restraint is consistent with ordinary acceptable parental restrictions upon the movements of a child of that age and understanding this will generally be lawful. Physical intervention therefore should only be used as a last resort, to prevent harm, with the minimum necessary force, and for the minimum necessary time and when other strategies have been tried and found to be unsuccessful or when the risks of not employing an intervention outweigh the risks of using reasonable force. In practice, the principle of last resort means that physical intervention should only be considered where no less restrictive options are viable. Appendix 3 provides examples of physical intervention and restraint. There is no legal definition of ‘reasonable force’ so it is not possible to set out comprehensively when it is reasonable to use force, or the degree of force that may be reasonably used. It will always depend on all circumstances of the case. There are two relevant considerations: • the use of force can be regarded as reasonable only if the circumstances of the particular incident warrant it. The use of any degree of force is unlawful if the particular circumstances do not warrant such use; and • the degree of force employed must be in proportion to the circumstances of the incident and the seriousness of the behaviour or the consequences it is intended to prevent. The degree of force and the duration of its application should always be the minimum needed to achieve the desired result. It is a criminal offence to use physical force, or to act in a way that leads another person to fear the use of force, unless the circumstances give rise to a ‘lawful excuse’ or justification for the use of that force. Such justification may be to prevent an injury to oneself or to others or to prevent serious damage to property. In these circumstances, a reasonable amount of force may be used. All instances of physical intervention must be recorded in accordance with policies. Employees in mainstream establishments are not permitted to access training in restraint. The training calendar provides details of promoting positive behaviour training, de-escalation training and this will continue to be updated. Employees should be aware that in certain circumstances, even in the face of physical assault, the use of force to protect oneself could result in criminal charges being made. 6.0 Management of Incidents IMMEDIATELY following an incident, the overriding concern should be for the wellbeing of the employee and any others involved. Establishments should have a process in place to ensure that employees can access support in the event of an incident. Suitable arrangements should be put in place in the event of senior management being out of the building so that there is a clear and consistent approach which all employees are made aware of. The details of this should also be displayed on a staff notice board. Page 46 of 157
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P a g e 5 | 24 Police Involvement Depending on the gravity of the incident, Police assistance or notification may be required. Such contact should in normal circumstances be made by the supervisor/line manager or equivalent on duty. However, in some emergency situations, where this is not possible and Police assistance is required to defuse a situation, any employee on duty should contact the Police immediately direct to summon assistance. The supervisor/line manager or equivalent should be advised of any such incident as soon as possible in order that the appropriate reporting mechanism can be put in place. Any employee involved in an incident relating to an act of violence and aggression has the right to refer the matter to Police for investigation to ensure their rights and interests are protected, irrespective of any other procedures. The employee’s complaint or allegation should be taken seriously. As Council employees however, they are also entitled to expect the positive support and backing of their department where the incident occurred in connection with their activities as a council employee, which may involve the employee’s supervisor/line manager or equivalent reporting the incident to the Police on the employee’s behalf at the employee’s request. This support will include an employee who has experienced an act of violence and aggression being assisted in reporting the matter to police on their behalf at the staff member’s request. Employees should feel comfortable in contacting the Police for incidents involving non-physical acts of violence and aggression as the Police will consider any incident where fear and alarm has been raised. They will assess the situation and determine the appropriate course of action to be taken. In the event that an employee is required to attend a Police Station to give a statement, the line manager/supervisor and/or employee representative may accompany the employee at the employee’s discretion. Victims of physical assault have the opportunity to apply for compensation to the Criminal Injuries Compensation Board. This provides statutory compensation to victims of violent crime whether or not the identity of the assailant is known or whether there have been criminal proceedings. Completion of a detailed violent incident report form and Police report on a violent incident is necessary to conform with the requirements of the Criminal Injuries Compensation Board, where an employee applies for such assistance. New measures to tackle the harm caused by hatred and prejudice come into force 1 April 2024. The Hate Crime and Public Order (Scotland) Act will provide greater protection for victims and communities. It introduces new offences for threatening or abusive behaviour which is intended to stir up hatred based on prejudice towards characteristics including age, disability, religion, sexual orientation, transgender identity and variations in sex characteristics. These extra provisions will add to the long-standing stirring up racial hatred offences, which have been in place UK-wide since 1986. Hate Crime and Public Order (Scotland) Act 2021 (legislation.gov.uk) Page 47 of 157
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P a g e 6 | 24 Managing Incident Flow chart Likelihood of Further Incidents During the debrief, the Head Teacher or representative will agree appropriate actions with employee and will consider the likelihood of further incidents. Low If it is agreed that the likelihood of a further incident is low, then the reporting procedures through Business World will be followed through. High There should be mitigations in place in short term to support the staff member see below. Business World should be completed. In addition to this where appropriate, the Team Around the Child (TAC)/parent meeting could be convened to discuss the Risk Assessment/Child’s Plan and make any appropriate adjustments. The section of the action plan referring to strategies to prevent further incidents should be shared with all staff. The issue of pupil confidentiality must be respected and as such the sharing of the full action plan will be proportionate.: Reporting The Health and Safety (H&S) Team will send a Violence and Aggression (V&A) Incident Report to the Head of Education each week. This will then be sent to the Education Manager (EM) Team to analyse their link school’s V&A data. If repeated patterns or trends are identified the EM will contact the Senior Leadership Team from their link school to discuss possible supports required. The Locality Education Officer (EO) can be involved at this stage, if required. Any actions introduced at this stage will be shared with the H&S team by the EO and Plans/Risk Assessments will be updated in line with GIRFEC policy and Staged Intervention Framework with all staff involved in the plans. This should be recorded on Single and Multi-agency Child’s Plan See appendix 8 which exemplifies how to use this plan as a classroom action plan. Throughout the process - Support for Staff (appendix 7) Renfrewshire Council offer a range of support to employees who have been subject to violence and aggression arising from their workplace. A debrief must be held as soon as possible after the incident to determine how best to support the employee’s wellbeing. This could include being made aware of the Employee Assistance Programme (EAP) and how to access legal support. Immediately following an incident – Are you okay? Senior Managers in collaboration with the employee must decide on appropriate immediate actions to support the employee. Thus, ensuring that the employee is reassured, supported and confident that their needs will be met. Debrief Within 48 hours or sooner, if possible, the Head Teacher or representative should arrange a debrief with the employee to consider the incident and any matters arising from it: the employee can be accompanied at any such meetings should this be appropriate. A companion may be a fellow worker or a trade union official. A representative acting in a legal capacity will not be considered an appropriate companion. Page 48 of 157
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P a g e 7 | 24 Examples of immediate actions following an incident Immediate actions which could be considered by head of establishment or designated line manager include: • first aid • secure the environment e.g., remove dangerous objects/glass. • discuss with member of staff if they are in a fit state to remain. • ensure all staff have their allocated breaks. • temporary move of child/young person from class/area. • contact child parent/carer to inform them of incident. • use of cooperative teaching. • support from a key adult/staff member to support the child/young person. • De-brief with staff member(s) involved. • Ensure staff member has an appropriate place and access to ICT to complete V&A form on Business World. • Complete Single and Multi-agency Child’s plan - Classroom Action Plan. • following Standard-Circular-08 - Included Engaged and Involved - A-positive approach-to preventing and managing school exclusions This list is for illustration purposes only and not exhaustive. 7.0 Reporting and Recording Incidents Employees should report all incidents and should not accept that violence or aggression is part of the job. See Appendix 5 – Using Business World Recording of incidents helps to build up a true picture of the risks and triggers for work related incidents and therefore helps in the monitoring and development of appropriate prevention strategies. It can contribute towards evidence which may be required should legal proceedings be initiated. Employees are encouraged to report and record incidents of violence and aggression and be aware of the process for doing so. Note: • It is the employee’s responsibility to complete the Business World incident form correctly and only if requested by the employee should this be completed by a manager. • Staff members can request support from management if required. • It is not the responsibility of the manager to complete the form on behalf of the staff member unless explicitly asked to do by the employee. It should be noted here that Business World does not allow the function to save as a PDF and so employees should take a note of the incident number for future reference. It is recommended that Page 49 of 157
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P a g e 8 | 24 taking a screen shot of the content of the incident would ensure access to a hard copy. The employee experiencing violence or aggression can choose to contact their appropriate trade union representative for further advice and support. Tips on accurate reporting The following is the advice from the Violence and Aggression i-learn module • Record what happened. • Keep to the facts. Record what you saw, heard, thought, and felt at the time. Include any specific words, such as swear words, and actions, such as "grabs", "squaring up". • Be as detailed as possible. Statements such as “she was verbally abusive” or “…and then he became more aggressive” are not descriptive enough to tell us exactly what happened. • Be as factual as possible. Factual record of events means that we can learn from what happened, make things safer and improve the way we work. It can also help to reduce the risk of either the organisation or an individual being sued or prosecuted. The Health & Safety team will pick up the incident from Business World and, depending on the nature of the incident, may investigate it further, this should be completed within 14 days If an employee is hospitalised or has to go home following an incident of violence or aggression, the appropriate Head of Education should also be notified who may involve of other teams as appropriate such as HR Health & Safety should be notified immediately. Where an employee is absent for more than seven consecutive days as the result of a violent incident (this seven-day period does not include the day of the incident but does include weekends and non-establishment days) Renfrewshire Council’s reporting procedures should be followed in line with the Reporting of Injuries, Diseases and Dangerous Occurrences Regulations (RIDDOR) 2013. RIDDOR reports are completed by the Health & Safety Team after the establishment has reported the incident, all staff should be informed of this within 48 hours. RIDDOR Reporting Flowchart Education The Health and Safety Team will follow up the form if the employee has been absent since the violent or aggressive incident (in the case the form has been completed before the seven-day period is over). 8.0 Monitoring of Incidents The Health and Safety (H&S) Team will send a Violence and Aggression (V&A) Incident Report to the Head of Education each week. This will then be sent to the Education Manager (EM) Team to analyse their link schools’ V&A data. If repeated patterns or trends are identified the EM will contact the Senior Leadership Team from their link school to discuss possible supports required. The Locality Education Officer (EO) can be involved at this stage, if required. Any actions introduced at this stage will be shared with the H&S team by the EO and Plans/Risk Assessments will be updated in line with GIRFEC policy and Staged Intervention Framework with all staff involved in the plans. This should be recorded on Single and Multi-agency Child’s Plan Violence and aggression statistics will be reported to the Childrens Service’s Health and Safety Committee and at the Corporate Health & Safety Committee for consideration. Trade union Page 50 of 157
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P a g e 9 | 24 representatives attend these meetings. The data will be anonymised and will include, but not be limited to; volume of accidents/incidents, location/premises, time of incident and any other analysis of trends to inform future action. They will also create statistical responses to recognised bodies and for Freedom of Information (FOI) requests. Page 51 of 157
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P a g e 10 | 24 Appendix 1 Links to Policies In developing this policy there was significant engagement with employees, management and union representation and it stands that approval at boards means that this policy will be adopted into practice and reviewed annually. If you have concerns about how this policy is being implemented, then please speak to you line manager in the first instance. If you cannot do this, then seek support from your union representative. AHDS Support for Members EIS Member Support Legal Advice Line | GMB Union NASUWT Contact Us SLS Support Services SSTA Service to Members Member support and services | Get help | UNISON National Contact Us - Unite The Union GMB Scotland | Contact The following policies may also be a support. Whistleblowing Policy What whistleblowing is, who can report it, information, and guidance on whistleblowing, how to report it, what to tell us, what happens next, if a colleague makes a whistleblowing report to you. What whistleblowing is - If you work for or with the Council, you can report certain types of wrongdoing (whistleblowing) if it is in the public interest. 'In the public interest' means if it affects other people, such as our service users or members of the public. These are complaints that are considered whistleblowing: • criminal offences like theft, fraud, bribery, corruption, or money laundering • failure to comply with any legal or professional obligation or regulatory requirements. • a miscarriage of justice • danger to someone's health and safety, like workers or service users. • damage to the environment • you believe someone is covering up or withholding information about wrongdoing. Personal grievances, for example bullying, harassment or discrimination, are not covered by whistleblowing law, unless they are in the public interest. Grievance Page 52 of 157
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P a g e 11 | 24 Grievance Notification Form HR/GRV/2 JNC 15 (Teachers, Quality Improvement Officers, Educational Psychologists and Music Instructors) Page 53 of 157
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P a g e 12 | 24 Appendix 2 Strategies to minimise distressed behaviours of children and young people. Wellbeing of All It is essential that the whole establishment community has a shared understanding of wellbeing and the dignity and worth of every individual. This promotes a culture and ethos of positive relationships. All of our establishments should be free from violence and aggression. Our establishments and centres are expected to be nurturing and inclusive and to foster a climate of mutual respect. This can only be achieved when pupils’ needs are appropriately assessed and met. Renfrewshire Council’s Education Staged Intervention Framework and assessment of needs should be fully implemented to promote a safe working environment for all employees and children. Staff wellbeing should be recognised as a key factor in ensuring a nurturing, positive establishment environment. The quality of relationships within an education establishment can be seen to have a significant impact on employee wellbeing and their resilience along with their ability to manage and cope with the numerous challenges and stresses. In line with the Council’s Code of Conduct it is essential that there is meaningful recognition from managers at all levels of the demands of working within educational establishments. Effective leadership within establishments is crucial to ensuring that all employees are protected, and that staff wellbeing is high profile by embedding appropriate strategies and approaches within management systems and methods. Respect at Work Policy - Renfrewshire Website Senior leadership teams should create a culture where staff wellbeing is seen as a crucial aspect of the wellbeing of the wider establishment community and recognition is given to the importance of the link between work-life balance and positive mental health. Inclusion There must be clear values-driven leadership and shared communication to creating an inclusive and positive ethos in which positive relationships can thrive, which is endorsed by, and embedded across, the whole community. Inclusion entails children and young people being present, participating, achieving, and being supported. This is everyone’s responsibility. Being a Teacher in Scotland General Teaching Council Scotland (GTCS) Standards for Registration include “Demonstrating a commitment to motivating, and including all learners, understanding the influence of gender, social, cultural, racial, ethnic, religious and economic backgrounds on experiences of learning, taking account of specific learning needs and seeking to reduce barriers to learning.” The Scottish Social Services’ Council (SSSC) Equality, Diversity and Inclusion Mainstreaming and Outcomes state “As a public body, we comply with the Equality Act 2010 and the Public Sector Equality Duty (PSED, or general equality duty). We pay due regard to the need to: • eliminate discrimination, harassment, victimisation, and any other conduct that is prohibited by or under the Equality Act 2010 • advance equality of opportunity between people who share a relevant protected characteristic and people who don’t • foster good relations between people who share a relevant protected characteristic and people who don’t.” Page 54 of 157
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P a g e 13 | 24 Equity Equity is at the heart of our approach to inclusion and promoting positive relationships. This ensures that each child and young person is given the right support, at the right time, in the right place from the right person when they need it. Recognising and realising Children’s Rights All polices including this one should be underpinned by a rights-based approach. Getting it Right for Every Child and the Children and Young People (Scotland) Act requires every practitioner to familiarise themselves with and take account of the United Nations Convention of the Rights of the Child (UNCRC) in their day-to-day practice. From 16th July 2024, all children and young people in Scotland under the age of 18 have protected rights under The United Nations Convention on the Rights of the Child (UNCRC) (Incorporation) (Scotland) Act 2024. Relationships are at the heart of all we do. Everyone within an establishment community is more likely to demonstrate positive behaviour where all relationships are respectful, rights based and where children are supported to develop positive behaviours. Targeted approaches through Staged Intervention There is a legislative requirement to support identified additional support needs through appropriate wellbeing assessment and planning, as set out in the refreshed Getting It Right for Every Child policy. Our strategy for embedding the Nurture Principles (Renfrewshire’s Nurturing Relationships Approach) should also inform this approach, particularly ‘All Behaviour is communication’ and ‘Children’s Learning is understood developmentally.’ Many children and young people will need specific targeted support to develop a repertoire of pro-social behaviours. Evidence demonstrates that it is important to teach appropriate social skills alongside managing behaviour. Thorough assessment using the National Practice Model, particularly the Resilience Matrix, and more specific assessments such as the Boxall Profile can help establishments decide on what particular personalised support is required. Training and Support From time-to-time children and young people who present as distressed or dysregulated can be challenging to manage within classes and playrooms. This behaviour can occur on a continuum and be exacerbated by certain factors. It is therefore essential that the DHT Pupil Support/Support for Learning Coordinator ensures that employees are appropriately trained and supported to carry out their duties. This may also include working with specialist employees to construct appropriate risk assessments. Where specialist staff, in conjunction with the DHT Pupil Support/Support for Learning Coordinator, establish the need for professional learning, this shall be arranged as a matter of urgency from amongst the specialist teams, including Educational Psychology to ensure that employees are fully equipped to fulfil their responsibilities. Where learning and development from external agencies is identified, this too shall be provided. It is the responsibility of senior leaders to disseminate specialist information such as Suicide and Self Harm guidelines; it is the responsibility of Page 55 of 157
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P a g e 14 | 24 employees to become familiar with policies or ask for support where they identify a gap in their skills or knowledge. Child’s Plan Where a pupil requires support in the form of a Child’s Plan, this must be constructed with the Team around the Child (TAC) Multi-agency Child’s Plan Meeting (MACPM) and clearly reflect the views of the pupil and family. As members of the TAC/MACPM, employees must also be fully involved in the rationale behind decisions and understand their role to support. Other employees who come into contact with the pupil must also be advised about risk management strategies. Page 56 of 157
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P a g e 15 | 24 Appendix 3 Physical Interventions Terminology as per Included, Engaged and Involved Part 3 Practice Definition Recording and Reporting Expectations Physical Intervention A physical act carried out with the purpose of influencing, modifying, or preventing the actions of a child or young person. Physical intervention includes direct physical contact & actions affecting the movement of a child or young person. Physical intervention that does not involve restraint or withdrawal does not need to be recorded or reported. Physical intervention that involves restraint must always be recorded and its use reported, as outlined below. Restraint An act carried out with the purpose of restricting a child or young person’s movement, liberty and/or freedom to act independently. The different forms of restraint appear below Recorded by establishment within 2 working days. Reported by establishment to parents/carers ASAP during the working day and exceptionally within 24 hours of restraint being used. Reported by establishment to Education Authority, managers of grant-aided school or the proprietor of the independent school within 2 working days. Post incident support and learning review is required. Physical restraint The use of direct physical force to restrict freedom of movement. As per restraint recording and reporting. Mechanical restraint The use of equipment to restrict freedom of movement. The use of equipment with a restrictive element does not need to be recorded or reported if its use was in line with agreed plan. Any use out with the agreed plan should be recorded and reported in line with other restraints. Post incident support and learning review: where outwith agreed plan, on the same basis as other restraints. Page 57 of 157
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P a g e 16 | 24 Practice Definition Recording and Reporting Expectations Seclusion An act carried out with the purpose of isolating a child or young person, away from other children and young people, in an area from which they are prevented from leaving. As per restraint recording and reporting Staff-led withdrawal Leading a child or young person away from a situation which they are finding challenging to a place where they have a better chance of regulating their emotions and behaviour. If used without the child or young person’s consent, staff-led withdrawal should be recorded and reported in line with other restraints. If consent is given, its use should be recorded in the child’s plan. Onward reporting not a requirement Post incident support and learning review: yes Pupil – led withdrawal Where a child or young person temporarily moves away, at their request, from a situation which they are finding challenging to a place where they have a better chance of regulating their emotions and behaviour The use of pupil-led withdrawal should be recorded, and the child’s plan updated as appropriate. Onward reporting not a requirement. Post incident support and learning review: on a need’s basis. Page 58 of 157
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P a g e 17 | 24 Appendix 4 Legal framework for restraint in establishments It is important to note that there are absolute legal prohibitions that apply to the use of restraint. These are summarised in the Equality and Human Rights Commission’s Framework for Restraint, which notes that it is never lawful to use: • restraint with intent to torture, humiliate, distress, or degrade someone; • a method of restraining someone that is inherently inhuman or degrading, or which amounts to torture; • physical force (such as physical restraint) as a means of punishment; or • restraint that humiliates or otherwise subjects a person to serious ill–treatment or conditions that are inhuman or degrading1 Education authorities, the managers of grant-aided establishments and the proprietors of independent establishments should ensure that restraint is only used as a last resort, to prevent harm, with the minimum necessary force, and for the minimum necessary time. In practice, the principle of last resort means that restraint should only be considered where no less restrictive options are viable2. Equality Act 2010 Under the 2010 Act, education providers have a duty to make reasonable adjustments for disabled children and young people and must not discriminate against a child or young person in the provision of education, or by subjecting a child or young person to “any other detriment”2. Discrimination can also arise when a child is treated unfavourably because of something that arises from their disability. The consequences of a disability include anything that is the result, effect or outcome of a child or young person’s disability.3 This can include a child or young person’s distressed behaviour if it arises from their disability. Unfavourable treatment, such as physical restraint, will not amount to discrimination arising from disability if the establishment can show that the treatment is lawful andproportionate4. However, the Equality and Human Rights Commission technical guidance (5.385) states that, in a case involving disability, if an establishment has not complied with its duty to make relevant reasonable adjustments, it will be difficult for it to show that the treatment was proportionate. Reasonable adjustments for a child or young person’s distressed behaviour arising from their disability would include the consideration and use of less restrictive or preventative approaches and de-escalation or co-regulation strategies, before a physical restraint is used. 1 EHRC - Human rights framework for restraint (p.5) 2 Technical Guidance for Establishments in Scotland (equalityhumanrights.com), 3.31 and 6.1 3 Technical Guidance for Establishments in Scotland (equalityhumanrights.com), 5.44-46 4 Technical Guidance for Establishments in Scotland (equalityhumanrights.com), 5.48 5 Technical Guidance for Establishments in Scotland (equalityhumanrights.com), 5.38 Education providers must therefore ensure that they comply with the provisions of the 2010 Act in relation to any use of physical restraint in establishments. Page 59 of 157
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P a g e 18 | 24 Duty of care Education providers owe a duty of care to their pupils6 and staff in relation to their physical wellbeing. They have a duty to take reasonable care to prevent any harm that can be foreseen. Similar duties are placed on education providers under Health and Safety legislation. Appendix 1 highlights the preventative approaches that can be taken to meet the needs of children and young people and lower the risk of harm to themselves or others arising from distressed behaviour. It also highlights the de-escalation and co-regulation strategies that should be considered ahead of restraint if an unexpected risk of harm arises. Training is available for this. Nevertheless, it is accepted that there are situations when the use of restraint may be the only viable option available to staff to prevent a greater injury or harm. A person entrusted with the care of a young child may be required to restrict the child’s actions to ensure their welfare and safety. If the restraint is consistent with ordinary acceptable parental restrictions upon the movements of a child of that age and understanding this will generally be lawful. Protection from assault The criminal law of assault is relevant to the use of physical restraint in establishments. The common law crime of assault, in short, is a deliberate attack upon another person, whether or not actual injury is inflicted. No particular degree of force is required. What matters in the context of restraint is the question of intent. Restraint, if used inappropriately, excessively, or harmfully, could result in a charge of assault being brought. Human Rights Act 1998 1Under the Human Rights Act, public authorities can only interfere with a child or young person’s Article 8 rights (the right to respect for private life, which includes respect for physical integrity), where it can demonstrate that its action is lawful, necessary, and proportionate in order to: • protect national security; • protect public safety; • protect the economy; • protect health or morals; • prevent disorder or crime, or • protect the rights and freedoms of other people7 Any physical restraint would have to meet this test. Standards in Scotland’s Establishments etc. Act 2000 Section 16 of the Standards in Scotland’s Establishments etc. Act 2000 prohibits corporal punishment in establishments and subsection (4) is relevant to the use of a physical restraint: • 16 No justification for corporal punishment (…) • (4) Corporal punishment shall not be taken to be given to a pupil by virtue of anything done for reasons which include averting - Page 60 of 157
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P a g e 19 | 24 o an immediate danger of personal injury to; or o an immediate danger to the property of, o any person (including the pupil concerned). 6 At common law and under statute including The Establishments (Safety and Supervision of pupils) (Scotland) Regulations 1990 (legislation.gov.uk) 7 Article 8: Respect for your private and family life | Equality and Human Rights Commission (equalityhumanrights.com) Page 61 of 157
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P a g e 20 | 24 Appendix 5 Using Business World Log in and Select FORMS Select – incident/accident form. Answer questions and remember if reporting a violent or aggressive incident YOU MUST complete the V&A section on the form. Page 62 of 157
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P a g e 21 | 24 Appendix 6 Wellbeing Support for Staff Those who have experienced an incident will require empathetic support. Some may require support to rebuild their confidence. Where required, employees should seek medical advice and may wish to contact a relevant agency such as Victim Support Scotland. Managers and employees should also consult Renfrewshire Council’s Policy for Managing Critical Incidents and Trauma through Human Resources. For an up to date list of support services, click here to access Renfrewshire’s Signposting Resource for Staff. An employee can also access guidance and support through their trade union representative. The employee experiencing violence and/or aggression should be encouraged to contact their appropriate trade union representative for further advice and support if required. AHDS Support for Members EIS Member Support Legal Advice Line | GMB Union NASUWT Contact Us SLS Support Services SSTA Service to Members Member support and services | Get help | UNISON National Contact Us - Unite The Union GMB Scotland | Contact Occupational Health Heads of establishments or their designated deputes are encouraged to seek occupational health advice if they have any concerns regarding an employee’s health. An employee may need particular physical or mental health support to recover from an incident. The council’s occupational health provider can advise managers on all matters regarding employee health and fitness. In addition, they are uniquely positioned to give advice regarding an employee’s capability to work in relation to their health. Advice given by occupational health can assist in employment decisions and this, in turn, can assist in making suitable arrangements in the workplace or to the employees working pattern or where an employee is absent, to initiate a return to work, where possible. Further guidance is available from the Occupational Health Service who can be contacted at: Sir James Clark building Abbey Mill Business Centre Paisley PA1 1TJ or by telephone: General Enquiries: 0141 212 6970 Page 63 of 157
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P a g e 22 | 24 Counselling Support “Timefortalking” operate a confidential counselling service which is available to all employees. This includes access to a free, confidential 24-hour telephone help line. The telephone number is: 0800 970 3980 There is a downloadable app and a portal for employees on the timefortalking website. Page 64 of 157
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P a g e 23 | 24 Appendix 7 Online Abuse Social media has made it very easy for us to communicate quickly and easily with family, friends, and colleagues, as well as sharing experiences and letting others know of our opinions and beliefs. These opinions and beliefs may be about world events or local affairs, politics or religion, interests, affiliations, organisations, products, people, and a wide variety of other topics. Our conversations and comments can be closely targeted or widely broadcast to the point that depending on the subject, they can go viral. Unfortunately, social media is also widely used by abusers, for exactly the reasons listed above. Many perpetrators ‘hide’ behind the fact that they may not be able to be readily identified, saying things that they wouldn’t consider saying face-to-face, which could be regarded as cowardly. Online abuse takes several forms, and victims are not confined to public figures. They can do any job, be of any age, gender, sexual orientation or social or ethnic background, and live anywhere. Examples of Online Abuse • Cyberbullying • Cyberstalking • Trolling • Creeping • Doxing Visit Rensafe Online for more advice. If you are worried about a child, you can report concerns to the CEOP Safety Centre (run by the National Crime Agency). Report, Remove can help you if you shared an image and want to remove it from the internet. This service is available for children and those over 18. Page 65 of 157
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P a g e 24 | 24 Appendix 8 Classroom Action Plan A classroom action plan (single and multi-agency child’s plan) can be created following a recorded incident of violence and aggression in line with the Staged Intervention Framework. There is single agency planning training (Planning for distressed behaviour / Violence and Aggression Policy) available throughout the year, this can be accessed through CPD manager. See exemplar below to support development of classroom action plans. Page 66 of 157
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1 ___________________________________________________________________ To: Education and Children’s Services Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Education Scotland Inspection of Trinity High School ___________________________________________________________________ 1. Summary 1.1 Trinity High School was inspected by Education Scotland in January 2023 as part of a national sample of education. Education Scotland uses different models of inspection and at Trinity High School the full model approach was deployed. Inspectors assessed the school 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, equity and inclusion. Quality Indicator 3.2 Raising attainment and achievement. 1.2 This was a very positive inspection which evaluated all quality indicators as ‘ Quality Indicator 1.3 Very Good Quality Indicator 2.3 Good Quality Indicator 3.1 Very Good Quality Indicator 3.2 Good 1.3 As part of the inspection model the following area was also reviewed: Quality Indicator 2.1 Safeguarding Education Scotland do not attach an evaluative grade to this. Instead in the Summary of Inspection Findings there are evaluative statements provided which are positive and contribute to the overall school ratings. 1.4 The inspection report in the form of a letter to parents, published by Education Scotland on 14 May 2024, is attached as an appendix to this report and is Item 6 Page 67 of 157
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2 also available from the Director of Children’s Services or from the Education Scotland website. 1.5 The letter to parents identified four key strengths of the school. • The strong, compassionate leadership of the headteacher is empowering staff to lead improvements across the school. He has led the whole school community to work together to develop and embed the very caring and nurturing ethos across the school, reflecting Gospel values. • Approaches to monitoring and evaluating the work of departments by middle leaders is strong. This is resulting in improved learners’ experiences. • Approaches to supporting young people’s wellbeing is resulting in young people who have a strong sense of belonging and feel valued at Trinity High School. • Young people who require additional support in their learning are well supported and their support plans are monitored and evaluated on a regular basis. As a result, they are achieving personal targets. 1.6 The inspection report also identified three areas for further improvement: • Teachers should continue to build on effective practice by planning tasks and activities set at the right level of difficulty and that engage all young people. • Senior leaders should prioritise the development of the Developing the Young Workforce approaches to ensure all young people are fully prepared for life beyond school. • Staff should continue to raise attainment for all young people to ensure they achieve to their full potential. 1.7 There is an agreed set of procedures for responding to inspection reports which will support the school and Children’s Services to plan how 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 Education Scotland report on Trinity High School. ___________________________________________________________________ Page 68 of 157
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3 3. Background 3.1 Following a pause to inspections due to the pandemic, Education Scotland’s routine programme of inspection of schools and early years settings resumed in September 2022. Children’s Services welcomes the process of audit undertaken by Education Scotland as supportive to continuous improvement in Renfrewshire’s education establishments. The school team at Trinity High School approached the inspection in a positive manner and embraced it as a professional learning opportunity in partnership with colleagues at Education Scotland. 3.2 The report includes 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 - None 2. HR & Organisational Development - None 3. Community/Council Planning – engaging with, and learning from external inspection, ensures that our Renfrewshire is thriving. High standards of education provision ensure that children and young people are given the best start in life so that they promote and contribute to a more prosperous, fairer society. It also ensures our Renfrewshire is well – by providing an environment which encourages care, welfare and development, establishments play a crucial role in developing children and young people so that they become responsible citizens. The inspection process also supports delivery of the Council Plan cross- cutting theme of improving outcomes for children and families as well as other Council Plan key strategic outcomes, for example: 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 – None Page 69 of 157
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4 5. Property/Assets - None 6. Information Technology - None 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 - None 11. Privacy Impact - None 12. Cosla Policy Position – N/A 13. Climate Risk – None. 14. Children’s Rights – this also aligns with the rights of children, including, articles, 28, 29. Engaging with children and young people is embedded in inspection processes. _________________________________________________________ List of Background Papers - The inspection report and additional evidence is published on the Education Scotland website. __________________________________________________________ Author: Emma Henry, Head of Education, emma.henry@renfrewshire.gov.uk Page 70 of 157
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1 | Trinity High School, Renfrewshire Council, 8632030 © Crown Copyright 14 May 2024 Dear Parent/Carer In January 2024, a team of inspectors from Education Scotland visited Trinity High School. During our visit, we talked to parents/carers and young people and worked closely with the headteacher and staff. The inspection team found the following strengths in the school’s work. • The strong, compassionate leadership of the headteacher is empowering staff to lead improvements across the school. He has led the whole school community to work together to develop and embed the very caring and nurturing ethos across the school, reflecting Gospel values. • Approaches to monitoring and evaluating the work of departments by middle leaders is strong. This is resulting in improved learners’ experiences. • Approaches to supporting young people’s wellbeing is resulting in young people who have a strong sense of belonging and feel valued at Trinity High School. • Young people who require additional support in their learning are well supported and their support plans are monitored and evaluated on a regular basis. As a result, they are achieving personal targets. The following areas for improvement were identified and discussed with the headteacher and a representative from Renfrewshire Council. • Teachers should continue to build on effective practice by planning tasks and activities set at the right level of difficulty and that engage all young people. • Senior leaders should prioritise the development of the Developing the Young Workforce approaches to ensure all young people are fully prepared for life beyond school. • Staff should continue to raise attainment for all young people to ensure they achieve to their full potential. Page 71 of 157
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2 | Trinity High School, Renfrewshire Council, 8632030 © Crown Copyright We gathered evidence to enable us to evaluate the school’s work using four quality indicators from How good is our school? (4th edition). Quality indicators help schools, local authorities and inspectors to judge what is working well and what needs to be improved. Following the inspection of each school, the Scottish Government gathers details of our evaluations to keep track of how well Scottish schools are doing. Here are Education Scotland’s evaluations for Trinity High School Quality indicators Evaluation Leadership of change very 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 A more detailed document called Summarised Inspection Findings (SIF) will be available on the Education Scotland website at: Details | Find an inspection report | Find an inspection report | Inspection and Review | Education Scotland What happens next? We are confident that the school has the capacity to continue to improve and so we will make no more visits in connection with this inspection. Renfrewshire Council will inform parents/carers about the school’s progress as part of its arrangements for reporting on the quality of its schools. Susan McDade HM Inspector Page 72 of 157
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Page 2 of 11 To: Education and Children’s Services Policy Board On: 22 August 2024 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: School Estate Management Plan (SEMP 2024) & Learning Estate Update __________________________________________________________________ 1. Summary 1.1. School estate management planning is a significant element of the Council’s corporate asset management plan. Due to the scale of school estate asset planning and the opportunity that exists for enhancing the estate, the management of this must now also transform. A new strategy must be formulated to ensure robust, forward-thinking mechanisms are in place for school estate planning. This will ultimately ensure that the estate is fit for purpose, scaled appropriately, and address the key core facts of condition, suitability, and sufficiency. 1.2. This paper outlines the current status of the school estate by considering the Scottish Government’s Core Facts process. This process ensures that the full estate is assessed from a condition, suitability, and sufficiency perspective, and the results of that assessment have been outlined. This will form a key component of the learning estate strategy moving forward to ensure that the data is used for effective estate planning. It is proposed that the School Estate Management Plan (SEMP) will be reported on an annual basis to include actions to meet demand pressures and update on the new strategic approach outlined in a separate paper to this Policy Board. 1.3. Since the last iteration of the SEMP, the council has approved investment of £175m in the learning estate. A focus of the previous SEMP was the opportunity to utilise the upcoming Scottish Government funding, which is being delivered through the Learning Estate Investment Programme (LEIP) which is administered by Scottish Futures Trust. The council successfully received funding to assist in developing the new Paisley Grammar School Community Campus but missed out on an award for funding for Thorn Primary School. The council has since agreed to provide additional funding to develop a new Thorn Primary School. The council will continue to pursue external funding opportunities as they become available through the Scottish Government schemes or other grant opportunities. Item 7 Page 73 of 157
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Page 3 of 11 1.4. To ensure that our approach to managing the learning estate supports the council’s new approach to placemaking and strategic property planning and rationalisation, a new learning estate strategy has been developed in parallel to this iteration of the SEMP and is presented to this board in a separate report. It is the intention that this new strategic approach will set the basis of future investment and allow objective decision making on how to invest in the learning estate. 1.5. Throughout the duration of recent learning estate project delivery, it should be recognised that a number of additional projects have successfully been approved and are now progressing through design, development, and delivery. Further detail on the major projects in our learning estate pipeline are provided in the body of this report. __________________________________________________________________ 2. Recommendations 2.1. It is recommended that members of the Education & Children’s Services Policy Board: • Note the current overview of ‘core facts’ relating to the condition, suitability, and sufficiency of the estate and homologate the Core Facts submission to the Scottish Government. • Agree to the improved arrangements for roll projections. • Note the status of all ongoing learning estate projects and the progress being made. • Agree the approach to developing a new Learning Estate Strategy which will support development of future iterations of the school estate management plan. • Agree to the approach of providing annual updates on the School Estate Management Plan (SEMP) as well as updates delivery of the new learning estate strategy. 3. Background and Updates 3.1. Renfrewshire Council’s last School Estate Management Plan (SEMP) was approved by the Education & Children’s Services Policy Board in 2019 which set out a series of 7 proposals to be taken forward. An update is provided on each of these proposals below: 3.2. Proposal 1: Replace Paisley Grammar School. The funding package to take forward this proposal would be developed under the conditions which allow the Council access to Scottish Government infrastructure funding. • Paisley Grammar School replacement is now under construction, with a fuller update provided in appendix 1 Page 74 of 157
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Page 4 of 11 3.3. Proposal 2: Replace Thorn Primary School. The funding package to take forward this proposal would be developed under the conditions which allow the Council access to Scottish Government infrastructure funding. • Thorn Primary School replacement is now under development, with a fuller update provided in appendix 1 3.4. Proposal 3: Catchment review affecting Kilbarchan Primary School and East Fulton Primary School. • This catchment review was successfully completed in 2020. 3.5. Proposal 4: Catchment review affecting Inchinnan Primary School and Rashielea Primary School. • This catchment review was successfully completed in 2019. 3.6. Proposal 5: Addressing the impact of future housing at Todholm Primary School. • As it stands, the school roll of Todholm Primary School remains manageable, at 89% capacity in 2023/24. Provisional roll projections show that this is expected to be maintained through the evolution of future housing developments. This figure will continue to be monitored, and any future consideration for amending Todholm Primary School to address capacity will be dealt with via the learning estate strategy as outlined in a separate paper to this board, should it be successfully approved. 3.7. Proposal 6: Addressing the impact of future housing at Park Mains High School. • Park Mains High School extension and internal alterations is now under development, with a fuller update provided in appendix 1 3.8. Proposal 7: Addressing the impact of future housing at St Andrew’s Academy. • Assessment is currently underway to investigate options for addressing capacity pressure which is expected to slightly increase again over the next decade. The principles for determining the next steps with St Andrew’s Academy are dependent on the successful approval of the learning estate strategy which has been provided as a separate paper to this board. Work will continue to develop options for the most efficient and beneficial solution to the school capacity. 3.9. Since the previous iteration of the SEMP, multiple Policy Board updates have been provided, as demonstrated by the learning estate project updates provided to each cycle of meetings. This has been supported by a continuous review of lessons learned, which has resulted in four projects over and above the proposals set out in the previous plan. These projects were: Page 75 of 157
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Page 5 of 11 • The development of a new Dargavel Primary School and associated consultation. • Dargavel Primary School modular units. • Fast tracking the need for an extension of Park Mains High School. • Bishopton Primary School classroom block. 3.10. Fuller updates are provided on all of these projects in appendix 1 of this report. 3.11. The intention moving forward is implement the principles of the Learning Estate Strategy, which is set out in a separate paper to this board. This strategy considers key components of core facts, which is explained further in section 4 of this report, as well as further analysis to assess the priority needs of the school estate. Should members agree to this proposal, a new set of recommendations for developing the ongoing school estate management plan priorities, will be developed, and presented to future meetings of this Policy Board. 4. Core Facts Analysis - Building Performance Assessment 4.1. School estate management plans developed around an analysis of three core facts relating to buildings. These are condition, suitability, and sufficiency. 4.2. Condition is described as the current state of the fabric of a school and the safety and security. The condition core fact is based on the latest condition survey, updated with any maintenance or repair work carried out in the intervening periods. The condition rating assesses the physical elements of the school structure and extends to playgrounds; external structures and services; security facilities; and playing fields. Everything within the curtilage of the school is included in the overall rating of each school’s condition. 4.3. Suitability is a measure of whether a school building and its grounds are fit for the purpose of delivering the education curriculum. The suitability of a school is determined by an assessment of internal and external facilities. This assessment is carried out by the school community and moderated by children’s services. 4.4. Sufficiency is concerned with the occupancy levels of schools and assesses which schools are over, or under capacity to determine pupil places available. This, along with data on pupil roll projections, helps us identify current and future occupancy. The primary aim of a sufficiency assessment is to offer an objective and consistent method of identifying a surplus or deficit of pupil places in relation to current and projected future demand. Page 76 of 157
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Page 6 of 11 4.5. A description of the ratings associated with each core fact is provided below: Condition Suitability Sufficiency A Good – Performing as intended and operating efficiently. Good – Performing well and operating efficiently. Good – Performing well and operating efficiently. B Satisfactory – Performing as intended but showing minor deterioration. Satisfactory – Performing well but with minor problems. Satisfactory – Performing well but with minor problems. C Poor – Showing major defects and or not operating as intended. Poor – Showing major problems and/or not operating efficiently. Poor – Showing major problems and/or not operating efficiently. D Bad – Life expired and/or serious risk of imminent failure. Unsuitable – does not support the delivery of services. Bad – Accommodation capacity severely impedes service delivery. 4.6. An overview detailing the overall performance of the school and early learning and childcare estate is recorded as appendix 2 of this report. 4.7. Condition Summary Analysis Sector Establishments Category A (More than 85%) Category B (85% or less but more than 60%) Category C (between 40% and 60% inclusive) Category D (less than 40%) Early Years 16 8 7 1 0 Primary 50 12 35 3 0 Secondary 11 4 5 2 0 ASN 2 0 2 0 0 Totals 79 24 49 6 0 30% 62% 8% 0% 4.8. Condition surveys have been undertaken at various points in recent years, with the majority of the estate being surveyed in late 2023 into early 2024. It should be noted that we await formal survey results to be returned from AMEY, our partner provider of PPP school estate. However, inspection from the council’s facilities management team, as well as education learning estate management has identified all PPP schools as being in the A category. Formal survey results are expected imminently. 4.9. Whilst the school estate condition is assessed and managed from a strategic perspective to inform the need for future projects or improvements, it’s important to recognise that the ongoing condition of the entire estate is wholly reliant on intervention and planning of internal council resources to conduct lifecycle repairs and maintenance. Emphasis on lifecycle maintenance will be supported through the learning estate stratgey moving forward to maintain those assets with a high condition rating, and address any condition concerns. Page 77 of 157
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Page 7 of 11 4.10. All establishments moving forward are proposed to be considered by the learning estate strategy to determine any major interventions for improvement. This will therefore consider all that are rated as C condition. This will also be supported by intervention from the council’s facilities management section where funding and resource is available through the regular lifecycle maintenance programme. 4.11. All six establishments currently rated as a C condition, are sitting in the 59% bracket. This is 1% short of a B rating. Paisley Grammar School is one of these and as a new school is currently being constructed, this can be excluded from the list of required intervention. The five remaining establishments are: • Johnstone High School • Auchenlodment Primary School • Bridge of Weir Primary School • St Peter’s Primary School • Douglas Street ELCC 4.12. Work will be planned in conjunction with facilities management to understand prioritisation of intervention through the learning estate strategy, and which venues require short term lifecycle maintenance to improve the condition. Where appropriate, any major intervention to improve conditions will be reported back to a future policy board in alignment with the next learning estate update, and once any further capital or revenue allocations have been agreed via lifecycle maintenance. 4.13. It should be noted that fluctuation of condition is normal due to intervention via maintenance having the ability to improve condition. The council’s facilities management section is continuously planning and executing maintenance and repairs where budget and resource allows, and this will be factored into ongoing monitoring of conditions. 4.14. Suitability Summary Analysis Sector Establishments Category A Category B Category C Category D Early Years 16 10 6 0 0 Primary 50 9 39 2 0 Secondary 11 3 6 2 0 ASN 2 1 1 0 0 Totals 79 23 52 4 0 29% 66% 5% 0% 4.15. Suitability assessments were undertaken for all establishments in late 2023 and are assessed on a rolling 5 year basis. A full overview of all individual establishment ratings are included in appendix 2 and appendix 4 of this report. Page 78 of 157
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Page 8 of 11 4.16. The majority of the estate sits within category A or B which is deemed to be an acceptable level. For the four establishments sitting within category C, two of these are establishments that have already been agreed to be rebuilt: Paisley Grammar School, and Thorn Primary School. The remaining two schools with a category C for suitability are Trinity High School and Bridge of Weir Primary School. 4.17. It is again intended that to address suitability for establishments in the lowest category, the learning estate strategy will be the route for progressing this. As suitability has a focus on the spaces and infrastructure available to support pupil and staff experience to enhance learning and teaching, any establishments that require large scale improvements will require capital allocations to plan this. 4.18. Sufficiency Summary Analysis Sector Establishments Category A Category B Category C Category D Early Years 16 16 0 0 0 Primary 50 15 18 16 1 Secondary 11 5 6 0 0 ASN 2 1 1 0 0 Totals 79 37 25 16 1 47% 32% 20% 1% 4.19. Due to demand on Early Years, all establishments are currently operating within category A for sufficiency. 4.20. Currently sixteen primary schools are sitting within category C, and one within category D. These seven schools can be identified in appendix 2 and appendix 5 of this report and are all operating with a capacity of less than 60%. The one school in category D is Rashielea Primary School which sits at 37% capacity at last census in 2023. Establishments operating in cargeory C and D are demeend by the Scottish Government Core Facts process to not be operating efficiently, and in particular for the condition D, are seen to be severely impeding service delivery due to significant excess capacity. 4.21. Multiple options exist for addressing capacity issues where establishments are not operating efficiently due to low capacity, however any assessment of capacity must be viewed in conjunction with roll projection estimates for future demand. As part of the learning estate strategy, assessment will be undertaken to identify schools with capacity issues to ensure that assets can operate efficiently, and importantly, offer an excellent education experience. 4.22. There are also a number of schools operating at the high end of category A which is 80% and above. School capacities at this level are managed again through assessment of roll projections, maximising use of space in schools, and utilising the council’s placing request policy to manage school enrolment. Work will continue to progress into this iteration of the SEMP to address the capacity of St Andrew’s Academy Page 79 of 157
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Page 9 of 11 4.23. Work is ongoing to update the roll projections for the full school estate, and this work will be utilised to identify required intervention on sufficiency in line with the proposed learning estate strategy. 5. Future Needs Assessment – Roll Projections 5.1. Since 2023, We have engaged external support to develop an improved methodology for dynamic roll projection planning. This exercise is currently being undertaken and has involved an extensive amount of work to produce the required data sets to input into the model, followed by the industry standard quality assurance process that takes place with all complex data analysis. We have also benchmarked with some leading local authorities to ensure that we adopt best practice wherever possible. 5.2. The work continues to be quality assured, to ensure that all relevant inputs and data sets including NHS, census, school rolls, and housing development data have been utilised. This exercise is nearing completion, and it is the intention that final figures will be able to be made public in the second half of 2024. 5.3. The purpose of producing and analysing roll projections is to allow future planning of the extent of the estate by assessing expected demand. Roll projections allow for extensive checks to monitor the current school provision to determine that school capacities can cope with demand, or highlight early where any future capacity issues may arise. It should also be noted that this approach is seen as best practice to ensure that processes are in place, and regular monitoring is being conducted. 5.4. Roll projections will form a fundamental feature of the ongoing learning estate strategy and it is therefore important that we establish this improved methodology for producing a full estate roll projection refresh on an annual basis. Implications of the Report Financial This report is for noting and as such there no implications which arise directly. HR and Organisational Development None Community/Council Planning Our Renfrewshire is thriving - Learning environments will support learning and achievement for all. Our Renfrewshire is well - Learning environments will support the Health and Wellbeing of all. Page 80 of 157
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Page 10 of 11 Our Renfrewshire is safe - Learning environments will provide safe and secure spaces for all users. Reshaping our place, our economy and our future - Learning environments will provide spaces which support local enterprise. Building strong, safe and resilient communities - Learning environments will provide spaces to support community activities. Legal Renfrewshire Council adheres to all relevant legislation. Property/Assets Through review of its school estate management plan the Council aims to have an efficient and well maintained property portfolio which provides learning environments which support the delivery of the curriculum. All future investment in the learning estate will directly improve assets. Information Technology Learning environments will have IT provision which supports digitally enabled learning. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. There has been a full Equalities and Human Rights Assessment carried out for the consultation process to ensure it is fully inclusive. 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. Health and Safety None. Procurement Renfrewshire Council adheres to all procurement regulations. Risk A full risk register is compiled for all projects in accordance with the Council’s established risk management protocols. For elements such as roll projections, this is implemented as a measure to reduce risk on the extent of the learning estate. Privacy Impact None. Cosla Policy Position None. Climate Risk All assets aim to comply with the requirements for ambitious energy efficiency targets over the long term and to contribute to the Council’s net-zero commitments. Page 81 of 157
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Page 11 of 11 Children’s Rights The rights and wellbeing of children and young people is at the heart of our Children’s Services Health and Safety Plan. As a council we will continue to work together to promote equality and raise awareness of the United Nations Convention on the Rights of the Child (UNCRC) to make sure children and young people’s rights are promoted and reflected in all that we do. This will ensure that we are meeting the requirements of the new duties under the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024. ___________________________________________________________________ Children’s Services JO/JL 12 August 2024 Author: Jack Lochans, Education Manager, Learning Estate (jack.lochans@renfrewshire.gov.uk) Page 82 of 157
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Page 1 of 16 Appendix 1 – Learning Estate Programme Update A number of significant projects are underway to enhance the school estate. A short update is provided for each of the following projects: • Paisley Grammar School Community Campus • Park Mains High School extension and alterations • New Dargavel Primary School • Dargavel Primary School internal alterations • Bishopton Primary School classroom block • Thorn Primary School new build • Castlehead roof strengthening works Paisley Grammar School Community Campus This project will deliver a new state of the art education and community facility for Paisley Grammar School. The project to deliver a new Paisley Grammar school has made significant progress in recent months with construction now underway on site and progressing on time. Construction continues through to 2026 and throughout this period, engagement with the school community and key stakeholders will continue. Park Mains High School Extension and Alterations The project to extend and enhance Park Mains High School has produced early indicative concepts of space planning. This has allowed officers to progress to the first stage of procurement to appoint a contractor to come on board to produce a detailed design, followed by construction of the agreed design. It is expected that the initial stage of procurement will be complete in early 2025 to appoint the contractor, to then progress with the final design stages over the course of 2025. Although a series of workshops and feedback sessions have taken place on the school design and to listen to what staff and pupils consider important for the output, the project will begin a wider series of engagement from the second half of 2024 onwards. This will include focus groups, as well as statutory engagement required through the planning application process. To prepare for a full planning application which will be submitted in 2025, the council will submit a proposal of application notice (PAN) which indicates that a major planning application will follow and triggers the need for statutory engagement. This means that sessions will be scheduled later in 2024 following the submission of the PAN where all of the community are invited to provide their thoughts on the development. This will be an important step to allow officers to show indicative proposals ahead of detailed design stages and full planning application in 2025. Page 83 of 157
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Page 2 of 16 Construction is currently planned to commence in early 2026 with a completion in 2027. Further work has been ongoing in recent months at Park Mains High School to construct a temporary modular unit. This unit is now complete and will be operational from August 2024 to provide the school with additional flexibility. Whilst this is not required to meet any current capacity pressures, it will offer 5 additional classroom spaces that the school can use to enhance the curriculum delivery. New Dargavel Primary School Following the decision at the May 2024 Education and Children’s Services Policy Board to approve the construction of a new primary school in Dargavel, work has continued to prepare for the delivery of this school in time for the August 2027 school year. A full design team is in place including a contractor to construct the new school and collaborative design work is ongoing. The design team are utilising the extensive feedback that has already been provided through space planning exercises conducted with the community in 2023, as well as all feedback received through the recent statutory consultation process. To further inform design of this new school, an extensive engagement programme is continuing to develop and be delivered. This process is now progressing through specific focus group sessions with key stakeholders and will target key elements where the community have specifically asked to discuss which will see sessions cover the following topics: • New school design including community facilities • Traffic and transport • Additional support needs • Staff working group • Pupil voice working group These groups are currently scheduled across the coming months with the first sessions having already taken place. All focus group sessions continue to be supplemented with full communication to all residents of Dargavel as well as everyone who has registered an interest through various channels, including email lists. The next stage of engagement is to conduct the same PAN process as described in the Park Mains High School update above. This process has begun with the application officially lodged and two public sessions arranged for August and September 2024 to invite feedback about the development and show indicative proposals ahead of final design. This process will complete ahead of lodging a full planning application which is scheduled for later in 2024. The project continues to move at pace and coupled with continued engagement, will progress to detailed design in 2025 followed by construction with a completion in 2027 currently scheduled. Page 84 of 157
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Page 3 of 16 Dargavel Primary School Internal Alterations Following the opening of Dargavel Primary School, allowing time for staff and pupils to embed and get to know their school, a number of feedback points have been received. These matters have been addressed and work is currently underway to make adjustments to the acoustics of the school as well as making better use of space. Work is on track to be complete during the summer holidays in 2024. Bishopton Primary School Classroom Block The construction of a modern classroom block at Bishopton Primary School is now complete and will be available for use in the new school term in August 2024. This has replaced an existing outdated classroom block and will provide a modern teaching environment to provide flexibility to the school. Thorn Primary School New Build Following a commitment of budget to construct a new school for Thorn Primary, members agreed at the last Education and Children’s Services Policy Board to proceed with the proposal to construct a new school on the grounds of the current school footprint. Following this decision, a series of initial engagement events have taken place. These sessions have involved key stakeholders including all staff, groups of pupils, and the parent council. Initial feedback and views have been taken into account and work will progress to plan site layouts and essential components of the design. This project will follow the same process as other learning estate projects where engagement will continue through all design and construction periods. It is currently projected that a new school can be constructed by 2028. Castlehead Roof Strengthening Work Work is ongoing to strengthen the roof above the gym areas at Castlehead High School. The contractor began works in time for the summer holiday period to ensure that disruption is mitigated, and the project can move at pace. The project remains on track for completion in September 2024 and plans are in place for the works to complete in the final few weeks when the school returns to minimise any impact on pupils and staff. Page 85 of 157
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Page 4 of 16 Appendix 2 – Core Facts Summary Analysis Secondary Schools Condition Suitability Sufficiency Castlehead High School B B B Gleniffer High School A B B Gryffe High School B B A Johnstone High School C B B Linwood High School A A B Paisley Grammar School C C B Park Mains High School B A A Renfrew High School B B B St Andrew's Academy A B A St Benedict's High School A A A Trinity High School B C A Primary Schools Condition Suitability Sufficiency Arkleston Primary School B B A Auchenlodment Primary School C B B Bargarran Primary School A B B Barsail Primary School B B B Bishopton Primary School B B B Brediland Primary School B B C Bridge Of Weir Primary School C C A Bushes Primary School B B B Cochrane Castle Primary A A C Dargavel Primary School A A A East Fulton Primary School B B C Fordbank Primary School A A A Gallowhill Primary School B B B Glencoats Primary School A A C Heriot Primary School B B C Houston Primary School B B A Page 86 of 157
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Page 5 of 16 Howwood Primary School B B B Inchinnan Primary School B B C Kilbarchan Primary School B B C Kirklandneuk Primary School B B B Langbank Primary School B B B Langcraigs Primary School B B B Lochfield Primary School B B C Lochwinnoch Primary School B B C Mossvale Primary School B A B Newmains Primary School B B A Our Lady Of Peace Primary School B B B Ralston Primary School B B A Rashielea Primary School B B D St Anne's Primary School B B C St Anthony's Primary School A B A St Catherine's Primary School B B B St Charles' Primary School B B B St David's Primary School A A C St Fergus Primary School A B A St Fillan's Primary School B B C St James's Primary School (Paisley) B B B St James's Primary School (Renfrew) B B A St John Bosco Primary School A A A St John Ogilvie Primary School B B A St Margaret's Primary School B B B St Mary's Primary School B B A St Paul's Primary School A A A St Peter's Primary School C B B Thorn Primary School B C C Todholm Primary School A A A Page 87 of 157
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Page 6 of 16 Wallace Primary School B B B West Primary School B B C Williamsburgh Primary School B B C Woodlands Primary School A B C Early Learning Centres Condition Suitability Sufficiency Dargavel ELCC A A A Douglas Street ELCC C B A Ferguslie ELCC B B A Foxlea ELCC A A A Glenburn ELCC B A A Glendee ELCC B B A Glenfield ELCC B B A Hillview ELCC B B A Houston ELCC A A A Hugh Smiley ELCC B A A Kirklandneuk ELCC A A A Lochfield ELCC A A A Moorpark ELCC A A A Paisley ELCC B B A Spateston ELCC A A A West Johnstone ELCC A A A ASN Schools Condition Suitability Sufficiency Mary Russell School B B B Riverbrae School B A A Page 88 of 157
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Page 7 of 16 Appendix 3 – Condition Scoring Secondary Schools Condition % Condition Rating Gleniffer High School 86% A Linwood High School 86% A St Andrew's Academy 86% A St Benedict's High School 86% A Gryffe High School 71.00% B Park Mains High School 70.90% B Trinity High School 66.50% B Renfrew High School 63.50% B Castlehead High School 63.30% B Johnstone High School 59.50% C Paisley Grammar School 59.00% C Primary Schools Condition % Condition Rating Bargarran Primary School 86% A Cochrane Castle Primary 86% A Dargavel Primary School 86% A Fordbank Primary School 86% A Glencoats Primary School 86% A St Anthony's Primary School 86% A St David's Primary School 86% A St Fergus Primary School 86% A St John Bosco Primary School 86% A St Paul's Primary School 86% A Todholm Primary School 86% A Woodlands Primary School 86% A Inchinnan Primary School 76.80% B Gallowhill Primary School 72.30% B Page 89 of 157
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Page 8 of 16 Our Lady Of Peace Primary School 72.30% B Kirklandneuk Primary School 71.90% B St James's Primary School (Renfrew) 71.42% B Howwood Primary School 70.70% B West Primary School 70.30% B Bushes Primary School 70.10% B Bishopton Primary School 69.90% B St John Ogilvie Primary School 69.90% B Ralston Primary School 69.80% B St Mary's Primary School 69.00% B Houston Primary School 68.40% B Lochwinnoch Primary School 68.20% B Mossvale Primary School 68.20% B St James's Primary School (Paisley) 68.20% B Kilbarchan Primary School 67.90% B Barsail Primary School 67.50% B Langcraigs Primary School 67.10% B Heriot Primary School 67.00% B Rashielea Primary School 67.00% B Lochfield Primary School 66.90% B St Fillan's Primary School 66.00% B St Anne's Primary School 65.60% B Arkleston Primary School 65.49% B Langbank Primary School 65.30% B St Charles' Primary School 64.80% B St Catherine's Primary School 64.00% B Thorn Primary School 62.50% B Williamsburgh Primary School 62.20% B Brediland Primary School 62.00% B Page 90 of 157
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Page 9 of 16 East Fulton Primary School 62.00% B Newmains Primary School 62.00% B Wallace Primary School 61.00% B St Margaret's Primary School 60.80% B Bridge Of Weir Primary School 59.30% C Auchenlodment Primary School 59.00% C St Peter's Primary School 59.00% C *Note – In advance of receiving formal PPP condition surveys, all establishments have been set at 86% to indicate they are within the A rating for condition. ASN Schools Condition % Condition Rating Riverbrae School 72.90% B Mary Russell School 66.10% B Early Years Centres Condition % Condition Rating Dargavel ELCC 86% A Foxlea ELCC 86% A Houston ELCC 86% A Kirklandneuk ELCC 86% A Lochfield ELCC 86% A Moorpark ELCC 86% A Spateston ELCC 86% A West Johnstone ELCC 86% A Hillview ELCC 73.20% B Glenfield ELCC 72.75% B Glendee ELCC 70.00% B Paisley ELCC 68.60% B Glenburn ELCC 68.00% B Page 91 of 157
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Page 10 of 16 Hugh Smiley ELCC 67.70% B Ferguslie ELCC 65.90% B Douglas Street ELCC 59.00% C Page 92 of 157
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Page 11 of 16 Appendix 4 – Suitability Scoring Secondary Schools Suitability Linwood High School A Park Mains High School A St Benedict's High School A Castlehead High School B Gleniffer High School B Gryffe High School B Johnstone High School B Renfrew High School B St Andrew's Academy B Paisley Grammar School C Trinity High School C Primary Schools Suitability Cochrane Castle Primary A Dargavel Primary School A Fordbank Primary School A Glencoats Primary School A Mossvale Primary School A St David's Primary School A St John Bosco Primary School A St Paul's Primary School A Todholm Primary School A Arkleston Primary School B Auchenlodment Primary School B Bargarran Primary School B Barsail Primary School B Bishopton Primary School B Page 93 of 157
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Page 12 of 16 Brediland Primary School B Bushes Primary School B East Fulton Primary School B Gallowhill Primary School B Heriot Primary School B Houston Primary School B Howwood Primary School B Inchinnan Primary School B Kilbarchan Primary School B Kirklandneuk Primary School B Langbank Primary School B Langcraigs Primary School B Lochfield Primary School B Lochwinnoch Primary School B Newmains Primary School B Our Lady Of Peace Primary School B Ralston Primary School B Rashielea Primary School B St Anne's Primary School B St Anthony's Primary School B St Catherine's Primary School B St Charles' Primary School B St Fergus Primary School B St Fillan's Primary School B St James's Primary School (Paisley) B St James's Primary School (Renfrew) B St John Ogilvie Primary School B St Margaret's Primary School B St Mary's Primary School B St Peter's Primary School B Page 94 of 157
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Page 13 of 16 Wallace Primary School B West Primary School B Williamsburgh Primary School B Woodlands Primary School B Bridge Of Weir Primary School C Thorn Primary School C ASN Schools Suitability Riverbrae School A Mary Russell School B Early Learning Centres Suitability Dargavel ELCC A Foxlea ELCC A Glenburn ELCC A Houston ELCC A Hugh Smiley ELCC A Kirklandneuk ELCC A Lochfield ELCC A Moorpark ELCC A Spateston ELCC A West Johnstone ELCC A Douglas Street ELCC B Ferguslie ELCC B Glendee ELCC B Glenfield ELCC B Hillview ELCC B Paisley ELCC B Page 95 of 157
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Page 14 of 16 Appendix 5 – Sufficiency Scoring Secondary Schools Capacity Pupil Roll at Last Census Sufficiency % Sufficiency Rating of Establishment St Andrew's Academy 1250 1480 118.4% A Gryffe High School 960 958 99.8% A Trinity High School 1032 953 92.3% A Park Mains High School 1591 1467 92.2% A St Benedict's High School 850 725 85.3% A Paisley Grammar School 1329 1066 80.2% B Gleniffer High School 1425 1110 77.9% B Linwood High School 576 436 75.7% B Renfrew High School 1267 829 65.4% B Johnstone High School 1380 869 63.0% B Castlehead High School 1230 753 61.2% B Primary Schools Capacity Pupil Roll at Last Census Sufficiency % Sufficiency Rating of Establishment St Fergus Primary School 175 170 97.1% A St John Bosco Primary School 272 257 94.5% A Houston Primary School 569 534 93.8% A Bridge Of Weir Primary School 489 442 90.4% A St John Ogilvie Primary School 272 244 89.7% A Todholm Primary School 434 389 89.6% A Newmains Primary School 459 403 87.8% A Dargavel Primary School 698 590 84.5% A Arkleston Primary School 352 295 83.8% A St Mary's Primary School 327 274 83.8% A Ralston Primary School 459 382 83.2% A St Paul's Primary School 217 180 82.9% A St James's Primary School (Renfrew) 676 558 82.5% A Fordbank Primary School 327 268 82.0% A Page 96 of 157
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Page 15 of 16 St Anthony's Primary School 302 245 81.1% A St Catherine's Primary School 272 218 80.1% B Bargarran Primary School 272 216 79.4% B St Charles' Primary School 489 388 79.3% B St James's Primary School (Paisley) 217 168 77.4% B Barsail Primary School 401 308 76.8% B Mossvale Primary School 272 207 76.1% B Wallace Primary School 434 330 76.0% B Langbank Primary School 100 75 75.0% B Kirklandneuk Primary School 619 446 72.1% B Bishopton Primary School 519 367 70.7% B Bushes Primary School 489 330 67.5% B Langcraigs Primary School 434 286 65.9% B Our Lady Of Peace Primary School 352 230 65.3% B Auchenlodment Primary School 302 195 64.6% B St Peter's Primary School 352 223 63.4% B Howwood Primary School 184 116 63.0% B St Margaret's Primary School 272 170 62.5% B Gallowhill Primary School 352 217 61.6% B Lochwinnoch Primary School 327 199 60.9% C Kilbarchan Primary School 352 214 60.8% C East Fulton Primary School 377 224 59.4% C Inchinnan Primary School 217 125 57.6% C St Anne's Primary School 242 137 56.6% C Williamsburgh Primary School 594 334 56.2% C Thorn Primary School 272 152 55.9% C Lochfield Primary School 459 252 54.9% C Woodlands Primary School 459 249 54.2% C Heriot Primary School 434 232 53.5% C West Primary School 761 403 53.0% C Page 97 of 157
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Page 16 of 16 Cochrane Castle Primary 242 126 52.1% C Brediland Primary School 377 196 52.0% C Glencoats Primary School 352 181 51.4% C St David's Primary School 184 91 49.5% C St Fillan's Primary School 184 90 48.9% C Rashielea Primary School 434 161 37.1% D ASN Schools Capacity Pupil Roll at Last Census Sufficiency % Sufficiency Rating of Establishment Riverbrae School 220 219 99.5 A Mary Russell School 260 169 65.0 B Early Learning Centres Capacity Pupil Roll at Last Census Sufficiency % Sufficiency Rating of Establishment Dargavel ELCC 72 72 100.0% A Douglas Street ELCC 43 43 100.0% A Ferguslie ELCC 93 93 100.0% A Foxlea ELCC 96 96 100.0% A Glenburn ELCC 71 71 100.0% A Glendee ELCC 124 124 100.0% A Glenfield ELCC 115 115 100.0% A Hillview ELCC 38 38 100.0% A Houston ELCC 64 64 100.0% A Hugh Smiley ELCC 55 55 100.0% A Kirklandneuk ELCC 56 56 100.0% A Lochfield ELCC 48 48 100.0% A Moorpark ELCC 133 133 100.0% A Paisley ELCC 92 92 100.0% A Spateston ELCC 124 124 100.0% A West Johnstone ELCC 89 89 100.0% A Page 98 of 157
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Page 1 of 16 To: Education and Children’s Services Policy Board On: 22 August 2024 __________________________________________________________________ Report by: Director of Children’s Services __________________________________________________________________ Heading: Strategic Learning Estate Strategy __________________________________________________________________ 1. Summary 1.1 The new Childrens Services Service Improvement Plan 2024 to 2029 includes a clearly stated priority to “Create the best possible learning estate to allow children and young people to thrive”. 1.2 To deliver on this vision, it is intended that the learning estate be assessed in its entirety, utilising data already available within the Council, and by establishing a programme to revitalise our learning estate to meet the strategic vision and objectives outlined in this report and provide learning environments suitable for the 21st century. 1.3 The Council has adopted an improved placed based approach to developing our communities. In addition, a new approach to strategic property management is ongoing under the banner of ‘Strategic Property Review’. Education establishments are a significant element of the overall property portfolio, and a modern inclusive learning environment is imperative for the prosperity, safety, and education of our young people. A highly suitable and good condition establishment has a direct correlation to engagement and raising attainment. Growing evidence also shows the benefits to the wider community by making the learning estate an asset for all. For these reasons, the development and delivery of the learning estate strategy has been identified as a top priority. 1.4 A strategic methodology has been developed that will allow a structured assessment of our existing learning estate and the establishment of a prioritisation framework that will help secure an understanding of how to approach delivering on our strategic vision and provide a comprehensive and transparent process to develop prioritised investment proposals to reshape, refurbish or rebuild our learning estate over the long term. This involves an analysis of every establishment in the learning estate and includes improved asset management and investment in existing schools to improve standards for every learning environment. Item 8 Page 99 of 157
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Page 2 of 16 1.5 If approved, this approach will initiate the development of the most ambitious strategic programme of investment planning ever in our learning estate, underpinning an ambition to provide the very best environments and facilities for our young people and communities, with every single establishment being considered as part of what is envisaged will be a programme which will span over 20 years. 1.6 The strategic methodology outlined in this report will enable the development of an objective investment programme spanning multiple years. This will enable the council to drive the pace of delivery through a thoughtful and overarching consideration of cost, need, and ambition. 1.7 It is clear that the establishment of a dedicated multi-disciplinary team will be required to deliver an ambitious programme such as is proposed, and approval of the strategy will enable the investment programme detail to be developed and provided to members for consideration as part of the Council’s financial planning arrangements and annual budget setting process. Development of a long term strategic approach in this manner will ensure the programme has flexibility, with the pace of delivery able to be adjusted as required in response to any anticipated financial or affordability adjustments over the long term, without reducing the overall strategic ambition. __________________________________________________________________ 2. Recommendations 2.1 The Education and Children’s Services Policy Board is asked to: 2.1.1 Agree the strategic vision and objectives. 2.1.2 Adopt the objective assessment and prioritisation criteria and methodology. 2.1.3 Agree governance proposals as detailed in Appendix 1. 2.1.4 Agree to proceed to the identification of priority projects for further consideration based on approved methodology and objectives. 2.1.5 Agree to the development of a long-term funding model to set out the financial deliverability requirements of the vision. 3. Background 3.1 Renfrewshire Council has historically approved an ambitious rolling medium term capital investment programme updated on an annual basis to deliver new and improved strategic assets for communities and to maintain and ensure continuing service delivery across all services. 3.2 Whilst this has allowed the delivery of major projects and, specifically, improvements and new build projects in the learning estate, the focus in the recent past has been on town centre and city region investment. Learning estate initiatives have been limited to those agreed through the School Estate Management Plan (SEMP) which has had a narrower focus based around ongoing maintenance and short-term necessity, rather than a long-term area wide approach to investment. Page 100 of 157
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Page 3 of 16 3.3 A strategic review of the learning estate has commenced, and this has supported the development of an ambitious long term strategic approach to improving the learning estate within Renfrewshire. Such an approach is essential to ensure that the significant scale of required improvements in Renfrewshire’s learning estate can be appropriately planned for and implemented to create a high standard of school accommodation over the medium to long term. 3.4 It is intended that the learning estate be assessed in its entirety, utilising data already available within the council, with a proposed strategic programme established to revitalise all learning establishments to meet the strategic vision and objectives outlined in this report. A strategic methodology has been developed that will allow a structured assessment of our existing learning estate and the establishment of a prioritisation framework that will help secure an understanding of how to approach delivering on our strategic vision and provide a comprehensive and transparent process to develop prioritised investment proposals to reshape, refurbish or rebuild our learning estate over the long term. This proposed long term strategic investment approach will represent the most ambitious programme of investment ever in our learning estate and provide the opportunity to provide the very best environments and facilities for our young people and communities, with every single learning establishment being considered in a programme which is anticipated will span over 20 years. 3.5 A strategic vision and set of objectives defining the vision have been developed, and if this strategic approach is approved by the Policy Board the first phase of priority projects will be developed for consideration, approval and subsequent inclusion in medium term financial planning arrangements. 3.6 At present, the existing learning estate new build programme in delivery over the next four years, is currently estimated at approximately £175 million, covering a new build secondary, two primary schools and a secondary school extension. The scale of investment need in the whole learning estate that is anticipated to be established through this much longer-term period will be significantly greater by comparison, likely running into billions as opposed to hundreds of millions of pounds. In this context, a commensurately long term 20 – 25 year strategic funding model will require to be developed to set out financially, how the most significant investment programme undertaken by the Council can be financially deliverable over the very long term. This long term strategic funding model will be required to set out: - i. the proposed funding approach – that would be designed to secure funding confidence in advance of projects progressing to provide assurance around the financial capacity to develop, design and deliver major phases of a long-term investment programme of this nature, ii. affordability considerations – setting out the scale of financial commitment that would be required from the Council over the long term, how delivering the funding model can be effectively integrated into the Council’s long term financial planning arrangements and short term budget setting as well as the range of interchangeable strategies available to meet this requirement over the longer term, Page 101 of 157
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Page 4 of 16 iii. financial sustainability – setting out how the cumulative impact of the funding model on the Council’s finances will remain within financially sustainable levels over the very long term, iv. the scale and timing of the financial investment capacity the Council is prepared and able to commit to over the long term which will be a key factor in determining the potential pace of delivery and scale of each major phase of investment. 3.7 To deliver this unprecedented strategic ambition, the following are key elements of the new strategic approach: i. A strategic vision which clearly states our long term aspirations, ii. A defined set of strategic objectives which articulate the specific requirements to be delivered to meet our vision, iii. A transparent and objective methodology to identify and prioritise projects to enable a delivery programme to be established, iv. A financial model which will enable the Council to establish a fund of sufficient scale to meet our ambition, v. An internal governance structure, incorporating our already robust and established formal approval and oversight requirements, but with a programme board dedicated to oversight and delivery of the strategic programme. vi. A standardised business case process which will be applied to each proposed project prior to formal project approval. 4 Strategic Vision and Objectives 4.1 The new Childrens Services Service Improvement Plan 2024 to 2029 was approved by the Policy Board in May 2024 and includes a clearly stated priority to “Create the best possible learning estate to allow children and young people to thrive”. This is a key priority specifically for the learning estate and it is proposed that this is adopted as our strategic vision. 4.2 To define what is considered necessary to deliver the “best possible learning estate” a set of strategic objectives has been established, which will inform and drive the programme and which clearly articulate the pragmatic and deliverable requirements for the key elements of any learning establishment. These objectives have been derived from a series of engagement and discovery sessions with officers across many council services, as well as consideration of national strategies, objectives, and community engagement/feedback. 4.3 Strategic Objective 1 – Condition All blocks in all schools, and all schools overall shall be rated A or B as defined in Scottish Government Guidance for local authorities reporting on the condition of learning estates. Page 102 of 157
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Page 5 of 16 4.4 Strategic Objective 2 – Suitability All blocks in all schools, and all schools overall shall be rated A or B as defined in Scottish Government Guidance for local authorities reporting on the suitability of learning estates. 4.5 Strategic Objective 3 – Sufficiency (Capacity) To ensure fair and equitable provision, schools should be operating within an optimal occupancy efficiency range of 80-95%. 4.6 Strategic Objective 4 – Inclusivity All users are safe, achieving, nurtured, responsible and included. The school is fully accessible inside and outside for all learners, staff and community users and facilities are designed and provided to enable diverse needs of users to be accommodated in relation to medical, religious and specific personal needs. 4.7 Strategic Objective 5 – Digital Within Renfrewshire we shall provide the following digital connectivity to allow all children access to digital tools and grow their skills as part of the curriculum: • Network with a minimum 1GBps download speed and a minimum of 1GBps upload speed for all schools. • A backup connection to prevent a single point of failure leading to a total loss of connection. • Wi-Fi capacity for all users to experience the minimum performance standards in each school and offer flexibility throughout. 4.8 Strategic Objective 6 – Sustainability and Net Zero We shall apply net zero and low carbon principles to all new build and refurbished schools to meet and exceed where possible the standards set by Government and the Council for such establishments. It is recognised that the learning estate plays a major part in the total combined carbon footprint, and all considerations moving forward must effectively contribute to Renfrewshire’s net zero ambitions. 4.9 Strategic Objective 7 – Community Facilities and Placeshaping Learning establishments shall serve the wider community and at every stage from design to construction, consideration shall be given to the provision of work, community and partner accommodation, and ongoing use. This will ensure efficiency and modern standards across the wider council estate, by maximising the learning estate, and will work collaboratively with wider placeshaping initiatives. Page 103 of 157
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Page 6 of 16 4.10 Strategic Objective 8 – Active Travel All schools will be provided with safe and accessible walking, cycling and wheeling routes to promote healthy and environmentally friendly alternatives to car use. 5 Current Learning Estate 5.1 Renfrewshire Council currently has 63 schools comprising of 50 primary, 11 secondary, and 2 ASN schools. Appendix 2 details all primary, secondary and ASN establishments with the core condition, suitability and capacity data currently held within the Council. 5.2 The current condition and suitability assessments of all schools, as defined in the Scottish Government’s ‘Core Facts’ guidance is outlined in the tables below and shows that 16 of the 63 schools are categorised as ‘A – Good’. The majority of schools fall into the category of ‘B – Satisfactory’ for both condition and suitability, but there has been a gradual deterioration when compared to 2019 when the last School Estate Management Plan was approved by the Board. A full overview of the Core Facts data for all schools can be found in appendix 2 of this report, as well as descriptions of what is meant by the main core fact headings. A more detailed description of this process as well as full supporting data can also be found in the School Estate Management Plan report, which has been provided to this board. 5.3 Implementation of the proposed new strategic approach to learning estate revitalisation will enable the Council to improve the whole estate over the long term to ensure it is able to meet the demands of our communities as we move to the middle of the 21st Century. 6 Condition 8 Suitability 2019 2024 Change 2019 2024 Change A 18 16 -2 A 14 13 -1 B 43 42 -1 B 46 46 0 C 1 5 4 C 2 4 2 D 0 0 0 D 0 0 0 62 63 62 63 5.4 These core facts, along with other data analysis and intelligence including future roll projections and sufficiency data, clearly indicate that we must take action to address key challenges across the learning estate with the guiding benefit that doing so will directly improve the lives and experiences of our young people. Page 104 of 157
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Page 7 of 16 6. Strategic Alignment 6.1 Renfrewshire Council Plan 2024 - 2027 states a vision of "Creating a fairer Renfrewshire built on innovation, wellbeing and opportunity”. It is therefore important that this vision is engrained throughout all aspects of council business and service provision. 6.2 Drawing on the overarching council vision, the learning estate strategy must seek to address the key components of this vision, namely, innovation, wellbeing, and opportunity, to set a vision for how the estate can be improved and maintained to positively impact our young people, employees, and communities. 6.3 The learning estate strategy has also been devised by drawing on core concepts of wider council strategies. This includes a link to the strategic property review strategy which has an objective “to assess the size of and shape of the Council’s property estate, to provide a modern property estate that meets the current and future requirements to: • Support learning • Support Service delivery outcomes • Support community needs • Reduce its carbon footprint (including energy consumption) • Have a financially sustainable property portfolio” 6.4 The learning estate strategy also follows the guiding principles set by the Scottish Government in its own national learning estate strategy, which can be found in Appendix 3 of this report. 7. Governance and Delivery 7.1 Work has been undertaken to ensure that best practice methods and processes are implemented from a management and delivery perspective. This has informed a proposed refresh to the establishment and terms of reference for the officer level governance and programme arrangements established to oversee the development and delivery of the overall programme. This has included, within the context of the Council’s formal governance arrangement, what and how the programme board proposes to exercise delegated authority within the overall officer level governance, to allow appropriate flexibility to dynamically manage the demands of a major long- term programme of this nature. 7.2 There will continue to be appropriate and effective governance in place at Council and Policy Board level for the learning estate programme to be Page 105 of 157
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Page 8 of 16 delivered and controlled and all formal governance requirements within the Council will be fully observed and followed as part of the overall programme governance arrangements. 7.3 The terms of reference for the revised officer level programme delivery board and associated authority thresholds are included in Appendix 1 – Learning Estate Strategy and Delivery Board Terms of Reference & Governance Framework. These terms of reference will be used to manage and control the delivery of the learning estate programme effectively and reflect the governance authorities already in place. 7.4 Beyond governance and authority levels, it is recognised that the scale of the learning estate programme will require a core multi-disciplinary team to support its development and deliver over the long term. The Council has adopted similar approaches with other major investment programmes in recent years, most notably City Deal and Cultural Regeneration Programme. It is recognised that this programme as envisaged will be much broader than construction and infrastructure, and a competent professional team must be established to strategically plan the development of the learning estate by looking forward, considering all relevant data, legislation, and requirements to achieve a learning estate that is fit for purpose and integrates effectively with wider Council strategic objectives in relation to place shaping, community and strategic use of our property portfolio. 7.5 It is intended to implement a team structure that broadly mirrors that which has effectively delivered and continues to deliver major investment projects as part of the City Deal and Cultural Infrastructure programmes. Following approval of this strategy, steps will be taken to begin assembling over time the required multi-disciplinary team and where required external engagements to ensure access to highly specialist skills to be drawn into the team as and when they are required. 7.6 A core team of this nature will provide highly focused support to the programme which will also help drive longer term benefits such as ensuring high levels of consistency and quality of support and approach to be applied to individual projects over the long term, including but not limited to project management approach adopted across all learning estate projects, consistency in the scale and nature of business case development, maximising procurement opportunities and community benefits, providing a consistent and structured approach to delivery of all capital projects, irrespective of the school or scale of the project etc. 8. Financial Modelling 8.1 At present, the existing learning estate new build programme in delivery over the next four years, is currently estimated at approximately £175 million, covering a new build secondary, two primary schools and a secondary school extension. The scale of investment need across the whole learning estate that is anticipated to be established through this much longer-term planning period will be significantly greater by comparison, likely running into billions as opposed to hundreds of millions of pounds. Page 106 of 157
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Page 9 of 16 8.2 In this context, a similarly long term 20 – 25 year strategic funding model will require to be developed to support the Learning Estate strategy that will set out financially how the most significant investment programme undertaken by the Council can be financially deliverable over the very long term. This long term strategic funding model will be required to set out: - i. the proposed funding approach - that will be designed to secure funding confidence several years in advance of projects progressing, providing confirmed deliverability of the financial capacity to move forward with plans to develop, design and deliver major phases of a long-term investment programme of this nature, ii. affordability considerations – setting out the scale of financial commitment that will be required from the Council over the long term to underwrite the funding model, how delivering the funding model can be effectively integrated into the Council’s long term financial planning arrangements and short term budget setting as well as the range of interchangeable strategies available to the Council to meet this requirement over the longer term, iii. financial sustainability – setting out how the cumulative impact of the funding model can remain within financially sustainable levels in the context of the Council’s overall resources over the very long term, iv. the scale and timing of the financial investment capacity the Council is prepared and able to commit to over the long term which will be a key factor in determining the potential pace of delivery and scale of each major phase of investment, v. how both the funding model and indeed the investment programme itself can be flexibly adapted to respond to shorter term affordability pressures that may emerge for the Council recognising that over such a long-term period the Council is likely to face a range of financial pressures, shifting demands and priorities that will have been unexpected and it will be required to manage. 8.3 In broad terms the funding model requires to support three key elements within the overall programme: i. The funding of the core team through appropriate capitalisation of costs across the lifespan of live projects to minimise any ongoing revenue burden in a challenging financial climate. ii. Capital project funding for the delivery of all major investment projects – which will encompass new build projects and significant refurbishment projects where deemed appropriate. iii. Strategic lifecycle maintenance – working collaboratively with colleagues in facilities management, the Council also needs to develop and deliver major long term planned lifecycle maintenance programmes underpinning an objective to pro-actively and appropriately protect the fabric of the learning estate assets to retain all schools in a category A or B for condition. 8.4 At present, delivery of the existing SEMP projects, totalling approximately £175 million of investment is already planned for and accommodated within Page 107 of 157
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Page 10 of 16 the Council’s existing medium term financial planning with delivery of these projects currently planned over the period 2026 – early 2028. It is envisaged that subject to appropriate approvals and project development future phases of investment at scale emerging from this strategic programme and the associated financial implications will not begin to impact until post 2027/28 financial year. Detailed and appropriate consideration of the financial implications of planned commitments made by the Council will however be incorporated as appropriate into existing medium and longer term financial planning as the initial phase of this strategic programme is considered, developed and approved ultimately by Council as part of the overall financial and capital planning processes. 8.5 Whilst the Council has previously secured funding through national school investment initiatives such as the Learning Estate Investment Programme provided by the Scottish Government, progressing a strategic programme with significant reliance on any future national funding schemes would be inappropriate to deliver the scale of the stated ambitions – albeit depending upon future national government decisions such funding schemes will undoubtedly continue to play an important role as part of the overall funding mix. This strategic approach to the planning of investment priorities and a longer term pipeline of projects will ensure the Council is will be well placed, with well developed project options to react quickly as such opportunities arise and maximise the opportunity to secure funding support. In this context it is therefore important that the Council develops and implements its own capital funding model that can be supplemented should any external national funding routes become available throughout the long term period. 8.6 At present the Council currently manages capital financing through a rolling five year investment programme, and it is anticipated the future learning estate investment phases will continue to be framed in the context of rolling 5 year programmes. 8.7 The rolling nature of this approach ensures a five year forward projection is annually re-evaluated, utilising the prioritisation matrix (set out in section 11 of this report) as the underlying catalyst for priority project identification and to maintain an evolving list of investment projects for development on an ongoing basis through the Learning Estate Strategy and Delivery Board and ultimately for approval through the Education and Children’s Services Policy Board and Council. This rolling 5 year time horizon is well aligned with the length of time taken for community engagement, design, development and delivery of a large scale project such as a school. 9. Design Development & Procurement 9.1 In line with implementing a core team for consistent practice, this strategy will also seek to develop a consistent approach to school design and requirements. The strategy will allow the core team to have clear understanding of baseline requirements for school design to remain up to date with current standards, best practice, and consistently implement lessons learned from ongoing projects to ensure these requirements remain relevant. 9.2 It is the intention that the core team will develop clear design intent requirements which align with the 8 strategic objectives outlined as part of this paper. This approach will ensure that equality is provided in all new school Page 108 of 157
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Page 11 of 16 design moving forward, and to assist with efficiency of delivery, a baseline set of requirements will be created as part of the strategy that will allow project teams to have clear understanding of what should be delivered to make an excellent learning environment. 9.3 By drawing on lessons learned from previous school delivery projects, as well as learning from other organisations, it also provides assurance that school design will be optimal for learning and teaching which should be at the heart of all decision making. 9.4 Coinciding with both design development and financial modelling, a further key component to strategy delivery is the implementation of a clear procurement strategy. Following approval of the learning estate strategy, further work will take place with procurement colleagues to create a sub strategy of the learning estate. 9.5 Committing to a long term pipeline of planned learning estate projects opens up the opportunity for the Council to carefully consider optimal routes to market and maximise best value that can be secured. It is intended that the procurement strategy will offer options to achieve best value route to market, per type of project, that creates efficiency in project delivery and establishes significantly more attractive package of projects to be taken to the market to maximise interest from the very best contractors. 9.6 In addition, the scale and nature of package likely to be taken to market by the Council over a long-term period also provides the opportunity to maximise community benefits that are derived as part of the procurement process and this will be a key objective as part of the overall procurement strategy. 10. Engagement 10.1 Strong community engagement throughout project delivery is an essential component and is recognised by the Scottish Government as a key process as part of any learning estate programme. Designing with communities and stakeholders should be adopted as best practice. Current processes surrounding Dargavel Village and its associated primary schools, show that the feedback and input through engagement proves invaluable to overall design and direction. 10.2 It is intended that an overall corporate engagement policy that is under development will guide development of engagement strategy for the learning estate. The policy will provide guidance on best practice engagement to ensure early planning, integration with equality impact assessment, robust pre-engagement and identification of options, identification of all relevant stakeholders, clarity on engagement objectives and data management and analysis, and that risks are understood. It will also provide a range of tools to support engagement with different audiences and groups. 10.3 A strong engagement strategy as part of the overall design of the learning estate strategy will ensure that communities and stakeholder are truly engaged in the process of why a change to a school provision is required and allow them to become a part of the process of development for an asset that will serve them and their wider communities for the better. Page 109 of 157
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Page 12 of 16 11. Identification of Priority Projects for Investment 11.1 To deliver the strategic vision, an improved methodology is proposed to identify and prioritise future investment projects that would be subject to detailed business case development. When developing the methodology, an objective approach was taken to assess the whole estate against the recommended strategic objectives and highlight the schools which should form the focus of the investment programme. 11.2 Based on a weighted evaluation for each school establishment, a prioritised list of all schools can be produced. The weighted criteria will contain data on the three core fact topics which are condition, suitability, and sufficiency (capacity). A further suite of data will also be considered which is quartile data held by Renfrewshire Council. Quartile data is a range of socio-economic data used in a formula to rank schools in relation to deprivation. Schools are organised into 4 quartiles with quartile 1 having higher deprivation measures than 4. In many circumstances, this data is used to target support and resources, particularly in relation to raising attainment. It is therefore proposed that the four categories of condition, suitability, sufficiency, and quartiles are used to contribute to an overall weighted score per establishment. By compiling the four score categories described above along with their weighted score, a final total rating per establishment can be produced. This will allow an overall priority list of establishments to be created. 11.3 The proposed weighted criteria to each of the four elements of decision making can be seen below. Condition 30% Suitability 40% Capacity 10% Quartile 20% 11.4 This approach ensures that identification of which school requires investment as a priority is underpinned by a data driven approach that can be implemented to create the proposed programme of investment, maximising the opportunity for transparency and mitigating the risk of subjectivity. 11.5 Chief Officers directly involved in school estate investment, maintenance, and planning participated in a workshop where alternative weighting scenarios were explored and evaluated and the weightings proposed above were identified as most appropriate for our learning estate. Suitability was identified as the key factor as this is: “the measure of whether a school building and its grounds are fit for the purpose of delivering the education curriculum” (The Scottish Government, School Estates: Core Facts Overview , 2017) 11.6 It is important to note that a caveat to the above exists where there is a clearly identified need to address developing and projected capacity pressures within a school, which will by necessity require to be dealt with as a priority project. The general weighted score of capacity has been included in the overall decision making of combined scoring to assess schools that are operating under capacity and should be assessed strategically as part of future planning. Page 110 of 157
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Page 13 of 16 12. Business Case and Option Appraisal - including New Build vs Refurbishment 12.1 It is proposed that as projects are identified through the strategic prioritisation process, those identified as priority projects for the next phase of investment will be subject to the development of a detailed business case. All individual business cases will require to be considered and approved by the Board and Council as part of the Council’s overall financial planning arrangements before moving forward to detailed project development. 12.2 A standardised business case process will be developed, compliant with HM Treasury Green Book guidance, to support the overall assessment of the project proposal. This process will include assessing the overall scope of the proposed project, taking into account wider community, placeshaping and strategic property considerations as well as consideration of potential opportunities that may arise in relation to wider estate configuration in the context of existing and longer term roll projections. 12.3 The business case development process will also consider the role of new build vs the role of significant refurbishment. Such an option appraisal will require to take a holistic view of the merits of each and as a minimum it is proposed to consider the following key criteria as an initial triage assessment of whether a major refurbishment is likely to represent a viable option for detailed consideration. , to determine if “following a refurbishment, will the answer be yes to all of the below criteria?”: Refurbishment Triage Assessment Can long term sustained condition A or B be achieved? Can Suitability A or B be achieved? Can sufficiency at 80% to 95% be achieved? Can the Educational Requirements be met? Will a refurbishment provide whole life value for money benefits? 12.4 Should the triage assessment of all questions produce the answer ‘yes’, the decision should be to proceed with a full option appraisal that consider a major refurbishment as a viable option. If any of the answers to the above results in a ‘no’, then the decision should be to proceed with developing option(s) for a new build facility. 12.5 A further key consideration for any new development is based on land availability. Some areas of Renfrewshire currently have limited land available for construction and development which may present specific challenges. This must be factored into detailed business case planning and will be a further stage of decision making when it comes to options appraisal assessment once a decision is made on new build vs refurbishment. To ensure progress Page 111 of 157
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Page 14 of 16 can be made on any development where land is a constraint, close working relationships will continue between the learning estate team and the Economy & Development service. 12.6 Should land availability be identified as a constraining factor for any required project within the learning estate strategy, this will require innovation including the potential for land and property acquisition and sales to facilitate the assembly of a suitable site. The Council has had recent experience of adopting such an approach by securing the current site for the new Paisley Grammar School currently under construction. Such challenges will require the council to be proactive and determined to deliver on this major ambition to significantly enhance the learning estate. This also reinforces the need for a core team to be working on the delivery of the learning estate strategy to ensure key professional resources are available to work collaboratively on this strategy and contribute on a council wide level to our place making ambitions. 12.7 Whilst much of Renfrewshire’s learning estate has remained static for a number of decades, we are committed to delivering on the vision to “Create the best possible learning estate to allow children and young people to thrive” and consideration must be given to all options when assessing the most appropriate solution for the development of a new learning environment. This could include matters such as catchment reviews, however, should this be required it would be subject to statutory consultation with the community affected. 13. Conclusion 13.1 To deliver the most ambitious programme of investment for our learning estate, the Council must be innovative and forward thinking to collectively drive the delivery of the vision of this strategy, within the overarching strategic priorities of the council. 13.2 Learning estate establishments are imperative for the prosperity, safety, and education of our young people, but growing evidence shows the benefits to the wider community to make the learning estate an asset for all. It is noted that the condition as well as how fit for purpose the establishment is, has a direct correlation to engagement and raising attainment. For these reasons, Children’s Services considers the delivery of the learning estate strategy to be a key priority. 13.3 The strategic approach set out in this paper, supported by the business requirements and resources outlined, will allow an objectively assessed long term prioritised programme of investment to be developed to allow the Council to be best placed to understand what requires to be delivered over the next 20 years in the learning estate to meet the Council’s ambitions for our young people and communities and demonstrate how such a programme can be achieved in a financially responsible and sustainable manner. Implications of the Report 1. Financial Page 112 of 157
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Page 15 of 16 This report outlines what will be a substantial financial investment for the Council. Should recommendations in this report be approved, detailed work will take place to develop financial models and funding mechanisms for the learning estate strategy which will directly inform long term financial planning and future annual budget considerations, always ensuring that the Council’s financial sustainability is maintained. 2. HR and Organisational Development A dedicated staffing establishment will be required to manage the ambitions set out in this strategy. Work will take place with HR to determine roles, and recruit in line with council policy. 3. Community/Council Planning Our Renfrewshire is thriving - Learning environments will support learning and achievement for all. Our Renfrewshire is well - Learning environments will support the Health and Wellbeing of all. Our Renfrewshire is safe - Learning environments will provide safe and secure spaces for all users. Reshaping our place, our economy and our future - Learning environments will provide spaces which support local enterprise. Building strong, safe and resilient communities - Learning environments will provide spaces to support community activities. 4. Legal Renfrewshire Council adheres to all relevant legislation. 5. Property/Assets The learning estate strategy will offer significant investment to council assets and specifically address constraints on building maintenance. This will offer an improved estate which will bring ongoing financial benefits by having an estate in a positive state of condition. This strategy aligns with the ongoing Strategic Property Review to ensure consistency in decision making. 6. Information Technology Learning environments will have IT provision which supports digitally enabled learning. 7. Equality and Human Rights The Recommendations contained within this report have been assessed in relation to their impact on equalities and human rights. There has been a full Equalities and Human Rights Assessment carried out for the consultation process to ensure it is fully inclusive. No negative impacts on equality groups or potential for infringement of individuals’ human rights have been identified Page 113 of 157
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Page 16 of 16 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 A procurement strategy which supports the aims and objectives of the learning estate strategy will be developed, including principles to deliver efficient routes to market. 10. Risk A full risk register is compiled for all projects in accordance with the Council’s established risk management protocols. All projects will continue to be managed under industry standard best practice methodologies and assess risk on an ongoing basis. 11. Privacy Impact None. 12. Climate Risk All assets aim to comply with the requirements for ambitious energy efficiency targets over the long term and to contribute to the Council’s net-zero commitments. 13. Children’s Rights The rights and wellbeing of children and young people is at the heart of our Children’s Services Health and Safety Plan. As a council we will continue to work together to promote equality and raise awareness of the United Nations Convention on the Rights of the Child (UNCRC) to make sure children and young people’s rights are promoted and reflected in all that we do. This will ensure that we are meeting the requirements of the new duties under the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024. 14. Cosla Policy Position None. __________________________________________________________________ Children’s Services JO/JL/AR 2 August 2024 Author: Jack Lochans, Education Manager, Learning Estate (jack.lochans@renfrewshire.gov.uk Page 114 of 157
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Page 1 of 9 Appendix 1 – Learning Estate Strategy and Delivery Board Terms of Reference & Governance Framework 1. ROLE The Learning Estate Strategy and Delivery Board is a working strategic Board convened of senior officers. The Learning Estate Strategy and Delivery Board advises elected members in terms of capital allocation and project approval and has responsibility for the day-to-day management of the Learning Estate capital programmes, including the realignment of resources to facilitate the effective delivery of the Learning Estate Strategic Capital Investment Programme, including: • Learning Estate New Build • Learning Estate capital improvements and refurbishment/retrofit • Learning Estate extension and modification The Learning Estate Strategy and Delivery Board makes recommendations on any amendments to the approved capital programmes, as required, with any amendments approved by Council and Policy Boards in line with the financial regulations and Scheme of Delegation. 1.1 Chair The Director of Childrens Services will act as Chair of the Learning Estate Strategy and Delivery Board, with the Director of Finance and Resources as Depute. 1.2 Learning Estate Strategy and Delivery Board objectives These strategic objectives are to align with the following national and local priorities and guidance: • Scotland’s Learning Estate Strategy: Connecting People Place and learning • Council Plan 2022-27 • Renfrewshire’s Plan for Net Zero • Renfrewshire Council’s Strategic Property Review The Learning Estate Strategy and Delivery Board shall also i. Develop a Learning Estate Renewal and Improvement Strategy and Finance Model; ii. Implement a Learning Estate Strategic Capital Investment Programme(s) to deliver the Learning Estate Renewal and Improvement Strategy; iii. Monitor the Learning Estate Strategic Capital Investment Programme(s), including performance against delivery aims and objectives; iv. Advise Elected Members on capital allocations and project approval, making recommendations on any amendments to the approved capital programme; v. Ensure the proper alignment of capital resources to allow for effective delivery of the programme(s); Page 115 of 157
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Page 2 of 9 vi. Monitor expenditure projections against budgets and available resources, revising these where necessary, subject to the limits set out in Section 4 – Authority; vii. Ensure robust governance arrangements around the delivery, monitoring and reporting of capital programmes; viii. Consider the capital monitoring reports to Policy Boards to ensure appropriate actions are agreed for review by Elected Members; ix. Ensure Budgeting principles are embedded in key capital investment decisions of the Council; x. Arrange and undertake training/awareness sessions as required to reinforce skills/knowledge across the Council in respect of capital monitoring and capital financing; xi. Ensure all decisions made by the Learning Estate Strategy and Delivery Board are Intra Vires and in line with the policies and vision of the Council. As a minimum, updates on the Learning Estate Renewal and Improvement Strategy and Finance Model should be provided to both the Children’s Services Directorate and the Council’s Corporate Management Team bi- annually and as required. An annual report on the status of the overall Learning Estate Renewal and Improvement Strategy and Finance Model should be provided to the Education and Children’s Services Policy Board. 2. MEMBERSHIP 2.1 Membership Membership to include: Director of Childrens Services Director of Finance and Resources Director of Environment, Housing and Infrastructure Head of Facilities and Property Services Head of Climate, Public Protection and Roads Head of Economy and Development Services Head of Policy and Partnerships Head(s) of Education Head of Marketing and Communications Corporate Procurement Manager Managing Solicitor (Projects) Finance Business Partner (Children’s Services) Education Manager (Learning Estate & Resources) Learning Estate Programme Manager Service Improvement Manager Membership of the Learning Estate Strategy and Delivery Board reflects the composition of the capital programmes and ensures the fair representation of Council services responsible for investment in all Council assets. The Learning Estate Strategy and Delivery Board must make decisions on a corporate basis, in line with the policies and strategies of the Council, Financial Strategy, Financial Regulations, Scheme of Delegation and other Page 116 of 157
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Page 3 of 9 relevant plans and policies. If the Council structure changes the membership will be aligned to the new structure. 2.2 Attendance Where Learning Estate Strategy and Delivery Board members are unable to attend meetings, nominated deputies should attend. Learning Estate Strategy and Delivery Board membership should be representative of Council services involved in delivering capital projects within the Learning Estate, with members acting in an independent manner. Quorum is achieved with 70% attendance (including substitutes). If a meeting is not quorate, the Learning Estate Strategy and Delivery Board is required to reconvene. Officers and external parties may be invited to attend meetings of the Learning Estate Strategy and Delivery Board to provide information/ support and to answer questions in respect of the Council’s capital programmes. 3. PROCEDURES 3.1 Meeting Frequency The Learning Estate Strategy and Delivery Board will meet monthly and as a minimum prior to each cycle of the Education and Childrens Services Board and the Finance, Resources and Customer Services Board. 3.2 Administration Administrative support will be arranged by the Chair with the Programme Manager to coordinate and distribute agendas, minutes and meeting papers. Records of all minutes, decisions and actions will be maintained. 3.3 Submissions and Reports Learning Estate Strategy and Delivery Board members may make submissions to the Learning Estate Strategy and Delivery Board. Submissions and progress reports should reach the nominated administrative support no later than five working days before each meeting. Urgent matters may be submitted later than this deadline, but only with the approval of the Chair. 3.4 Agendas and Papers Agendas will be prepared and distributed to Learning Estate Strategy and Delivery Board members with supporting papers at least three working days before each meeting. 3.5 Actions from Meetings Actions will be taken of meetings and will be distributed in draft via email within five working days of the Learning Estate Strategy and Delivery Board meeting. Minutes will be approved by the Learning Estate Strategy and Delivery Board at the following meeting. 3.6 Actions and Communication Page 117 of 157
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Page 4 of 9 Learning Estate Strategy and Delivery Board members shall ensure that any decisions relevant to their Service are actioned by relevant officers. Responsibility for actions arising from meetings will be recorded in an action log or updated work plan as per the outcome of the meeting. The members of the Learning Estate Strategy and Delivery Board shall refer decisions to individual Policy Boards for approval or noting as appropriate and required, in accordance with agreed limits outlined in Section 4 – Approvals below and will advise the Learning Estate Strategy and Delivery Board of outcomes and decisions made by Policy Boards. The Chair will refer Learning Estate Strategy and Delivery Board minutes to Corporate Management Team as appropriate and required. 3.7 Special Meetings Special meetings of the Learning Estate Strategy and Delivery Board may be called at the discretion of the Chair. As far as possible, normal procedures will be followed. 4. AUTHORITY 4.1 Resources The Capital Programmes are based on estimates of future investment targets funded by a combination of Scottish Government Grants, capital receipts, CFCR and prudential borrowing. When confirmation of investment targets is reviewed or amendments to resources are known, the Learning Estate Strategy and Delivery Board will consider adjusting the Programme accordingly. Recommendations for a revised programme, based on the actual level of resources will subsequently be referred to the Education and Childrens Services Board and/or the Finance, Resources and Customer Services Board for approval, with Council agreeing the overarching annual capital plan. 4.2 Virement & Re-profiling General Fund Capital Programme The Learning Estate Strategy and Delivery Board has the authority to redirect resources across thematic or project categories within the Learning Estate Capital Programme(s). In the event the Learning Estate Strategy and Delivery Board agrees a virement between approved Project / Thematic Categories, this will be up to a maximum of £100,000. Virements above this value require the approval of the Education and Childrens Services Board and the Finance, Resources and Customer Services Board if the virement is across Services. Page 118 of 157
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Page 5 of 9 4.3 Re-profiling of Capital Allocations The Learning Estate Strategy and Delivery Board has authority to re-profile capital allocations within Project / Thematic Categories up to a maximum of £10,000,000 to and from future years of the Programme to ensure effective delivery over the 3 year rolling programme timeframe, provided this can be managed within the overall annual budgeted resources (i.e. does not create additional unbudgeted borrowing costs). Any reprofiling will be reported to Education and Childrens Services Board and the Finance, Resources and Customer Services Board for noting. 4.4 Over - programming Allowance An over programming allowance may be incorporated into the Learning Estate Capital Programme if the Learning Estate Strategy and Delivery Board consider it appropriate and necessary. This will enable the inclusion of additional capital projects within the programme which take the cost estimates beyond available allocated and approved project budgets to enable utilisation of underspends or funds from aborted or delayed projects within an approved programme allowance. The Learning Estate Strategy and Delivery Board is required to review and monitor any over-programming allowance to ensure levels of funding remain sufficient to meet programme commitments. 4.5 Additional Project Approval Approval must be sought from the Learning Estate Strategy and Delivery Board for new projects/ additional investment which cannot be contained within the currently approved Council Programmes. If approval is granted, the programme must be amended to maintain projected spend within the approved capital budget and approval sought from the Education and Childrens Services Board and/or the Finance, Resources and Customer Services Board as appropriate. Emergency works outwith the approved Programme should be referred to the Chair who will consult as appropriate with the Director of Finance and Resources, the Chief Executive and/or the Council Leader. 4.6 Monitoring Individual Service Policy Board reports will provide monitoring information showing the appropriate level of detail, in line with the project theme groupings as laid out within the Learning Estate Strategic Capital Investment Programme or alternatively in accordance with the appropriate Strategic Delivery Groupings within the individual service programmes. Whilst individual budget holders have responsibility for reporting variances and ensuring compliance with Financial Regulations and General Contract Standing Orders, overall responsibility for financial management lies with the Director of Finance and Resources. Therefore, finance staff must be provided with information for individual projects to allow for effective financial monitoring. Page 119 of 157
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Page 6 of 9 4.7 Sub Learning Estate Strategy and Delivery Boards To ensure specific management of resources to advance the Councils programme and objectives, the Learning Estate Strategy and Delivery Board may establish and delegate authority to either sub-Learning Estate Project Boards or other Project Boards as considered necessary to progress the Strategic Programme(s). The sub-Learning Estate Project Boards will have Terms of Reference and Governance Frameworks established which shall include the requirement to report back to the Learning Estate Strategy and Delivery Board. 5. POST PROJECT AND POST OCCUPANCY REVIEWS To ensure specific management of resources to advance the Councils programme(s) and objectives, the Learning Estate Strategy and Delivery Board will establish and commission post project reviews for all investments exceeding £2M and a post project review report will be presented to the Learning Estate Strategy and Delivery Board within 6 months of completion of each project. The Board shall also commission a Post Occupancy Evaluation to be completed after one full year of occupation and use and presented to the Board within 15 months of occupation. 6. RISK MANAGEMENT All risks relating to the Programme and to individual projects will be managed in line with the Council’s Risk Management Strategy and in accordance with Project Management guidelines. Page 120 of 157
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Page 7 of 9 Appendix 2 – Core Facts Summary by Establishment Condition - is described as the current state of the fabric of a school and the safety and security. The condition core fact is based on the latest condition survey, updated with any maintenance or repair work carried out in the intervening periods. The condition rating assesses the physical elements of the school structure and extends to playgrounds; external structures and services; security facilities; and playing fields. Suitability - is a measure of whether a school building and its grounds are fit for the purpose of delivering the education curriculum. The suitability of a school is determined by an assessment of internal and external facilities. This assessment is carried out by the school community and moderated by children’s services. Sufficiency - is concerned with the occupancy levels of schools and assesses which schools are over, or under capacity to determine pupil places available Establishment Name Overall Condition Suitability Of Estate Pupil Roll At last Census School Capacity Roll Sufficiency Primary Estate Arkleston Primary School B B 295 352 83.8% Auchenlodment Primary School C B 195 302 64.6% Bargarran Primary School A B 216 272 79.4% Barsail Primary School B B 308 401 76.8% Bishopton Primary School B B 367 519 70.7% Brediland Primary School B B 196 377 52.0% Bridge Of Weir Primary School C C 442 489 90.4% Bushes Primary School B B 330 489 67.5% Cochrane Castle Primary A A 126 242 52.1% Dargavel Primary School A A 590 534 110.5% East Fulton Primary School B B 224 377 59.4% Fordbank Primary School A A 268 327 82.0% Gallowhill Primary School B B 217 352 61.6% Glencoats Primary School A A 181 352 51.4% Heriot Primary School B B 232 434 53.5% Houston Primary School B B 534 569 93.8% Howwood Primary School B B 116 184 63.0% Inchinnan Primary School B B 125 217 57.6% Kilbarchan Primary School B B 214 352 60.8% Kirklandneuk Primary School B B 446 619 72.1% Langbank Primary School B B 75 100 75.0% Langcraigs Primary School B B 286 434 65.9% Lochfield Primary School B B 252 459 54.9% Lochwinnoch Primary School B B 199 327 60.9% Mossvale Primary School B A 207 272 76.1% Newmains Primary School B B 403 459 87.8% Our Lady Of Peace Primary School B B 230 352 65.3% Ralston Primary School B B 382 459 83.2% Rashielea Primary School B B 161 434 37.1% St Anne's Primary School B B 137 242 56.6% St Anthony's Primary School A B 245 302 81.1% St Catherine's Primary School B B 218 272 80.1% St Charles' Primary School B B 388 489 79.3% St David's Primary School A A 91 184 49.5% St Fergus Primary School A B 170 175 97.1% Page 121 of 157
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Page 8 of 9 St Fillan's Primary School B B 90 184 48.9% St James's Primary School (Paisley) B B 168 217 77.4% St James's Primary School (Renfrew) B B 558 676 82.5% St John Bosco Primary School A A 257 272 94.5% St John Ogilvie Primary School B B 244 272 89.7% St Margaret's Primary School B B 170 272 62.5% St Mary's Primary School B B 274 327 83.8% St Paul's Primary School A A 180 217 82.9% St Peter's Primary School C B 223 352 63.4% Thorn Primary School B C 152 272 55.9% Todholm Primary School A A 389 434 89.6% Wallace Primary School B B 330 434 76.0% West Primary School B B 403 761 53.0% Williamsburgh Primary School B B 334 594 56.2% Woodlands Primary School A B 249 459 54.2% Secondary Estate Castlehead High School B B 753 1230 61.2% Gleniffer High School A B 1110 1425 77.9% Gryffe High School B B 958 960 99.8% Johnstone High School C B 869 1380 63.0% Linwood High School A A 436 576 75.7% Paisley Grammar School C C 1066 1329 80.2% Park Mains High School B A 1467 1591 92.2% Renfrew High School B B 829 1267 65.4% St Andrew's Academy A B 1480 1250 118.4% St Benedict's High School A A 725 850 85.3% Trinity High School B C 953 1032 92.3% ASN Estate Mary Russell School B B 169 169 100.0% Riverbrae School B A 219 219 100.0% Page 122 of 157
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Page 9 of 9 Appendix 3 – Scottish Government Learning Estate Guiding Principles 1. Learning environments should support and facilitate excellent joined up learning and teaching to meet the needs of all learners; 2. Learning environments should support the wellbeing of all learners, meet varying needs to support inclusion and support transitions for all learners; 3. The learning estate should be well-managed and maintained, making the best of existing resources, maximising occupancy and representing and delivering best value; 4. The condition and suitability of learning environments should support and enhance their function; 5. Learning environments should serve the wider community and where appropriate be integrated with the delivery of other public services in line with the place principle; 6. Learning environments should be greener, more sustainable, allow safe and accessible routes for walking, cycling and wheeling and be digitally enabled; 7. Outdoor learning and the use of outdoor learning environments should be maximised; 8. Good consultation about learning environments, direct engagement with learners and communities about their needs and experiences, and an involvement in decision making processes should lead to better outcomes for all; 9. Collaboration across the learning estate, and collaboration with partners in localities, should support maximising its full potential; and finally, 10. Investment in Scotland’s learning estate should contribute towards improving learning outcomes and support sustainable and inclusive economic growth. Page 123 of 157
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To: Education and Children’s Services Policy Board On: 22 August 2024 Report by: Director of Finance and Resources, Director of Children’s Services Heading: Revenue and Capital Budget Monitoring as at 21 June 2024 1. Summary of Financial Position 1.1. The projected Revenue outturn at 31 March 2025 for Children’s Services is an overspend of £2.287m (0.9%) against the revised budget for the year. 1.2. The projected Capital outturn at 31 March 2025 for Children’s Services is a break-even position. 1.3. This is summarised in the table below and further analysis is provided in the Appendices. Table 1: Revenue Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 255.802 258.089 (2.287) (0.9%) Table 2: Capital Division Revised Annual Budget £m Projected Outturn £m Budget Variance £m Budget Variance % Children’s Services 71.450 71.450 0 0% 2. Recommendations Members are requested to: 2.1. Note the projected Revenue outturn position for Children’s Services detailed in Table 1 above; 2.2. Note the projected Capital outturn position for Children’s Services detailed in Table 2 above; and Item 9 Page 124 of 157
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2.3. Note the budget adjustments detailed in sections 6 and 7. 3. Children’s Services Revenue Budget Projection – overspend of £2.287m by 31 March 2025 3.1. The Revenue Budget Monitoring report at Appendix 1 identifies a projected annual overspend of £2.287m (0.9% of total budget). 3.2. It should be noted that the projected outturn position reported here is based on the latest information available, which is subject to change during the financial year. The impact of any change on this projection will be updated at each board cycle until the close of reporting (Period 10). Budget holders are obliged to seek mitigating action to minimise significant budget variances. 4. Objective Analysis – Significant Variances 4.1. Early Learning & Childcare - £1.293m underspend The underspend here is largely driven by vacancies within Employee Costs, offset by an overspend in Transfer Payments. The vacancy position is under review with management. The overspend in Transfer Payments is due to the introduction of a national rate for childcare providers. An over-recovery of Income is also projected, in relation to cross-boundary charges and wraparound care. 4.2. Primary Schools - £0.014m overspend Premises Costs and Transport Costs are currently projected to overspend and are partly offset by a projected underspend in Employee Costs, mainly within teachers’ salaries. The Premises costs overspend is largely due to increased refuse collection costs and demand for janitorial supplies, and the Transport costs overspend is due to the SPT school transport contract being greater than available budget. 4.3. Secondary Schools - £1.691m overspend Employee Costs and Transport Costs are currently projected to overspend. The overspend in Employee Costs mainly arises within teachers' salaries, and the Transport Costs overspend is due to the SPT school transport contract being greater than available budget. 4.4. ASN schools - £0.543m overspend Employee Costs are currently projected to overspend, mainly arising within teachers' salaries. 4.5. Additional Support for Learning - £0.900m overspend Employee Costs and Transport Costs are currently projected to overspend. The overspend in Employee Costs mainly arises due to an increase in demand for Additional Support Needs Assistants (ASNAs) within mainstream schools. The Transport Costs overspend is due to the cost of ASN transport contracts being higher than available budget. Page 125 of 157
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4.6. Facilities Management - £0.107m underspend Premises Costs and Supplies & Services are projected to underspend and are partly offset by a small projected overspend in Employee Costs. The Premises Costs underspend may reduce during the year, as more of this budget is committed to small property repairs across the school estate. 4.7. Children & Families - £0.546m overspend. Employee Costs, Supplies & Services and Transfer Payments are currently projected to overspend. The Supplies & Services projected overspend mainly relates to demand for both Care at Home for children with additional support needs, and payments to care leavers. The overspend in Transfer Payments relates to Section 22 payments across localities. These areas will be kept under review. 5. Subjective Analysis – Significant Variances 5.1. Employees – £0.903 overspend The projected overspend in Employee Costs mainly relates to Secondary and ASN school teaching staffing, and is partly offset by a projected underspend in Primary school teaching staffing. 5.2. Premises Related - £0.286m overspend The overspend in Premises Costs is mainly due to increased janitorial costs and refuse collection costs across the school estate. 5.3. Transport Related - £0.603m overspend The overspend in Transport Costs is due to SPT contracts for both mainstream school transport and ASN transport being higher than available budget. 5.4. Third Party Payments - £0.165m overspend The projected overspend in Third Party Payments relates to Fostering and Adoption fees, following the implementation of the national rate for fostering allowances. 5.5. Transfer Payments - £0.608m overspend The projected overspend in Transfer Payments relates to Early Years and Children and Families. The projected overspend in Early Years is due to the increase in the sustainable rate to childcare providers. Although the Scottish Government has provided additional funding for this (£0.564m), a net overspend of £0.363m is projected. The projected overspend in Children & Families relates to section 22 payments and will be closely monitored throughout the year. A virement of £0.200m is proposed here to mitigate this variance. 5.6. Income - £0.187m over-recovery A projected over-recovery of income is currently projected in relation to Early Years wraparound care and cross-boundary charges for early years. A virement of £0.200m is proposed to mitigate this variance. Page 126 of 157
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6. Revenue Budget Adjustments 6.1. Under the Council’s financial regulations, Directors and their nominated officers, in consultation with the Director of Finance and Resources, have certain delegated authority to transfer sums between subjective budget headings within a service division to enable budget management throughout the financial year. This is known as ‘budget virement’. 6.2. Transfers between divisions of the same service / department in excess of £100,000, and transfers between services / departments must be authorised by the respective service Director and the Director of Finance and Resources for submission to the relevant policy board for approval. 6.3. The Director now seeks homologation from the Board for the following affected virements since the budget was approved in February 2024: Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Premises Related (0.064) Corporate Landlord transfers Environment & Infrastructure Premises Related 0.064 Corporate Landlord transfers 6.4. The Director seeks approval for the following proposed virements, which address significant variances in-year, and will be reflected in the next board report: Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Income (0.200) Increase due to revised charges Children’s Services Transfer payments 0.200 Impact of sustainable rate uplift 6.5. The following budget adjustments reflect allocations of agreed pay settlements, and changes to superannuation rates for employers and are therefore for noting only: Revenue Budget Adjustments Objective Heading Subjective Heading Amount (£m) Reason Children’s Services Employee Costs (5.891) Contribution to reserves re reduction in employers’ superannuation - non-teachers Children’s Services Employee Costs 3.891 Pay increase 2023-24 - non- teachers Children’s Services Employee Costs 2.094 Pay increase 2023-24 - teachers Children’s Services Employee Costs 3.382 Increase in employers' superannuation – teachers Page 127 of 157
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Miscellaneous Services Employee Costs (9.367) Allocation of budgets to services for pay and superannuation changes (NB: Scottish Government funding yet to be confirmed for teacher superannuation increase) 7. Capital Budget Projection – break even position by 31 March 2025 7.1. The Capital Investment Programme 2024/25 to 2028/29 was approved by the Council on 29 February 2024. Education and Children’s Services approved Capital spend for 2024/25 is £55.893m. 7.2. The in-year Capital budget is forecast to break-even by 31 March 2025, however, this will be monitored as the projects progress. Further details of the programme can be found in the Capital Monitoring report at Appendix 2. 7.3. A number of budget adjustments have taken place between years to reflect revised programming of some capital projects. Details of these adjustments, which amount to £15.557m, are as follows: Capital Budget Adjustments Project Amount (£m) Reason Primary School Estate Programme (SEMP) 0.202 Budget carried forward into 2024/25 to reflect updated timing Paisley Grammar School Community Campus 10.500 Increase budget approved by Council on 9 May 2024 Paisley Grammar School Community Campus (0.087) Budget accelerated back to 2023/24 Thorn PS New Build 4.184 Budget carried forward into 2024/25 to reflect updated timing Dargavel Extension (Modular Units) 0.117 Transfer of budget from Other Schools Investment and School Estate Programmes Other Schools Investment Programmes (0.106) Transfer of budget to Dargavel Extension (Modular Units) Total Schools Estate (incl. Early Years) Programme (0.011) Transfer of budget to Dargavel Extension (Modular Units) Other Schools Investment Programmes 0.194 Budget carried forward into 2024/25 to reflect updated timing Total Schools Estate (incl. Early Years) Programme 0.313 Budget carried forward into 2024/25 to reflect updated timing Technology Replacement Strategy ICT 0.251 Budget carried forward into 2024/25 to reflect updated timing Total 15.557 Page 128 of 157
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___________________________________________________________________ Implications of this report 1. Financial The projected budget outturn position for Children’s Services’ Revenue budget is an overspend of £2.287m. Income and expenditure will continue to be monitored closely for the rest of the financial year and steps will be taken to mitigate any overspend, including virement, applying flexibility within specific grant funding as permitted by the Scottish Government, and potential use of earmarked reserves. The projected outturn position for Children’s Services’ Capital budget is a break-even position, after the adjustments set out at section 7.3. The Capital programme will continue to be monitored closely for the rest of the financial year. 2. HR and Organisational Development While staffing budgets form a significant proportion of the Council’s revenue budgets, there are no direct implications arising from the recommendations in this report. 3. Community/Council Planning Community Plan Our Renfrewshire is thriving The Council’s revenue and capital spend ensures that its facilities are fit for purpose and safe for the community, to maximise accessibility. Our Renfrewshire is well Our Renfrewshire is fair Our Renfrewshire is safe Council Plan Reshaping our place, our economy and our future The Council’s revenue and capital spend ensures that its facilities are fit for purpose and safe for the community, to maximise accessibility. Building strong, safe and resilient communities Tackling inequality, ensuring opportunities for all Creating a sustainable Renfrewshire for all to enjoy Ongoing revenue and capital budget monitoring is a tool to enable good financial management so that the Council has resources now and in the future for continued service delivery. Working together to improve outcomes 4. Legal There are no direct implications arising from the recommendations in this report. Page 129 of 157
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5. Property/Assets The capital expenditure noted in this report will result in lifecycle maintenance improvements to existing properties and replacement of ICT assets and infrastructure. 6. Information Technology While ICT assets and revenue costs are included within these reported budgets, there are no direct implications arising from the recommendations in this report. 7. Equality and Human Rights While new areas of spend may impact on particular groups, any such impact would be assessed prior to the spend being incurred, therefore there are no direct implications arising from the recommendations in this report. 8. Health and Safety The capital expenditure noted in this report will result in lifecycle maintenance improvements to existing properties and replacement of ICT assets, which may in some cases rectify health and safety issues. 9. Procurement While Procurement is an important consideration prior to the Council incurring any revenue or capital spend, there are no direct implications arising from the recommendations in this report. 10. Risk The potential risk that the Council will overspend its approved budgets for the year will be managed at a Council-wide level by the Chief Executive and Directors. 11. Privacy Impact There are no direct implications arising from the recommendations in this report. 12. CoSLA Policy Position n/a 13. Climate Risk The Council aims to reduce its carbon and other emissions to net zero by 2030, however there are no direct implications arising from the recommendations in this report. 14. Children’s Rights There are no direct implications arising from the recommendations in this report. __________________________________________________________________ Page 130 of 157
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List of Background Papers: • Revenue Budget and Council Tax 2024/25, Council 29 February 2024 • Capital Investment Programme 2023/24 to 2027/28, Council 29 February 2024 Authors: Richard Conway, Finance Business Partner Linsey McGregor, Finance Manager Page 131 of 157
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Appendix 1 RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2024/25 1 April 2024 to 21 June 2024 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Subjective Summary Approved Annual Budget Budget Adjustments Revised Annual Budget at Period 3 Projected Outturn Budget Variance (Adverse) or Favourable £000 £000 £000 £000 £000 % Employees 171,937 2,877 174,814 175,717 (903) (0.5%) Premises Related 9,497 (27) 9,470 9,756 (286) (3.0%) Transport Related 5,991 1 5,992 6,595 (603) (10.1%) Supplies and Services 33,419 136 33,555 33,476 79 0.2% Third Party Payments 18,918 0 18,918 19,083 (165) (0.9%) Transfer Payments 14,062 488 14,550 15,158 (608) (4.2%) Support Services 53 0 53 40 13 25.4% GROSS EXPENDITURE 253,877 3,475 257,352 259,826 (2,474) (1.0%) Income (1,550) 0 (1,550) (1,737) 187 12.0% NET EXPENDITURE 252,327 3,475 255,802 258,089 (2,287) (0.9%) Page 132 of 157
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Appendix 2 RENFREWSHIRE COUNCIL REVENUE BUDGET MONITORING STATEMENT 2024/25 1 April 2024 to 21 June 2024 POLICY BOARD : EDUCATION & CHILDREN'S SERVICES Objective Summary Approved Annual Budget Budget Adjustments Revised Annual Budget at Period 3 Projected Outturn Budget Variance (Adverse) or Favourable £000 £000 £000 £000 £000 % Directorate 415 (12) 403 396 7 1.7% Early learning and childcare 34,952 (1,007) 33,945 32,652 1,293 3.8% Primary 63,342 1,927 65,269 65,283 (14) 0.0% Secondary 87,942 2,047 89,989 91,680 (1,691) (1.9%) ASN (Special) schools 7,071 336 7,407 7,950 (543) (7.3%) Additional support for learning (ASL) 17,268 628 17,896 18,796 (900) (5.0%) Psychological services 836 41 877 877 0 0.0% Education development 2,080 83 2,163 2,163 0 0.0% Attainment Challenge 0 0 0 0 0 0.0% Facilities management 625 (27) 598 491 107 17.9% Children & Families 37,796 (541) 37,255 37,801 (546) (1.5%) NET EXPENDITURE 252,327 3,475 255,802 258,089 (2,287) (0.9%) Page 134 of 157
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Appendix 3 Approved Budget Revised Projected Budget Adjustments Budget Outturn Total Approved Projected 2024-25 in 2024-25 2024-25 2024-25 Budget Outurn Project Title to 31-Mar-29 to 31-Mar-29 £000 £000 £000 £000 £000 £000 EDUCATION & CHILDREN SERVICES Primary Schools Estate Programme(SEMP) 0 202 202 202 0 0% 10,623 10,623 0 0% Paisley Grammar New Campus 34,631 10,413 45,044 45,044 0 0% 85,600 85,600 0 0% Thorn PS New Build 5,737 4,184 9,921 9,921 0 0% 14,000 14,000 0 0% Dargavel Extension (Modular Units) 0 117 117 117 0 0% 2,250 2,250 0 0% DPS2 New Build 10,000 0 10,000 10,000 0 0% 45,000 45,000 0 0% Other Schools Investment Programmes 125 88 213 213 0 0% 213 213 0 0% Total Schools Estate(inc Early Years) Programme 0 302 302 302 0 0% 302 302 0 0% PMHS Extension 5,000 0 5,000 5,000 0 0% 30,000 30,000 0 0% Technology Replacement Strategy ICT 400 251 651 651 0 0% 1,851 1,851 0 0% TOTAL EDUCATION & CHILDREN'S SERVICES BOARD 55,893 15,557 71,450 71,450 0 0% 189,839 189,839 0 0% RENFREWSHIRE COUNCIL 1st April to 21st June 2024 POLICY BOARD: EDUCATION & CHILDEN'S SERVICES CAPITAL INVESTMENT STRATEGY - NON-HOUSING SERVICES Budget Variance (Adverse) or Favourable Current Year 2024-25 Budget Variance (Adverse) or Favourable Full Programme - All years Page 136 of 157
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_________________________________________________________________________ To: Education and Children’s Services Policy Board On: 22 August 2024 Report By: Director of Children’s Services Heading: Children’s Services – Health and Safety and Action Plan 2024/2025 1. Summary 1.1 The Council’s Health, Safety and Welfare Policy requires each service to submit an annual report and an annual Health and Safety action plan to the relevant Policy Board. 1.2 In terms of looking forward, the Children’s Services action plan for 2024/2025 is attached as Appendix 1 to this report. It sets out the planned actions the service will undertake during 2024/2025, outlining the service’s commitment to continuous improvement in health and safety performance in accordance with the People Strategy – Ongoing implementation of key priorities (Health and Wellbeing Plan 2024/2029). ___________________________________________________________________ 2. Recommendations 2.1 It is recommended that the Education and Children’s Services Policy Board approves the Children’s Services Health and Safety action plan for 2024/2025 at Appendix 1. __________________________________________________________________ 3. Background 3.1 Renfrewshire Council’s Department of Children’s Services accepts its responsibilities under the Health and Safety at Work etc Act 1974, as an employer, to ensure the health, safety and welfare of all its employees, pupils and other persons who may be affected by the operations of the department. Employees must likewise accept their responsibilities under the Act. 3.2 Children’s Services Interim Head of Education is currently the lead officer for health, safety and wellbeing within the service and is supported by the Item 10 Page 137 of 157
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Resources Support Manager. We have a proactive approach and commitment to health, safety and wellbeing which is supported by the service’s Health and Safety Committee. 3.3 The service has adapted its processes and procedures to ensure that standards for all employees working from home or in the office are maintained, with the health, safety and wellbeing of employees being a priority. The service’s health and safety committee meet’s quarterly via Teams. The membership of this group includes representation from all school sectors, professional bodies, Children’s House, Social Work Justice and colleagues from the council’s Environmental, Housing and Infrastructure Department are also in attendance. 3.5 The action plan 2024/2025 identifies areas for future and continued action which is included as Appendix 1 to this report. The action plan is monitored on a quarterly basis by the service’s health and safety committee. 3.6 The preparation of this annual report and action plan has been supported by the Finance and Resources, People and Organisational Development (People & OD) Health and Safety Team. Implications of the Report 1. Financial Implications – None. 2. HR & Organisational Development Implications – None 3. Community/Council Planning Implications – None. 4. Legal Implications – None. 5. Property/Assets Implications – None. 6. Information Technology Implications – None. 7. Equality & 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. 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 Implications - The report supports and demonstrates the Council and the Children’s service’s commitment to ensuring effective health and safety management. 9. Procurement Implications - None. 10. Risk Implications - The report supports the overarching management of risk within Renfrewshire Council. Page 138 of 157
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11. Privacy Impact Implications - None. 12. Cosla Policy position – None. 13. Climate Risk – None. 14. Children’s Rights - The rights and wellbeing of children and young people is at the heart of our Children’s Services Health and Safety Plan. As a council we will continue to work together to promote equality and raise awareness of the United Nations Convention on the Rights of the Child (UNCRC) to make sure children and young people’s rights are promoted and reflected in all that we do. This will ensure that we are meeting the requirements of the new duties under the United Nations Convention on the Rights of the Child (Incorporation) (Scotland) Act 2024. ___________________________________________________________________ List of Background Papers • Children’s Services Health and Well Being Strategy Update 2022/2023 and Children’s Services Well Being Strategy 2023/2024 ___________________________________________________________________ Children’s Services GL/LB 22 July 2024 Author: Laura Baillie, Resources Support Manager - 07970876292 (laura.baillie@renfrewshire.gov.uk) Page 139 of 157
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Appendix 1 Children’s Services Health and Safety Action Plan 2024/2025 Action Title Due Date Update Recognise the Council’s Health & Wellbeing Strategy ensuring all employees are aware of initiatives and participate where relevant / required. 31 March 2025 Monitor and review workplace risk assessments in Children’s Houses to ensure they remain suitable and sufficient. 31 March 2025 Ensure a health and safety inspection programme across all educational establishments and children’s houses. Trade Union representation should be invited to take part in the health and safety walk round for establishments. 31 March 2025 Monitor DSE assessments across the service with regular updates from managers. 31 March 2025 Continue to encourage reporting of incidents involving employees via Business World 31 March 2025 Ensure Risk Assessments are regularly reviewed and updated in the following areas: Fire Manual Handing HAVS (Hand Arm Vibration) 31 March 2025 Staff Training Programme in relation to Health and Safety at Work: • Fire training • Manual Handing • Ensure Social Work Staff Residential and Non Residental are completing all Mandatory Training pathways • Technical Teachers/ Technicians – Metal Work Training 31 March 2025 Page 140 of 157
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Action Title Due Date Update Maintain weekly monitoring of violence and aggression reports in all establishments to conduct investigation and provide support where required. 31 March 2025 Continue to raise awareness of good practice around classroom / playroom ventilation and encourage staff to monitor their Co2 levels via their classroom monitor or online portal. 31 March 2025 Page 141 of 157
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Page 1 of 5 To: Education and Children’s Services Policy Board On: 22 August 2024 ___________________________________________________________________ Report by: Director of Children’s Services ___________________________________________________________________ Heading: Inspection of Through Care Team, Housing Support Service by the Care Inspectorate ___________________________________________________________________ 1. Summary 1.1. Renfrewshire children’s services operates a Throughcare & Aftercare Service for care experienced young people. The housing support element of this service is 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. The service inspected operates from 2 locations in Renfrewshire, a community-based support service from St James Street within office hours and a 24-hour, 7 day per week on site support service from Charleston Square. 1.4. The most recent inspection of the service was carried out by the Care Inspectorate in May 2024. The service was assessed as very good in the two areas considered during the inspection (how well do we support people’s well- being and how good is our leadership). A copy of the inspection report is attached at appendix 1. ___________________________________________________________________ 2. Recommendations 2.1. The Education and Children’s Services Policy Board is asked to note: [a] the outcome of the inspection of Through Care Team, Housing Support Service and celebrate the key strengths identified by the Care Inspectorate. ______________________________________________________________ Item 11 Page 142 of 157
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Page 2 of 5 3. Background 3.1 Social work and social care services are subject to a range of audit and scrutiny activities to ensure that they are undertaking all statutory duties and providing appropriate care and support to vulnerable individuals and groups. A number of social work and social care services are required to register with the Care Inspectorate. These registered services are subject to regular inspection by the Care Inspectorate. Typically, registered support services will be subject to one inspection per year which will be unannounced. 3.2 Inspectors use quality frameworks to evaluate the quality of care during inspections and improvement planning. The frameworks reflect the Health and Social Care Standards and provides transparency about what is expected. 3.3 The Care Inspectorate utilises the following gradings across each of the areas considered during each inspection: • Unsatisfactory – major weaknesses, urgent remedial action is required. • Weak – important weaknesses, priority action required. • Adequate – strengths just outweigh weaknesses. • Good – important strengths, with some areas for improvement. • Very good – major strengths. • Excellent – outstanding or sector leading. 3.4 The Care Inspectorate publishes the inspection reports on its website. In addition to awarding grades in each of the themes inspected, the Care Inspectorate can make a recommendation or put in place a requirement. A recommendation will set out an action that would improve or develop the quality of the service, but failure to meet a recommendation would not result in enforcement by the Care Inspectorate. Requirements are legally enforceable and set out what is required by a care service to comply with the Regulation of Care (Scotland) Act 2001 or with the conditions of registration. 3.5 Throughcare and Charleston Square registered service have a link inspector from the Care Inspectorate and explore an improvement agenda during the inspection and throughout the year. The manager from Charleston Square and the senior manager for our residential services lead this process by identifying where there are strengths in relation to the service and areas for improvement, share this with the link inspector and agree the annual improvement activity. ______________________________________________________________ 4. Recent inspection activity 4.1 Renfrewshire Council Through Care Team provides housing support to vulnerable young people across the Renfrewshire area. Accommodation and support are provided from two locations. Charleston Square is a purpose-built supported housing development in Paisley that has 10 self-contained flats. Charleston Square has support staff based on site 24 hours each day, 7 days per week, 52 weeks of the year. The housing support service operated by the outreach team at St. James Street, has access to a minimum of 10 satellite flats which can be offered to young people who are ready to live independently throughout Renfrewshire. Page 143 of 157
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Page 3 of 5 4.2 Renfrewshire Throughcare team & Housing Support Service was last inspected in August 2020, managers maintained a relationship and dialogue regarding the development of the service with the link Care Inspector since this time. 4.3 The Care Inspectorate made two requirements and three areas for improvement in relation the Throughcare team & Housing Support Service in August 2020. An action plan was developed and closely monitored by both internal and external managers following that inspection to the most recent. 4.5 The two requirements and three areas for improvement were reviewed as part of the most recent inspection with both requirements and areas of improvement being fully met since the last inspection. 4.6 Throughcare team & Housing Support Service was inspected in May 2024 with the final report being published in August 2024. The service has been evaluated as Very Good overall in both areas explored in the scope of this inspection (how well do we support people’s well-being and how good is our leadership). 4.7 The Care Inspectorate found that significant improvements and developments had been made within the Throughcare team & Housing Support Service since the last inspection. Areas of strength identified within the service were: • Young people experience warm and compassionate care and support. • The service understood diversity and encouraged young people to express themselves and voice their opinions. • Evidence of the effective management of risk & need, recognising all of the young people's needs including the needs of the most vulnerable. • Very positive outcomes for some young people, particularly in relation to their ability to manage risk. Some young people had turned their lives around and were excellent advocates for themselves and others. • The service had a progressive approach to risk management, and this was something we were pleased to observe 4.8 The Care Inspectorate did not make any requirements or identify any area of improvement at this time. The Service however, continues to be committed to an improvement agenda and continues in the journey of reflection, review, consultation, analysis and change. 4.9 The inspection considered how well we support people’s wellbeing and graded this as very good. The report details findings of significant strength in aspects of the care provided and how these have supported positive outcomes for young people. The inspector witnessed young people experience warm and compassionate care & support through positive relationships with access to a range of care and support when wanted or required. They noted a seismic shift in in both the approach and availability of support. Page 144 of 157
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Page 4 of 5 4.10 The report details that the service understood risk, diversity, rights of young people & advocacy and encouraged young people to express themselves and voice their opinions. The Inspection evidenced the voice of young people leading to action of management and staff with openness to adjusting support in response to individual need. 4.11 The Care Inspector highlighted that the support to young people was flexible and worked around their lives. For young people working or at college they had access to people in the evenings and staff sought to enable young people through the support they gave. 4.12 The development of the outreach Service managed by the manager and staff team at Charleston Square was established initially during the covid pandemic & developed significantly since then. This was recognised by the inspection, highlighting a sense of belonging, they found that that there was a wider community of young people who continued to be supported by Charleston Square and developed a community of support whilst living in their own homes. 4.13 Leadership within the Service was scrutinised as part of this inspection and graded as very good. The inspection found significant strength in the care provided and how these supported positive outcomes. Staff and managers were found to be committed to improvement and everyone spoke to was passionate about outcomes for young people, challenging systems & focussing on change for the better. 4.14 The inspection highlighted that within the service leaders had taken bold decisions about service design based on strong values of leaders and focus on the needs of young people with positive impact. 4:15 The inspection reports noted clear aims and objectives of the service and a positive culture of staff spending time exploring discussing outcomes for young people and reviewing the quality of approach and intervention. Managers were seen as reflective and critically analytical, recognising difficult decision making regarding the use of the resource but open and available to young people, listening to their views and explaining decisions. 4:16 This inspection found that the key driver to change in the service was positive outcomes for young people and a strong approach to corporate parenting was evident within the service. ___________________________________________________________________ Implications of this report 1. Financial None. 2. HR and Organisational Development None. 3. Community/Council Planning None. Page 145 of 157
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Page 5 of 5 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. 11. Privacy Impact None. 12. Cosla Policy Position None. 13. Climate Risk None. 14. Children’s Rights There are no implications for children’s rights in this report. List of Background Papers (a) None ___________________________________________________________________ Children’s Services KS /JT 15 August 2024 Author: John Trainer. Head of Children and Justice Social Work/Chief Social Work Officer, 0300 300 0277, john.trainer@renfrewshire.gov.uk Page 146 of 157
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RRenfrenfrewshirewshire Council Thre Council Through Carough Care Te Teameam Housing Support Service 10 St. James Street Paisley PA3 2HT Telephone: 01414873010 Type of inspection: Unannounced Completed on: 28 May 2024 Service provided by: Service provider number: Renfrewshire Council SP2003003388 Service no: CS2005101044 Appendi Appendix 1 Page 147 of 157
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About the service Renfrewshire Council Through Care Team provides housing support to vulnerable young people in the Renfrewshire area. Accommodation and support are provided in two locations. Charleston Square is a purpose-built supported housing development in Paisley that has 10 self-contained flats. Charleston Square has support spaces and a large garden that offers space for relaxation. The housing support service operated by the outreach team at St. James Street, has access to 10 satellite flats which can be offered to young people who are ready to live independently. About the inspection This was an unannounced inspection which took place on 13 May 2024, 14 May 2024, 16 May 2024, 20 May 2024 and 21 May 2024. The inspection was carried out by one inspector 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 young people using the service • spoke with staff and management • observed practice and daily life • reviewed documents • spoke with visiting professionals. Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 2 of 11 Page 148 of 157
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Key messages • We saw young people experiencing warm and compassionate care and support. • The service understood diversity and encouraged young people to express themselves and voice their opinions. • There had been times when the young people had not felt safe and we reviewed these incidents. Whilst the response from managers was not as quick as some staff and young people desired, we understood the need to counterbalance all of the young people's needs including the needs of the most vulnerable. • There were very positive outcomes for some young people, particularly in relation to their ability to manage risk. Some young people had turned their lives around and were excellent advocates for themselves and others. • The service had a progressive approach to risk management, and this was something we were pleased to observe. 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 people's wellbeing? 5 - Very Good How good is our leadership? 5 - Very Good Further details on the particular areas inspected are provided at the end of this report. Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 3 of 11Page 149 of 157
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How well do we support people's wellbeing? 5 - Very Good We found significant strengths in aspects of the care provided and how these supported positive outcomes for young people, therefore we evaluated this key question as very good. We saw young people experiencing warm and compassionate care and support. There were positive relationships between young people and staff and if young people wanted the support, it was there for them. In the time since we last inspected this service, we observed a seismic shift in the approach to supporting young people and the availability of support to young people. The young people we spoke with felt respected and understood. They didn't always agree with the view of staff or want the intervention of staff but if they declined support there was always an opportunity to pick this up again. We were impressed with the outreach support from Charleston Square and the approach from the throughcare team to support young people for as long as they needed it. It meant that young people continued to have the support of their corporate parent well into their twenties. The service understood diversity and encouraged young people to express themselves and voice their opinions. When things were not working for young people, they spoke up and had access to managers. The approach from managers was to find ways to help young people. During our inspection we saw examples of the voice of young people leading to action and staff being open to adjusting their support to what young people needed. There was a sense of belonging within the service. We were heartened by the community impact and how young people in their own houses engaged with each other as part of a smaller community. We also found that that there was a wider community of young people who continued to be supported by Charleston Square and came back for dinner time and special events. The rights of young people were clearly understood and staff amplified these if young people were unable to do so themselves. We found a passionate staff group who were hugely committed to young people, who stuck by them and attempted to improve their outcomes. Advocacy was a central foundation of the approach by staff. If young people were not getting something that they needed, people across the organisation worked together to find solutions. This meant that young people benefitted from an organisational focus on improving outcomes. There had been times where the young people had not felt safe and we reviewed these incidents. Whilst the response from managers was sometimes not as quick as staff and young people desired, we understood the need to counterbalance all of the young people's needs including the needs of the most vulnerable. We found that risk assessments were regularly analysed through a lens of the impact on the greater good and when necessary, actions were taken focused on protection. This meant that there was regular reflection, analysis and consideration in the midst of difficulties. This oversight and critical review assured us that there was always an ongoing review of the safety of everyone. Young people had access to tailored support. The aims and objectives of the service had progressed significantly since our last inspection to reflect the support more clearly but also to have a more direct impact upon young people. If young people didn't want the support, it was not enforced upon them but there were always staff available if young people needed help. Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 4 of 11 Page 150 of 157
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The staff were proactive in accessing young people in their own homes, which was an improvement since the previous inspection. The willingness to go to young people as opposed to waiting for them to seek staff out was a significant progression in helping people. The group setting had shifted from historically feeling like group care to being individualised flats with access to communal areas and individually tailored support by staff. Young people were enabled to develop their skills and interests. We found some very positive developments for young people based on the supports being provided and the opportunities given. If young people had an interest and it could be used to build functioning, skill or promote education and employment then the staff were creative and encouraging in making this happen. Staff used their resources wisely and found ways to create opportunities for young people despite significant pressure on resources at times. There were times where young people were frustrated by the actions of their neighbours and found any damage to the communal environments disruptive. Any damage was repaired, and the staff and managers were present to support young people when this occurred. Most importantly there was clear thresholds for the young adults and when risk reached a certain level action was taken. However, we also understood the need to balance the needs of everyone and to understand everyone's welfare and safety through a trauma informed lens. This was something that we found the staff and managers did well. The support to young people was flexible and worked around their lives. For young people working or at college they had access to people in the evenings. The staff sought to enable young people through the support they gave. Whilst nothing could be enforced the staff worked hard to build relationships from which they could begin to encourage positive decision making and help young people unlock their potential. We found that everyone was committed to keeping people safe. There were examples of where the staff had prevented young people from being seriously harmed through their own actions. Staff and managers had a very good understanding of trauma, and this lens allowed them to empathise with young people and adjust their care to meet individual needs. At times young people were at risk of being exploited in the community but the reactions of staff addressed these concerns, ensured the police were quickly involved and meant young people were kept safe. When young people were at risk of being bullied or unhappy with the behaviour of others the staff and managers listened and acted. The focus was on protecting everyone but also ensure everyone got the help they needed. There were incredible outcomes for some young people, particularly in relation to their ability to manage risk. Some young people had turned their lives around and were excellent advocates for themselves and others. They were both empowered and supported by staff. Other young people had not made the progress that everyone would have wished but we found relationships between staff and young people were retained and this was a powerful contributor to future positive outcomes. The service had a progressive approach to risk management, and this was something we were pleased to observe. Young people were supported as individuals and as adults. This meant that they were treated as such. This enabled some young adults to test out life in its fulness but from a slightly safer space. We believe this nurtured independence and got young people more ready for the future. There was very good professional links to agencies across health. Young people were given opportunities to link with services and staff were knowledgeable about what could help each individual. The support young people received was led by them, whilst staff signposted and nurtured young people to make the best possible decisions ensuring they retained appropriate choice. The service as a whole understood that young Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 5 of 11Page 151 of 157
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people should have choice and advocated this strongly. For young people with significant health needs the staff were knowledgeable and responsive. They equipped themselves with the right learning to be able to support people alongside the external professionals. Much like in a family environment, staff were on hand to support young people to remember about appointments or to take them there. The need to develop independence was balanced with the need to always provide nurture. We were heartened by the approach to listening to young people. The consistent message we got back about the staff and managers was that they listened. If they had failed to do so initially staff revisited this and addressed issues. This had the biggest direct impact. The service had adjusted its approach to be more available to listen to young people, particularly in the midst of crisis or distress. Staff empathised and tried to understand young people, and this led to the development of strong relationships. There was young people whose outcomes remained a concern for everyone. We have encouraged the service to revisit these outcomes, to analyse the approach taken and to consider how they could have delivered the care and support differently. This would benefit from everyone involved in the care and support process being part of this discussion. We were very pleased to see the positive impact food was having at Charleston Square. The domestic staff had a wider positive impact on daily life by creating tasty meals and baking for the young people who lived there. It meant that the communal space was a nurturing one and young people in particular who were struggling had the offer of a nutritious meal once a day. This approach to nurture reflected a wider shift in culture with a longer-term focus on developing independence but in a compassionate and empathic way. How good is our leadership? 5 - Very Good We found significant strengths in aspects of the care provided and how these supported positive outcomes for young people, therefore we evaluated this key question as very good. Across the throughcare service we found staff and managers committed to improvement. Everyone we spoke with was passionate about outcomes for young people, about challenging system issues and focusing on change for the better. Within such a large system as this service we did not find that everyone agreed on the use of resources, or the decisions made at times. However, we were heartened by the advocacy available to young people and the willingness for people to have difficult conversations focused on improvement. It assured us that people were being heard and that there was a continual cycle of improvement. Within the service the leaders had taken bold decisions about service design and we were pleased to see the impact of this. These decisions were based on the strong values of leaders and the focus on the needs of young people. The aims and objectives clearly set out the functions that we observed in staff. Staff challenged decisions if they believed they were wrong and there was a positive culture of spending time discussing outcomes and reviewing the quality of approach. Whilst managers had oversight of audits, the staff had strong opinions and views about improvement. We saw people owning their professional values and prioritising the voice of young people. When outcomes for young people were poor the staff team were reflective about this. Staff had ideas about how things could be done differently. Managers were reflective and critically analytical. Whilst they had to make decisions at times that didn't please young people we saw a willingness to explain decisions to young people and to spend time hearing their views. Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 6 of 11 Page 152 of 157
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The service had received complaints in the last year. Some of these had been addressed out with inspection but others were considered as part of the inspection. Safety was important to young people and staff and they told us about that. We found managers had listened to the views of people and responded. Some staff had not felt equipped to manage risk and the service had been adjusted to respond to this. We found managers to be very present and available to both staff and young people. The managers flexed their hours to ensure they were around at different times of the day and to oversee the quality of care. We found the managers had a clear understanding of what needed to improve and what was not working well. We questioned whether joint working across the teams could improve, but that this needed to be led by managers and modelled to staff. The senior managers for the service agreed to have an oversight of this to support an improvement. We found that outcomes for young people was the key driver for change. Managers at all levels had a really good knowledge and understanding of the young people. This meant that alongside staff, everyone talked to being a corporate parent and wishing the best possible outcomes for their young people. Requirements Requirement 1 The aims and objectives for Charleston Square must reflect the work currently being undertaken by the service. Furthermore, the aims must also fully reflect the high-level needs of the young people staff will be expected to support and how young people should expect to be cared for. This will develop the way in which staff and managers work together and support structured and consistent service delivery. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'My care and support meets my needs and is right for me.' (HSCS 1.19); and 'I am in the right place to experience the care and support I need and want.' (HSCS 1.20) This requirement was made on 18 August 2020. Action taken on previous requirement This requirement was met some time ago. We found aims and objectives that were clearly defined and were having a positive impact on outcomes for young people. 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 Renfrewshire Council Through Care Team page 7 of 11Page 153 of 157
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Requirement 2 The service managers would benefit from undertaking a learning needs analysis for all staff in order to ensure that they understand the skill set and experience needed to provide high-quality care and support. This should lead to staff being provided with training aimed at meeting their learning and development needs. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes.' (HSCS 3.14) This requirement was made on 18 August 2020. Action taken on previous requirement We found an active staffing and learning needs analysis and a staff team that had been recruited based on values, experience and skills. This meant that the majority of staff were equipped to meet the needs of young people. Met - within timescales Areas for improvement Previous area for improvement 1 The support young people receive should reflect their individual needs and help them transition at a pace that is right for them. They should receive the same care and support regardless of who is tasked with looking after them. Charleston Square will benefit from having a clear model of care to guide staff and managers to work in the same way and to ensure the young people receive individually planned and consistent support that is right for them. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am treated as an individual by people who respect my needs, choices and wishes, and anyone making a decision about my future care and support knows me.' (HSCS 3.13); and 'If I am supported and cared for a by a team or more than one organisation, this is well coordinated so that I experience consistency and continuity.' (HSCS 4.17) This area for improvement was made on 18 August 2020. 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 Renfrewshire Council Through Care Team page 8 of 11 Page 154 of 157
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Action taken since then This area for improvement has been met for some time. We found a clear model of care that focused on nurture and the majority of staff were working in this way. Previous area for improvement 2 Service managers should ensure that there is a regular audit and analysis of serious incidents. Furthermore, where serious incidents occur, there should be a clear debriefing process for all involved that supports improvements in service delivery. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I am protected from harm, neglect, bullying and exploitation by people who have a clear understanding of their responsibilities.' (HSCS 3.20) This area for improvement was made on 18 August 2020. Action taken since then We reviewed the audit processes for incidents and our sample showed that they were being reviewed regularly and staff were being given informal and formal debrief support. Furthermore, serious outcomes were reviewed as part of formulation and reflection meetings. Previous area for improvement 3 Service managers should engage with staff to review the effectiveness of supervision and to develop structures that ensure they feel supported. This is to ensure that care and support is consistent with the Health and Social Care Standards (HSCS) which state that: 'I have confidence in people because they are trained, competent and skilled, are able to reflect on their practice and follow their professional and organisational codes.' (HSCS 3.14). This area for improvement was made on 18 August 2020. Action taken since then We found that supervision was occurring regularly and the majority of staff were benefitting from the process. Complaints There have been no complaints upheld since the last inspection. Details of any older upheld complaints are published at www.careinspectorate.com. Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 9 of 11Page 155 of 157
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Detailed evaluations How well do we support people's wellbeing? 5 - Very Good 1.1 People experience compassion, dignity and respect 5 - Very Good 1.2 People get the most out of life 5 - Very Good 1.3 People's health and wellbeing benefits from their care and support 5 - Very Good How good is our leadership? 5 - Very Good 2.2 Quality assurance and improvement is led well 5 - Very Good Inspection rInspection reporteport Inspection report for Renfrewshire Council Through Care Team page 10 of 11 Page 156 of 157
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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 Renfrewshire Council Through Care Team page 11 of 11Page 157 of 157